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WRITING
MODULE

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Introduction (Academic Writing)

There are two Writing tasks (Task 1 and Task 2) and BOTH must be completed. In Task 1, test takers are
asked to describe some visual information (graph/table/chart/diagram) in their own words. They need to
write 150 words in about 20 minutes. In Task 2, they respond to a point of view or argument or problem.
They need to write 250 words in about 40 minutes.

Academic Writing Task – 1

In Writing Task 1, test takers may be asked to describe facts or figures presented in one or more graphs,
charts or tables on a related topic; or they may be given a diagram of a machine, a device or a process and
asked to explain how it works. They should write in an academic or semi-formal/neutral styles and include
the most important and the most relevant points in the diagram. Some minor points or details may be left
out.

Test takers should spend no more than 20 minutes on this task. They are asked to write at least 150 words
and will be penalised if their answer is too short. While test takers will not be penalised for writing more
than 150 words, they should remember that a longer Task 1 answer may mean that they have less time
to spend on Task 2, which contributes twice as much to the Writing band score.

Test takers should also note that they will be penalised for irrelevance if the response is off-topic or is not
written as full, connected text (e.g. using bullet points in any part of the response, or note form, etc.).
They will be severely penalised for plagiarism (i.e. copying from another source).

Academic Writing Task – 2

In Writing Task 2, test takers are given a topic to write about an academic or semi-formal/neutral style.
Answers should be a discursive consideration of the relevant issues. Test takers should make sure that
they read the task carefully and provide a full and relevant response. For example, if the topic is a
particular aspect of computers, they should focus on this aspect in their response. They should not simply
write about computers in general.

Test takers should spend no more than 40 minutes on this task. They are asked to write at least 250 words
and will be penalised if their answer is too short. While test takers will not be penalised for writing more
than 250 words, if they write a very long answer they may not have time for checking and correcting at
the end and some ideas may not be directly relevant to the question. Task 2 contributes twice as much to
the final Writing band score as Task 1. Therefore, test takers who fail to attempt to answer this task will
greatly reduce their chance of achieving a good band.

Test takers will be penalised for irrelevance if the response is off-topic or is not written as full, connected
text (e.g. using bullet points in any part of the response, or note form, etc.). They will be severely penalised
for plagiarism (i.e. copying from another source). Finally, test takers should make sure that they do not
copy directly from the question paper because this will not be assessed.

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IELTS Writing - Academic Task 1

Vocabulary
The following words and phrases will help to describe trends
a rise
a fall
an increase
a fluctuation a period of stability a decrease
Nouns a surge
a variation a plateau a decline
a growth
a dip
a peak
to rise to fall
to increase to decrease
to fluctuate
to surge to decline
Verbs to vary
to grow to dip
to peak to dive
to skyrocket to plunge
to show an upward trend
to show a downward trend
to hit the highest point
to hit the lowest point
to reach a peak
to show some fluctuation
to fluctuate wildly
to remain stable
compared to
to remain static
Phrases compared with
to remain unchanged
relative to
to stay constant
to reach a plateau
to level off
to flatten out
the highest
the lowest
the second highest
the third highest
sharply
suddenly
rapidly
abruptly
dramatically
significantly
Adverbs steadily
considerably
markedly
slightly
gently
gradually
wildly

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sharp
sudden
rapid
abrupt
dramatic
steep
Adjectives significant
steady
considerable
marked
slight
gentle
gradual

Sample Sentences
 There was a substantial increase in the value of stocks on March 15th.
 House prices rose dramatically in July.
 The number of tourists visiting New York fell sharply in October.
 The percentage of students walking to school continued to rise gradually over the ten-year period
from 2000-2010.
 There was a sharp increase in employee turnover after the strike.
 Interest in environmental issues has risen steadily over the last 10 years.

More Useful Words and Phrases

 Percent – the word percent comes after a number
Examples:
More than 25% of the students are from Brazil.
More than 25 percent of the students come from Brazil.
 Percentage - The word percentage comes after words like the, a, this and that. Often, it is
preceded by an adjective.
Examples:
A small percentage of residents have lived in the building for more than 20 years.
The percentage of students who live on campus has fallen sharply since the fire.
 For numbers up to ten, write the numbers in words. For numbers over 10, you can write the
numbers in numbers.
Examples:
Five percent of the employees were late this month.
More than 50 percent of the students handed in their assignments late after the long weekend.
 If the sentence starts with a number, always write it in words.
Examples:
Wrong: 25 students were from China.
Right: Twenty-five students were from China.

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Grammar
Take note of the following prepositions which you will need to describe dates, numbers and comparisons:
 Dates - In December, - In 2005,
- From 2001-2010, - By 1998,
- Between 1965-1969
 Numbers - Increase of 25%
- Decreased by 10%
- Fell from 200 in July to 150 in August
 Comparison - Compared to
- Compared with
- Relative to

Verbs
These verbs are alternatives to the basic rise and fall vocabulary. One benefit of using them is that
sometimes they help you avoid repeating too many numbers. If you have a strong verb, you don’t always
have to give the exact figure.

Up Verbs
Verbs Examples
soar the price soared in November
rocket it then skyrocketed to a high of 75%
leap this figure leapt to 80,000 by the end of the period
climb the number of televisions sold in 2010 climbed
surge it then surged to a high of 75,000 units

Notes:
 “Soar “and “rocket” are both very strong words that describe large rises. “Rocket” is more sudden.
You probably do not need to qualify these verbs with adverbs.
 “Leap” shows a large and sudden rise. Again, you probably do not need to qualify it with an
adverb.
 “Climb” is a relatively neutral verb that can be used with the adverbs below.

Down Verbs
Verbs Examples
Plummet it then plummeted to a low of 20%
Sink after that it sank to 75
Drop this amount dropped by 30% in the third quarter of the year
slip back only to slip back to 900 in May
Dip the number of female doctors dipped in the last decade

Notes:
 “Plummet” is the strongest word here. It means to fall very quickly and a long way.
 “Drop” and “sink” are normally used for fairly small decreases.
 “Slip back” is used for falls that come after rises.
 “Drop” and “Dip” are also frequently used as nouns: eg “a slight dip” “a sudden drop”.

