Writing is 60 minutes and two tasks. Each is marked against four criteria, each worth a band
from 0 to 9, and the four are averaged into the task's band. Task 2 counts twice as much as
Task 1 in the Writing score.
Criterion
Task 1
Task 2
1
Task achievement 任务完成 — did you select and report the key features, with an overview?
Task response 任务回应 — did you answer every part, with a clear position?
2
Coherence and cohesion 连贯与衔接 — does the writing progress logically, one idea per paragraph, with the right linking words?
same
3
Lexical resource 词汇丰富度 — range, precision and collocation 词语搭配
same
4
Grammatical range and accuracy 语法准确度 — variety of structures, and how often errors appear
same
Two thirds of the Writing band comes from Task 2, so give it 40 of the 60 minutes. Running out
of time on Task 1 costs a third as much as running out on Task 2.
Under the minimum length — 150 words for Task 1, 250 for Task 2 — is penalised mechanically
on criterion 1. Count if you are unsure; the count costs 20 seconds and the penalty is a band.
You must write in full connected prose. Notes and bullet points score as an unfinished
answer.
العربية
كتابة 60 دقيقتين ومهمتين. يتم تقييم كل مهمة بناءً على أربعة معايير، لكل منها نطاق
من 0 إلى 9، ويتم حساب المتوسط الحسابي للمعايير الأربعة لتحديد النطاق النهائي للمهمة. المهمة 2 تحسب بضعف وزن
المهمة 1** في درجة الكتابة.
المعيار
المهمة 1
المهمة 2
1
إنجاز المهمة — هل قمت باختيار وعرض الميزات الرئيسية مع تقديم نظرة عامة؟
استجابة المهمة — هل أجبت على كل جزء، مع توضيح موقفك بوضوح؟
2
التماسك والترابط — هل يتقدم النص منطقياً، بفكرة واحدة في كل فقرة، مع استخدام كلمات الربط المناسبة؟
نفس المعيار
3
الموارد اللغوية — التنوع والدقة والتصاق الكلمات (Collocation)
نفس المعيار
4
تنوع الدقة النحوية — تنوع الهياكل النحوية ومعدل ظهور الأخطاء
نفس المعيار
ثلثا درجة الكتابة يأتيان من المهمة 2، لذا خصص لها 40 من 60 دقائق. نفاد
الوقت في المهمة 1 يكلفك ثلث ما يكلفه نفاد الوقت في المهمة 2.
تحت الحد الأدنى للطول — 150 كلمة للمهمة 1، و250 للمهمة 2 — يتم العقاب بشكل آلي
آلي according to criterion 1. احسب الكلمات إذا كنت غير متأكد؛ عملية الحساب تستغرق 20 ثانية والجزاء هو خفض الدرجة.
يجب أن تكتب بنثر متصل كامل. المسودات والنقاط المرجزية تُحسب كعمل غير مكتمل.
الإجابة.
grammatical range and accuracy/ɡrəˈmætɪkl reɪndʒ ænd ˈækjʊrəsi/
تنوع القواعد ودقتها
overview/ˈəʊvəvjuː/
نظرة عامة
trend/trend/
اتجاه
fluctuation/ˌflʌktʃuˈeɪʃn/
تذبذب / تقلب
proportion/prəˈpɔːʃn/
نسبة
amount/əˈmaʊnt/
كمية
counter-argument/ˈkaʊntə ˈɑːɡjuːmənt/
الحجة المضادة
concession/kənˈseʃn/
التنازلات
memorised language/ˈmeməraɪzd ˈlæŋɡwɪdʒ/
اللغة المحفوظة
article/ˈɑːtɪkl/
مقال
4.2
Task 1 — select, report, and write the overview · المهمة 1 — اختر، أبلغ، واكتب نظرة عامة
English
Task 1 asks you to describe a graph, table, chart, diagram or map in your own words.
There is no opinion in Task 1. No I think, no this is because, no recommendation. A
sentence of opinion or an invented cause caps Task achievement at band 5.
The overview 概述 is one or two sentences saying what the data does overall — the
biggest movement, the largest category, the crossing point, the thing that did not change.
