Band Score 8 in Writing - Dominic Cole PDF

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Cập nhật tài liệu & Đề thi Ielts liên tục tại
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A. Band score 8 in writing – grammatical
accuracy
This is the first of a series of lessons in how to achieve band score 8.0 in writing. It used to
be the case that 7.0 was pretty much the highest requirement, but times change and now it
is not unusual for certain institutions/employers to ask for 8.0. I certainly get a number of
queries on this. So how do you do it? Can it be done? Don’t need 8.0? Read on – you still
need to do the same things – only to a slightly lower level.
In this first lesson, I take you back to basics and explain a little about the marking of IELTS
and then focus on one aspect in particular: grammatical accuracy.
Test yourself first

Here’s the test. Read this essay (written by me). It’s pretty good, but every sentence
contains one mistake. That means it’s not good enough. Your job is to find the mistakes.
In today’s material world, we are inundated with variety forms of advertising. In my view, this
can be dangerous as it encourages us spend without thinking and young people, in
particular, need some protection from it.
The first point to make is that advertising does make us to spend money we do not need to.
There are nowadays many diferent ways companies promote their products and services,
ranging from television commercials to simple flyers. If, for example, you were watching a
football match on television, you will see the logos of the tournament sponsors. Likewise, if
you watch the latest blockbuster movie, very probably you will see a product placed in the
film by advertising agency. The volume of this advertising means that we, as consumers,
tend to be profoundly influence by it and buy without thinking.
Collected by Ms. Trang Nguyen Thu – IELTS 8.0

Website: www.ielts-thutrang.com
Facebook: https://www.facebook.com/hocIelts9.0
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It is not easy to decide how regulating advertising. Clearly, governments ought to restrict
advertisements for harmful products such as alcohol and tobacco. They do not have the
power, however, to control other forms of the advertising. This means we need to use our
commonsense when we go to the shops, and ask us whether we really need to make that
purchase. Parents should, however, ensure that young people are protected about too
much exposure to advertising. this can mean explaining that it is not in fact necessary to
buy the newest Xbox.
My conclusion is that while we cannot escape advertising or its effects in the modern world,
children should be being encouraged not to pay too much attention to it.
Close Me
Notes
I don’t expect you to get all of these. You’re a teacher if you do. But:
1. as you read through, notice the different types of mistakes it is possible to make. It is not all about
verbs and tenses.
2. it’s a hard task for two reasons. Firstly, you are reading quite a long piece of writing. Secondly, I
wrote it and you didn’t. That should make you consider the ideas of checking your writing as you go
and making your own checklist of mistakes that you make.
In today’s material world, we are inundated with various forms of advertising. In my view,
this can be dangerous as it encourages us to spend without thinking and young people, in
particular, need some protection from it.
The first point to make is that advertising does make us spend money we do not need to.
There are nowadays many different ways companies promote their products and services,
ranging from television commercials to simple flyers. If, for example, you watch a football
match on television, you will see the logos of the tournament sponsors. Likewise, if you
watch the latest blockbuster movie, very probably you will see a product placed in the film
by an advertising agency. The volume of this advertising means that we, as consumers,
tend to be profoundly influenced by it and buy without thinking.
It is not easy to decide how to regulate advertising. Clearly, governments ought to restrict
advertisements for harmful products such as alcohol and tobacco. They do not have the
power, however, to control other forms of advertising. This means we need to use our
commonsense when we go to the shops and ask ourselves whether we really need to make

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that purchase. Parents should, however, ensure that young people are protectedfrom too
much exposure to advertising. This can mean simply explaining that it is not in fact
necessary to buy the newest Xbox.
My conclusion is that while we cannot escape advertising or its effects in the modern world,
children should be encouraged not to pay too much attention to it.
Step 1 – understand the rules of the game (the band score

criteria)
The first step must be to understand how the writing is marked. If you don’t do that, your
chances are much reduced. Let me explain. Native speakers sometimes have to take
IELTS too. They don’t always do so well and occasionally embarrass themselves by not
getting a band 8 score. Why? Are they not:
Band 8 Very Good User

Has fully operational command of the language with only occasional unsystematic
inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar situations.
Handles complex detailed argumentation well.
Of course they are. They simply haven’t understood the rules of the game. The rules are
like this.
 Writing is marked according to 4 criteria (lexical resource/grammatical range and

accuracy/coherence and cohesion/task response)
 You get a score out of 9 for each of these and then the marks are averaged to give you your final
score
The reality is that if you get much less than 8.0 in any one of those criteria, it becomes much harder
to get a final 8.0. Your aim has to be to get 8.0 in each criteria. If you don’t, you probably need to
improve your score in the other criteria – tough.
Grammar – it’s about range and accuracy
This is what it says about grammar.
uses a wide range of structures

