Multimedia WRITING ANSWER KEY (MAXIMISER) Standard, Classified, Focused ,~)l~liwl, o~ '-5~ 4i!lo :H.) 4.i,-oJ 360 .b ~ ).A ..:.J\l ~ ' '-5)1.iJj,,-l '-5lAa ~li tl)ll Alireza Memarzadeh IEL TS Writing Answer Key (MAXIMISER) I .... Introduction: IEL TS Writing Answer Key (MAXIMISER) is a must-read source designed to meet the needs of candidates preparing to take the IELTS test. It offers a full range of classified writing samples found in the actual exam. Key features of the book: provides 360 classified and standard writing samples (AC) & (GT) with model answers; helping candidates to target the IELT S writing tasks effectively contains 90 supplementary exercises (AC) & (GT) for further practice provides useful language for the writing test designed to be suitable for all IELTS candidates is ideal for independent study or class use Writing Task 1 (Academic) 20 minutes/ 150 words (One-third of the marks for the paper) Writing types: A descriptive report based on graphic or pictorial input Task types: Information transfer exercise Target writing skills: present, describe, interpret, compare given data describe a process or how something works. use appropriate and accurate language Writing Task 1 (General Training) 20 minutes/ 150 words (One-third of the marks for the paper) Writing types: A short letter (Formal, Semiformal, Informal) Task types: Task poses a problem or outlines a situation which requires a written response in letter format Target writing skills: respond to task show familiarity with letter writing style use appropriate and accurate language Writing Task 2 40 minutes/ 250 words (Two-thirds of the marks for the paper) Writing types: An extended piece of writing or discursive essay Task types: Candidates are presented with a given point of view or problem on which to base their writing Target writing skills: • argue, defend or attack a point of view backed by evidence present the solution to a problem. compare & contrast opinions drawing on personal experience Assessment Criteria: Task Response (TR} Coherence and Cohesion: (CC} Lexical Resource: (LR} Grammatical Range and Accuracy: (GRA} III ~ Contents: "" Writing Task 1 (Academic) Pages Diagrams- Report structure 2-3 Report language 4-10 120 IELTS writing -samples 11-70 Exercises ( 1-30) 71-80 "" Writing Task 1 (General) Letter writing steps & formats & structure 81-83 Letter language 84-92 120 IELTS writing samples 93-152 Exercises (1-30) 153-158 "" Writing Task 2 ( AC & GT) Essay writing steps & structure & Formats 159-165 Linking words & Essay language 166-182 120 IELTS writing samples 183-242 Exercises ( 1-30) 243-245 Critical thinking -Workshop 246 Spelling & Punctuation 247 References 248 IV Report Writing Steps & Elements -Task 1 {AC) 1 IELTS Writing Task 1 (Academic) Writing Steps: 1 Analyse the question: Examine the diagrams carefully, and decide what each one shows. Consider only facts. NOT personal ideas (objective analysis) 2 Plan the answer: Look for any overall trends or features first. Choose as many relevant words as you can. Make comparisons if necessary. Divide the report into paragraphs appropriately. 3 Write the answer: Use a range of relevant vocabulary, sentence types and linking words. Work out how many lines 150 words are in your handwriting, e.g. if you write about 10 words per line, then you will need to produce at least 15 lines. Obviously, you need to write more to address the task but it is very important to keep your report relevant. 4 Check the answer; proofread Leave time at the end to check your answer for errors in grammar, spelling and punctuation. Elements of a graph: I Title j Food consumption per person per week I Survey: How to travel (Age groups) I Title between 1975 and 2000 1;: Travel 15-25 26-35 I 36-45 46-55 5M5 +66 Y-axis t- ..... - ! Key/ Legend l ~ Plane 70% 66% I 60% 55% 40% 32% l!Row! VertSiccaall ea xis .!1• a2=c0o0 -...-.. ........... .I_Gr.a_ph ..s J ---~F.-$-r"n9IGeeh1c,r- fmwil TCBrauaisrn 11235%%% 11347%-%% -II 12370%%% 31410%%% 5460%%% 6620%%% ' 1I0010 9 'TJ t9IO ltl$ 1990 '"' 2000 "'/ I I ~ I X-Gxis/ Horizontal axis! Data/Quantities Column Title: The title offers a short explanation of what is in the graph. Legend: The legend tells what each variable represents; identifier. X-Axis: The x-axis runs horizontally; typically the x-axis has numbers representing different time periods or names of things being compared. Y-Axis: The y-axis runs vertically; divided into equal parts, showing figures. Numerical Data/ Quantities: Facts or information, especially when examined and used to find out things. Item: A single article. Row: A series of data arranged in a line. Column: Vertical series of data. 2 Types of graphs -Task 1 {AC) .... Line graphs: A planned drawing. consisting of a line or lines. showing how sets of numbers are related to each other. The graph below shows changes in food consumption per person per week between 1975 and 2000. c 700 Fresh fruit : !00 l.1 ,00 ie 1l 4.0:0 - ""S-u.g:a.r_ I, ,.., lcecream 0 tt75 ,.., 191.S 19'0 ..., 200C> .,.. Bar charts: A diagram that uses bars of different heights to show different amounts. so that they can be compared. The bar chart gives information about the percentage of workers i11 different sectors ofe mployment in three countries. 