*Steps to deal with IELTS Writing Task 1:

1) Understand the chart

Figure/Facts i.e: what they are about….
Categories countable or uncountable noun
Topicparaphase
2) Select the most noticeable figures : 5 figures each body paragraph ( max=10 )
3) Group relevant features ( categories )
+ Usually 2 groups (for 2 body paragraph)
+ 2-3 categories group by time if possible
+ 4+ categories
4) Make a detailed plan : You can note down directly on the task paper

*Line Graph:
Dynamic graphs, showing changes over a period of time
-Focal points:
+ Starting and finishing points main trends/changes
+ Highest, lowest of each category and in all categories
+Joints (changing points)
-Grouping 2-3 groups:
+2-3 lines ; group by time
+ 4 lines : group by category ( i.e: those with relevant figures, eg: similar or
contrasting trends, highest or lowest….)

*Pie chart:
2 types:
Dynamic pie chartssharing figures at different points of time : comparing
noticeable figures and comparing changes
Static pie chart  ……… ONE point of time or without time : ONLY comparing typical
figures
-Local points:
Starting and finishing points, if any ( dynamic) main changes
Highest and lowest within a category and between categories
Main group of figure with similar valuesGrouping ( 2 groups, sometimes 3 groups)
2-3 categories  group by time main categories
4th categoriesgroup by category

*Important notes:
Don’t write “In conclusion/To conclude”, because this is an overview , not a
conclusion
Don’t give any personal opination, comment or suggestion because your job is to
describe what you SEE, not what you think
Don’t include any details in this part because it should consist of only main idea
Don’t use “I/You/We” , instead , use passive voice or neutral structures
Avoid repeating key words , in one sentence , instead , use synonyms , similar
expressions or different word form
Avoid writing “according to ….. “ , instead , you can write it necessary
As shown by the (graph)
As clearly seen/observed from the …
Always use “compare” if map
Full pie chart = 100%, the remaining number is implied ( NOT mentioned)
Measurement unit = % the percentage / proposition / poition of …..
Avoid listing ALL the figures; instead, select the most noticeable ones

*TABLES:
2 types:
Dynamic tablesshowing figures at different points of time  comparing changes
and typical figures
Static tables = showing figures at a specific point of time or no time = No changes,
ONLY comparing noticeable figures
-Focal points:
+ starting and finising points ( dynamic tables) main changes
+ Highest and lowest within a category and between categories
+ The majority : groups of similar numbers
-Grouping:
+ 2-3 categories group by time if possible, group by main categories
+ 4+ categories  group by category
! A table may have too many figures, so select ONLY the most noticeable figures or
“expresstatives”
NO MORE THAN 10 numbers or 5 numbers each paragraph
Eg: 48.7, 44.2, 44.6, 50.3, 51.6, 52.5= similar numbersranging from 48 to 53 –
over/above 48 | under/below 53 = around 50.
Simon’s intro:
The table compares the five highest ranking countries interm of the numbers of
visits(=international tourist) and the money spent by tourists over a period of 2 years
Tuan Dang’s intro:
The table compares the five highest ranking countries regarding the numbers of
foreign tourists and their spending in 2012 and 2013.

*IELTS writing task 2:

