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  IELTS Writing Mark SchemesThe two writing questions are marked out of 9 according to the following criteria:Task AchievementCoherence andCohesionLexical ResourceGrammatical Range andAccuracy9  ã fully satisfies allthe requirementsof the task  ã clearly presents afully developedresponse ã uses cohesionin such a waythat it attractsno attention ã skilfullymanagesparagraphinguses a wide range of vocabulary with verynatural andsophisticatedcontrol of lexicalfeatures; rare minorerrors occur only as ‘slips’ uses a wide range of structures with fullflexibility and accuracy;rare minor errors occur only as ‘slips’ 8  ã covers allrequirements of the task sufficiently ã presents,highlights andillustrates keyfeatures / bulletpoints clearly andappropriately ã sequencesinformation andideas logically ã manages allaspects of cohesion well ã usesparagraphingsufficiently andappropriately ã uses a wide rangeof vocabularyfluently andflexibly to conveyprecise meanings ã skilfully usesuncommon lexicalitems but theremay be occasionalinaccuracies inword choice andcollocation ã produces rareerrors in spellingand/or wordformation ã uses a wide rangeof structures ã the majority of sentences areerror-free ã makes only veryoccasional errorsorinappropriacies7  ã covers therequirements of the task  ã (Academic)presents a clearoverview of maintrends,differences orstages ã (GeneralTraining) presentsa clear purpose,with the toneconsistent andappropriate ã clearly presentsand highlightskey features / bullet points butcould be morefully extended ã logicallyorganisesinformation andideas; there isclearprogressionthroughout ã uses a range of cohesivedevicesappropriatelyalthough theremay be someunder-/over-use ã uses a sufficientrange of vocabulary toallow someflexibility andprecision ã uses less commonlexical items withsome awarenessof style andcollocation ã may produceoccasional errorsin word choice,spellingand/orword formation ã uses a variety of complexstructures ã producesfrequent error-free sentences ã has good controlof grammar andpunctuation butmay make a fewerrors6  ã addresses therequirements of the task  ã (Academic)presents an ã arrangesinformation andideascoherently andthere is a clear ã uses an adequaterange of vocabulary for thetask  ã uses a mix of simple andcomplexsentence forms  overview withinformationappropriatelyselected ã (GeneralTraining) presentsa purpose that isgenerally clear;there may beinconsistencies intone ã presents andadequatelyhighlights keyfeatures / bulletpoints but detailsmay be irrelevant,inappropriate orinaccurateoverallprogression ã uses cohesivedeviceseffectively, butcohesion withinand/or betweensentences maybe faulty ormechanical ã may not alwaysuse referencingclearly orappropriately ã attempts to useless commonvocabulary butwith someinaccuracy ã makes someerrors in spellingand/or wordformation, butthey do notimpedecommunication ã makes someerrors ingrammar andpunctuation butthey rarelyreducecommunication5  ã generallyaddresses thetask; the formatmay beinappropriate inplaces ã (Academic)recounts detailmechanically withno clearoverview; theremay be no data tosupport thedescription ã (GeneralTraining) maypresent a purposefor the letter thatis unclear attimes; the tonemay be variableand sometimesinappropriate ã presents,butinadequatelycovers, keyfeatures / bulletpoints; there maybe a tendency tofocus on details ã presentsinformationwith someorganisation butthere may be alack of overallprogression ã makesinadequate,inaccurate orover-use of cohesivedevices ã mayberepetitivebecause of lack of referencingand substitution ã uses a limitedrange of vocabulary, butthis is minimallyadequate for thetask  ã may makenoticeable errorsin spelling and/orword formationthat may causesome difficultyfor the reader ã uses only alimited range of structures ã attempts complexsentences butthese tend to beless accurate thansimple sentences ã may makefrequentgrammaticalerrors andpunctuation maybe faulty; errorscan cause somedifficulty for thereader4  ã attempts toaddressthe task but does not coverall key features / bullet points; the ã presentsinformation andideas but theseare notarranged ã uses only basicvocabulary whichmay be usedrepetitively orwhich may be ã uses only a verylimited range of structures withonly rare use of   format may beinappropriate ã (GeneralTraining) fails toclearly explainthe purpose of theletter; the tonemay beinappropriate ã may confuse keyfeatures / bulletpoints with detail;partsmay beunclear,irrelevant,repetitive orinaccuratecoherently andthere is no clearprogression inthe response ã uses some basiccohesivedevices butthese may beinaccurate orrepetitiveinappropriate forthe task  ã has limitedcontrol of wordformation and/orspelling; ã errors may causestrain for thereadersubordinateclauses ã some structuresare accurate buterrorspredominate, andpunctuation isoften faulty Write the Introduction and Conclusion Your essay lacks only two paragraphs now: the introduction and the conclusion. These paragraphs will givethe reader a point of entry to and a point of exit from your essay. Introduction The introduction should be designed to attract the reader's attention and give her