Part One: The Need for Formality
Exercise 11
Let us now start with a sample essay. It is based on the 'banning cars' question and the planning
we did in Part One of the previous tip. The following sample essay has some good points. These
points are:
1. An opinion is given, and it is on the topic and on the task.
2. The second and third paragraphs both begin with clear topic sentences.
3. These topic sentences are short, to the point, and clearly show reasons.
4. These reasons logically support the opinion in the first paragraph.
5. The essay organisation, by following the model we discussed, is clear.
6. The essay is grammatically correct.
So, there are many good points; however, the italicised parts show that in one very important
way, the essay is not well written.
1. What is the major problem with this essay?
2. How can you fix it?
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.•....
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The corrected essay is shown at the end of this tip.
Tip 7 is that we should write formally since IELTS writing is formal. This means we should try
not to use
• informal words, such as 'reckon', 'a lot', and 'lots of', including slang/colloquialisms such
as 'No.1' and 'wanna';
• general, common, or less defined words, such as 'get' and 'things';
• informal grammar, such as first-person plural pronouns ['we' and 'us'], the second-person
pronoun ['you'], 'have got', 'pretty' as an intensifier, and 'like' as a preposition;
• spoken English phrases, such as 'anyhow', 'that's for sure', 'maybe' and 'gonna';
• abbreviations, such as 'e.g.' and 'etc';
• multiple-word verbs, such as 'caught up on' and 'put up with' (which can usually be
replaced with a more formal single word);
• figures, such as '$300', since it is your words that will make your message strong, and
figures are too changeable, too subjective in value, too dependent on time and place,
and do not make a point clearly or with style.
How do I know all this? Well, the word 'appropriate' is used several times in the public version
of the IELTS band descriptors, as well as the words 'style', 'flexibility', and 'collocation' [=
putting words together well]. But mostly, formal grammar and words result in a greater range of
these aspects. Look at the IELTS band descriptors at the beginning of Tip 11 and Part One of Tip
12 to see how important this is.
It is also better not to use contractions; that is, do not join two words into one word with an
apostrophe - for example, 'will' and 'not' into 'won't'. These are only counted as one word. The
full form is obviously two words, helping us to reach the required number of words in a quicker
time.
So, formality gives us the necessary style, range, and flexibility for higher IELTS vocabulary and
grammar band scores. It gives us so many advantages that we need to do some exercises.
Part Two: Some Specific Hints
Hint 1: The Use of 'Get'
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•.... Let us first look at the verb 'get'. It is a very useful verb because it can have many meanings .
(JJ
> These meanings are almost always about change. For example, a change in position ('get over
here' and 'get away'), in thinking ('get serious' and 'get rea1'), in social position, often in the
passive voice (' get rich', 'get control', 'get married', and 'get divorced'), or physical state, often
with violence ('get robbed' and 'get hurt').
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As the core of a multiple-word verb, 'get' has even more meanings. Think about 'get on with!
away/up/over/through!off/atlinto/round to'. Well, I will not get around to looking at multiple-
word verbs since we should completely get away from them in IELTS writing or you might get
into trouble, and if you want to get through this book, we should get on with it right now so that
we can get over these problems. Do you know what I am getting at?
'Get' has so many meanings that it is used very often and does not show an 'attempt to use less
common vocabulary' [IELTS Seven]. There is usually a more formal and exact word which can
replace it, or we can change the grammar to be more formal, for example, from 'get the job done'
to 'complete the work'. All this gives you a greater 'range' and 'style' ofwords/grammar.
Exercise 12
In the following table, try to replace' get' with a single formal word with the same meaning.
Try to change some of the nouns if appropriate. The answers and some explanations are given in
Appendix 5.
Informal English Appropriate Formal English
'Get' as a simple verb
1. Business people often get rich.
2. When he got there, he got all the pieces.
,
3. Kids can get their parents to help.
4. They always get them meals.
5. Police eventually get most law-breakers.
6. Most people want to get money.
- -
7. Many smokers get cancer.
8. Companies want to get the best people.
9. Scientists often get the wrong conclusion.
- I
10. All living things need to get food.
'Get' as the core of a multiple-word verb
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11. People like to get away from cities. I u
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12. He got over the illness. >
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13. Society needs to get rid of waste.
,
14. Students study hard to get into university.
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l15. Some people get up very early.
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Hint 2: The Use of 'Thing'
'Thing' is also a very useful word, with the same flexibility (and commonness) as 'get'.
Replacing this word with a more formal word adds style, precision, and variety to your writing.
Exercise 13
In the following table, try to replace 'thing' with a more formal word or phrase. The answers are
in Appendix 5.