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Adjectives and Adverbs

This is a selection of some of the most common adjectives and adverbs used for trend language. Please
be careful. This is an area where it is possible to make low-level mistakes. Make sure that you use
adjectives with nouns and adverbs with verbs:
 a significant rise – correct (adjective/noun)
 rose significantly – correct (adverb/verb)
 a significantly rise – wrong
Please also note the spelling of the adverbs. There is a particular problem with the word “dramatically:
 dramatically – correct
 dramaticly or dramaticaly – wrong

Adjectives of degree
Adjective Example Adverb Example
spectacular a spectacular fall spectacularly fell spectacularly
dramatic a dramatic rise dramatically rose dramatically
substantial a substantial rise substantially rose Substantially
significant a significant fall significantly fell significantly
sudden a sudden fall suddenly fell suddenly
sharp a sharp decrease sharply sharply decreased

Notes
 “sudden” and “sharp” can be used of relatively minor changes that happen quickly
 “spectacular” and “dramatic” are very strong words only to be used for big changes

Steady adjectives
Adjective Example Adverb Example
steady a steady increase steadily increased steadily
consistent a consistent decrease consistently decreased consistently
gradual a gradual increase gradually increased gradually

Small adjectives
Adjective Example Adverb Example
Modest a modest increase modestly increased modestly
Slight a slight rise slightly rose slightly
Marginal a marginal fall marginally fell marginally

Notes
 “marginal” is a particularly useful word for describing very small changes

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Other useful adjectives

These adjectives can be used to describes more general trends
Adjective Example
overall it is evident that the overall trend was consistently upward
downward showed a downward trend through the period
upward this upward trend finished in 1998

Notes
 “overall” can be used to describe changes in trend over the whole period: very useful in
introductions and conclusions
 “upward” and “downward” are adjectives: the adverbs are “upwards” and “downwards”

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Introductory Expression
 The graph/table shows/indicates/illustrates/reveals/represents...
 It is clear from the graph/table...
 It can be seen from the graph/table...
 As the graph/table shows...
 As can be seen from the graph/table…
 As is shown by the graph/table...
 As is illustrated by the graph/table...
 From the graph/table it is clear....
It is always best to avoid using personal pronouns. Instead of saying ‘We can see from the graph...’, it is
better to use the passive or impersonal constructions. Most of the above expressions can be followed by
a clause starting with that. Several of the above expressions can be followed by a noun or noun phrase.
Several of the above expressions must be followed by a main clause.

Three possible ways to start

1. Refer to the visual directly (e.g. This graph shows the population of Canada in from 1867 up to
2007.) However, this method is not advisable, since the instructions in the IELIS test will normally
give you just this information. If you copy directly from the paper you are wasting time, since the
examiner cannot assess your English from a copied sentence.

2. Refer directly to the main message conveyed by the visual (e.g. There was a sharp increase in the
population of Canada from 1867 up to 2007.) This way is perfectly acceptable, and shows that you
are able to recognise the main concept or message that the graph or table shows.

3. Combine the two (e.g. The graph shows that there was a sharp increase in the population of
Canada from 1867 up to 2007.) This is also acceptable, and is often used as a convenient way to
start. In order to use this method, it is necessary to use a few fixed expressions, which refer to the
text itself, like those below.

Warnings:
Avoid using the phrase: according to the graph. This is because the phrase ‘according to’ generally means
that the information comes from another person or source, and not from our own knowledge. (For
example, according to Handbook, the Archaic Period started around 7000 BCE and ended around 1200
BCE.)
In case of a graph or table that is shown, the information is there right in front of you, the writer, and also
the reader, know it does not come from another source.

The expressions ‘as can be seen from the graph’ or ‘as is shown/illustrated by the table’ do NOT contain
the dummy subject. Avoid these expressions if you think you are going to forget this unusual grammar.

Avoid using the word ‘presents’. It requires a sophisticated summarising noun to follow. (For example:
The graph presents an overview of the population growth of Canada between 1867 and 2007.)

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Summarising
IELTS writing task 1 is essentially a summarising task. Your overview paragraph should contain two or
three sentences summarising the main features of the graph. In order to help you do this, here are some
short phrases.
 To summarise, the most marked change is….
 Overall it is clear….
 Overall the majority/minority….
 In sum, the most noticeable trend is….
Don’t say ‘to conclude’. This is only for discursive essays.

Tenses
Using the appropriate tenses in IELTS writing task 1 is essential if you want to get a high band score. The
key is to look at the title of the chart and the information contained on both axes to establish what time
frame is used. This will help you establish what tense you should use.
Example:
 If the time is one point in the past, for example January 1990, then we should use the past tense.
 If it has projections for the future, for example 2045, we use future tenses.
 If there is no time, we use present simple.

A Final Overview
The Writing Task 1 of the IELTS Academic test requires you to write a summary of at least 150 words in
response to a particular graph (bar, line or pie graph), table, chart, or process (how something works, how
something is done). This task tests your ability to select and report the main features, to describe and
compare data, identify significance and trends in factual information, or describe a process.

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Activities
Activity 1
The graph below shows the amount of money spent on books in Germany, France, Italy and Austria
between 1995 and 2005. Write a report for a university lecturer describing the information below.
Write at least 150 words.

Read the following sample answer. Complete the answer by filling the gaps with the words in the box.

biggest sharp
least dramatically
much less
more three times

The line graph compares the amount of money spent on buying books in Germany, France, Italy and
Austria over a period of ten years between 1995 and 2005.

In 1995, Austria spent the _________________ amount of money on books, while Italy and France spent
about as _________________ as each other. However, by 2001, the gap in spending between these two
countries had widened and considerably _________________ money was spent in France than in Italy.

As can be seen from the graph, the amount of money spent increased in all four countries but rose the
most _________________ in Austria. The period between 2000 and 2005 saw a _________________
growth and in 2005 the Austrians spent _________________ as much money as they did in 1995.

However, during this ten-year period, Germany remained the _________________ spenders on book,
with all three other countries spending much _________________ on them.

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Activity 2
The graph below shows the changes in food consumption by Chinese people between 1985 and 2010.
Summarise the information by selecting and reporting the main features, and make comparisons where
relevant.
Write at least 150 words.

Put the sentences in the correct order to describe the graph.

1) The graph shows changes in the amount of fish, salt and meat eaten per person per week in China
between 1985 and 2010.
?) In 1985, the consumption of fish stood at 610 grams, then increased to 700 grams in 1990.
?) The amount consumed decreased steadily from almost 500 grams per person to only 200 grams by
2010.
?) However, this gradually increased throughout the period.
?) Overall, the consumption of fish rose, while the consumption of salt fell.
?) The amount of meat consumed weekly started at about 100 grams.
?) From the graph we can see that people in China consumed more fish than either meat or salt
throughout the period.
?) By 2010 it was at the same level as the consumption of salt.
?) In contrast, there was a consistent drop in salt consumption.
?) Although it dipped in 1995, it then rose steadily and reached 850 grams in 2010.
11) In addition, the consumption of meat, while at a relatively low level, rose significantly during this
period.

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Activity 3
The bar chart below shows shares of expenditures for five major categories in the United States, Canada,
the United Kingdom, and Japan in the year 2009. Write a report for a university lecturer describing the
information below.
Write at least 150 words.