an idea of the essay's focus.1.Begin with an attention grabber.The attention grabber you use is up to you, but here are some ideas: o Startling informationThis information must betrue and verifiable, and it doesn't need to be totally new to yourreaders. It could simply be a pertinent fact that explicitly illustrates the point you wish tomake.If you use a piece of startling information, follow it with a sentence or two of elaboration. o AnecdoteAn anecdote is a story that illustrates a point.Be sure your anecdote is short, to the point, and relevant to your topic.This can be a veryeffective opener for your essay, but use it carefully. o DialogueAn appropriate dialogue does not have to identify the speakers, but the reader mustunderstand the point you are trying to convey. Use onlytwo or three exchanges betweenspeakers to make your point.Follow dialogue with a sentence or two of elaboration. o Summary InformationA few sentences explaining your topic ingeneral terms can lead the reader gently to yourthesis. Each sentence should become gradually more specific, until you reach your thesis.2.If the attention grabber was only a sentence or two, add one or two more sentences that will lead thereader from your opening to your thesis statement.3.Finish the paragraph with your thesis statement. Conclusion The conclusion brings closure to the reader, summing up your points or providing a final perspective onyour topic.All the conclusion needs is three or four strong sentences which do not need to follow any set formula.Simply review the main points (being careful not to restate them exactly) or briefly describe your feelingsabout the topic. Even ananecdotecan end your essay in a useful way. Add the Finishing Touches  You have now completed all of the paragraphs of your essay. Before you can consider this a finishedproduct, however, you must give some thought to the formatting of your paper. Check the order of your paragraphs. Look at your paragraphs. Which one is the strongest? You might want to start with the strongest paragraph,end with the second strongest, and putthe weakest in the middle. Whatever order you decide on, be sure itmakes sense. If your paper is describing a process, you will probably need to stick to the order in which thesteps must be completed. Check the instructions for the assignment. When you prepare a final draft, you must be sure to follow all of the instructions you have been given. ã Are your margins correct? ã Have you titled it as directed? ã What other information (name, date, etc.) must you include? ã Did you double-space your lines? Check your writing. Nothing can substitute for revision of your work. By reviewing what you have done, you can improve weak points that otherwise would be missed. Read and reread your paper. ã Does it make logical sense?Leave it for a few hours and then read it again. Does it still make logical sense? ã Do the sentences flow smoothly from one another?If not, try to add some words and phrases to help connect them. Transition words, such as therefore or however, sometimes help. Also, you might refer in one sentence to a thought in the previoussentence. This is especially useful when you move from one paragraph to another. ã Have you run a spell checker or a grammar checker?These aids cannot catch every error, but they might catch errors that you have missed. The introduction of the essay The function of the Introduction is to serve as a 'map' of the essay, outlining to your reader the mainargument and points which you develop in your essay. Most introductions begin with an orientation in theform of a brief general statement that leads the reader into the topic showing how the specific topic relates tobigger issues or to the discipline field. This is followed by your thesis statement , which is your conciseresponse to the essay question, then an outline of the argument presented in the essay. You may find ituseful to think of an essay's introduction as funnel shapedmoving from the general to the specific. Here isan example: Example of an essay introduction 1  Essay Question:  Italy on the eve of 1860 has often been described as an unlikely nation. Why? On the eve of 1860 the word Italy described not anation, but a geographical area.The peninsula wassplit into eight separate states, all independent of oneanother. Economically, while the whole of Europeseemed to be surging ahead, Italy was lagging behind.At this time, Italy was seen as an unlikely nationbecause of the many obstacles that lay in the way of unification.The main obstacles were the dislike anddistrust between the states and the slowness of thegreat bulk of Italians to accept or even comprehendthe idea of Italy (Mack Smith,1968: 2). There wasalso a lack of planning and common goals amongstthe minority of the population that supported andwere prepared to fight for a unified country. This wasexacerbated by the disagreement and dislike betweenthe leaders of Il Risorgimento, the Italianindependence movement.backgroundorientation tothe topicthesis statementoutline of argument IELTS Essay Conclusion For an IELTS essay conclusion, many students write too much.


Jul 23, 2017
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