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CLASS 1- Task 1
Writing Task 1(Line Graph)
In order to do well in this section, you need to know specific vocabulary related
to describing trends.
Verbs to describe an upward trend
The following verbs can be used to describe a trend or pattern that goes up.

 climb (past: climbed)

 go up (past: went up)
 grow (past: grew)
 increase (past: increased)
 jump (past: jumped)
 rise (past: rose)
 rocket (past: rocketed)

Sentence examples using words that show an upward trend:

 The number of enrolments increased significantly between 2005 and 2010.

 Production rose from 800 units in May to 1000 units the following month.

Verbs to describe a downward trend

The following verbs can be used to describe a trend or pattern that goes down.

 decline (past: declined)

 decrease (past: decreased)
 drop (past: dropped)
 fall (past: fell)
 go down (past: went down)
 plummet (past: plummeted) = to fall or drop suddenly in amount or value
 plunge (past: plunged) = to fall or drop suddenly in amount or value

Plunge and Plummet, when describing trends, have the same meaning.

Sentence examples using words that show a downward trend:

 Prices of Model X dropped significantly once Model Y became available on the

market.
 Company profits decreased in 2013 by 15%.

Vocabulary for Describing Trends

Trend Verbs Nouns

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 rise (rose-risen)  a rise

 increase  an increase
 grow  a growth
 double  a doubling in + n.
 triple  a trebling in + n.
 soar
 Jump

 fall (fell-fallen)  a fall

 decline  a decline
 decrease  a decrease
 drop (dropped)  a drop
 halve
 dive
 maintain the same level  no change
 remain stable/unchanged
Constant
 fluctuate [around x]/[between x and y]  a fluctuation
Change
 stand at (stood at)  a levelling off
 level off (levelled off)  a plateau
 plateau (plateaued)  hit/reach a high [of x]
 peak [at x]  hit/reach a peak [of x]
Position  reach  hit/reach a low [of x]
 hit

Adjectives and adverbs for degree of change:

Adjective Adverb
Very extensive change Dramatic dramatically
substantial/significant/ substantially/considerably/
Extensive change
considerable/remarkable significantly/remarkably
noticeable/moderate/ noticeably/markedly/moder
Average change
marked ately
Small change slight/minimal slightly/minimally
Adjectives and adverbs for speed of change:
Adjective Adverb
Quick change sharp/rapid/steep sharply/rapidly/steeply
Slow change steady/gradual steadily/gradually
Unexpected change sudden/abrupt suddenly/abruptly

Grammar for Describing Trends

Past tenses
Past simple: Used for reporting consecutive trends and events in the past:
There was a significant rise in 1964.Then, the figure dipped sharply in 1980.

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Past perfect: Used for reporting what happened by a given time in the past:

There was a significant rise in 1964. Then, the figure dipped sharply and had reached 5 by 1980.

Present tenses
Present simple: Used for reporting trends that have no specific time and occur regularly
(e.g every day), or for reporting the present value or figure of a variable:
There is a significant rise at 6am every morning. Then the figure increases sharply at 8am.

The number of people suffering from diarrhoea now stands at 158.

Present perfect: Used for reporting trends that started in the past and have continued
until the present time or continue into the future:
There has been a significant rise since 2013, and the figure now stands at 15000.

There has been a significant rise since 2013, and the figure is expected to reach 15000 in 2020.

Future
Future forms are used to describe trends that are predicted and projected for future times and
dates. You should note that none of these predictions are certain, and therefore a level of
uncertainty is desirable in your report.

The figure will/should reach 15000 in 2020.

predicted expected anticipated

forecast estimated that the figure will increase and reach
It is
800 in 2050.

predicted expected anticipated

forecast estimated
The figure is to increase and reach 800 in 2050.

Example

Notice how the verbs in the following paragraphs have been changed from past forms
into future forms*:

The proportion of people using the Internet in the USA is about 20%, while the
figures for Canada and Mexico are lower, at about 10% and 5% respectively.

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In 1999, the proportion of people using the Internet in the USA was about 20%. The
figures for Canada and Mexico were lower, at about 10% and 5% respectively. In
2005, Internet usage in both the USA and Canada rose to around 70% of the
population, while the figure for Mexico reached just over 25%.

In 2025, the proportion of people using the Internet in the USA is expected to be
about 20%. The figures for Canada and Mexico will be lower, at about 10% and 5%
respectively. In 2035, it is predicted that Internet usage in both the USA and Canada
will rise to around 70% of the population, while the figure for Mexico is expected to
reach just over 25%.

*developed from the original at www.ielts-simon.com

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Linking
First event:
At first,/Initially/In the first year,/In 1999

Middle events:
…and/but…
However/Nevertheless,
Then/Next,/After this,/Following this,/Afterwards, This is followed by + <n/n.p>
…following/after which… or …which is followed by… + <n/n.p>

…until…after/following which…
…until…when…
…before… + <sentence or n.p.> or After + <sentence or n.p.> , … during/over
the next…years or …years later,

Approaches to reporting figures

Common: x  y

Less Common: x ± Δ, x ± proportion

Rounding
– For Trends:
relatively/rather/almost

– For Values:
roughly/[just] about/approximately/around almost/nearly
[just] below/under or [just] above/over a little/slightly more/less than

Referencing
Referencing is reporting a figure by comparing it to a relevant previously-reported figure on the
same line or one of the lines already report. The new figure can be reported as a multiple or
proportion of the referenced figure:

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Practice: Look at the data in the table and correct the following
paragraph where necessary:

Practice: The graph below gives information about the number of cases
of diarrhea in Mashhad between 1983 and 1992.