Read the following sample answer. Complete the answer by filling the gaps with the words in the box.
by contrast indicates higher
lowest compares among
overall whereas largest
however except Highest

The bar chart __________________ how consumers in the United States, Canada, the United Kingdom,
and Japan allocated different shares of total spending to categories such as food, housing, and
transportation in 2009.

We can see that the United States had the __________________ housing expenditure share, 26% of total
expenditures in 2009. The United Kingdom and Japan followed, with 24% and 22%, respectively. Canada
had the __________________ housing share at 21%. Housing was the __________________ expenditure
component in all countries __________________ Japan.

__________________, Canada had the largest transportation share of all four countries at 20%. The
United States and the United Kingdom had the next-highest transportation shares, 17% and 15%,
respectively. Japan had the lowest, at 10%.

__________________, in Japan, consumers spent 23% of their total expenditures on food in 2009. The
United Kingdom had the second-highest share at 20%. Canada, with 15%, and the United States, with 14%
had the lowest food expenditure shares among the countries studied.

__________________, the data __________________ that housing and health care shares of total
expenditures were __________________ in the United States than in Canada, the United Kingdom, and
Japan in 2009, __________________ Americans had the lowest clothing share. Canada had the highest
clothing and transportation shares, and Japan had the highest food share, __________________ the
countries compared.

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Activity 4
The line graph below gives information about the number of visitors to three London museums between
June and September 2013.
Summarise the information by selecting and reporting the main features, and make comparisons where
relevant.
Write at least 150 words.

Look at the line graph and complete the text with the correct forms of the verbs in brackets and the
correct prepositions.

The graph ____________________ (show) how many people ____________________ (visit) three
London museums in the summer of 2013. Most visitors ____________________ (go) to the British
museum ____________________ June and September. The number ____________________ (fluctuate)
between 500 and 750. By contrast, the Science Museum and the Natural History Museum ____________
(receive) fewer visitors. The number of people who visited the Science Museum ____________ (drop)
gradually from 400 thousand to 300 from June to August then ____________ (rise) to 450 thousand
____________ September. We can ____________________ (see) that the trend for the Natural History
Museum ____________ (be) similar. There was a sharp drop in visitors from June to July. The number
____________ (remain stable) in August and then ____________ (increase) steadily in September.

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Activity 5
The bar chart below gives information about the percentage of the population living in urban areas in the
world and in different continents.
Summarise the information by selecting and reporting the main features, and make comparisons where
relevant.
Write at least 150 words.

Read the following sample answer. Complete the answer by filling the gaps with the words in the box.

by contrast in spite of
compares smaller
shows marked
double highest

The bar chart ________________ the urbanization percentage of the world in

1950 and ________________ this with the percentage in 2007 and the projected percentage for 2030.

Between 1950 and 2030, the proportion of the world's population residing in cities is expected to
________________, growing from 29% to 60%. However, this rate is less ________________ in some
continents than others.

For example, 64% of the population of North America was urban in 1950, increasing to 79% by 2007.
________________, just 15% of the African population was urban in 1950, but this rose to 37% by 2007.
This represents one of the ________________ urbanization rates in the world, even though the
percentage of Africans in urban areas is still ________________ than the world average.

It is also clear from the graph that, urbanization in Latin America is projected to be higher than Europe in
2030, ________________ being lower in 1950.

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Activity 6
The graph below shows waste recycling rates in the U.S. from 1960 to 2011.
Summarise the information by selecting and reporting the main features, and make comparisons where
relevant.
Write at least 150 words.

Read the following sample answer. Complete the answer by filling the gaps with the correct form of the
words in the box. Some words can be used more than once.

sharp triple rise

peak reach compare
steady from significant

The graph depicts waste recycling rates in the U.S. _____________ 1960 to 2011, in both percentage and
tons.

Between 1960 and 1970, the percentage of garbage being recycled annually remained relatively
_____________ at just over 6%. It then _____________ slightly over the next 15 years to 10.1% in 1985.

On the other hand, the amount of garbage being recycled _____________ during the same period, from
5.6 million tons in 1960 to 16.7 million tons in 1985. Following this _____________ increase, the amount
of waste material being recycled has risen _____________ between 1985 and 2011 when it
_____________ at 86.9 million tons.

Similarly, the recycling rate continued to grow _____________ from 1985 to 1995, and then at a slower
rate over the next 15 years until it _____________ a peak of 34.7% in 2011. However, this figure is still
disappointing _____________ to the total amount of waste being recycled each year.

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Activity 7
The pie charts below show the average household expenditures in a country in 1950 and 2010.
Summarise the information by selecting and reporting the main features, and make comparisons where
relevant.
Write at least 150 words.

Average Household Expenditures by Major Category

Look at the phrases in italic. Choose the phrase which sounds more formal.

The two pie charts give information about what households spent their money on / household
expenditure on goods and services in 1950 and 2010. It is immediately obvious that there are some quite
significant differences / some things are significantly different between the two charts.

In 2010 the largest proportion of expenditure was / most money was spent on food whereas in 1950 it
was on housing, with food for just 11.2%. There is a great difference in terms of the amount of money
people’s spent on housing / housing expenditure between the two years. In 1950 72.1% of the total
household budget / the total of what households spent went towards housing, compared to only 22% in
2010.

There has been a notable increase in / People have notably increased the amount of money spent on
transportation between the two dates. In addition, the charts show a significant rise in the proportion of
money spent on health care / that people spent more on health care in 2010 compared to 1950.

There are some similarities, however. For example, in both 1950 and 2010 people spent a similar
proportion on education. / the proportion of education expenditure was roughly the same.

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Activity 8
The following diagram shows how greenhouse gases trap energy from the Sun. Write a report for a
university lecturer describing the information shown below.
Write at least 150 words.

Complete the answer by filling the gaps with a word or phrase from the box below.

lead to release
result in subsequently
fell reach
less decades
amounts as a result of

Energy from the Sun _____________ the Earth as heat. Some of this heat energy is _____________
radiated into space, while some of it is trapped by greenhouse gases in the atmosphere and reflected back
to Earth. This is a natural process, but in recent _____________, human activities have _____________
an increase in the _____________ of greenhouse gases in the atmosphere which is now trapping too
much heat.

One of the main greenhouse gases is carbon dioxide, and extra quantities of this _____________ into the
atmosphere _____________ burning fossil fuels as a source of energy in power stations, factories and
homes. Exhaust gases from cars and lorries _____________ further emissions of carbon dioxide.

Plants serve to remove some of the carbon dioxide from the atmosphere by absorbing it through their
leaves. However, as large areas of forest _____________ in the Amazon and elsewhere, _____________
carbon dioxide is removed in this way.

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Activity 9
The graph shows the average daily viewing figures for Channel One News for a year.
Summarise the information by selecting and reporting the main features, and make comparisons where
relevant.
Write at least 150 words.