Without an overview, Task achievement cannot exceed band 5, however accurate the detail is.
Structure that always works: rewrite the question in your own words (1 sentence) → overview
(1–2 sentences) → two body paragraphs of grouped detail.
Group, do not narrate. Two paragraphs — one for what rose, one for what fell; or one for
the two large categories, one for the three small ones. A year-by-year account of every line is
the commonest band-5 answer.
Quote figures selectively. Enough to support each statement, not every number on the chart.
A process diagram needs no data at all: say how many stages there are and whether it is a loop
or a straight line, then run through it in the passive.
العربية
تطلب منك المهمة 1 وصف مخطط بياني، جدول، رسم تخطيطي، مخطط أو خريطة بأسلوبك الخاص.
لا توجد رأي في المهمة 1. لا أعتقد، لا هذا لأن، لا توصية. أ
رأي أو سبب مفبرك يحد من إنجاز المهمة عند الدرجة 5.
النظرة العامة تتكون من جملة أو جملتين تصفان ما تفعله البيانات بشكل عام — الحركة
الأكثر وضوحاً، الفئة الأكبر، نقطة التقاطع، أو الشيء الذي لم يتغير.
بدون نظرة عامة، لا يمكن أن يتجاوز إنجاز المهمة الدرجة 5، بغض النظر عن دقة التفاصيل.
هيكل يعمل دائمًا: أعد صياغة السؤال بأسلوبك (1 جملة) → نظرة عامة
(1–2 جمل) → فقرتين رئيسيتين للتفاصيل المصنفة.
جمّع التفاصيل ولا تحكي القصة. فقرتان: إحداهما للصعود والأخرى للهبوط؛ أو إحداهما
الفئتان الكبريتان، واحدة لكل ثلاث صغيرة. سرد تفصيلي لكل خط على أساس سنوي هو
الإجابة الأكثر شيوعًا التي تحصل على درجة 5.
مخطط العملية لا يحتاج بيانات على الإطلاق: اذكر عدد المراحل وهل هي حلقة
مخطط العمليات لا يحتاج إلى بيانات على الإطلاق: قل كم عدد المراحل وهل هو حلقة
أم خط مستقيم، ثم مرر خلاله بصيغة المبني للمجهول.
4.3
Task 1 — the language of change · المهمة 1 — لغة التغير
A trend 趋势 is the direction over the whole period; a fluctuation 波动 is movement without one.
Nouns from the same verbs: a rise in, a sharp fall in, a steady increase in.
⚠ The prepositions are where marks are lost.Rise by 20 is the size of the change;
rise to 20 is the end point; rise from 10 to 30 gives both. Chinese candidates
overwhelmingly write increased of or increased to 20% when they mean by.
⚠ Percentage and percentage point are different. From 20% to 24% is a rise of 4
percentage points, or of 20%. Writing "a rise of 4%" there is a factual error.
Approximation: just over, just under, roughly, around, nearly, approximately.
A proportion 比例 is a share of a whole; an amount 数量 is not, and a pie chart shows
only the first.
Comparison: twice as many as, three times the figure for, by far the largest, the same
as, slightly higher than.
A pie chart shows shares, not amounts. "Households spent more on housing" is wrong unless
you also know the total; "a larger share went on housing" is right.
أسماء مشتقة من نفس الأفعال: a rise in, a sharp fall in, a steady increase in.
أسماء مشتقة من نفس الأفعال: ارتفاع في، انخفاض حاد في، زيادة مستمرة في.
⚠ حروف الجر هي حيث تُفقد الدرجات.يرتفع بـ 20 يعني مقدار التغيير؛
يرتفع إلى 20 يعني النقطة النهائية؛ يرتفع من 10 إلى 30 يعطي كلاهما. المرشحين الصينيين
يكتبون بأغلبهم increased of أو increased to 20% عندما يقصدون by.
⚠ النسبة المئوية ونقطة مئوية مختلفتان. من 20% إلى 24% هو ارتفاع بـ 4نقاط مئوية، أو 20%. كتابة "ارتفاع بنسبة 4%" يُعدّ خطأً واقعياً.