At the beginning, it …………….. at 100 cases and …………….. the same level ………….1985.
The figure …………….. grew to 200 cases during the …………which was …………….. by a
decline of about 50% in 88. …………….. , it suddenly rose fourfold and ………a peak of 400
cases by 1989. One year later, it …….by 50, following which it remained stable for a year
…………….. diving dramatically and hitting a ………. of zero cases in 1992.

Vocabulary for the Introduction Part:

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Vocabulary for the Introduction Part:

Vocabulary to represent comparison in graphs:
Starting Presentation Type Verb Description
The given / diagram / table / shows / depicts / The comparison of ….
The supplied / figure / illustration / illustrates / The differences ….
The graph / chart / flow presents/ gives / The number of ….
presented / chart / picture/ provides / Information on ….
The showed / presentation/ pie describes / Data on ….
The provided chart / bar graph/ line compares/ shows / The proportion of….
graph / table data/ figures / gives data The amount of ….
data / information on / gives Information on....
information on

Type Word(s) should be used

Similar about / almost / nearly / roughly / approximately / around / just
about / very nearly /
Just over just above / just over / just bigger / just beyond / just across
Just short just below / just beneath / just sort / just under / just a little

Much well above / well beyond / well across / well over

more
Much less well below/ well under/ well short/ well beneath

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Introduction to IELTS writing

There are 2 types of tasks of IELTS.

For academic:
1. Task 1- Report writing-minimum 150 words
2. Task 2- Essay writing- minimum 250 words
For General Training:
1. Task 1- Letter writing-minimum 150 words
2. Task 2- Essay writing- minimum 250 words

Introduction
Understanding the Rubric

TING TASK 1
should spend about 20 minutes on this task.
charts below give information about world spending and population.
marise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 w

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The Task
Task 1 involves reporting the data in a visual item or collection of data such as a
table. You have to:
• Summarise the information in the visual or set of data:
▪ Select the main features
▪ Report the main features
• Make comparisons were relevant
• write at least 150 words → at least 165-170 words (sometimes
even more words are necessary to cover the main features of more
detailed diagrams)

Note: Finish task 2 first before addressing task 1. Task 2 has twice as many marks as task 1
and is less flexible in terms of coherence and paragraphing, so if you do not get around to
finishing it, you may lose more marks than when you leave task 1 unfinished.

The Answer Sheet

You will receive separate answer sheets for tasks 1 and 2, and the one for task 1 has red
borders. Although you may ask for extra sheets to write your answer in, this is not likely
to become necessary since the space you are already provided with is way more than
sufficient. You must not write in the blank space at the bottom of the first page or in the
scoring section at the bottom of page two. A copy of the answer sheet is available at the
end of this coursepack.

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Task Types
1. Data driven diagrams
a. Comparison tasks

b. Trend tasks

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Non-data driven diagrams

a. Process diagrams

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b. Maps

Mixed Tasks

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Assessment Criteria
Every report is read four times by an examiner and each time, it will be
marked on one of the following criteria:
 Task Achievement (TA)
 Coherence and Cohesion (CC)
 Lexical Resource (LR)
 Grammatical Range and Accuracy (GRA)

Task Achievement (TA)

This criterion assesses how appropriately, accurately and relevantly the response
fulfils the requirements set out in the task, using the minimum of 150 words.
Academic Writing Task 1 is a writing task which has a defined input and a largely
predictable output. It is basically an information-transfer task which relates narrowly to
the factual content of the input data or diagram and NOT to speculated explanations
that lie outside the provided diagram or data.
The examiner has the following questions in mind when assessing this aspect of your
report:
1. Have you summarised the information appropriately by selecting and properly
reporting the main features?
2. Have you made comparisons properly and sufficiently?
3. Have you provided overviews of the main trends/comparisons/stages?
4. Have you written a clear overview or summary for the report?

Coherence and Cohesion (CC)

This criterion is concerned with the overall clarity and fluency of the message: how the
response organises and links information, ideas and language. Coherence refers to the
linking of ideas through logical sequencing. Cohesion refers to the varied and
appropriate use of cohesive devices (for example, logical connectors, pronouns and
conjunctions) to assist in making the conceptual and referential relationships between
and within sentences clear.
The examiner has the following questions in mind when assessing this aspect of your
report:
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5. Have you organised your information logically?
6. Is there an overall flow or progression in your report?
7. Have you used linkers correctly, properly and sufficiently?
8. Have pronouns been used correctly and do they have clear references?
9. Have you organised the text in paragraphs logically and sufficiently?

Lexical Resource (LR)

This criterion refers to the range of vocabulary the candidate has used and the accuracy and
appropriacy of that use in terms of the specific task.
The examiner takes the following points into account when assessing this aspect of your report:

1. Words
a. Range and flexibility
b. Level
c. Precision
d. Style
e. Collocation
2. Vocabulary mistakes
a. Spelling
b. Word choice
c. Word formation

Note: when evaluating mistakes, the effect each has on the reader and the intelligibility of your
report is taken into account.

Grammatical Range and Accuracy (GRA)

This criterion refers to the range and accurate use of the candidate’s grammatical resource as
manifested in the candidate’s writing at the sentence level.
The examiner has the following questions in mind when assessing this aspect of your report:

1. Have you used a variety of sentence structures?

2. How often have you used compound structures?
3. Mistakes
a. Grammar
b. Punctuation

Note: when evaluating mistakes, the effect each has on the reader and the intelligibility of your
report is taken into account.

