IELTS Writing Task 2 Analysis Understand Correctly Answer IELTS Writing Task 2
Hi, I’m Daniel. Welcome to Oxford
Online English! In this lesson,
you can learn about an essential skill for writing
IELTS task two essays. You’ll see the single
most important problem that we see in the IELTS
students we teach, and how you can avoid it.
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Are you planning to take an IELTS writing
exam soon? How do you feel about task 2?
The task two essay in the IELTS writing exam
is the most difficult part
of the test for many people.
Many people get stuck at a lower score than they
need, often around 5.5 to 6.5. They think the
solution is to learn more vocabulary, or learn
more grammar, or find a template to follow.
Probably, none of these things will help. Why?
Because there’s almost certainly a bigger problem.
Many of our students on Oxford Online English,
who we teach in online classes,
have major problems with planning.
Actually, the problem starts even earlier –
it starts with reading and analysing the task.
What’s the problem, exactly? Let me explain.
We see that people often don’t pay attention to
key words in the task, or they misunderstand key
words in the task. Then, their answer starts going
in the wrong direction from the very beginning.
It’s like you’re going on a
long journey, and you start
by going in the wrong direction. The
further you go, the worse it gets.
If this is your problem, then
more vocabulary won’t help you.
Learning grammar rules or correcting your
grammar mistakes won’t make much difference.
In this lesson, you’ll see how to analyse task
two questions, and how to avoid these problems.
Before that, let’s just look at one
point related to the scoring system,
and why going off task is such a big problem.
I’m sure you already know that your writing
score has four parts: task achievement,
coherence/cohesion, vocabulary and grammar.
However, these four parts are not independent.
If you go off-task, this mostly
hurts your task achievement score.
However, your C&C and vocabulary scores track
your task achievement scores to some extent.
Only your grammar score is independent.
For example, imagine that you write a perfect
essay, which is coherent, clear, with great use
of vocabulary, but you’re answering a completely
different question. What would you score?
You would score maximum one for TA, two for C&C,
and four for vocabulary. You could theoretically
get band nine for grammar, but even in this case,
your maximum score overall would be band four.
Similarly, if your answer is on the right
general topic, but you don’t try to answer
the question in the task, then your maximum
scores for TA, C&C and vocabulary would be four,
five and six respectively. Remember that
it doesn’t matter how good your essay is,
or how good your vocabulary is! Going off task
puts hard limits on the score you can get.
To stay on task, you need to understand
the task fully. So, what do you need to do?
First, decide which parts you
don’t need to pay attention to.
IELTS questions often have a format like this.
Which parts here are important, or not important?
First, you can ignore anything
like ‘some people say…’,
‘some people argue that…’, ‘other
people claim…’ or anything like that.
This is just a way to introduce different
ideas. Try to see the task like this.
This is true in different question types,
too. Ignore anything like ‘some people say…’
It’s just a way to introduce an idea,
and it’s not relevant for your essay.
Next, look at the instructions, and focus
on what they’re telling you to do, and
what they’re not telling you to do. If
the task tells you to discuss both views,
then you need to put forward
arguments on both sides of the issue.
Simple, right? But, if the task doesn’t tell you
to discuss both sides, then you don’t need to.
This is the bigger problem: students
often add things to their essays
which are not in the instructions. For example,
we see many essays where the question asks
‘Do you agree or disagree?’, and students
try to put forward arguments on both sides,
because they think it’s necessary. It’s not.
These are the basic points. Don’t ignore them!
Mistakes with these ideas are extremely common.
But, what else should you look for?
Look at a sample task two question.
When you see a task two question, you should
look for quantifiers and limiting words.
What does this mean? We mean words like ‘some’,
‘all’, ‘most’, ‘many’, ‘no’, ‘only’ or ‘main’.
‘Only’ is an example of a limiting word.
It limits something to a specific group.
For example, if I say ‘I like apples’,
then it’s quite possible that I
like other kinds of fruit, too.
If I say ‘I only like apples’, then
the statement becomes much stronger.
It’s telling you that I don’t like
any other kind of fruit except apples.
So, why are these words so important?
Let’s demonstrate this by looking at
some different versions of this question.
What do you think? Does
this make a big difference?
It’s still the same basic topic
and task, but it is different.
First, saying ‘most people’ is a stronger claim
than ‘many people’. ‘Most people’ means more than
half. ‘Many people’ just means a significant
number, but possibly less than fifty per cent.
If you’re agreeing or disagreeing with
this statement, these points matter.
Also, the word ‘only’ makes a big difference.
Saying that people only work out
of necessity means that there is no
other reason why people work. Again, this is
a much stronger claim than the original task.
In the first version, you could say
that people work out of necessity,
but also work for other reasons, and in this
way you could agree with the idea in the task.