النسبة المئوية هي جزء من الكل؛ الكمية ليست كذلك، والمخطط الدائري يعرض
النسبة المئوية 比例 هي جزء من الكل؛ أما الكمية 数量 فهي ليست كذلك، ويوضح الرسم البياني الدائري
فقط الجزء الأول.
المقارنة: ضعف عدد، ثلاثة أضعاف الرقم لـ، أكبر بكثير، نفس
عدد*، أعلى قليلاً من.
الرسم البياني الدائري يعرض الأجزاء المئوية، وليس الكميات. عبارة "إنفاق الأسر أكثر على السكن" غير صحيحة إلا إذا
كان لديك أيضاً معرفة بالمجموع الكلي؛ أما عبارة "جزء أكبر ذهبت على السكن" فهي صحيحة.
4.4
Task 2 — answering the actual question · المهمة 2 — الإجابة على السؤال الفعلي
English
Read the question twice and decide which of the five forms it is, because each one has its own
way of going wrong.
Form
What it asks
The trap
Agree or disagree
choose a position
sitting on the fence — caps Task response at 6
Discuss both views and give your opinion
both views and your own
giving the two views and no opinion
Advantages and disadvantages
both; outweigh means decide
listing four of each and never deciding
Causes and solutions
both halves, matched
a solution that answers no cause you gave
Two-part question
two answers
answering the second and forgetting the first
Answer every part. A partly-answered question cannot exceed band 5, however well written.
Hold one position. If your introduction disagrees and your conclusion says "both sides have
merit", Task response cannot exceed band 6.
A counter-argument 反驳 answered properly is what separates a position from a preference.
Support, do not assert. Every main idea needs a reason, an example, or a consequence traced
one step further. Pollution is bad for health is an assertion; particles from traffic
aggravate asthma, which is why clinics near main roads report more attendances is support.
A useful shape: introduction (rewrite + position) → body 1 (first reason, developed) → body 2
(second reason, developed) → conclusion (restate position, no new material).
A concession 让步 names what the other side gets right.
Concessions raise the band. Naming the strongest objection and answering it shows you have
a position rather than a preference.
العربية
اقرأ السؤال مرتين وحدد أيًا من الأشكال الخمسة هو، لأن كل شكل له طريقة خاصة به
للفشل فيها.
مناقشة وجهتي نظر وإبداء رأيك
وجهتا نظر ورأيك
عرض وجهتي النظر دون إعطاء رأي
موافقة أو معارضة
اختر موقفًا
التردد في الاختيار — يحد من استجابة المهمة 6
أسباب وحلول
نصفين، متطابقين
حل لا يجيب عن أي سبب ذكرته
سؤال ذو جزأين
إجابتين
الإجابة على الثاني ونسيان الأول
الأسباب والحلول
كلا الجزأين، متطابقان
حل لا يجيب عن أي سبب ذكرته
سؤال من جزئين
إجابتان
الإجابة على الثانية ونسيان الأولى
أجب عن كل جزء. لا يمكن أن يتجاوز السؤال الذي أُجيب عنه جزئيًا المستوى 5، بغض النظر عن جودة الكتابة.
الحجة المضادة تُجاب بشكل صحيح وهي ما يفصل بين الموقف والتفضيل.
استحقاقه", لا يمكن أن تتجاوز استجابة المهمة المستوى 6.
الحجة المضادة 反驳 عند الإجابة عليها بشكل صحيح هي ما يفصل بين الموقف والتفضيل.
ادعم ولا تدعي. كل فكرة رئيسية تحتاج إلى سبب، أو مثال، أو نتيجة يتم تتبعها
خطوة إضافية. التلوث ضار بالصحة هو ادعاء؛ *الجسيمات الناتجة عن حركة المرور
(السبب الثاني، مطور) → خاتمة (إعادة صياغة الموقف، بدون مواد جديدة).
شكل مفيد: مقدمة (إعادة صياغة + موقف) → جسم 1 (السبب الأول، مطور) → جسم 2
(السبب الثاني، مطور) → خاتمة (إعادة نص الموقف، بدون مواد جديدة).
التنازلات تُسمي ما يحقه الطرف الآخر بشكل صحيح.