• the majority of sentences are error-free
• makes only very occasional errors or inappropriacies
One point to note is that it is not just about how many mistakes you make. You also need a
wide range of structures too. I will explain more about that in a later lesson.
The majority of the sentences are error-free
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This means that if your essay has around 15 sentences ( a good number), then you
probably need to write about 10 entirely correct sentences. That means no mistakes.
Makes only very occasional errors or inappropriacies
In a way, this is another way of saying the same thing. You need to write in such a way as
the examiner is surprised when you get something wrong.
How can you achieve this? Learn to check for mistakes

The one thing that will not work is writing very simple language and only concentrate on not
making mistakes. You need to a range of grammar too remember. What it does mean is:
 you almost certainly need a teacher to check your writing and tell you where you make mistakes
 you need to build a checklist of the type of mistakes you make – most people have their “own”
mistakes and it also makes sense to concentrate on common bits of grammar like “countables” and
“uncountables” as you will use these in every sentence.
 you need to understand that grammar is more than just verb tenses: it includes things like word order
too
 you need to learn to check your own writing (my personal suggestion is that you don’t leave this to
the end of the essay when you are tired, but you check as you go)
How can you achieve this? Think before you write
As a teacher, I find that a large proportion of students mistakes are made not because they
don’t know the grammar, but rather because they got the writing process wrong. They write.
They stop. They think. They write again. The first bit of the sentence is okay and so’s the
second bit. It’s just that the two halves don’t match. You may be surprised by how many
mistakes you avoid by knowing how you want to end the sentence before you start
writing it.
How can you achieve this? Use plain English
I said above that you should not use too simple English. That is true. What is also true,
however, is that it makes sense to avoid complicated English as well – it is only likely to
cause more mistakes. This is not just good advice for the exam, it is good advice for life too
(Macmillan dictionary page and Michael McCarthy a leading academic).
Some basics for writing plainer English
 avoid long, long sentences (20 words is a long sentence, unless its structure is very simple)
 don’t forget the basic S-V-O structure of English and think word order (many mistakes in more
complex sentences happen when the subject gets separated from the verb)
 try verbs instead of abstract nouns where you can
 be careful with relative clauses and other complex structures (one relative is more than enough for
each sentence)
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 try and formulate the whole sentence in your head before you start writing. If you can’t, it may be
that the sentence is not complex but complicated – not a good thing
How can you achieve this? Avoid complicated ideas and
writing too much
There are no marks in IELTS for quality of ideas. They need to be relevant to the question,
but that is all. It really makes no difference if the examiner disagrees with your thoughts.
Many candidates who are aiming for a high score (perhaps because they are smart), try to
show off with great ideas.
 Problem – you have 40 minutes and you are writing in a second language.
 Bigger problem – if you try and write something “clever”, there is a good chance that your language
will become over-complex and you will make mistakes you didn’t need to.
 Point to consider – the more you write: the more likely you are to make mistakes and the less
likely you are to have time to check
 It’s a language test: always remember that.
B. Band score 8.0 – writing better

paragraphs
This is the next lesson in my series on how to achieve high band scores in IELTS writing.
The focus this time is on writing better paragraphs and improving the coherence of your
writing. This is a problem that is common at high levels where candidates have plenty of
good language but sometimes don’t use it very effectively.
Sometimes it is easier to understand a problem by looking at something that is not quite

right. So this time I look at ways of improving a sample of writing from a candidate who has
consistently scored 6.5 in writing (4 times in a row I believe!), but who is certainly capable of
scoring more highly. He has in fact already completed a masters – such is the absurdity of
the IELTS system.
As a bonus, I also include a download of a sample essay on the theme of employment and
promotion.
Coherence and cohesion distinguished

To understand the problem it is first necessary to understand a little of the difference
between coherence and cohesion. Put simply, cohesion is the linking of your writing by