Appropriate Formal English
1. People generally like sweet things.
2. The most surprising thing was that. ..
3. Diligence is an essential thing for students.
4. Universities have many interesting things.
5. Scientists need to know everything.
6. Pollution is a common thing in cities.
7. This is a controversial thing. 1
8. Proponents of cars say many things.
9. The people found the whole thing boring.
10. Technology is a useful thing.
11. In school, many things are discussed.
.---------------- ------..--
12. All living things need food.
13. Governments need to deal with this thing.
14. People need to protect their things.
15. Criminals usually deny things.
16. The victims could not do anything.
17. The first thing they thought of was ...
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.•...•
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•...
.•...•
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r Hint 3: The Use of 'We' and 'Us' (and 'You')
You should avoid overusing 'we' and 'us' (and 'you') since they do not convey 'precise meaning'
nor help with your range of vocabulary. For example, it is easy to just write 'we' twenty times as
follows:
We ... We ...
1. are facing an environmental crisis. 11. often avoid taking responsibility for our actions.
2. cannot treat students unequally. 12. naturally think first about benefiting our country.
3. often inappropriately apply laws. 13. sometimes have to wait for hours to buy goods.
4. are undecided about abortion. 14. have found fossil dinosaurs which prove ...
---;
5. have the right to fair elections. 15. are often inconvenienced during rush hour.
6. need to acquire knowledge. 16. do not usually believe political promises.
7.
---I
face a problem with crime. r 17. now know human brains are different.
8. have stood on the moon. 18. go to great lengths to catch criminals.
~ are basically good. 19. could be killed by drunken drivers.
10. all need nutrition . 20. often ignore this situation.
l
... but it is obviously better to 'step out of your essay' to write about 'they' instead, using
different words or phrases. In the example 'We should ban cars,' the pronoun 'we' can be
avoided by using:
Grammar Example
1. a defined collective noun 'Cities should ban cars.'
2. the passive voice 'Cars should be banned.'
the structure: 'Those who Moo.' 'Those who decide on traffic policy
3.
or 'Those [V-ing]oo.' should ban cars.'
However, the pronoun 'we' can, of course, be used at times. Often in the conclusion, it is
stylish to 'step back into your essay' and use some fixed expressions with this word and/or the
word 'thing', such as 'everything we have learnt suggests' or 'a thing of the past' or 'the most E
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important thing' to achieve better collocation. Just keep in mind that the chance may exist for .•....
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better use of vocabulary ('the past has shown', 'rendered obsolete', 'the greatest challenge', etc). >
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Hint 4: The Use of 'Ete' and 'And So On'
You should avoid using 'etc'. This can easily be replaced with 'and so on'; however, you can
be even more stylish. Look at the sentence: 'People like chocolate, sweets, and so on'. What are
'chocolate' and 'sweets'? What is a general 'adjective + noun' c?mbination to describe this class
or category of objects? Perhaps 'fattening food', 'sugar-based items', or 'unhealthy fare'. Thus,
use the structure:
... Example A, Example B, and other [category of A and B].
This gives three possible answers:
People like chocolate, sweets, and other fattening food.
sugar-based items.
unhealthy fare.
Try to use an 'adjective + noun' combination since this makes the sentence more meaningful.
Exercise 14
Part One
A. Look at the 20 'we' sentences in Hint 3. Match the following 20 words with the correct
sentence.
A. All citizens F. Individuals K. Governments P. The relevant authorities
B. The world G. The police L. Pedestrians Q. Judicial systems
C. Students H. The public M. Commuters R. Living organisms
D. Ethicists I. Shoppers N. Astronauts S. Palaeontologists
E. Society J. Teachers O. Humanity T. Scientists
B. Which of these sentences is logical, and which are not?
1. Humans drive cars.
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~ 2. Humanity is basically good.
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3. Human beings want to become rich.
4. Humankind needs to protect the environment.
5. Human beings have stood on the moon.
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6. This will make a better world for humankind.
7. In America, humanity generally earns high salaries.
8. Humankind works mostly during the day.
9. Some animals present a danger to human beings.
10. Humans like chocolate.
Part Two
In the following examples, try to replace 'etc' as advised in this book.
1. They can be used in CD players, TVs, etc.
2. This medicine helps the heart, lungs, etc.
3. This results in pollution, deforestation, etc.
4. Poverty causes unemployment, drug use, etc.
5. They all say this, whether they are ministers, presidents, etc.
6. Students use dictionaries, the Internet, etc.
7. This behaviour is likely to spread influenza, AIDS, etc.
8. Drinking can cause fights, arguments, etc.
9. This machine will enhance bridges, electricity supply, etc.
10. The radiation affects the transistors, valves, etc.
The answers are in Appendix 5.