ترفع التنازلات المستوى. تسمية أقوى اعتراض والإجابة عليه يثبت أن لديك
غالباً ما يُعلم المرشحون الصينيون افتتاحيات وعبارات "ذات مستوى عالٍ" للحفظ. المصححون هم
4.5
The template trap · فخ القالب
English
Chinese candidates are often taught openers and "high-level" phrases to memorise. Examiners are
trained to discount memorised language 背诵句式, so a template-heavy essay reads as a lower
Lexical resource band, not a higher one.
Delete
Write instead
With the development of society / the economy
(nothing — start with the topic)
It is undeniable that / There is no doubt that
Clearly, or nothing
Every coin has two sides
(state the two sides)
As far as I am concerned
I think / In my view
more and more people
a growing number of people / a figure
in today's fast-paced world
(nothing)
Last but not least
Finally,
The problem is not that these are wrong English. It is that they carry no information, and
the examiner has seen them a thousand times.
The same applies to a rare word used out of collocation. Ameliorate the problem is not better
than improve the situation; it is worse, because ameliorate does not collocate with
problem. A common word used precisely beats a rare word used wrongly.
Mechanical linkers hurt too. Firstly, Moreover, Furthermore, Last but not least at the start
of every sentence lowers Coherence and cohesion. Real cohesion comes from pronouns, repeated
noun phrases and the order of ideas.
العربية
غالبًا ما يُعلّم المرشحون الصينيون العبارات الافتتاحية و"العبارات المتقدمة" للحفظ. الممتحنون هم
مدرب على تخفيض اللغة المحفوظة 背诵句式, لذا فإن المقال المليء بالقوالب يُقرأ كمستوى أقل
شريحة المواردLexical resource, وليس شريحة أعلى.
احذف
اكتب بدلاً منها
مع تطور المجتمع / الاقتصاد
(لا شيء — ابدأ بالموضوع)
لا جدال في أن / لا شك في أن
بوضوح, أو لا شيء
لكل عملة وجهان
(صِف الوجهين)
بالنسبة لي
أعتقد / في رأيي
عدد متزايد من الناس
عدد متزايد من الناس / رقم
في عالم اليوم سريع الوتد
(لا شيء)
أخيراً ولكن ليس least
أخيراً,
المشكلة ليست أن هذه إنجليزية خاطئة. بل أنها لا تحمل أي معلومات, و
قد رآها الممتحن ألف مرة.
ينطبق نفس الشيء على كلمة نادرة مستخدمة خارج التوافق اللغوي. Ameliorate the problem ليست أفضل
من improve the situation; بل أسوأ, لأن ameliorate لا يتوافق مع
problem. كلمة شائعة مستخدمة بدقة تتفوق على كلمة نادرة مستخدمة بشكل خاطئ.
الروابط الميكانيكية تضر أيضاً. Firstly, Moreover, Furthermore, Last but not least في بداية
كل جملة تقلل من التماسك والتماس المنطقي. التماسك الحقيقي يأتي من الضمائر, والعبارات الاسمية المكررة وترتيب الأفكار.
عبارات اسمية وترتيب الأفكار.
Errors Chinese speakers make most · الأخطاء الأكثر شيوعًا among المتحدثين بالصينية
English
These are systematic, so hunt for the pattern, not the one instance.
Articles 冠词 — Mandarin has none. The government should build more school → schools;
in the society → in society.
Plurals — an unmarked plural is the single most frequent error. Many student → many
students; informations, advices, equipments are uncountable and have no plural at all.
Tense not carried through — a paragraph that starts in the past drifts into the present.
Subject–verb agreement — the number of students have risen → has risen.
Although … but … and Because … so … — English uses one connector, not two. Although it
is expensive, but it is useful → drop but.
Comma splices — two full sentences joined by a comma. Use a full stop or a conjunction.
Missing preposition after a verb — discuss about, emphasise on, affect to are all
wrong; those verbs take a direct object.
Fixing two of these consistently is usually worth half a band on criterion 4, and it is faster
than learning new vocabulary.
العربية
هذه الأخطاء منهجية، لذا ابحث عن النمط، لا عن الحالة الواحدة فقط.