Complete the answer by filling the gaps with a word or phrase from the box below.

steadily hovering trend

meanwhile rocketed fluctuated
peak plummeted period

The chart shows the average daily viewing figures for Channel One News over a 12-month ____________.
The figure for the 1pm News remained fairly stable, ____________ at around 1.3 million throughout the
year. The figure for the 6pm News began the year at 4.8 million. It ____________, but the general
____________ was downwards, and it ended the year at 3.4 million.

The figure for the 9:30 News gradually increased from 3.2 million viewers per day in January to a
____________ of 3.8 million in May. However, this month saw the introduction of the 11pm News, and
the figure for the 9:30 News ____________, hitting a low-point of 1.1 million in August. In the same period,
the figure for the 11pm news ____________ from 0.2 million to 4.1 million. At this point, the trend
reversed. From August onwards, the figure for the 9:30 news grew ____________, reaching 3 million by
the end of the year. ____________, the figure for the 11pm News declined sharply, and in December fell
below the 1 million mark.

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Activity 10
The charts A and B show the share of the UK and Australian cinema market in 2001 and cinema admission
in the UK and Australia from 1976 to 2006.
Summarise the information by selecting and reporting the main features, and make comparisons where
relevant.
Write at least 150 words.

Read this sample report and fill each space by choosing one of the words in the box.
accounted compared dropped
stood fell increased
opposed predominated recovered

Chart (A) shows the cinema industry’s share of the Australian and UK cinema market by origin in 2001. In
both countries, films made in the United States ________________ with 77% of the market in the UK
________________ to 67% in Australia. UK films ________________ for 21% of the UK cinema market
and 6% of the Australian market. On the other hand, while 11% of the films shown in Australia were
Australian, no Australian films were shown in the UK. Films from other countries had 16% of the market
share in Australia as ________________ to just 2% in the UK.

Chart (B) shows cinema admissions in the UK and Australia since 1976. In both countries cinema
admissions ________________ in the early 1980s. In Australia admissions ________________ from just
under 40 million in 1980 to about 30 million in 1984–6 while in the UK the decrease was far more dramatic
(from 100 million in 1980 to less than 60 million in 1984). Since then, however, the industry has
________________ in both countries. In 2001, cinema admissions in the UK ________________ at over
150 million, whereas in Australia they reached 90 million.

Overall, the charts show that the cinema has ________________ in popularity in both countries over the
last 15 years, but that the origins of the films projected in Australia are more diverse than in the UK.

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Additional Tips
1. In written reports, we don't normally describe statistics using exact numbers as this can be very
boring and distracting for the reader. Instead we use approximation to round numbers up or
down.

Elicit different ways of describing the following numbers:

 134,575: just over 135,000, approximately/roughly/around/about 135,000;
 134,575 compared to 396,530: over triple, around 200% more, about three times as many,
roughly 260,000 more, about a third as many, approximately one in three, far more, for less

2. When you are describing a chart or graph, you are actually describing the patterns of the data.
Before you begin to write, spend one or two minutes noticing the different features of the visual
information.

To help identify the patterns, you need to look for the

 peaks (high points) and troughs (low points)
 periods when the figures remain steady (show little or no change)
 periods when the figures fluctuate (show a lot of changes)

3. You do not have to write very long sentences to do well in your Writing test. If sentences are too
long, they will become less coherent and also make it harder for you to control the grammar.

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IELTS Writing - Academic Task 2

The Writing Task 2 of the IELTS test requires you to write at least 250 words. You will be presented with a
topic and will be tested on your ability to respond by giving and justifying an opinion, discussing the topic,
summarizing details, outlining problems, identifying possible solutions and supporting what you write
with reasons, arguments and relevant examples from your own knowledge or experience.

The assessment of Task 2 carries more weight in marking than Task 1. Writing scripts are marked by
trained and certificated IELTS examiners, who all hold relevant teaching qualifications and are recruited
as examiners by the test centres and approved by British Council or IDP: IELTS Australia.

An IELTS essay is structured like any other essay; you just need to make it shorter. There are three key
elements:
 Introduction
 Body Paragraphs
 Conclusion

You should keep your introduction for the IELTS essay short. Remember you only have 40 minutes to write
the essay, and some of this time needs to be spent planning. Therefore, you need to be able to write your
introduction fairly quickly so you can start writing your body paragraphs. You should do just two things:
1. State the topic of the essay, using some basic facts (that you may be able to take from the
question).
2. State what you are going to write about.

For an IELTS essay, you should have 2 or 3 body paragraphs - no more, and no less. For your body
paragraph, each paragraph should contain one controlling idea, and have sentences to support this. The
conclusion only needs to be one or two sentences, and you can do the following:
1. Re-state what the essay is about (re-write the last sentence of your introduction in different
words).
2. Give some thoughts about the future.

The “POWER” writing plan.

P – Planning = planning for your writing, based on analysis of the question.
O – Organizing = organizing your ideas ahead of writing.
W – Writing = writing itself.
E – Evaluating = evaluating what you have written.
R – Revising = revising and refining what you have written by addressing errors.

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Planning – The first step is to plan. This must be on the basis of answering the question. Do not get
distracted by specific words in the question. As a result, many students see a key topic word and then
answer. But fail to answer the question fully.
 You must analyze the full question
 Identify the different parts to the question
 Clarify the specific topic
 Understand the complete requirements in the question.
o You cannot afford not to plan your essay, as it saves you time and also crucially addresses
all the IELTS assessment criteria. So, you will be more efficient and more effective.

 Identify all the key words in the question by either circling or underlining them. This gives you a
focus on what you need to write about.

 Then think of synonyms for these key words.

o For example – Alternative forms of transport should be encouraged and international
laws introduced to control car ownership and use. To what extent do you agree or
disagree?
o Synonyms – Alternative = other/different/optional
Transport = transportation
Encouraged = promoted/pushed/supported
Laws = legislations/rules/regulations
Control = regulate/ manage/ restrict.
Car = vehicle/automobile

 You may use these synonyms throughout your essay to demonstrate the range of your vocabulary.
Then brainstorm possible ideas for all aspects of the question. You must decide your position in
relation to the task.
o For example – you may agree / you may disagree / sit on the fence (70-30)

 Now let’s check these ideas for the essay question.

o Alternative forms of transport should be encouraged. (Agree)
o Alternative transport – means more cars = more pollution/traffic congestion. Therefore,
unhealthy and inefficient cities
o Public transport – more efficient and environmentally friendly. For example, metro and
public bus high usage will require specialist lanes.

 International laws introduced to control car ownership and use. (Disagree)

o Control – means restricting personal freedom and choice.
o International laws – car and oil industry will strongly object = versus powerful industries
= so there is a little change of this.

 Conclusion
o In principle agree - alternative transport possible – control and international laws difficult.