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 IELTS Task 1 Writing Band Descriptors (Public Version)

Band Task Achievement Coherence and Lexical Resource Grammatical Range and
Cohesion Accuracy
9  fully satisfies all the  uses cohesion in such a  uses a wide range of  uses a wide range of
requirements of the way that it attracts no vocabulary with very structures with full
task attention natural and sophisticated flexibility and
 clearly presents a  skilfully manages control of lexical accuracy; rare minor
fully developed paragraphing features; rare minor errors occur only as
response errors ‘slips’
occur only as ‘slips
8  covers all  sequences  uses a wide range of  uses a wide range of
requirements of the information and vocabulary fluently and structures
task sufficiently ideas logically flexibly to convey  the majority of
 presents, highlights  manages all aspects of precise meanings sentences are error-
and illustrates key cohesion well  skilfully uses uncommon free
features/ bullet points  uses paragraphing lexical items but there  makes only very
clearly and sufficiently and may be occasional occasional errors or
appropriately appropriately inaccuracies in word inappropriacies
choice and collocation
 produces rare errors
in spelling and/or
word formation

7  covers the  logically organises  uses a sufficient range of  uses a variety of

requirements of the information and ideas; vocabulary to allow complex structures
task there is clear some flexibility and  produces frequent
 (Academic) presents a progression precision error-free sentences
clear overview of main throughout  uses less common lexical  has good control of
trends, differences or  uses a range of items with some grammar and
stages cohesive devices awareness of style and punctuation but may
 (General Training) appropriately although collocation make a few errors
presents a clear there may be some  may produce occasional
purpose, with the tone under- errors in word choice,
consistent and /over-use spelling and/or word
appropriate formation
 clearly presents and
highlights key
features/bullet points
but could be more
fully extended
6  addresses the  arranges information  uses an adequate range  uses a mix of
requirements of the and ideas coherently of vocabulary for the simple and complex
task and there is a clear task sentence forms
 (Academic) presents an overall progression  attempts to use less  makes some errors in
overview with  uses cohesive devices common vocabulary but grammar and
information effectively, but with some inaccuracy punctuation but they
appropriately selected cohesion within  makes some errors in rarely reduce
 (General Training) and/or between spelling and/or word communication
presents a purpose that sentences may be formation, but they do
is generally clear; there faulty or mechanical not impede
may be inconsistencies  may not always use communication
in tone referencing clearly or
 presents and appropriately
adequately
highlights key
features/ bullet points
but details may be
irrelevant,
inappropriate or
inaccurate

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 generally addresses  presents information  uses a limited range of  uses only a limited
5 the task; the format with some vocabulary, but this is range of structures
may be inappropriate organisation but there minimally adequate for  attempts complex
in places may be a lack of the task sentences but these
 (Academic) recounts overall progression  may make noticeable tend to be less accurate
detail mechanically  makes inadequate, errors in spelling than simple sentences
with no clear inaccurate or over- and/or word formation  may make frequent
overview; there may use of cohesive that may cause some grammatical errors
be no data to support devices difficulty for the and punctuation may
the description  may be repetitive reader be faulty; errors can
 (General Training) because of lack of cause some difficulty
may present a purpose referencing and for the reader
for the letter that is substitution
unclear at times; the
tone may be variable
and sometimes
inappropriate
 presents, but
inadequately covers,
key features/ bullet
points; there may be
a tendency to focus
on details

4  attempts to address the  presents information  uses only basic  uses only a very
task but does not cover and ideas but these are vocabulary which limited range of
all key features/bullet not arranged coherently may be used structures with only
points; the format may and there is no clear repetitively or which rare use of
be inappropriate progression in the may be inappropriate subordinate clauses
 (General Training) fails response for the task  some structures are
to clearly explain the  uses some basic  has limited control of accurate but errors
purpose of the letter; cohesive devices but word formation and/or predominate, and
the tone may be these may be spelling; errors may punctuation is often
inappropriate inaccurate or cause strain for the faulty
 may confuse key repetitive reader
features/bullet points
with detail; parts may
be unclear, irrelevant,
repetitive or
inaccurate

3  fails to address the  does not organise  uses only a very  attempts sentence
task, which may have ideas logically limited range of forms but errors in
been completely  may use a very limited words and grammar and
misunderstood range of cohesive expressions with very punctuation
 presents limited ideas devices, and those limited control of predominate and
which may be largely used may not indicate word formation distort the meaning
irrelevant/repetitive a logical and/or spelling
relationship between  errors may severely
ideas distort the message
2  answer is barely  has very little control  uses an extremely  cannot use sentence
related to the task of organisational limited range of forms except in
features vocabulary; memorised phrases
essentially no control
of word formation
and/or spelling
1  answer is completely  fails to communicate  can only use a few  cannot use sentence
unrelated to the task any message isolated words forms at all
0  does not attend
 does not attempt the task in any way
 writes a totally memorised response
 does not attempt the task in any way
 writes a totally memorised response

IELTS General Writing Task 1: Types of Letters

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What type of letter should I write?
In Writing Task 1 (IELTS General), there are three types of letters:
 formal letter
 semi-formal letter
 informal letter (also known as personal letter)
Here you will learn how to identify the type of letter you are asked to write and what
beginnings-endings and tone of letter you should use. You'll also see relevant sample
letters under each type.