أدوات التعريف والنكر — اللغة الصينية ليس بها أي منها. The government should build more school → schools؛
in the society → in society.
عدم استمرارية الزمن — فقرة تبدأ بالماضي تنحرف نحو المضارع.
students*؛ informations، advices، equipments غير معدودة ولا تأخذ صيغة جمع على الإطلاق.
Although … but … و Because … so … — الإنجليزية تستخدم رابطاً واحداً, وليس اثنين. Although it is expensive, but it is useful → احذف but.
جمل كاملة موصولة بفاصلة (Comma splices) — جملتان كاملتان مربوطتان بفاصلة. استخدم نقطة أو رابطاً.
حرف الجر المفقود بعد الفعل — discuss about, emphasise on, affect to جميعها
خاطئة; تلك الأفعال تأخذ مفعولاً به مباشراً.
الربط بين جملتين كاملتين بفاصلة (Comma splices) — جملتان كاملتان متصلتان بفاصلة. استخدم نقطة أو رابطًا.
حذف حرف الجر بعد الفعل — discuss about، emphasise on، affect to جميعها
خاطئة؛ تلك الأفعال تأخذ مفعولًا به مباشرًا.
إصلاح اثنين من هذه الأخطاء باستمرار عادةً ما يعادل نصف درجة في المعيار 4، وهو أسرع
من تعلم مفردات جديدة.
4.7
Exam tips · نصائح للامتحان
English
Spend 5 minutes planning Task 2. An essay with a plan is a different band from the same
ideas written as they arrive.
Do Task 2 first if you tend to run out of time. It is worth double.
Count your words once, at the end. Learn how many words your own handwriting puts on a line and
count lines instead.
Leave 3 minutes to reread for articles, plurals and tense. Those three account for most of what
a reread can fix.
A club poster says, “Our membership has grown by 20%.” It began with 50 members.
Does it now have 70? No. Twenty per cent of 50 is 10, so it has 60.
Good Writing starts with this kind of care: say what the information actually supports.
A longer word cannot repair a wrong number.
This supplement adds original worked tasks to the existing Academic Writing notes.
It does not replace them. The sample responses are teaching examples, not officially rated scripts.
No example here promises a band score. General Training letter writing is a different Task 1.
Use the task rules and scoring carefully
Academic Writing has two tasks within 60 minutes. Write at least 150 words for Task 1 and 250 for Task 2.
Task 2 has twice Task 1's weight. A 20-minute and 40-minute split is useful planning guidance.
Write connected paragraphs, not an answer made of notes or bullet points.
Our planning tables below are learning tools, not the format to submit in the test.
Each task uses four equally weighted criteria: completing the task, organising ideas, vocabulary and grammar.
Task 1 requires accurate selected features. An overview 概述 summarises the main pattern or stages.
Task 2 requires relevant developed ideas and a clear answer to the prompt.
These features work together across the whole response.
Read the older notes' fixed band claims cautiously.
A short response needs correction, but do not calculate an automatic one-band deduction from its length.
An unsupported cause, a missing part or an unclear position can damage an answer.
One sentence does not let you determine the complete script's band here.
A concession, two corrected errors or five minutes of planning do not guarantee a score increase.
Practise the improvement, then review the entire answer against the actual criteria.
Select evidence from a chart and table
This original classroom task reports the number of members in three clubs.
All figures are invented for learning. They are counts, not percentages.
Task: Summarise the information by selecting and reporting its main features, and make comparisons where relevant.
Write at least 150 words.
Club
2020
2022
2024
Music
40
60
80
Art
70
65
60
Coding
20
50
90
Compare the starting order, the final order and the size of each change.
The line chart and table show the same information. They are alternative ways to display it.
Do not count them as two separate sets of members.
Plan before writing
Identify the unit: members. Identify the dates: 2020, 2022 and 2024.
Select the main pattern: coding and music grew; art fell. Coding finished largest.
Group the rising clubs in one paragraph. Compare art and the combined total in another.
Select figures that support those comparisons. Do not invent a cause for any change.
Check the calculations
Music rose from 40 to 80: its final membership was twice its initial membership.
Coding rose by 70, from 20 to 90. It did not rise to 70.