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using connecting words, while coherence is making sure your writing makes sense. The
important point to note is that it is quite possible for a piece of writing to be cohesive
but not very coherent.
The sample paragraph – cohesion
In some ways, this is a very good paragraph. There is a good range of vocabulary, the
grammar is fine and it has lots of good cohesion structures which I have highlighted in red.
There is much to learn here:
 this/that/these/those are excellent cohesion structures as they link back to something that was
already mentioned
 repeating certain words (“performance” “companies”) also helps cohesion as it helps the reader
make connections between sentences
The principal reason why some people take this view is that most multi-national companies
certainly implement some specific policies to select employees for promotion. This point, of
course, could be demonstrated by individuals who worked in those companies. For
example, when I was working in an American company in Shanghai, before each fiscal
year, I usually discussed with my supervisor in order to draw up a formal agreement, which
was called ‘Performance and Development Review’. By doing this, the job performance I did
for several months could be judged by my employer , which meant if it was a good outcome,
I would be promoted immediately even though I was only a junior employee at that time.
Another version – more coherent
So where’s the problem then? For me, the problem is that when I get to the end of the
paragraph, I am not immediately clear what the main point being made was. This can
perhaps be best shown by looking at my improved version of the same paragraph.
Despite these reasons, there is a strong argument in favour of also promoting staff because
of their performance. This can be seen by how some multi-nationals use annual
performance and development reviews when deciding on promotion. Under this system, a
supervisor can set targets for an employee and if those targets are met, then the employee
can be promoted, even if they are relatively junior. The benefit of this approach to promotion
is that it encourages staff to work harder and rewards merit and not just long service.
Notes
1. Less can be more

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My version is considerably shorter than the original even though it makes all the same
points. Sometimes, it can help your writing become more coherent if you concentrate on
using fewer words. Likewise, I am not afraid to keep my sentences relatively short. Again, it
can be easier to transmit your ideas if your sentences do not become too complicated.
2. Identify the main idea of the paragraph – put it in the first sentence
The first step is to identify what one point you want to make in the paragraph and to state it
clearly in the first sentence. In this example, the main point is promoting staff because of
their performance. Part of the problem with the original version is that most multi-national
companies certainly implement some specific policies to select employees for promotion is
not particularly clear. The idea of performance only occurs in the 4th/5th line.
3. Keep the first sentence short – don’t be afraid of keeping it simple
My version uses more simple vocabulary. I avoid words like “specific”. My goal is absolute
clarity. All I want to do is show the reader what the idea of the paragraph is.
4. Think about how you use examples and reasons – omit unnecessary
details
Part of the problem with the original version is that the example is rather long and there is a
danger that the main point is lost. Examples tend to be “a good thing”, but you need to think
carefully how you use them. Do they illustrate the point you want to make. In the sample
paragraph, there is so much detail (Shanghai) that the point of the example is rather lost.
5. Consider how you end your paragraph
One way that my paragraph is extremely coherent is that in my final sentence I come back
to the main idea of the paragraph in a circular approach:
promoting staff because of their performance (first sentence)
this approach to promotion is that it encourages staff to work harder and rewards merit (last
sentence)
Practice suggestion
Write paragraphs, not essays

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One very simple suggestion is that you practise writing paragraphs and not just essays. It
can be a problem if you only write essays, as it is harder to focus on one particular skill. As
you write the paragraph, it helps to focus on:
 simple first sentences that identify the main point of the paragraph and relate to the question
 consider using a circular approach where you restate the main point in the final sentence
 leaving out details that are irrelevant
 remember cohesion too (that part of the sample was excellent)
Test your own writing: what was the essay question?
Another idea is to look at some of your old essays and read the first sentences of the main
topic paragraphs. If you have written well, you should be able to predict the question of the
essay from the first sentences of those paragraphs.
C. Band score 8.0 – range of vocabulary

This is the next in my series of lessons in how to achieve a high band score in IELTS
essays. This time the focus is on vocabulary. There is no magic bullet here – vocabulary
learning takes time. That’s the bad news. What I do do though is to talk you through some
of the more common problems with vocabulary in essays and give you some tips on
avoiding them. You’ll also find a bonus essay to download.
A sample essay – weak vocabulary

Read through this sample essay. It is well structured and addresses the question, but it is
weak on vocab. Can you see what the problems are?
We live in a world where health and safety is more and more important One of the signs of
this is the demand that dangerous sports should be banned. While I understand that
argument, my view is that people should be free to do whatever sports they want.
The biggest reason for objecting to extreme sports is that they can be very dangerous and
can sometimes kill people. More than that, it is not just the sportspeople who are in danger,
but spectators too can be badly injured. If, for example, a Formula 1 car crashes, the driver
may be hurt and it is possible that people in the crowd will be too. Because of this danger, it
is understandable why people want the government to ban these sports.