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Organizing – Here, you need to select and organize your ideas by breaking up your essay into separate
paragraphs and then be ready to expand the ideas.
 Always aim for “Idea – Explain – Example” approach.
 The idea introduction will effectively be your Topic Sentence. Further, think about the Linking
Sentences and Paragraphs.
 Doing these, you are addressing the Coherence and Cohesion of IELTS writing.
Now, you are ready to write.

Writing – Pay close attention to your plan and roughly how much you have written. Remember there is
a minimum word limit requirement of 250 words for IELTS task 2.

Evaluating – make sure you have answered all parts of the IELTS question. This is critical to the Task
Response criterion of IELTS Writing Task 2. If you realize that you have not done this, you may need to
add more information to your essay.

Revising – Finally, you are ready to revise and edit your essay. Look through your essay for possible
Grammar and Spelling Mistakes. Doing this is critical to the Grammar criteria of the IELTS writing.

Doing all the above steps guarantees you a higher band score of 7 and above in your IELTS Writing Task 2.

Essay types in Writing Task – 2

1. Agree or Disagree
2. Discuss Both Views and Give Your Own Opinion
3. Advantages and Disadvantages
4. Problems and Solutions
5. Two Part Question

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Essay Structures
1. Agree or Disagree
 Introduction
o Paraphrase the question
o Thesis statement
o Outline sentence
 Main Body Paragraph 1
o Topic sentence
o Explain topic sentence
o Example
 Main Body Paragraph 2
o Topic sentence
o Explain topic sentence
o Example
 Conclusion
o Summarize main ideas and reiterate opinion

2. Discuss Both Views and Give Your Own Opinion

 Introduction
o Paraphrase question and/or state both viewpoints.
o Thesis statement
 Main Body Paragraph 1
o State first viewpoint
o Discuss first viewpoint
o Reason why you agree or disagree with viewpoint
o Example to support your view
 Main Body Paragraph 2
o State second viewpoint
o Discuss second viewpoint
o Reason why you agree or disagree with viewpoint
o Example to support your view
 Conclusion
o Summarize man ideas and state opinion

3. Advantages and Disadvantages

 Introduction
o Paraphrase question
o Outline main ideas and give opinion if asked
 Main Body Paragraph 1
o State one advantage
o Expand/Explain advantage/disadvantage
o Example
o Result

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 Main Body Paragraph 2

o State one disadvantage
o Expand/Explain disadvantage/advantage
o Example
o Result
 Conclusion
o Summary of main ideas and opinion, if asked

4. Problems and Solutions

 Introduction
o Paraphrase question
o Outline main ideas
 Main Body Paragraph 1
o State problem
o Explain problem
o Result
o Example
 Main Body Paragraph 2
o State solution
o Explain solution
o Example
 Conclusion
o Summary of main ideas
Note: For causes and solutions, simply replace solutions with causes.

5. Two Part Question

 Introduction
o Paraphrase question
o Briefly answer both questions
 Main Body Paragraph 1
o Answer first question directly
o Explain why
o Further explain
o Example
 Main Body Paragraph 2
o Answer second question directly
o Explain why
o Further explain
o Example
 Conclusion
o Summary of main ideas

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Transitional Words and Phrases for IELTS Writing Task 2

Transitional words and phrases can create powerful links between ideas in your paper and can help your
reader understand the logic of your writing. However, these words all have different meanings, nuances,
and connotations. Before using a particular transitional word in your paper, be sure you understand its
meaning and usage completely and be sure that it's the right match for the logic in your paper.

Exemplification or
Addition Time Place
Illustration
 furthermore  while  here  to illustrate
 moreover  immediately  there  to demonstrate
 too  never  nearby  specifically
 also  after  beyond  for instance
 in the second place  later, earlier  wherever  as an illustration
 again  always  opposite to  for example
 in addition  when  adjacent to
 even more  soon  neighboring on
 next  whenever  above, below
 further  meanwhile
 last, lastly  sometimes
 finally  in the meantime
 besides  during
 and, or, nor  afterwards
 first  now, until now
 second, secondly, etc.  next
 following
 once
 then
 at length
 simultaneously
 so far
 this time
 subsequently

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Comparison Contrast Clarification Cause

 in the same way  yet  that is to say  because
 by the same token  and yet  in other words  since
 similarly  nevertheless  to explain  on account of
 in like manner  nonetheless  i.e., (that is)  for that reason
 likewise  after all  to clarify
 in similar fashion  but  to rephrase it
 however  to put it another way
 though
 otherwise
 on the contrary
 in contrast
 notwithstanding
 on the other hand
 at the same time

Effect Purpose Qualification Intensification

 therefore  in order that  almost  indeed
 consequently  so that  nearly  to repeat
 accordingly  to that end, to this end  probably  by all means
 thus  for this purpose  never  of course
 hence  always  doubtedly
 as a result  frequently  certainly
 perhaps  without doubt
 maybe  yes, no
 although  undoubtedly
 in fact
 surely
 in fact

Demonstratives
Concession Summary Conclusion
acting as transitions
 to be sure  to summarize  in conclusion  this
 granted  in sum  to conclude  those
 of course, it is true  in brief  finally  these
 to sum up  all in all  that
 in short  to end
 in summary

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Activities
Activity 1
Machine translation (MT) is slower and less accurate than human translation and there is no immediate
or predictable likelihood of machines taking over this role from humans.
Do you agree or disagree?

on the contrary for instance especially

because for these reasons in order to
it is true of course similarly
however it seems to me for example

Read the following sample answer. Complete the answer by filling the gaps with a word or phrase from
the box below.

It is true that there have been great advances in technology over the last forty years. _______________the
use of mobile phones and e-mail communication are common these days. _______________, machines
that translate from one language to another are still in their early stages.

_______________ that a machine could never do as good a job as a human, _______________ when it
comes to interpreting what people are saying. _______________, machines can translate statements such
as “Where is the bank?” but even simple statements are not always straightforward _______________
the meaning depends on more than just words. _______________ the word “bank” has a number of
different meanings in English. How does a translating machine know which meaning to take?

_______________ understand what people are saying, you need to take into account the relationship
between the speakers and their situation. A machine cannot tell the difference between the English
expression “Look out!” meaning “Be careful!” and “Look out!” meaning “Put your head out of the
window”. You need a human being to interpret the situation.

_______________ with written language, it is difficult for a machine to know how to translate accurately
_______________ we rarely translate every word. _______________, we try to take into consideration
how the idea would be expressed in the other language. This is hard to do _______________ every
language has its own way of doing and saying things.

_______________ I feel that it is most unlikely that machines will take the place of humans in the field of
translating and interpreting. If machines ever learn to think, perhaps then they will be in a position to take
on this role.