Art fell by 10, from 70 to 60. The total rose from 130 to 230.
The relative change 相对变化 for coding is 70 divided by 20, or 350%.
Its final count is 450% of its original count. Those are different statements.
No intermediate dates are given. Do not claim continuous growth in every month.
A straight line between plotted years does not provide a monthly membership record.
No cause is given. “Students preferred computers” adds information outside this task.
Read a complete Task 1 response
The following response uses four connected paragraphs. Read it before looking at the explanation.
The table and line chart show the numbers of members in three school clubs in 2020, 2022 and 2024.
The clubs were music, art and coding, and each figure represents a count of members.
Overall, membership increased in both music and coding, while the art club became smaller.
Coding recorded the largest increase and had the most members by 2024, although it had started with the fewest.
The music club grew from 40 members in 2020 to 60 in 2022 and 80 in 2024.
Its final membership was therefore twice its initial figure. Coding showed a greater change, rising from 20 to 50 and then 90.
By the final year, it had ten more members than music, reversing their order at the start of the period.
In contrast, art membership fell from 70 to 65 and then 60.
Art was the largest club in 2020 but the smallest in 2024.
Despite this decline, the combined membership of the three clubs rose from 130 to 230 over the period.
Why these paragraphs work
The first paragraph identifies what is counted and when. It does not copy every word of the task.
The second gives the large pattern and changing order. It is an overview, not a list of all values.
The third groups the two increases and supports them with numbers.
The fourth contrasts art and accurately reports the overall total.
The response gives no opinion about which club is best and invents no cause.
Its arithmetic can be checked against the table. It is not an official band exemplar.
Distinguish shares, amounts and static comparisons
Suppose the share of a household budget spent on travel rises from 20% to 24%.
That is four percentage points 百分点, but a 20% relative rise in the share.
Calculate the relative rise as four divided by twenty. Do not call it a four per cent relative rise.
You also need the total budget to compare money spent.
With a budget of 1,000 in the first year, travel spending is 200.
With a budget of 500 in the second year, it is 120.
The share rose while the amount fell. Report only the measures that the task supplies.
A pie chart can represent categories of amounts as parts of a stated total; read its labels and units.
A chart of three clubs in just 2024 permits comparisons, not a trend over time.
“Coding was the largest club” is supported. “Coding grew rapidly” needs another date.
For a static chart, group high and low values or related categories rather than inventing a change.
For several charts, check whether their populations, dates and units can honestly be compared.
Describe changes on a plan
The two original plans show a study centre in 2020 and 2024. North is at the top.
Only the uses of the four spaces are shown; there is no evidence about visitor numbers.
Use the same positions to compare what changed and what stayed.
Select the main changes
In 2020, the northwest space was a store and the northeast space was a classroom.
In 2024, the store became a meeting room and the classroom became a computer room.
The reception in the southwest and reading room in the southeast remained in the same locations.
The entrance stayed on the southern side. The plans show no extension to the outside boundary.
A useful overview is: “Two rooms changed their use, while the reception, reading room and entrance remained in place.”
A detail sentence is: “The store in the northwest was replaced by a meeting room.”
Do not write “a new building was constructed” when only an internal use changed.
Do not claim that the new room is busier, larger or cheaper without evidence.
Plan a full response
Introduce the place and two dates. Give the overall changes and unchanged features.
Then group the northern changes and southern features in connected paragraphs.
Support the description with positions rather than invented statistics.
The two teaching sentences above are examples of selection, not a complete 150-word submission.
Explain a process without forcing one grammar form
The original diagram shows how seedlings are prepared for an outdoor bed.
It has five stages, begins with sowing and ends with planting outside. It is a sequence, not a closed cycle.
Follow the arrows and distinguish an action from plant growth.
Choose precise verbs
Seeds are sown in trays. The trays are then watered.
Next, the seedlings grow. After that, the seedlings are moved into separate pots.
Finally, the young plants are planted in an outdoor bed.
Passive forms suit actions when the person doing them is not important.
“Seedlings grow” is active because growth is what the plants do.
“Seedlings are grown” could describe cultivation, but changes the focus to someone growing them.
Do not force every process sentence into the passive.