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The opposite argument is that people should be free to do whatever risk they want. So, if
someone wants to jump out of a plane, then they should be allowed to and the government
cannot say what they should do. Many dangerous sports are also not very risky and it is as
dangerous doing everyday activities such as crossing the road or cooking a meal as bungee
jumping.
I think that the government should regulate dangerous sports, but it should not ban them. It
should also make certain that there is as little danger as possible because safety is the
most important thing. This is most important for young children.
Seeing the problems – repetition

One of the most common problems is you can get “stuck” on certain words. This frequently
happens with words in the question itself. To some extent this is unavoidable and you will
see my improved version retains quite a lot of repetition – there is simply less of it.
See the repetition corrected
Tip – think of vocabulary before you start writing
The idea is quite simple. If you think of the words you want to use before you write, then you
can use them. On the other hand, if you start writing too quickly, then it becomes much
harder to try and vary your vocab.
Tip – repetition should be on everyone’s editing checklist
One of my top tips is that everyone should have a mental checklist of the type of errors they
look for when they check their work – “I’m going to look for any mistake” doesn’t really work.
The point here is that even the best writers can subconsciously get stuck on words and
keep on repeating them if they are not careful.
Tip – if you can’t find another word, repeat it in a different form
Sometimes there is only one correct word. In this case, the best advice is not to find another
word that may well be wrong, but to change the word slightly. This can mean using the noun
form and not the verb form (ban becomes impose a ban on) or to qualify it with another
word so ban becomes ban entirely.
Seeing the problems – avoid language that is too simple

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In general, I am a fan of the simple. There are times, however, when you want to upgrade
your English, in particular
 avoiding words like “big” that are not normally used in more formal written English
 avoiding words like “do” unless they are part of a set phrase – there is almost always a better
variation
 finding variations for words such as “very” to show your range
 thinking about collocations (phrases)
See the simple language improved
Tip – when you learn vocabulary, learn phrases and not just words
Part of solution to this problem is to learn phrases. For example, you are much more likely
to be able to use “participate”, if you have first learnt the phrase “participate in a sport”.
Finding solutions – think examples for precise language

This is one of my favourite suggestions. The idea is that if you learn to use examples well, you get to use
language that is precise and sometimes relatively simple. Take a look at this revised versions of the
examples. the revisions may seem quite small, but I get to use precise language – a good thing.
The counter argument is that people should be allowed to assume whatever risk they
choose. So, if someone wishes to freefall from a plane at 30,000 feet, then they should be
free to do so and it should be accepted that it is not the place of the government to dictate
how they lead their lives. A further point is that in statistical terms there is a low probability
of injury in many so-called dangerous sports and people are at greater risk carrying out
everyday activities such as crossing the road or cooking a meal as bungee jumping.
The principal reason for objecting to extreme sports is of course that they can be highly
dangerous and sometimes life-threatening. More than that, it is not just the participants who
are at risk, but spectators too can be seriously injured. If, for example, a Formula 1 car
crashes, the driver may not escape unharmed and there is also a chance that a bouncing
tyre or debris will fly into the crowd. Given this level of danger, it is understandable why
people call for the authorities to take action.
Finding solutions – be academic and use qualifying language
Part of the academic writing skill is learning to qualify what you say so that it is not too
general. Take a look at these two examples of qualifying phrases I add in to the improved
version. Again, the changes may seem small but taken together they can have a significant
effect on your writing.

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We live in a world where health and safety is an ever greater priority. One of the signs of this is the
demand that dangerous sports should be banned. While I understand that argument, my view is
that, within certain limits, people should retain the freedom to participate in whatever sports
they choose.
The counter argument is that people should be allowed to assume whatever risk they choose. So, if
someone wishes to freefall from a plane at 30,000 feet, then they should be free to do so and it should
be accepted that it is not the place of the government to dictate how they lead their lives. A further
point is that in statistical terms there is a low probability of injury in many so-called dangerous sports
and people are at greater risk carrying out everyday activities such as crossing the road or cooking a
meal as bungee jumping.
Finding solutions – focus your vocabulary learning on
academic vocabulary
This is in many ways the big one. Learning vocabulary takes time. One excellent way to do it is
simply to read and listen as much as possible. You will absorb more new words that way than by
sitting down and studying any word list. However, there is a however. To get a high band score, you
want to learn the “right” words to use in essays. This is where the academic word list comes to your
help.
Academic vocabulary and IELTS
Certain words in English are simply more “academic” than others. This does not necessarily
mean they are “difficult” words, it just means native speakers tend to use them more when
they are writing more formally. They are in other words exactly the sort of words you want in
IELTS. Take these examples from the improved essay:
 retain
 principal
 assume
 participate in
These are all excellent words to “learn” as they can be used in all sorts of different contexts. All I
would add is that you also need to learn how to use them and that is where my daily word exercises
come in.
Exercise on the AWL words in the essay
To see my point, have a go at this exercise based on improved essay:
AWL words in dangerous sports
D. Band score 8.0 – range of