Main Differences
To outline the main differences between formal, semi-formal and informal letter and
also help you decide which letter style you should use, see the following table:
Formal Semi-Formal Informal
You don’t know the You know the person, but You know him or her
person’s name you are he/she is not a close personally (e.g. friends,
writing to (e.g. bank, friend to you (e.g. teacher family)
foreign university) landlord, manager
colleague)
Greetings: Dear Sir or Greetings: Dear Mr Greetings: Dear Mom, Dear
Madam Smith, Dear Mrs Smith John, My dear friend
Letter endings: Your Letter endings: Your Endings: With best wishes,/
faithfully sincerely/ sincerely your See you soon,/Take
(not yours truly) care,/All the best,
Your name: Mr john Your name: John Brown Your name: John (no title
Brown (always with a (always with a family and no family name
family name, but the name, but the title is
title is optional optional
The tone of the letter The tone of the letter is The tone of the letter is
is formal. Be polite. polite. Mostly formal informal. You can use
You can’t use language, however use a contractions (I'm writing’
contractions (use I am couple of phrases that but not abbreviations
writing not I’m writing) are on the informal side. (seeya) and acronyms
(OMG). Do not use
academic language.

Formal Letter & Sample

Formal letter is usually written when you need to write to a company or organisation
where you don't know the person to who you are writing to. For example, a bank,
foreign university.
Common formal letters are: complaints, applications, resignations, making
arrangements.
IELTS General Writing Task 1: Request Letter

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IELTS Request Letter is a formal or semi-formal type of letter where you request
some information.
Here is an example how the task may look like:

WRITING TASK 1 (General)

You should spend about 20 minutes on this task.
You have just started a course in a college which has no sports facilities of its own.
Write a letter to the manager of the nearest private sports club. In your letter

 introduce yourself
 say why you are interested in this sports club
 ask some questions about the club e.g. facilities, members, costs
Write at least 150 words.

You do NOT need to write any addresses.

Begin your letter as follows:
Dear Sir or Madam,
Note! You will find the IELTS Request Letter Sample with grammar corrections and
estimated band score down below.
Note that in some cases this letter may be informal as well. For instance, if you have
to write a letter to your friend to request information about something. If that is the
case, use informal letter style along with request letter structure and phrases to
compose the letter.
IELTS Request Letter Structure & Vocabulary
We have prepared a list of common phrases for you that you can use in your IELTS
Request Letter to structure the letter and ensure you use the right tone.

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REQUEST LETTER
 1
Dear Sir/Madam, (or name if given)
 2
The purpose of the letter: explanation, reason for writing
 3
Explanation in more detail
 4
Formal ending, name, signature
1. Dear Sir/Madam, (or name if given)
2. The purpose of the letter: explanation, reason for writing (1-2 sentences what
kind of information you are interested in)
o I am writing to ask for information about membership in the Snap
Fitness Sports club
o I am writing to ask for complete itinerary of a trip to Africa that I
booked with your company
o I am writing in response to ... / I was interested in your advertisement
in ...
o I am writing to inquire about ...
3. Explanation in more detail: who you are, exactly what information you need,
why, when and in what form you need it (letter, fax, email)
o Who am I?
o I have read your advertisement of the … and would like to get more
information
o What information do I request?
o The information I would like to obtain should include following:
o Firstly, I would like to know ...
o I would be grateful whether you could tell me what the price is.
o I wonder if I need insurance / I wonder if you could ...
o I would be interested to know if I will get a certificate
o I would like to know more about ... / I would be grateful if you could ...
o I wonder if you could possibly tell/send me …
o Could you possibly send … / May I request …?
o Could you please send me further details …?
o Why? When?
o I would appreciate (it) if you could inform me as soon as possible
o I would like to receive it as soon as possible but not later than a week
before flight
o In what form?
o You could send the above-mentioned information to my e-mail or a fax
o It would be of great help if you could fax me the details
o You can contact me on my mobile phone number which is: 0454 ...
4. Formal ending, name, signature
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o I look forward to hearing from you!
o I look forward to receiving a prompt reply!
o Yours sincerely, ... (you know the name of person you are writing to)
o Yours faithfully, ... (you don't know the name!)
USEFUL PHRASES
 First of all, I would like to know
 I would be grateful if you could inform me ...
 I would appreciate if ... / I would also like to know whether ...
 I would be interested in knowing ...
 I would be very grateful if you would/could reply as soon as possible
 Thank you in advance for your assistance!
 I look forward to your reply at your earliest convenience
 The trip I refer to starts on January 12, 2019
IELTS Request Letter Sample (Corrected)
You have just started a course in a college which has no sports facilities of its own.
Write a letter to the manager of the nearest private sports club. In your letter
 introduce yourself
 say why you are interested in this sports club
 ask some questions about the club e.g. facilities, members, costs
Begin as follows: Dear Sir or Madam,
Dear Sir or Madam,
I am writing to inquire about the Snap Fitness sports club.
I am a first year student at Western College. I have just discovered that my college
does not provide any sports facilities as of yet. However, I found Snap Fitness to be
the nearest sports club and would like to request more information about it.
Firstly, I wonder if you could possibly give me a small overview of the available
facilities. It would be interesting to know whether the club offers some sports classes
and personal training sessions.
Secondly, I would be interested to know how big the gym area is and what types of
equipment are available.
Lastly, I wonder what kind of membership the club offers. Do you have monthly or
weekly based tickets available or do I need to sign up for a longer period?
I would appreciate it if you could send the details to my email.
I look forward to hearing from you!
Yours faithfully,
Jack Smith
(167 words)
Semi-formal Letter & Sample
Semi-formal letter is usually written to someone that you know by name and with
whom you have a business or professional relationship. So someone you know, but
he/she is not a close friend. For example: teacher, trainer, neighbour, landlord,
manager, work colleague etc.

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The surname should be used when addressing them. The topic of the letter will be
more on the formal side as it is usually focused on a problem to solve.
Common semi-formal letters are: invitations, explanations, informative letter (all
these could be personal as well).