The diagram gives no durations, temperature or production yield. Do not invent them.
Use a sequence word when it helps the reader follow a stage.
You do not need furthermore before each step.
For a cycle, explain where the output returns to an earlier stage if the diagram shows it.
For a natural process, use accurate active forms where they fit.
Read every part of a Task 2 prompt
A prompt 题目 tells you what to discuss, not just the broad topic.
Underline the people, action, limits and questions before choosing your ideas.
The five classroom prompts below are original examples of common task demands, not a complete list of every possible wording.
Opinion
“Schools should replace all printed textbooks with digital materials. To what extent do you agree or disagree?”
You may agree, disagree or take a qualified position. Make the extent clear and develop it consistently.
“I support digital materials for some lessons but oppose replacing every printed book” directly addresses all.
A qualified view is not automatically weak. An unexplained change of position is a problem.
Both views and your opinion
“Some people want school libraries to provide only books. Others want them to provide tools as well.
Discuss both views and give your own opinion.”
Explain a reason for the book-only view and a reason for tool lending. State and support your own view.
Reporting both views without your own answer leaves an instruction unfinished.
Giving only your preferred view also leaves part unfinished.
Advantages, disadvantages and outweigh
“More students now travel to school by bicycle. Do the advantages of this change outweigh the disadvantages?”
Consider benefits and problems, then make a judgement about their relative importance.
Two benefits and three problems do not automatically mean that problems outweigh benefits.
Compare strength, effect and context. A serious safety issue can matter more than several minor conveniences.
If the instruction only asks for advantages and disadvantages, do not pretend it also requires an outweigh decision.
Causes and solutions
“Students at a college often leave assignments until the last evening. What causes this problem, and what could help?”
Match solutions to explained causes. Unclear project stages could be addressed with intermediate deadlines.
If your cause is limited access to computers, another reminder alone does not provide access.
Discuss how a proposed solution changes the problem rather than simply listing it.
Two questions
“Why do some young adults choose to study away from home? What problems can this choice create?”
Answer both reasons for the choice and problems created by it.
A long paragraph on reasons cannot substitute for the missing problems.
A plan might group access to a desired course and independence, then housing costs and support needs.
Develop an idea with a reason and an example
Weak point: “Printed books are good.” The reader cannot see why this matters to the prompt.
Developed point: “Printed books remain useful when students cannot charge a device at home.
A learner can continue reading without electricity. For example, a student sharing one family device may have limited evening access.
Keeping a printed copy therefore helps that student complete preparation.”
The example is a plausible situation, not a claimed survey result.
Do not invent “a university study proves that 92% learn better” to make an unsupported point sound factual.
You do not need a scientific citation to reason from a clearly described example.
A useful chain is point, reason, example and consequence. Change the order when the idea needs it.
Do not add an irrelevant example merely to fill that pattern.
An objection 异议 can help test your position, but including one does not itself raise a band.
Explain why your conclusion still follows after considering it.
Read a complete Task 2 essay
Use the opinion prompt about replacing all printed textbooks. The following response takes a qualified position.
It is an original teaching example, not an officially scored script.
Digital materials can give students quick access to information and useful learning tools.
However, I disagree with replacing all printed textbooks. Schools should use digital resources where they improve a lesson,
while keeping printed copies available for students who need them.
One reason to use digital materials is that they can present information in several ways.
A science resource might combine a diagram with a short animation, allowing a student to see how a process changes over time.
It can also provide questions with immediate explanations. These features can help a learner check understanding before the next lesson.
However, simply putting a photograph of a printed page on a screen does not offer the same benefit.
Schools should therefore choose materials for their teaching value rather than their format alone.
A complete replacement would also create access problems. Some students share a device with other family members,
or have unreliable internet access at home. If every reading task requires a connected device, those students may struggle to prepare.
Keeping a printed textbook allows them to work without waiting for another person to finish using a computer.
Teachers could still provide optional digital practice, so access to a book would not prevent students from using useful online resources.
Supporters of full replacement may argue that digital texts are easier to update and avoid carrying heavy books.
These are real advantages, especially when information changes quickly. Yet they do not require schools to remove every printed copy.