grammar
This lesson looks at the idea of range of grammar. If you are aiming for a high band score, it
is not simply enough not to make mistakes, you also need to show that you can use a
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number of different grammatical constructions. First of all, I talk you through some principles
and then I give you some practical suggestions on what sort of grammar can help and, just
as importantly, how to use it.
Test yourself first

Before you read on. You might want to ask yourself these questions:
1. Am I going to impress more with longer sentences?

2. Do I have a strategy for when I use simpler grammar and more complex grammar?
3. When and why do I use complex grammar like relative and conditional clauses?
An essay should combine simple with complex grammar
This is the starting point. A well-written essay should be relatively easy to read. This means
that you need to combine the simple with the complex. Where you have straightforward to
say, you should not try and show off your grammar by making it seem complex – indeed,
that’s a very common mistake.
Typically, you should aim for:
 simple structures when you are making main points – often in the opening and/or closing sentences
of your paragraphs
 more complex structures when you are explaining/developing those main points in the body of your
paragraphs
 a movement from the more simple to the more complex
When you have something simple to say, say it simply. Only use complex structures for
more complex thoughts.
An example of the simple and the complex
An essay should combine longer and shorter sentences

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In many ways this is the same point. It is absolutely not the case of long sentences good,
short sentences bad. There will be times when a short sentence is more effective than a
long sentence. In general, though, you should avoid the extremes of very long and very
short. Also, you need to ask yourself how complex your sentences are. Shorter sentences
can work:
1. if they are used in combination with longer sentences, or

2. if they are relatively complex
Longer sentences can work:
1. if they are used with shorter sentences, or
2. if they are simpler in structure (using “and” and “but”)
Be careful of too many long, complex sentences and too many short simple sentences
A paragraph with different sentence lengths
Examples of grammar that can work

This is not intended to be a list of advanced grammar points that will guarantee you a band
score 8.0. Rather, the idea here is to show you grammar connects to meaning. You
should never just use a structure because it is “good” grammar. Instead, you need to ask
yourself what is the best way I can express this point.
The best writers use these structures when they need to, not because they think they
have to
1. the passive
I start with the passive because it is so often misused. It is not the case that the passive is
an academic structure that should be used in essays. We use it all the time in all sorts of
contexts. Here, though, is one way you might find it helpful in writing: to avoid repeating
words – especially nouns/pronouns. You may want to avoid using some words too much
– especially words from the question. Here the passive can help you. In a question about
government action, rather than writing:
The government should introduce measures to
you can try
Measures should be introduced
so that you don’t repeat the word “government”.

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2. Relatives
This is another piece of grammar you need to feel comfortable with and can help you. You
should be careful, however, not to overuse relatives as they can make your writing both
confusing and confused. One tip I would give you here is to try and restrict yourself to one
relative per sentence and to try and avoid them in already complex sentences. Look at
this example:
There is a real danger that allowing people to travel for free would deprive transport
authorities funds which they need and lead to a lower standard of service.
The relative can be avoided by changing it into an adjective phrase:
There is a real danger that allowing people to travel for free would deprive transport
authorities of much needed funds and lead to a lower standard of service.
When you do use relatives though is to define terms and add detail. Here is an example in
action:
More than that, if the authorities plan carefully, they can use the occasion of the sporting
event to help finance public works which benefit the whole population in the long term.
I want to say what sort of “public works” I am referring to so I define them in the
relative which benefit the whole population in the long term.
3. Conditionals
Here is another piece of grammar that can help you out. Provided that is, you see how and
when to use it. One of the best ways to use these conditionals to explain and give
examples. This means they are likely to come in the body of your paragraphs and not the
introduction/opening sentence. Try this example:
There is also, however, a strong argument not to implement this proposal. This argument is
based on economic competitiveness. If a company was forced to employ more workers to
produce the same amount of goods, then its wage bill would rise and its products might
become more expensive and less competitive compared to companies with longer working
weeks. In this case, it is possible that the company either might become insolvent or
it would have to make some employees redundant. As a result, the intended benefit to the
personnel would not happen.