However, in the second version, if you wrote
the same thing, you would now be disagreeing.
Why? Because the second version – with
‘only’ – doesn’t allow for other reasons.
If you say there are other reasons why
people work, then you’re disagreeing
with the idea that people
only work out of necessity.
Let’s look at one more version of our task.
What do you think? How does this change the task?
To be clear, this third version
is not a realistic IELTS task,
because the claim it makes is too strong.
Saying ‘nobody enjoys working’ means that
there is not even one person in the whole world
who enjoys their job, which is a ridiculous idea.
Similarly, ‘no one would work if it
was not necessary’ means that there is
not even one person in the whole world who
would choose to work if they didn’t have to.
We’re showing you this so that you see
the difference these words make. In your exam
, or when you’re practising, look for quantifiers
and limiting words in the question, and think
about how they affect the meaning of the task.
Again, let’s start with a
sample task two question.
When you see the task, look for value words.
‘Value words’ means words which express an
opinion. This includes words like ‘should’,
‘need to’, ‘better’, ‘best’, ‘bad’ or ‘too’.
Here’s a question: why does
‘too’ express an opinion?
‘Too’ expresses a negative
opinion about something.
For example, if you say ‘it’s very
hot today’, you’re simply describing
a fact. This doesn’t say anything about
whether you like the weather or not.
However, if you say ‘it’s too hot today’,
this tells us something about how you feel.
You’re saying ‘it’s hot and I don’t like it!’
Look at the sample task.
Where are the value words?
The value words here are ‘too’ and
‘should’. These express opinions:
that children and teenagers spend more
time in front of screens than they should,
and that it would be better for parents
and school to set limits on screen time.
To see why this is important, look
at a different version of this task.
Obviously, the second task is a different question
type. But, there’s another important difference.
This second version doesn’t contain any value
words. It doesn’t say ‘too much time’; it says
‘a large amount of time’, which
is a simple, factual description.
Let’s look at one more version.
How does this change the task?
This third version contains value words:
‘unhealthy’, ‘tackle’ and ‘problem’. In
this case, the task presents the situation
as something bad. In the second version, the
task presented the situation in neutral terms.
These might seem like small differences, but
if you want to write a high-scoring essay,
you need to notice these points, and they
need to be reflected in your writing.
Look for value words in the task, and think
about whether the language used is neutral,
or whether it presents the topic
in a positive or negative way.
Let’s see another sample question.
IELTS tasks often contain general,
abstract words, like ‘problems’, ‘benefits’,
‘advantages’, ‘negative effects’ and so on.
Often IELTS students simply reuse these
words – or, they try to paraphrase them,
but without thinking about what they really
mean. This often results in an essay which is too
general and not developed enough, and which is
likely to score band six maximum for TA and C&C.
When you analyse the task, look
for general words like this
and think about what they mean
in the context of the task.
In this task, these are the words
we think you should focus on.
First, what does ‘severe’ mean? Generally,
‘severe’ means ‘extremely serious’. What counts as
a ‘severe health problem’? Does traffic congestion
lead to severe health problems, as opposed to
less serious health problems? If you
think so, then what are some examples of
severe health problems caused – directly
or indirectly – by traffic congestion?
What does ‘quality of life’ mean, and how
can it be affected by traffic congestion?
Does someone who lives in a city with bad traffic
have a worse life than someone who lives in a city
without major traffic problems? How?
What does ‘alleviate’ mean here?
In general, ‘alleviate’ means something like
‘improve’; more specifically, it means
‘to reduce the effects of a problem’.
So, to answer this question, you need answers
to all the questions you heard just now,
because you need to talk about
the specific problems – health,
quality of life – which you’re
going to use in your essay.
Then, you need to think about what it means
to reduce the effects of these problems.
Also, the question is slightly open. You could
say that the only way to avoid these problems
is to solve the problem of congestion itself.
Or, you could argue that the problems caused by
traffic congestion can be tackled without
reducing traffic congestion itself.
Confused? Don’t worry – this isn’t something
that most people can do just like that. We’re
not giving you answers here, because
you need to develop your own ideas
to write a successful task two; we’re showing
you the questions you need to think about,
and which you need to have an answer to.
Finally, remember that all of this needs
to happen before you write. In fact,
you need to do all of this
before you even start planning!
So, practise with task two questions. Find as
many task two questions as you can, and practise
task analysis. Look for parts of the task
which you can ignore. Look for quantifiers,
value words and abstract words, and
think about what they mean for the task.
In the exam, you need to be able to do this
fast, so try to start developing these habits
while you’re practising and
preparing for your exam.
If you want, use the comment section to practise.
Find a sample task two question,
and post it in the comments,
with your analysis. Other people can then comment
on whether they have the same idea or not.
Good luck if you have an IELTS
exam soon. Thanks for watching!
See you next time!