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Hint 5: The Use of 'Not'
You should try to avoid using 'bare negatives', namely, the negative 'not' in phrases such as:
•... not any .. .' .... no .. .'
•... not much ...' by replacing them with: •... little .. .'
.... not many .. .' .... few .. .'
Thus, ...
Criminals do not have many friends and do not have much hope in life .
... is better written as:
Criminals have few friends and little hope in life.
'Few' is for countable nouns ['friends']; 'little' is for uncountable nouns ['hope']. This sounds
more formal with a better style and allows us to introduce the words 'little' and 'few', which are
less commonly used.
Hint 6: Think about Noun Phrases
Firstly, consider the sentence:
I think children attend school is necessary.
The grammar is wrong. Something is necessary. We can make 'children attend school' into a
noun by using the gerund, or 'ing' form.
I think children attending school is necessary.
This is fine, but is there a formal noun form that can be used? What is the noun from 'attend'?
Attendance! Thus:
I think school attendance/attendance at school is necessary for children.
This is grammatically correct, and the style is much better. Now, consider one of the sentences
we will actually use later:
E When people try to park cars in cities, they usually find it difficult.
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.•...
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We can make 'to park cars' into a noun by using the gerund, giving the sentence:
>
Parking cars in cities is usually difficult.
This new sentence is much shorter and makes the same point. That is, the sentence is concise,
and concision is a sign of a good writer.
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The use of noun phrases is academic, stylish, concise, and recognised by the Lexical Resource
and the Grammatical Range band descriptors. So, remember the gerund form, and think about
formal nouns for some of your verbs. Instead of writing ...
People can see litter everywhere. Litter is a common sight.
We are living longer and longer. aim for Life expectancy is steadily increasing.
This helps the economy develop. Economic development will inevitably follow.
Exercise 15
Part One
In the examples, try to rewrite 'not ... any/muchlmany/enough' using a better style.
1. Students do not have much money.
2. Computers do not have any feelings.
3. Politicians do not show much honesty.
4. People often do not have enough time.
5. Poor people do not know any other way.
6. When I was young, I did not have many toys.
7. They did not have much difficulty in the test.
8. Some criminals will not show any compassion.
Part Two
Can you change the following gerund noun phrases into more formal nouns?
1. Regulating business 6. Revealing personal information
2. Removing rubbish 7. Explaining to patients
3. Developing the economy 8. Destroying the environment E
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•...
4. Preparing for the future 9. Demolishing historic buildings Q)
>
5. Avoiding responsibility 10. Abolishing capital punishment
In the following sentences, can you change the italicised verb forms into noun forms and rewrite
the sentences to be more stylish?
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11. The economy may stagnate.
12. If we ban cars, it will reduce pollution.
13. When people gamble, it usually causes them to lose money.
14. Mistakes can happen with capital punishment.
15. People need to get more knowledge.
16. If students can commit themselves to study, they will succeed.
17. If the ice melts even slightly, sea levels will rise significantly.
18. Countries need to treat their environment better.
19. Children can learn to be responsible, and this is another reason.
20. Countries need to exploit their environment if they want their economies to grow.
All the answers are in Appendix 5.
Exercise 16
Now, let us put together everything we have learnt and add a few other points. Complete the
following table, changing the inappropriate informal English (in italics) into formal English more
suitable to IELTS writing. The answers and explanations are given in Appendix 6.
Appropriate Formal English
1. Once there was not much stuff on the roads, ...
2. but now we've got heaps of cars, ...
~
3. e.g. during the rush hour.
4. These cause problems, like pollution.
5. And it makes us as mad as hell.
6. It's pretty much the same everywhere.
7. I reckon it's getting worse every year.
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•...u 8. It's really awful, that's for sure.
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> 9. There are lots of cars, trucks, taxis and so on, ...
10. and their number is sort of going up.
-------~-- "---~---"-~
11. Sometimes you maybe have 3 cars.
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12. We want them more and more ...
-
13. , as well as other material things.
-
Would people accept pollution if they knew it
14.
would eventually kill them?
- I
15. We really need to develop new things ... Use noun
16. and adapt to other conditions. phrases
I I
17. There isn't any other way ...
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Use a
18. since we will just need more cars. noun
phrase
- ,
19. Unless we all do this, there'll be problems ...
-
20. for our kids, too.
'--
ow, let us move back to the short essay on banning cars that I gave in Exercise 11. Remember,
we had to make the words and phrasing more formal. It should be easier for you now. Try again,
and then look at the following sample answer. All the changes are shown in italic print.
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>
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