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This time around I have given you the whole para so that you can see the context. I use a
conditional because I am explaining a point. You should also see that we use “might” and
“would” in the following sentences even though there is no “if”.
Do you want to show off? Then you might consider using conditionals that do not use if. So
you could use:
Were a company to be forced…
4. Parallel structures
There are a number of different parallel structures we have in English. They come in useful
when we are combining, comparing or contrasting points – again something that you
are likely to do in your essays. This is a useful piece of grammar to focus on, as when used
well they make your writing more cohesive. For example
Not only would unemployment be reduced, but the working conditions of employees on very
long shifts would also be significantly improved.
You may think “not only..but also” is too easy to impress. Don’t. Simple things done well
impress too and this sentence is complex enough as it is.
5. Verb tenses (of course), impersonal structures and modals
The point to remember here is that it is not difficulty of grammar that is important, rather it is
variety of grammar. This means that some bits of grammar that you think are rather simple
(e.g. tenses) are still important. The point I want to make here is that the one tense you
are going use most is the present simple. Checking my essays, I find that easily the
most common tense I use is the present simple. That’s how it should be – it is easily the
most common tense in English.
You do want some variety though, and here is how I get it. I use a lot of impersonal
structures”
There are several reasons why
and I also use a large number of modal verbs:
It can also be argued that

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The point here is that I use them to make impersonal points or sound academic. They too
have their meanings and uses.
6. And and but
Never be afraid of keeping it simple. I do. My essays work. You will also find that I almost
never use “moreover” and “furthermore”. More to the point, neither do band 8.0 candidates
typically. When all you want to do is add a point say “and” and if you want to make a
contrast, you are most likely to use “but” or “however,”.
Test your own writing

The best advice is of course always to find yourself a teacher, but if you are working by
yourself, here is something you can do. Find an essay you have written and go through it:
1. Do you use different grammatical structures? (You should have at least some of the ones I have
mentioned)
2. Can you see why you have used any of the more complex structures?
3. How long is your average sentence? (around 15 words is about right I would suggest)
4. Do your paragraphs combine longer and shorter sentences and simpler and more complex sentences?
5. Do you use “and” and “but”?


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1

Test yourself first

Collected by Ms. Trang Nguyen Thu – IELTS 8.0

Collected by Ms. Trang Nguyen Thu – IELTS 8.0

Step 1 – understand the rules of the game (the band score

Band 8 Very Good User

 Writing is marked according to 4 criteria (lexical resource/grammatical range and

uses a wide range of structures

Makes only very occasional errors or inappropriacies

How can you achieve this? Learn to check for mistakes

B. Band score 8.0 – writing better

Sometimes it is easier to understand a problem by looking at something that is not quite

Coherence and cohesion distinguished

Collected by Ms. Trang Nguyen Thu – IELTS 8.0

Collected by Ms. Trang Nguyen Thu – IELTS 8.0

promoting staff because of their performance (first sentence)

Collected by Ms. Trang Nguyen Thu – IELTS 8.0

C. Band score 8.0 – range of vocabulary

A sample essay – weak vocabulary

Collected by Ms. Trang Nguyen Thu – IELTS 8.0

Seeing the problems – repetition

See the repetition corrected

Tip – think of vocabulary before you start writing

Tip – repetition should be on everyone’s editing checklist

Tip – if you can’t find another word, repeat it in a different form

Collected by Ms. Trang Nguyen Thu – IELTS 8.0

Finding solutions – think examples for precise language

Collected by Ms. Trang Nguyen Thu – IELTS 8.0

To see my point, have a go at this exercise based on improved essay:

AWL words in dangerous sports

D. Band score 8.0 – range of

Test yourself first

1. Am I going to impress more with longer sentences?

Typically, you should aim for:

An example of the simple and the complex

An essay should combine longer and shorter sentences

1. if they are used in combination with longer sentences, or

A paragraph with different sentence lengths

Examples of grammar that can work

you can try

Measures should be introduced

so that you don’t repeat the word “government”.

The relative can be avoided by changing it into an adjective phrase:

Collected by Ms. Trang Nguyen Thu – IELTS 8.0

Were a company to be forced…

5. Verb tenses (of course), impersonal structures and modals

There are several reasons why

and I also use a large number of modal verbs:

It can also be argued that

Collected by Ms. Trang Nguyen Thu – IELTS 8.0

6. And and but

Test your own writing

Collected by Ms. Trang Nguyen Thu – IELTS 8.0

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