60 50 40 30 20 10 0 India % Agrkultural Industrial Service .,.. Pie charts: A diagram consisting of a circle divided into sections to show the size of particular amounts in relation to the whole. The chart shows the results ofa survey into the causes ofp oor school attendance in the UK in 2007. ,_ group Bullying 5% pressure15% Lack of school discipline 15% aoth parents working 25% .,.. Tables: A list offacts or numbers arranged in a special order. usually in rows and columns. The table below shows i,rfonnation regarding the percentage of the population in different age groups. Percentage of peoole who are aaed World Eurooe North America Asia Under 15 16 13 13 11 16-60 76 74 72 79 61+ 8 13 15 10 .. .. .,.. Flow charts (Processes): A diagram that shows the connections between the different stages ofa process. The diagram below shows how plastic is recycled. • • .;·,: •• •• • • .. .. 1111 .. •. .i .. ~ • ~ •• ~~;~- Collections Sorting Bailing Crushing Washing Regrinding Finished Used plastic produds .,.. Flow charts (Systems): A group of things. pieces of equipment. etc that are connected or work together. The diagram below shows the structure of a basic rocket engine. Combustion Procen in Rocket Engines Fuel pump Injector (An"""""""' wf,id, ;"'oo, (A chtmiwf prootu rl which ,:ubsl'oincti combiM wiffl fuel into an •n:giM) , 11,e ""111"';,, tire o;, to p,od<Jc. lreot or,d light) Nozzle .,.. Flow charts (Cycles): The fact of a series of events being repeated many times. always in the same order. The illustration below shows the movement of the earth's water i11 relation to land. Hydrologic Cycle~ ,,.,..,,.,...... EVllporation t.'~ t Tn1n•piration Precipi.t.a.t.i ,o..n. .. ....~.. ,~) ....... ': : _..,_ °",..... ..... .,il l . ::: Inti ltrati on ...- •- -U.."~-~ ~--~ :,,._.._.,,r. .... Maps: A drawing or plan of the earth's surface or part of Iit. sho wing countries. towns. rivers. etc. The diagram below shows the proposed sites for building a hospital. .--~~~~-:--:-~-r=-~~~---:-:--~~, aaA -:, -------, ·~ B 1 Proposed: o: ... 1: ; Mountatnou, 0 0.2 0.4 Report Structure - Task 1 (AC) 3 Report Structure :> Introduction (Introductory paragraph) About 20-30 words &. • Writing an opening sentence; paraphrasing & introducing the task Don't copy Example: The graph shows changes which took place ... The graph gives information about. .. • Introducing dimensions / axes [optional] Example: The horizontal axis shows ... (while) the vertical axis represents ... Time on the horizontal axis is plotted against the number/ percentage/ amount of ...o n the vertical axis. :, Body About 110-130 words ,, Trend ., A graph which has' time variables'; happening over a period of time (e.g. decades, years, months, weeks, days, hours, minutes) Use Trend Language 'increase, rise, decrease, remain stable .. .' OR Comparison, A graph which is NOT based on 'time variables' and the given data compared and contrasted ( No time, No progression) Use Comparison Language 'considerably higher, the highest, the second highest, significantly lower .. .' --------------------------------------------------------------------------------------------------- :, Conclusion (Closing paragraph) About 20-30 words Referring to the general trends Referring to any significant features Drawing any obvious conclusions Ill> Words such as 'popular, popularity, growth, tendency, (to) tend, (to) be more likely to ..., (to) increase, (to) decrease . .' are common in the conclusion paragraph. Report Language -Task 1 (AC) 4 Upward trends Downward trends ~ ~ Verb Noun Verb Noun Verb Noun Verb Noun (to) rise rise (to) escalate escalation (to) decrease decrease (to) nosedive nosedive (to) Increase increase (to) surge (up)surge (to) decline decline (to)deteriorate deterioration ( to) grow growth (to) double double (to) fall (back) fall (to) tail off (to) improve improvement (to) climax climax (to) drop drop (to) plummet - (to) jump jump (to) triple - (to) reduce reduction (to) halve - - (to) leap leap (to) quadruple - (to) slump slump (to) go down (to) boom boom (to) soar - (to) plunge plunge (to) shrink - (to) peak peak (to) skyrocket - (to) dip dip (to) dive - (to) recover recovery (to) rocket - (to) collapse collapse - free-fall (to) climb climb (to) go up - (to) slide slide - trough - (to) swell swell - upturn/upswing (to) dwindle dwindle downturn Stable trends (to) remain the same (to) remain