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Activity 2
Some people consider computers to be more of a hindrance than a help. Others believe that they have
greatly increased human potential.
How could computers be considered a hindrance?

Look at the words or phrases in capitals. Correct your version where necessary.

It is easy to understand why some people THINK computers are more of a hindrance than a help. THINGS
LIKE GETTING MY MONEY BACK FROM BANK or changing a ticket ARE EASY WITHOUT USING
COMPUTER, yet once one is involved, the process can become time-consuming, complex and prone to
errors. IN ALL THE OFFICES I'VE SEEN, it can sometimes seem that for every hour saved by computers, at
least set of problems caused by THE COMPUTERS BREAKING DOWN. THIS WASTES A LOT OF TIME.

ALSO, over-enthusiastic use of computers in the home has the potential to divert large amounts of free
time away from THINGS LIKE socializing, tasking exercise or having dinner with your family. Spending a lot
of leisure time looking at a computer monitor screen HINDERS achieving other goals in life, LIKE being
healthy and socially integrated.

However, it would be simplistic to SAY that computers ARE BAD. THEY HAVE CAUSED ENORMOUS
IMPROVEMENTS in communications, medicine, design, education and LOTS OF OTHER THINGS. THESE
DAYS, virtually EVERYTHING WE KNOW is as far away as the nearest internet point. Computers have
brought about a profound change in the way most people in RICH COUNTRIES live. (Although it should
not be forgotten that the majority of the inhabitants of this planet have never EVEN USED A COMPUTER
ONCE.)

THERE ARE DEFINITELY MORE GOOD THINGS THAN BAD THINGS ABOUT COMPUTERS. The question is
not DO computers help or hinder, but DO WE always use THEM in a sensible and responsible way?

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Activity 3
Modern lifestyles mean that many parents have little time for their children. Many children suffer because
they do not get as much attention from their parents as children did in the past.
Do you agree or disagree?

Look at the words or phrases in capitals. Choose the word or phrase which sounds more formal. Rewrite
the final paragraph in a more formal style.

People who SAY/ARGUE that nowadays parents give less attention to their children than in the past are
FREQUENTLY/OFTEN looking back to a SHORT/BRIEF period of time in the twentieth century when
MOTHERS/MUMS in middle-class families REMAINED/STAYED at home to look after their children. What
these people are SUGGESTING/SAYING is that women nowadays should not go out to work.

THE FACT OF THE MATTER IS THAT/ACTUALLY in MOST/THE MAJORITY OF families in the past both
parents worked MUCH LONGER HOURS/MORE than they do nowadays. What has changed is that now in
most countries their children ATTEND/GO TO school rather than also working themselves. In that sense
they may SEE LESS OF/HAVE LESS CONTACT WITH their parents.

Nowadays, as a result of ACQUIRING AN EDUCATION/GOING TO SCHOOL, children come into contact

with teachers who NATURALLY/OF COURSE have to explain why some of their students are failing. What
teachers come up with are LOTS OF/FREQUENT stories of parents who are SIMPLY/JUST too busy for their
CHILDREN/KIDS. And IF CHILDREN ARE NOT SUPERVISED BY THEIR PARENTS/IF PARENTS DON’T KEEP
AN EYE ON THEIR CHILDREN, they will often DO BADLY/UNDERPERFORM at school. However, FAILURE
AT SCHOOL/ACADEMIC FAILURE is nothing new even when one or both parents are at home. If children
ARE NEGLECTED/DON’T HAVE ATTENTION GIVEN TO THEM by their parents, they will suffer.

I guess children probably had more problems in the past when they and their parents had to work non-
stop just to get by. These days, the law looks after children and they can go to school, so children have
lots more chances than they ever had before.

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Activity 4
In most countries multinational companies and their products are becoming more and more important.
This trend is seriously damaging our quality of life.
Do you agree or disagree?

The writer has tried to avoid repeating the same words too often in the answer. Read the sample again
and find synonyms or phrases later in the answer with similar meanings to the underlined words.

Multinational companies nowadays find it easy both to market their products all over the world and set
up factories wherever they find it convenient. In my opinion this has had a harmful effect on our quality
of life in three main areas.

The first area is their products. Supporters of globalization would argue that multinational companies
make high-quality goods available to more people. While this may be true to some extent, it also means
that we have less choice of products to buy. When powerful multinational companies invade local markets
with their goods, they often force local companies with fewer resources to go out of business. In
consequence, we are obliged to buy multinational products whether we like them or not.

This brings me to my second point. It is sometimes said that multinational companies and globalization
are making societies more open. This may be true. However, I would argue that as a result the human
race is losing its cultural diversity. If we consumed different products, societies all over the world would
be more varied. This can be seen by the fact that we all shop in similar multinational supermarkets and
buy identical products wherever we live.

Thirdly, defenders of multinational companies often point out that they provide employment. Although
this is undoubtedly true, it also means that we have become more dependent on them, which in turn
makes us more vulnerable to their decisions. When, for example, a multinational decides to move its
production facilities to another country, this has an adverse effect on its workers who lose their jobs.

All in all, I believe that if we as voters pressured our governments to make multinational companies more
responsible and to protect local producers from outside competition, we could have the benefits of
globalization without its disadvantages.

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Activity 5
Computers and modems have made it possible for office workers to do much of their work from home
instead of working in offices every day. Working from home should be encouraged as it is good for workers
and employers.
Do you agree or disagree?

also because the first is that

for example secondly finally
in conclusion since such as
while on the other hand a further point is that

Read the following sample answer. Complete the answer by filling the gaps with a word or phrase from
the box below.

In recent years the vast expansion of information and communications technology has made teleworking
much more practical. Although in many cases office workers could be made geographically independent
by using modems, faxes and cell phones, few companies or employees take full advantage of this
possibility.

There are a number of strong arguments in favor of allowing workers to work from home. Firstly, costs
for employers would be reduced _________________ businesses would require less office space, which
is often situated in the center of large cities. _________________, worker's lives would be improved in a
variety of ways. _________________, they would not need to travel to get to work, which would give
them more free time.

_________________, they could combine their work with their family life, which is a major advantage if
they are parents of young children or they have old people to look after. _________________, traveling
to a centralized workplace also has a number of points in its favor. _________________ many employees
would miss the social aspect of work _________________ seeing colleagues and meeting customers.
_________________ employers would need to be able to trust their workers to work at a high standard
and finish their work on time, _________________ supervising teleworkers is even more complicated
than supervising workers in the same office.

_________________, working from home might inhibit teamwork and creative work and so perhaps so
only really suitable for people doing routine office work.

_________________, I believe that _________________ many workers welcome the opportunity to go

out to work, others would find the chance to work from home very convenient. Where possible, I think
workers should be offered the choice, but not forced to work from home unless they wish to.