A mixed approach can use updated digital sections while retaining books for longer reading and reliable home access.
In conclusion, digital resources should expand the ways students learn, but they should not completely replace printed textbooks.
A choice of formats better combines useful technology with dependable access.
Review meaning, organisation and language
Check the essay against its prompt
The introduction opposes a complete replacement while supporting useful digital resources.
The first body paragraph explains digital benefits and limits. The second develops access problems.
The third considers an opposing reason and answers it. The conclusion keeps the same qualified position.
The response does not change from “replace every book” to an unrelated discussion of social media.
Its paragraph structure is one possible answer, not a compulsory template.
Make precise revisions
“Digital books are better in every way.” Replace the unsupported absolute with the particular benefit you can explain.
“The number of students have risen.” Use “has risen”: the subject is the singular number.
“Many student need equipments.” Write “Many students need equipment”: plural people, uncountable equipment.
“Although it is useful, but access is limited.” Remove but, or write two separate sentences.
“The book is expensive, students share it.” Repair the comma splice: “The book is expensive, so students share it.”
“The chart increased to 70 members.” Name the measured thing: “Club membership increased to 70.”
Choose a word because it expresses your meaning accurately.
A collocation 词语搭配 is a usual word combination, such as make a decision or heavy rain.
Do not reject a phrase merely because it is uncommon, or assume a rare word deserves extra credit.
“Ameliorate a problem” can be valid English. Improve the situation may still be clearer for this audience.
Review suitability in its sentence rather than applying an automatic penalty to one word.
Practise with explained answers
Try these short tasks before reading the explanations. They test decisions, not a full timed Writing performance.
Coding goes from 20 to 90 members. Complete: “It rose by ___ members, to ___.”
A share rises from 20% to 24%. Give the percentage-point and relative changes.
Can a larger share prove that the amount spent increased?
Which overview fits the clubs: all clubs grew, or two grew while one declined?
Can the club table prove why coding became popular?
In the centre plans, what changed in the northwest? What remained in the southwest?
Should “seedlings grow” be made passive just because this is a process task?
For the textbook prompt, does a clearly explained partial disagreement answer “to what extent”?
A bicycle essay gives advantages and disadvantages but never decides which outweighs the other. What is missing?
A procrastination essay gives computer access as a cause and reminders as its only solution. What needs explaining or changing?
Repair: “Many student discuss about their advices.”
Does correcting two grammar errors guarantee a half-band increase?
Explained answers
By 70, to 90. By is the change; to is the final value.
Four percentage points and a 20% relative rise: four divided by twenty is 0.20.
No. You need the total as well. Our example's travel amount fell from 200 to 120.
Two grew while one declined. Music and coding rose; art fell.
No. It records membership, not motivations or causes.
The store became a meeting room. The reception remained in the southwest.
No. Active grow accurately states what the plants do. Choose grammar for the meaning.
Yes. The extent must be clear and the whole response must develop it consistently.
A supported judgement about relative importance. Counting the listed points is not enough.
Explain how reminders solve access, if they can. Otherwise propose an access solution, such as available computer time.
“Many students discuss their advice.” Discuss takes its object directly; advice is uncountable.
No. The whole response, range, accuracy and other criteria still matter.
Use the clock and review your own work
One possible Task 1 budget is three minutes to read and plan, fourteen to write and three to check.
For Task 2, try five minutes to plan, thirty-two to write and three to review.
Those totals are twenty and forty minutes. Practise to find a workable budget; no split guarantees a band.
Do not assume Task 2 must always be written first. Keep enough time for both tasks.
Review after timed practice
Check task coverage and evidence before polishing vocabulary.
Mark one repeated language problem and correct every occurrence you can find.
Keep a short error record: original sentence, corrected sentence and reason.
Then write another response and check whether that pattern has improved.
Count the sample responses as a learning check. In your own timed response, meet the minimum without adding irrelevant filler.
Our short map/process sentences and revision answers are not full submissions.
For broader practice, write full reports for the original map and process, and full essays for the other prompts.
Check that the report covers the visual's actual features and the essay answers every requested part.
Interactive lessons on this topic · دروس تفاعلية حول هذا الموضوع
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