-Format : essay ( argumentation/discursive about a universal topic, e.g: children…)
family, study/education, employment, technology, media, consumerion,….
+ At least 250 words (x2) in 40 mins
+ 4 main types of questions
Opinion essay : To what exlent) do you agree or disagree) : How true is the
statement?/Do you think it is positive or negative development?i.e: giving your own
opinion
Discussion opinion essays: Discuss both views and give your opinion.Do the
advantages out weight the disadvantages
Problem-Solution essays: What are the causes ?/ Why is this the case?What
solutions can you suggest to deal with the problem?
Two-part questions i.e: you’re to answer 2 questions ( Why is this the cases?(causes),
Do you think it is a positive or negative development?(opinion)
-Assessment ( riteria : 0-9)
Task responseHow well you understand the topic; How well you develop the
key points;How well you satisfy other requirements e.g: paragraphing , balances ,
minimum length,…..
Coherence and Cohensios:
Coherence= links between your ideas
Logical development: deduction method i.e: Point ( personal
idea)ExplanationExamples/Thustiation / Reasoning
Clear the easy to follow:This applies to the connection between
sentences in a paragraph.
Limit the use of linking desices; instead, let your ideas link with each other in a
natural way
Cohesion=unity i.e: all your answer sentences must be related to
The topic of the paragraph
The topic of the as the question
Lexical resource:
Types of vocabulary that can improve your LR bandscore
Topic vocabulary ( depending on the tasle question) e.g: task=traffic
jamstraffic congetion/flow, travellers, pedestrians, road system/inrastutive
bottlerecles, rush hour, vehicles
 Function vocabulary( question/type of essay), e.g: opinion
essayclaim/arque, advocates/ oppoments, believe/belief,
viewpoints/perpestives, (mis)understand(ing), realise, object
Advaneed vocabulary( depending on the topic, e.g: Co2 emission, bet zero,
zero emission policy , damage to the ozone layer
Avoid using
Simple language ( semi-fomal) e.g: think,get , people, a lot/lots of…
People(social content): civitians the general public, citizens, residents
Idioms and idiomatic phrases e.g: out of this word excelent, amazing,
outstanding…. And even phsal verbs. E.g: look forseach (for), seek
Pay attention to collations and especially style formal vocabulary CAN’T go
write on informal word or phrase.
Grammatical range and accuracy
“Range”: a varity, different, ….
Vary your sentence structures. Eg: comparsion/contrast, adverb clauses: conditional,
when/where clause relative/adjective clause, reduced for us ( participle phrases ),
eruphtotic structures: fronting, cleft sentence, invention, ….
*Use ALL the four types of sentences:
Simple sentencetopic sentence, main idea : 30%
Compound + complex and compound-complex sentencesspecific ideas(Simple
ideas)= supporting ideas: 70%
vary the lengths of your sentences (15=25 words) , avoiding writing tooling
sentences ( >= 30 words )
! Pay attention to collociations
Stage 1:
*At least 3 different verb tenses
-“Accuracy”: make sure you know what you’re writing
Some minor(=not important) mistakes can somethings be ignored
-Suggested outline: 3 parts
Introductions: 2-3 sentences (50 words)
Body: 2-3 paragraphs ( 10 sentences-200 words)
conclusion: 2 sentences (40 words)
Total: 280-290 words
40 min time alloction : 2 stages
Stage 1: Understanding and planning ( 10 mins). Identify the topic general and
specific
General topic: background , if any. Else you can choose your own
Specific topic: keywords Eg: Some people think teachers have a greater
influence than parents on the development of a child’s intelligence and social
skills. To what extent do you agree or disagree?
Specific topic= people’s view : teachers have a greater influence than parents / a
child’s intelligence and social skills development
General topic= not mentionedchildren’s cognitive development
*Specify the scope of the taste the task question based on the key words
WHO’s involved: teacher, parent, child, school children/studentteenagers
WHAT’s involved: influence/effect, impact/role , duty , responsibility knowledge,
skills, care, love, development upbringing, growth, information of their personality,
…
Imagine you were the “who” to think of the “what” to generate ideas
*Generate ideas ( brainstorm) ie: answer the questions
ASK yourself the following questions , WHY=reason what reason ( personal ideas )
why it is the case = explanation (reasoning)HOW=illustration (factual)
WHO/WHAT/WHEN/WHERE (facts) = examples
If you can’t support your ideas, they’re workless
Eg: Agree(why: reason) role model, more time at school ( explanation ), (fact)
following their instructions, learning new knowledge….
+ Note down any of your ideas : words, phrases NOT a full sentence ( could use
VietNamese words if do not remember the English words)
+ Rearrange you’re ideas, removes repeated idea…..  detailed plan
+ Design how to answer the questions
Essay structure
Stage 2: writing and checking ( 30 mins)
Follow the instructions to write each part of your essay
Use the detailed plan to write an appropriate thesis statement ( last sentence
of the body) and develop your ideas
! Write down your sentences using the ideas from the plan. DO NOT THINK when
you have your sentences , it’s time to check!
! Stop after having finished each partor three sentences to check for vocabulary and
mistakes

*OPINION ESSAY ( To what extent ) do you agree or disagree?=Evaluating others’s

view points
-Typical questions:
What is your opinion? Do you think it is a positive or negative development?=giving
your own opinion
-Brainstorming:
Agree (for) benefits, advantages , importance, …..
Disagree (against)  drawbacks, disadvantages, waste, limitations/weaknesses
Developing your idea: If you agree, discuss benefit: Use the following questions:
what benefits?Why it is beneficial? How it benefify?Who benefit?Where,When?
Short answers/notes = “raw” ideas  rearrays plan/structure of your essay
decide the structure of your essay
-Writing : 3 parts
Introdution : 2-3 sentences (50 words)
Sentence 1: lead in / background general topic if any , else you can choose your
own)
Sentence 2: topic structure : rewrite the topic of the task question
Sentence 3: thesis statement : your opinion: 2 options:
Strong view ie: your completely agree/disagree with the statement/think it is
a good/bad idea)
Balanced view ie: badly agree AND badly disagree both positive and negative
impacts)
! Useful structure :
Some people think/say/believe ….  It is often argued/claimed that ….
Should/would be better ….  It is often recommended / suggested that …..
! Strong view  I completely agree/disagree with the idea that <argument 1> and
that <argument 2>
! Banlanced uses  While/Although <Secondary view>, <opinion expression if
necessary> <main view>
! opinion expressions
+ “Weak”: It seem to be / I send to believe that ….
+ “Anuatial”: In my opinion/From my perspective / According to me
+ “Strong” : Personally I firmly/strongly believe/assgue/claim that / I am conviced
that
! You can include the topic in your answer (thesis statement)
Eg: Super Powers, including America and Russia, invest billions of dollars in their
ambitions space projects. Therefore, it is often recommended that the money should
be allocated to such essential public facilities as school or hospitals
! Strong view ( completely agree) I completely agree with the suggestion since it
proves a waste of resources and brings no benefit to ordinary ciizent
= I completely agree that it proves a waste of resources and brings no real benefit to
ordinary citizen
! Balanced view : While the suggestion sounds reasonable the investment proves
crucial to their sustainable development.