IELTS General Writing Task 1: Complaint Letter

IELTS Complaint Letter is a formal or semi-formal type of letter where you are given a
situation that you wish to be resolved in some way.
Complaint letters are used to raise your concerns about unfair things, such as bad service,
faulty goods, problems with people and to seek a productive outcome.
Here is an example how the task may look like:
WRITING TASK 1 (General)
You should spend about 20 minutes on this task.
You have had a problem with your next-door neighbour. You have not been able to speak to
your neighbour about this. Write a letter to this neighbour. In your letter:
 Explain the problem
 Suggest a solution
 Say what action you will take if the situation does not improve
Write at least 150 words.

You do NOT need to write any addresses.

Begin your letter as follows:
Dear ... ,
Note! You will find the IELTS Complaint Letter Sample with grammar corrections and
estimated band score down below.
IELTS Complaint Letter Structure & Vocabulary
We have listed for you the letter structure of IELTS Complaint Letter with common phrases
you can use to get the correct structure and right tone.

COMPLAINT LETTER
 1
Dear Sir/Madam, (or name if given)
 2
Explanation: 1-2 sentences what you are complaining about
 3
Explain in more detail
 4
What action you want the person or company to take
 5
Formal ending, name, signature
1. Dear Sir/Madam, (or name if given)
2. Explanation: 1-2 sentences what you are complaining about
o I am writing to express my dissatisfaction with the ... / my concern about
o I am writing to complain about ... / I had been led to believe ...
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o I would like to draw your attention to ...
o The reason I am writing to you is poor quality of a ... , which I
bought in your store.
o After only two times it was in use, problems started to appear.
3. Explain in more detail
o what had happened, what is the problem
o I was supposed to receive ... . Unfortunately, that never happened.
o I could not believe that ...
o what are you unhappy about
o You can imagine how unhappy I was to discover ...
o I regret to inform you that your service was below my expectations.
o what did you do to resolve the situation
o I contacted your store immediately in order to return ...
o When I tried to contact you by phone no one could offer me any sensible
answer.
o how do you feel about the problem
o You can imagine how receiving this offer upset me.
4. What action you want the person or company to take / What would you like
them to do, what will you do?
o The ideal solution would be ... / Nevertheless, I hope/assume you will
replace ...
o I hope you can settle this matter by ... (doing smth)
o I insist on getting a refund of ...
o I am very disappointed with the ... . Therefore I expect a full refund of $100
as soon as possible.
o I hope this matter will be resolved / I trust the situation will improve.
5. Formal ending, name, signature
o I look forward to hearing from you!
o I look forward to receiving a prompt reply!
o Yours sincerely, ... (you know the name of person you are writing to)
o Yours faithfully, ... (you don't know the name!)

USEFUL PHRASES
 misleading information
 I would like to complain about the poor quality of service I recently received
from your company.
 I wish to make a complaint regarding your inefficient staff. (level of service)
 I am writing to complain about the poor train service your company provided
from the 5th to the 12th of November. / ... and I missed my plane as a result.
 I am writing to you about the party ... . I have number of complaints. I hope
you will agree that it was a very disappointing evening.
 The problems do not stop here. / ... / Furthermore, ...
 To begin with ... / In addition to this, ... / Added to this, there was no ...
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 ... was not worth the money I paid for it.
 Having paid a lot of money for the ... , I found this extremely frustrating
 In your ... you promised a pleasant ... . This was definitely not my experience.
 However, I would like to point out that ...
 I feel I am entitled to a partial refund in addition to an apology for the
inconvenience caused.
 Furthermore, you will find a bill on the value of ... . I expect it to be
compensated as well.
 I would appreciate if you could look into the matter as soon as possible.

IELTS Complaint Letter Sample (Corrected)

You have had a problem with your next-door neighbour. You have not been able to speak to
your neighbour about this. Write a letter to this neighbour. In your letter:
 Explain the problem
 Suggest a solution
 Say what action you will take if the situation does not improve
Begin as follows: Dear ... ,

Dear Mr. Stafford,

I am writing to you to complain about a problem that may have been caused by your kids.
First of all, as I have been made redundant since last month, I need to spend a lot of time at
home. However, your kids make it impossible to have any peace, especially soon after they
have arrived home from school. They play with a ball indoors, run around and listen to
music too loudly. I have really tried not to pay too much attention to this and I had hoped
that things would settle without needing to forbid them from enjoying
themselves. However, the situation is getting worse.
As I do not use a phone and I have not seen you around in a while, I have decided to
contact you by post. I would like to ask whether it would be okay for you to restrain your
kids and explain that there are other people living in the house as well. Otherwise, I will
be compelled to report this matter to the police.
I seriously hope that my letter will not create any ill-feeling between us and
we can remain good neighbours.
Yours sincerely,
Jack Smith
(206 words)

Informal/personal Letter & Sample

Informal letter is usually written to a friend or a family member or someone you
know personally about personal situation.
Common personal letters are: invitations, explanations, informative letter, apology
(all these could be semi-formal as well).

IELTS General Writing Task 1: Informal Letter

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IELTS Informal Letter, also known as personal letter, is an informal type of letter that
is usually written to a friend or a family member or someone you know personally.
When it says "write a letter to a friend", make sure you always use informal
language. Even if the task asks you to write about work related topic.
Here is an example how the task may look like:
WRITING TASK 1 (General)
You should spend about 20 minutes on this task.
Write a letter to your friend from a different country. Invite him/her to a party at
your home and include the following:
 what the party is about
 give directions how to get to your place
 suggest how to accommodate him/her
Write at least 150 words.
Begin your letter as follows:
Dear ... ,
Note! You will find the IELTS Informal Letter Sample with grammar corrections and
estimated band score down below.
IELTS Informal Letter Structure & Vocabulary
For writing an IELTS Informal Letter, we have listed the letter structure with a wide
selection of useful vocabulary and phrases.