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Activity 6
Nowadays many students have the opportunity to study for part or all of their courses in foreign countries.
While studying abroad brings many benefits to individual students, it also has a number of disadvantages.
Do you agree or disagree?

although because finally

in my opinion such as for example
moreover secondly furthermore
what is more therefore in contrast
due to firstly

Read the following sample answer. Complete the answer by filling the gaps with a word or phrase from
the box below.

In recent years there has been a vast increase in the number of students choosing to study abroad. This is
partly _______________ people are more affluent and partly _______________ the variety of grants and
scholarships which are available for overseas students nowadays. _______________ foreign study is not
something which every student would choose, it is an attractive option for many people.

Studying overseas has a number of advantages. _______________, it may give students access to
knowledge and facilities _______________ laboratories and libraries which are not available in their home
country. _______________, by looking abroad students may find a wider range of courses than those
offered in their country’s universities, and _______________ one which fits more closely to their
particular requirements.

_______________, studying abroad has a number of drawbacks. These may be divided into personal and
professional. _______________ students have to leave their family and friends for a long period.
_______________ studying abroad is almost always more expensive that studying in one’s local university
_______________, students often have to study in a foreign language, which may limit their performance
and mean they do not attain their true level.

_______________, however, the disadvantages of studying abroad are usually temporary in nature.
Students who study abroad generally become proficient in the language quite soon and they are only
away from their family and friends for a year or two. _______________, many of the benefits last students
all their lives and make them highly desirable to prospective employers.

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General Training Writing

Introduction
There are two Writing tasks (Task 1 and Task 2) and BOTH must be completed. In Task 1, test takers are
asked to respond to a situation, for example, by writing a letter requesting information or explaining a
situation. In Task 2, test takers write an essay in response to a point of view, argument or problem. In
Task-2, they respond to a point of view or argument or problem. They need to write 250 words in about
40 minutes.

General Training Task – 1

In Writing Task 1, test takers are presented with a situation and required to write a personal response in
the form of an informal, semi-formal or formal letter of at least 150 words in the answer booklet provided.
The situations they are asked to write about are common, everyday ones such as: writing to a college
accommodation officer about problems with accommodation, writing to a new employer about time
management problems they are having, writing to a local newspaper about a plan to develop a local
airport, writing to a renting agency to sort out problems with the heating system in their house.

Test takers are told what kind of information (in the form of three bullet points) they must include in their
response. They may be required to request or give information and/or explain a situation. To do this, they
may need to do some of the following: ask for and/or provide general factual information, express needs,
wants, likes or dislikes, express opinions or complaints, make requests or make
suggestions/recommendations.

The style of writing that test takers use depends who they are asked to write to (i.e. the audience) and
how well they are supposed to know them. They need to write in a style that is appropriate for their
audience and that will help them to achieve their purpose for writing, e.g. writing to a friend (informal) or
writing to a manager (semi-formal or formal). Test takers do not need to include any addresses at the
head of their letters.

Test takers should spend no more than 20 minutes on this task. They are asked to write at least 150 words
and will be penalised if their answer is too short. While test takers will not be penalised for writing more
than 150 words, they should remember that a longer Task 1 answer may mean that they have less time
to spend on Task 2, which contributes twice as much to the Writing band score.

Test takers should also note that they will be penalised for irrelevance, if the response is off-topic or is
not written as full, connected text (e.g. using bullet points in any part of the response, or note form, etc.).
They will be severely penalised for plagiarism (i.e. copying from another source).

General Training Task – 2

The General Writing Task 2 is same as Academic Writing Task 2.

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In General Writing Task 1, candidates are asked to respond to a given problem with a letter requesting
information or explaining a situation. It is suggested that about 20 minutes is spent on Task 1, which
requires candidates to write at least 150 words.
Depending on the task suggested, candidates are assessed on their ability to:
 Engage in personal correspondence
 Elicit and provide general factual information
 Express needs, wants, likes and dislikes
 Express opinions (views, complaints etc.)

How to identify a formal letter?

The first thing you need to do is decide if the question is actually asking you to write a formal, semi-formal
or informal letter. We can tell this by checking if we know the name of the person we are writing to or not
and the situation. For example, if we are writing a letter of complaint, applying for a new job or resigning
from our existing job, it will always be formal. Also, if we do not know the name of the person we are
writing to, then it will be formal.

Take a look at the four examples and decide which two are formal

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The first and third questions are formal. We don’t know the name of the managers and they are formal
situations. The second question does not give us the name of the manager, but we can assume that we
know their name and this would therefore be a semi-formal letter. The last letter is to a friend and must
be informal.

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Planning a Formal Letter

People don’t normally plan letters but in the IELTS test you really should. As you can see above, all task 1
questions on the General Training paper follow the same format. They will first tell you the situation (the
reason why you are writing) and then give you three bullet points that you have to cover. This is good
news for us because it means we can follow the same structure every time.

Here is the formal letter structure for the General Training IELTS students to follow.
 Dear Sir/Madam
 Paragraph 1: Say why you are writing to them. (I am writing with regard to…)
 Paragraph 2: Point 1 and supporting details
 Paragraph 3: Point 2 and supporting details
 Paragraph 4: Point 3 and supporting details
 I look forward to hearing from you.
 Yours faithfully
 [Your Full Name]

That’s it. It will take you only a few minutes to write this out in the exam and then all you have to do is
think of the supporting details. When thinking of supporting details don’t worry about being entertaining
or even thinking of the best ideas you can, just make sure they are relevant.

Useful Language
Below is a selection of useful language for you to use in a formal letter. The phrases you choose will
depend on the context of the question.

Beginning
 I am writing this letter with regard to…
 I am writing to bring to your attention…
 I am writing to inform you that…
 I am writing to express my dissatisfaction with…

Requests and Suggestions

 I would be grateful if you would…
 I would like you to…
 I am entitled to request that you…
 I was wondering if it would be at all possible to…
 I would like to suggest that…

Ending
 I look forward to hearing from you.
 I look forward to receiving your response.
 I await your prompt service.
 I thank you for your consideration.
 Please respond at the earliest convenience.

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IELTS Letter Writing Checklist

Here are some questions you should ask yourself when answering any General Training Task 1 question.
 Have I read and understood the instructions?
 Is it a formal, semi-formal or informal letter?
 Have I made a plan?
 Have I included both the reason for writing and the 3 bullet points?
 Have I supported each bullet point with relevant details?
 Have I used appropriate language?
 Have I separated my letter into paragraphs?
 Are my ideas clear and easy to understand?
 Have I avoided copying the question and varied my vocabulary?
 Have I checked my letter for grammar and spelling mistakes?
If you can answer all of these questions you are well on your way to writing a good formal letter.