consistent (to) experience a period of stability (to) remain steady (to) stay the same (to) remain relatively unchanged (to) hold steady (to) even out (to) level out (to) remain constant (to) remain static (to) level off (to) plateau (to) stay a steady level (to) maintain the same level (to) reach a plateau The (trend/ figure) was/is/will be flat (to) remain (fairly) stable ~ Fluctuating trends ~ (to) fluctuate (wildly) (to) rise and fall erratically (to) show some variation/ fluctuation (to) go through an erratic period Wild fluctuations in the rate of. .. (to) experience a period of volatility (to) vary (widely /considerably/enormously) (to) experience a period of erratic behaviour (to) enter a period of fluctuation (to) fluctuate (mildly/slightly) (to) experience a period of instability (to) witness considerable variation Degree of change {large movements) Dramatic (ally) Significant (ly) Steep (ly) Considerable (ly) Rapid (ly) Enormous (ly) Sharp (ly) Noticeable (ly) Substantial (ly) Marked (ly) Massive (ly) Abrupt (ly) Great (ly)/ Huge (ly) Exponential (ly) Remarkable (ly) Degree of change {small movements) Insignificant (ly) Slight (ly) Negligible Gentle(ly) Marginal (ly) Relative (ly) Minimal (ly) Inconsiderable Slow (ly) Focusing on an item in the graph As regards ... / Regarding .. ./ With regard to. .. With respect to ... As for. .. Concerning ... In terms of. .. As far as ... is concerned ... In the case of. .. When it comes to ... Turning to. .. Report Language -Task 1 (AC) 5 Time phrases ... from 2005 onwards ... over the last year ... over the first ten months ...a fter 2005 .. .in 2005 ... during ... ... since 2005 ... since then ... over the course of a year ... during this 5-year period .. .from now on ... ... over the course of 5 years ... by 2010 ... in the 1990s ...by the end of the century ... from this point onwards ... within a five-year period ... throughout the period ... in the period 2005-2010 ... between 2005 and 2010 ... in the future ... by then ... until then ... in the near future ... over a five year period ... over this five-year period ... except in 2005 ...t owards the end of the year ... in the next half of the year ... until the end of the year ... in the first half of the year ... during this period ... throughout the year ... over a period of 5 years ... from 2005 to 2010 ...o ver a period of time ... from then onwards ... until late April ... over the period ... by the year 2010 ... a further period of ... at the end of the year ... until the end of April ... at the beginning of the year ... over the period 2005 to 2010 ... for a decade ... in the year 2005 ... over the pervious five years ... for the rest of the year ... from April onwards ...a t the end of the first quarter ...o ver the same period ... during the first half of the year ... in the first three months of the year ... over the latter half of the year/period ... thereafter ...d uring the period 2005 to 2010 Comparison (to) be entirely/ totally different from ... (to) be the same (size) as ... In marked contrast ... (to) have roughly equal proportions (to) be as popular/high as ... (to) be completely dissimilar to ... (to) be (over) twice as much/ high as ... (to) resemble closely/greatly (to) represent/account for. .. while ... (to) be closely followed by ... (to) be totally dominated by ... (to) be overwhelmingly greater than ... (to) be quite/ rather similar to ... (to) have broadly similar patterns (to) stand in total contrast to. .. (to) be in the second place while. .. (to) be ranked in descending order. .. (to) be exactly the same as ... (to) be precisely the same as. .. (to) be ranked in ascending order. .. (to) be completely different from ... ...d ifferences are even greater when it comes to (to) far outstrip/ exceed (to) be almost/nearly the same as. .. (to) be quite a lot smaller than ... (to) be considerably higher/lower ... (to) be precisely the same as ... (to) be just /particularly the same as ... (to) be remarkably similar (to) be a little smaller than ... (to) be more or less the same as ... (to) be proportionally similar (to) be practically the same as. .. (to) be different in every aspect/way (to) be virtually the same as ... (to) have many common features including ... (to) be considerably higher ... ranging from ...t o ... (to) be approximately the same as ... (to) be over three times as great as ... (to) have certain aspects in common (to) be dissimilar in every respect (to) be significantly fewer ... (to) be substantially more than ... (to) contrast sharply (to) be marginally higher/more than ... (to) be three times as many/high as. .. (to) be almost the same as .. (to) be comparatively high/low The same number/ percentage of. .c an be seen ... (to) be fractionally/ slightly more than ... (to) be larger by a narrow margin (to) differ widely (to) be nearly as many as. .. (to) be fractionally less popular than ... The largest proportion of. ..i s clearly evident (to) be considerably/noticeably greater. .. The (second) highest ... whereas ... The widest/ biggest difference can be seen ... (to) be by far the highest/lowest... The widest/largest difference can be seen in ... (to) be as opposed to ... The greatest proportion of. .. (to) be outnumbered by ... (to) have more than doubled ... (to) vary greatly/widely/tremendously The highest/greatest/lowest proportion of ... (to) show a sharp/stark/striking contrast to ... The second highest percentage ... ... by/in comparison with ... (to) make up. .. whereas. .. There are certain/several similarities ... (to) stand at ... while. .. and ... respectively The highest figures. .. whilst... On the one hand, ... whereas. .. on the other (to) be remarkably similar to. .. (to) be outstripped by a/an (wide/ oven"lhelmlng) margin (to) be outstripped by a narrow margin (to) contrast markedly/vividly/strikingly Report Language -Task 1 (AC} 6 Approximation (quantity & extent & degree) Well over/ Just over Only a small minority of A significant minority of Almost two thirds Just under/ Well under Around/ Nearly/ Almost The majority of More than The overwhelming majority of Roughly/ Approximately A low quantity of Not much Five out of ten Within a range of 60% More than one-third Just below A tiny fraction of ... With over half a million Roughly a quarter of A slightly more than a fifth A slightly less than a third A mere fraction of A great deal of. .. A significant percentage of Few/Very few/ Quite a few Three quarters The vast majority/ Most Almost all A very small number of Roughly one in five A mere/modest 5% Over half (to) be in the minority/ majority A considerable amount of. .. A small number of. .. A small amount of ... Exception I I Except (for) ... A part from ... A side from ... Not included/excluded Paraphrasing ( Rephrasing / Restating I Rewording I Rewriting ) The graph shows the trends ... between ... and ... The graph provides information about the changes ... The graph gives/ provides/ presents information about/on ... The graph shows/reveals/concerns how ... differed The graph shows the results of a survey carried out to determine. .. The graph depicts how ... has/have changed The graph shows/ demonstrates/ reveals the differences. .. The graph shows the changes (that took place) ... The accompanying graph gives a breakdown of. .. The graph provides an overview of. .. namely. .. The graph gives data about... and is divided into three categories The graph clearly displays and compares ... The graph shows/ highlights the proportion of ... The graph shows the changing patterns. .. The graph shows the degree and direction of change. .. The illustration presents data / information on ... Describing predictions It is predicted/ anticipated that. .. will ... by ... It is estimated that ... in/for the foreseeable future It is forecast (ed) ... / projected that... It is expected that ... / The future implications of. .. Another prediction/ projection/ forecast /anticipation ... Predictably, the rate will ... Referring to a diagram From figure I it Is clear that.../ As the graph shows ... As indicated/illustrated In the graph. .. Reportedly. .. At first glance ... According to the graph/ data shown ... At first sight, it can be clearly seen that... As can be observed/seen/viewed ... Comments The most striking/ outstanding /notable feature ... It should be underlined/stressed that. .. Another (considerable/key) feature ... Another (significant) feature/aspect/point ... It should be emphasised that. .. It is interesting to note ... / Interestingly. .. The initial impression from the chart is .. One unusual feature of the graph is. . ./surprislngly Another interesting point. .. The most obvious point/ change. .. It is noticeable that ...r eflecting ... Predictably ..., it indicates/implies/suggests ... It is (clearly) evident that... ... perhaps a reflection of. .. It is notable/noteworthy/remarkable that ... It should be noted that ... Another distinguishing feature ... It is important to note that ... Comparison Contrast (Just) like/ Equal ... striking/strong/close resemblance On the other hand Nevertheless Identical (ly)/Similar (ly) Compared to/In comparison with In I By contrast Even though The same as By comparison While I Whilst Conversely/ On the contrary (to) resemble As (adj) /(adv) as Whereas Although Conclusion To conclude ... It can be inferred that... Overall ... It is evident that... To sum up. .. (Relatively/ Broadly) speaking On average .. On the whole. .. To .;ummerise/ In summary All in all ... It can be deduced ... It is clear that ... In general. .. / Generally speaking ... It is obvious that ... It can be concluded ... In brief. ..