INFORMAL LETTER
 1
Dear John, / My dearest Julianne,
 2
Apologise, give purpose, else
 3
More details
 4
Informal ending, name, signature
1. Dear John, / My dearest Julianne,
2. Apologise, give purpose, else
o Apologise
o I am sorry I haven't written for so long. My work keeps / studies keep
me so busy, that I never have a minute to myself
o I am really sorry it has taken me so long to write but I have ...
o Give purpose
o I am writing to thank / tell / ask / apologise / wish / congratulate …
o I regret to inform you that
o Else
o Hello Sofia! Do you remember me? I'm the girl you met ...
o It was really great hearing from you
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3. More details
o Expressing congratulations
o Marvellous to hear that ... / What a surprise to hear that!
o I am happy for you / Good for you!
o How wonderful that you are getting married!
o You should be so proud of yourself
o Expressing regret
o Unfortunately, I've got some bad news for you
o I find it hard to tell you that
o I can't find an easy way to tell you this
o Words can't express how much I regret
o If you need anything, I'd be glad to ...
o Expressing thanks
o How nice of you to think of me / Thanks again!
o I wont forget your kind gesture
o Giving advice
o If I were you I'd ... / ... how about doing this
o Why don't you ... / Let me give you some advice
o Hope this helped / Let me know how it went
o Letters of invitation / accepting or refusing an invitation
o I'd love it if you could come to
o I hope you will be able to make it
o I hope we can get together some other time. How about next week
instead?
4. Informal ending, name, signature
o With best wishes, Jo
o Yours, Jo
o With love and many thanks from me, Jo
o With love, Jo
Note!
Be careful when you are writing to your manager/trainer. Many people are friends
with their managers/trainers, but please disregard this when writing an IELTS letter.
In this case, "manager/trainer" is the same as colleague or co-worker and the letter
will, therefore, be a semi-formal type of letter.
Informal tone doesn't mean you can write like you would in a text message to your
friend. Therefore, avoid using abbreviations (see ya) and don't use acronyms (OMG).
But it's a good idea to use contractions. Using academic language would be
inappropriate and will reduce your score.
IELTS Informal Letter Sample (Corrected)
Write a letter to your friend from a different country. Invite him/her to a party at
your home and include the following:
 what the party is about
 give directions how to get to your place
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 suggest how to accommodate him/her

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Begin as follows: Dear ...,
Dear Matthew,
I am writing to invite you to a party I'm going to have at my home on March 12.
The party I'm going to arrange is to start with a poker tournament at 3 o'clock and
this should take a maximum of three hours. After that I've got some mates coming
over who will play some good music and so on.
As you have visited my home before I assume you remember how to find it.
However, in case you don't, I'll give you some directions. Take a bus number 13 at
Central Station and go towards Mitchell's Shopping Centre. Just after you've
passed the Centre, there is a bus stop before the junction on the right. Then go along
the same street for about 100 metres and you should see my house at 67 Mitchell
Street. As I've got plenty of free space in my house you don't need to worry about
accommodation. I can keep a room for you.
Please let me know what thoughts you have regarding the party and whether
it fits into your time schedule.
I look forward to your reply!
Best wishes,
John
(191 words)

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IELTS Essay Structure A typical essay structure looks like this:

It is important to have a planned essay structure for responding to the IELTS writing
topics.
You can use this to answer any essay question type, but your essay must be tailor
made for the question type.

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IELTS Writing Question Types

Below is a list of six of the most common essay question types:

Agree/disagree
The agree/disagree essay question gives you a topic and asks if you agree or disagree
with an idea related to that topic. For example:
Less and less parents these days are smacking their children. Some people think that
this is leading to a generation of misbehaved children. Do you agree or disagree with
this view?
This question is related to the topic of smacking children. The idea that not smacking
is actually a bad thing. The question is asking if you agree with that idea. Your essay
will have to answer that question by giving your opinion and then explaining why
with supporting ideas and examples.

Advantage/disadvantage
The advantage/disadvantage essay question gives you a topic, and then asks you to
discuss the advantages and disadvantages. A sample advantage/disadvantage essay
question looks like this:
Some graduates prefer to travel for a year between graduation and gaining full-time
employment. Discuss the advantages and disadvantages of this.
Here you will need to present both sides of the argument (one per paragraph) with
supporting ideas and examples for each.

Discuss both views

The discuss both views question gives you two views or opinions related to a topic
and asks you to discuss both. For example:
Some people think it’s the government’s responsibility to tackle environmental
issues. Others believe it is up to each individual to be environmentally responsible.
Discuss both sides.
Here you need to spend one body paragraph on each opinion, giving explanations
and examples for why people may hold each view.

Discuss both views and give your opinion

The discuss both views and give your opinion question is very similar, but instead of
just asking you to discuss two views, it also asks you to state which one you agree
with. For example:
Some people think it’s better to educate boys and girls in separate schools. However,
others believe that boys and girls benefit more from attending the same school.
Discuss both views and give your own opinion.
In response to this essay question, you’d need to discuss both opinions (one in each
paragraph) and give explanations and examples to support each one. You’d also have
to say which one you agree with. You can do that within the body paragraph.

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Problem/solution
The problem/solution essay question presents you with an issue which you need to
discuss and then provide possible solutions for. For example:
The overpopulation of urban areas has led to numerous problems. Identify one or
two serious ones and suggest ways that governments can tackle these problems.
Here you would talk about the problems caused by overpopulation in the first body
paragraph, and suggest some government-led solutions in the second body
paragraph.

Double question
In the double question essay, you’re actually asked two questions, and you need to
make sure you answer both. For example:
Today more people are travelling than ever before. Why is this the case? What are
the benefits of travelling for the traveler?
Here you have two questions to answer. 1. Why are people travelling more than
before. 2. What are the benefits of travelling? You should spend one paragraph on
answering each question

Introduction
Understanding the Rubric

WRITING TASK 2
You should spend about 40 minutes on this
task. Write about the following topic:

Some people believe that television programmes are of no real value

for children. How far do you agree or disagree?

Give reasons for your answer and include any relevant examples from your
own knowledge or experience.
Write at least 250 words.

The Task
Task 2 involves writing an essay on the given topic. You have to
• answer the question(s) clearly and completely;
• give reasons for your answer;
• include relevant example
▪ from your knowledge
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▪ from your experience
• spend about 40 minutes on the task
• write at least 250 words → 260-265 words

Note: Finish task 2 first before addressing task 1. Task 2 has twice as many marks as task 1
and is less flexible, so if you do not get around to finishing it, you may lose more marks than
when you leave task 1 unfinished.

The Answer Sheet

The last two pages of the IELTS writing answer sheet are dedicated to task two and
together have over 40 lines. Although you may ask for extra sheets to write your
answer in, this is not likely to become necessary since the space you are already
provided with is way more than sufficient. You must not write in the blank space at
the bottom of the first page or in the scoring section at the bottom of page two.

Focus on Academic Register

• Use longer sentences (about 20-30 words)
• Use subordinate clauses
• Use academic words (see “The Academic Words List” at
www.tahasoni.com/resources)
• Avoid contractions like doesn’t, can’t or they’ll
• Avoid “get” phrases where possible
• Avoid a personal tone except when giving personal opinions or talking of personal
experiences
• Avoid phrasal verbs where possible
• Avoid over-generalisation by avoiding absolute statements and Introducing
probability/possibility

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 Remember that the aim of this classification is only to facilitate the understanding of task
requirements. In reality, no such classification exists in IELTS assessment criteria.

Task Types
Opinion-led
a. New parents should attend parenting classes to learn how to bring up their
children well. To what extent do you agree or disagree with this statement?
b. Some people think that every individual is responsible for their own
healthy lifestyle. Others believe that governments should take care of
it.
What are your views on this?
c. Many parents now let their young children use tablet computers to see
pictures and photographs, watch videos or play games.
Is this a positive or negative development?

Argument Discussion
a. Some people believe that children should listen to and obey their
parents. Others believe that children should think and do things on
their own.
Discuss both these views and give your own opinion.
b. While some people prefer to live in apartments, others do not think an
apartment is a suitable form of accommodation.
Do you think the advantages of living in an apartment outweigh the disadvantages?
c. Some people believe that modern designs for schools and offices
with more open spaces are necessary.
What are the advantages and disadvantages of such spaces?

Issue Discussion
a. Housing and accommodation has become a major problem in many
countries around the world.
What are some of the main factors that have contributed to
this problem? What can be done to help reduce the number of
homeless people?
b. While mobile phones have many advantages, a number of problems have
also resulted from them or the ways in which they are used.
What are some of these problems?
What solutions can you suggest for solving these problems?
c. Nowadays most people choose to throw away broken things instead of
repairing them, and replace them with new ones.
Why is this happening?
What problems may it lead to?
Mixed (Two-Part) Questions
In some countries people prefer to buy used things rather
than new ones. Why is this the case?
Is it a positive or negative trend?

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Assessment Criteria
Every essay is assessed by a trained examiner according to four assessment criteria:
 Task Response (TR)
 Coherence and Cohesion (CC)
 Lexical Resource (LR)
 Grammatical Range and Accuracy (GRA)

Task Response (TR)

This criterion focuses on the degree to which the task has been answered properly.
The examiner has the following questions in mind when assessing this aspect of your essay:

1. Is there a clear and relevant position throughout the response?

2. Are there relevant and well-developed (presented, extended and supported)
main ideas? Are any of the points underdeveloped or unclear?
3. Is there a tendency to overgeneralise?
4. Do any supporting ideas (e.g. examples) lack focus?
5. How have the different parts of the task been addressed:
a. addresses some parts only
b. unevenly addresses all parts
c. addresses all parts
d. sufficiently addresses all parts
e. fully addresses all parts
Coherence and Cohesion (CC)
This criterion is concerned with the overall clarity and fluency of the message: how the
response organises and links information, ideas and language. Coherence refers to the
linking of ideas through logical sequencing. Cohesion refers to the varied and appropriate
use of cohesive devices (for example, logical connectors, pronouns and conjunctions) to
assist in making the conceptual and referential relationships between and within sentences
clear.
The examiner has the following questions in mind when assessing this aspect of your essay:

6. Have you organised your information logically?

7. Is there an overall flow or progression in your essay?
8. Have you used linkers correctly, properly and sufficiently without over-
or under-using them?
9. Have pronouns been used correctly and do they have clear references?
10. Have you organised the text in paragraphs logically and sufficiently?