IELTS Letter Writing - Useful Words & Expressions

To complete your IELTS letter writing task within 20 minutes, it is helpful to know some common phrases
and set expressions. Being able to use these will allow you to express your ideas quickly and effectively,
without thinking about each and every word. While you're learning their meaning, also make sure you can
spell them perfectly. Finally, try the quiz at the bottom of the page to see how well you know these
important expressions.

Apologizing Asking for Help Asking for Information

 I'm sorry about...  I'd be grateful if you could...  I am writing to enquire
 I am sorry that...  I would be grateful if you about...
 I'm very sorry about... could...  I am writing to find out
 I'm very sorry for...  I would appreciate it if you about...
 Please forgive me for... could...  What I am looking for is...
 I'd like to apologize for...  Could you please...  I would like to know about/if...
 Please accept my apologies.  I was wondering of you could
 Please accept my sincere help me. (informal)
apologies. (very formal)  I would like to know...

Complaining / expressing
Closing Conveying regards
dissatisfaction
 I look forward to seeing you.  I'm writing to express my  Please give my best regards to
 I look forward to hearing from dissatisfaction with... your family.
you.  I'm writing to express my  Please pass on my best wishes
 I look forward to meeting you. annoyance with... to your wife and children.
 I am not happy about...  Please give my regards to your
 ...was very disappointing. parents.

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Expressing concern /
Expressing satisfaction Giving bad news
sympathy
 I was delighted to hear that...  I was sorry to hear about...  I regret to inform you
 I was very happy to learn (your accident/ illness) that...(semi-formal)
that...  I am writing to express my  I am sorry to tell you
 I was thrilled to find out that... concern about... that...(informal)
 I was glad to hear that...  I regret to advise you
 ...was very enjoyable. that...(formal)
 I am afraid I have some bad
news.(informal)

Giving good news Giving reasons Thanking

 I am pleased to inform you  This is because...  Thanks.
that...(semi-formal)  This is because of...  Thank you.
 I am delighted to tell you  This is due to... (formal)  Thank you very much.
that...(informal)  This is as a result of...(formal)  Thank you kindly.
 I am happy to advise you  This is owing to...(formal)  I can't thank you enough.
that...(formal)  No words can express my
 I thought you might like to gratitude.
know that...  I am extremely grateful for...
 I very much appreciate your
______ing

Additional Tips

1. Yours sincerely and Yours faithfully can both be used to close formal and semi-formal letters.
Yours faithfully is used when you don't know the name of the person you are writing to.

2. Remember in the IELTS Writing Task 1 (General Training) you are assessed on:
 Task Achievement (how well you answer the question).
 Coherence and Cohesion (the layout, and ordering and linking of ideas in your letter).
 Lexical Resource (use of appropriate vocabulary).
 Grammatical Range and Accuracy (the accuracy and range of the grammar you use).

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Activities
Activity: 1
Complete the letter by filling the gaps with a word from below.

CV Post
Interview Experience
Department Developer
Qualified Closing
Skills salary

Dear Sir/Madam,

I am writing to apply for the ________________ of Software Development Manager advertised on

February 9th on the University of Kent vacancy database. I have worked for the past ten years as a senior
________________ in a telecommunication company in the IT ________________. I think now is the right
time to apply for a better position as I believe I have gained relevant ________________ and skills.

As you can see from my enclosed ________________, I am a ________________ engineer and believe I
have excellent technical and management ________________. My current ________________ is $55,000
a year.

I realize that the ________________ date for applications was last Saturday, but I hope you will still
consider my application. I will be available for ________________ at any time, apart from the 12 - 24
March when I have arranged a holiday in Italy.

I look forward to hearing from you soon.

Yours sincerely,

John Smith

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Activity: 2
You saw an advertisement for a tennis course in England but you have one or two problems and can’t stay
the whole course.
Write a letter to the course director. In your letter,
 explain your interest in the course
 describe your problems
 find out if a refund is possible

Fill in the blanks with appropriate prepositions.

Dear Sir or Madam,

I’m writing ________________ response to your advertisement on your website ________________ a

tennis course in Bath, England.

I have always wanted ________________ play tennis so I’m very interested ________________ joining
the course; however, I do not have my own racquets and don’t wish ________________ buy racquets at
this time. Is it possible ________________ me to hire racquets and balls ________________ the duration
________________ the course? Also I have poor eyesight and have to wear glasses all the time. I would
like to know if your course is suitable ________________ someone like me.

I’m afraid that I have to be back ________________ Malaysia ________________ 31st December so I am
unable to stay ________________ England for the whole three weeks. Is it possible for me
________________ get a partial refund if I want ________________ leave one week before the end
________________ the course?

I’m looking forward ________________ hearing ________________ you.

Yours faithfully,

Philip Wong

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Activity: 3

Vocabulary Tip
The word staff refers to all the people working for an organisation. To talk about one person, you need to
say member of staff or employee: I recently had a problem with a member of staff in your company (or an
employee in your company or one of your staff). NOT I recently had a problem with a staff in your company.

Fill in the blanks with appropriate prepositions.

Dear Mr. Peter,

Thank you for your letter of 20 September. I was very saddened ________________ your account of what
happened in our hotel last month, and I am writing to express my apologies ________________ this. I can
understand that you were shocked ________________ the way the receptionist behaved. There can be
no excuse ________________ such behaviour and I fully understand why you felt you needed to complain
________________ the situation. I can provide no explanation ________________ the way the employee
spoke to you.

As a member of Darius Hotels Group, we have a reputation ________________ being perfect

________________ looking after our customers, and I am very sorry that your experience
________________ our service did not confirm this. I intend to deal ________________ staff member
appropriately and I will ensure that he does not repeat this behaviour ________________ sending him on
a retraining course next week. I would like to assure you that the behaviour you encountered is not typical
________________ our staff.

As the guest service manager, I am responsible ________________ all of our employees so please accept
my apologies again and this voucher worth $100 to spend in any ________________ our hotels.

Yours sincerely,

John Norman

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Activity: 4
Marina has just started a new course at college and her tutor has asked her to write him a letter telling
him something about herself. She has made ten mistakes in verb tenses in her letter. Find and correct
them.

Dear Tutor,

I am coming to Brighton College from Singapore, where I was a student for ten years. I did already take
examinations in Singapore in English, Biology, Computer and Math’s. My highest score is for Computer: I
got grade A.

When I was a student in Singapore I also have a part-time job in a shop. My uncle owns a supermarket
and so I helped him in the evenings. I used to worked there four nights a week and I think this was very
good experience for me.

At the weekends, I usually played volleyball with friends or, if the weather's bad, we have been to the
theatre, which is very popular in Singapore. Because of my part-time job, I also did spend a lot of time
studying at the weekend.

I didn’t go to many other places. My father took me to Thailand once. Three weeks after we had returned
he also went to Malaysia and took the whole family.

This is a brief description of my background.

Best wishes,

Marina

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