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Lexical Resource (LR)

This criterion refers to the range of vocabulary the candidate has used and the accuracy and
appropriacy of that use in terms of the specific task.
The examiner takes the following points into account when assessing this aspect of your essay:

1. Words
a. Range and flexibility
b. Level
c. Precision
d. Style
e. Collocation
2. Vocabulary mistakes
a. Spelling
b. Word choice
c. Word formation

Note: when evaluating vocabulary errors, the effect each has on the reader and the
intelligibility of your essay is taken into account.

Grammatical Range and Accuracy (GRA)

This criterion refers to the range and accurate use of the candidate’s grammatical resource as
manifested in the candidate’s writing at the sentence level.
The examiner has the following questions in mind when assessing this aspect of your essay:

1. Have you used a wide variety of sentence structures naturally and appropriately?
2. How often have you used complex structures?
3. Errors
a. Grammar
b. Punctuation

Note: when evaluating grammatical errors, the effect each has on the reader and the
intelligibility of your essay is taken into account.

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IELTS Task 2 Writing Band Descriptors (Public Version)

Band Task Response Coherence and Lexical Resource Grammatical
Cohesion Range and
Accuracy
9  fully addresses all  uses cohesion in such a  uses a wide range of  uses a wide
parts of the task way that it attracts no vocabulary with range of
 presents a fully attention very natural and structures with
developed position  skilfully manages sophisticated control full flexibility
in answer to the paragraphing of lexical features; and
question with rare minor errors occur accuracy;rare
relevant, fully only as minor errors
extended and well ‘slips’ occur only as
‘slips’
supported ideas
8  sufficiently  sequences information  uses a wide range of  uses a wide
addresses all parts of and ideas logically vocabulary fluently and range of
the task  manages all flexibly to convey structures
 presents a well- aspects of precise meanings  the majority of
developed response cohesion well  skilfully uses sentences are
to the question with  uses paragraphing uncommon lexical items error- free
relevant, extended sufficiently and but there may be  makes only
and supported ideas appropriately occasional inaccuracies very
in word choice occasional
and collocation errors or
 produces rare errors in inappropriacie
spelling and/or word s
formation

7  addresses all parts of  logically organises  uses a sufficient range of  uses a variety
the task information and vocabulary to allow of complex
 presents a clear ideas; there is clear some flexibility and structures
position throughout progression throughout precision  produces
the response  uses a range of  uses less common frequent error-
 presents, extends and cohesive devices lexical items with some free sentences
supports main ideas, appropriately although awareness of style and  has good
but there may be a there may collocation control of
tendency to over- be some  may produce grammar
generalise under-/over-use occasional errors in punctuation
and/or supporting  presents a clear central word choice, but may make
ideas may lack focus topic within each spelling and/or word a few errors
paragraph formation

6  addresses all parts of  arranges information  uses an adequate range  uses a mix of
the task although and ideas coherently of vocabulary for the simple and
some parts may be and there is a clear task complex
more fully covered overall progression  attempts to use less sentence forms
than others  uses cohesive common vocabulary but  makes some
 presents a relevant devices effectively, but with some inaccuracy errors in
position although the cohesion within and/or  makes some errors in grammar
conclusionsmay between sentences may spelling and/or word  punctuation
become unclear or be faulty or formation, but they do but they rarely
repetitive mechanical not impede reduce
 presents relevant  may not always use communication communicatio
main ideas but some referencing clearly or n
may be inadequately appropriately
developed/unclear  uses paragraphing, but
not always logically
 addresses the task  presents information  uses a limited range of  uses only a
5 only partially; the with vocabulary, but this is limited range
format may be some minimally adequate for of structures
inappropriate organisation but there the task  attempts

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 expresses a position may be a lack of  may make complex
but the development overall progression noticeable errors in sentences but
is not always clear  makes inadequate, spelling and/or word these tend to
and there may be no inaccurate or over- use formation that may be less
conclusions drawn of cohesive devices cause some difficulty for accurate than
 presents some main  may be repetitive the reader simple
ideas but these are because of lack of sentences
limited and referencing may make
not sufficiently and substitution frequent
developed; there  may not write in grammatical
may be paragraphs,or errors and
irrelevant paragraphing may be punctuation
 detail  inadequate may be faulty;
errors can
cause some
difficulty for
the reader
4  responds to the task  presents information  uses only basic  uses only a
only in a minimal and ideas but these are vocabulary which may very limited
way or the answer is not arranged coherently be used repetitively or range of
tangential; the and there is no clear which may structures with
format may progression in the be only rare
inappropriate response inappropriate for the use of
 presents a position  uses some basic task subordinate
but this is unclear cohesive devices but  has limited control of clauses
 presents some main these may be word formation  some
ideas but these are inaccurate or repetitive and/ or spelling; errors structures are
difficult to identify  may not write in may cause strain for the accurate but
and may be paragraphs or their use reader errors
repetitive, irrelevant may be confusing predominate,
or not well supported and
punctuation is
often faulty

3  does not adequately  does not organise ideas  uses only a very limited  attempts
address any part of logically range of words and sentence forms
the task  may use a very limited expressions with very but errors in
 does not express a range of cohesive limited control of word grammar
clear position devices, and those used formation and/or punctuation
 presents few ideas, may not indicate a spelling predominate
which are largely logical relationship  errors may severely distort the
undevelopedor between ideas distort the message meaning
irrelevant

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2  barely responds to the  has very little control of  uses an extremely  cannot use sentence
task organisational features limited range forms except in
 does not express a of vocabulary; memorised phrases
position essentially no control of
 may attempt to present word formation and/or
one or two ideas but spelling
there is no
development
1  answer is completely  fails to communicate any  can only use a few  cannot use sentence
unrelated to the task message isolated words forms at all
0  does not attend
 does not attempt the task in any way
 writes a totally memorised response

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