Discussion Clock for Essays

Signposting for IELTS listening

Lectures

• I'm going to look at the....
• There are going to be three sections to my lecture today...
• In the first I am going to discuss briefly...
• Then I will go on to look at...
• Finally, I'm going to think about...
• So,...
• ...comes next
• Okay. Let's now think about...

Flowcharts

• In addition to...
• Besides this...
• Then,...
• Once this is...
• The next step is...
• Finally...

Language to listen for in maps

• in front of
• next to 
• opposite
• beside
• behind
• to the left of
• in between
• centre
• corner
• entrance
• North, East, South, West

Transition words and phrases (reading and writing)

Sequence

again, also, and, and then, finally, first, second, third, next, afterward, subsequently, finally, previously, before this, simultaneously

To add

equally important, finally, further, furthermore, lastly, what's more, moreover, in addition

To prove

because, since, for the same reason, obviously, evidently, in fact, in any case, that is

To compare and contrast

whereas, but, yet, on the other hand, however, on the contrary, by comparison, where, compared to, although, conversely, meanwhile, in contrast, though, despite, as opposed to

Cause-and-effect

as a result, because, consequently, for this purpose, so, then, therefore, to this end

Emphasis

definitely, obviously, in fact, indeed, in any case, absolutely, positively, naturally, surprisingly, always, never, emphatically, unquestionably, without a doubt, certainly, undeniably

Examples

for example, for instance, in this case, in another case, on this occasion, in this situation, take the case of, to demonstrate, to illustrate, such as

To summarise and conclude

in brief, on the whole, summing up, to conclude, hence, therefore, accordingly, thus, as a result, consequently

IELTS Task 2 - Writing Band Descriptors (public version)

BAND 9
Task Response

• Fully addresses all parts of the task
• Presents a fully developed position in answer to the question with relevant, fully extended and well supported ideas

Coherence and cohesion

• Uses cohesion in such a way that it attracts no attention
• Skilfully manages paragraphing

Lexical resources

• Uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as 'slips'

Grammatical range and accuracy

• Uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as 'slips'

BAND 8
Task Response

• Sufficiently addresses all parts of the task
• Presents a well-developed response to the question with relevant, extended and supported ideas

Coherence and cohesion

• Sequences information and ideas logically
• Manages all aspects of cohesion well
• Uses paragraphing sufficiently and appropriately

Lexical resources

• Uses a wide range of vocabulary fluently and flexibly to convey precise meanings
• Skilfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation
• Produces rare errors in spelling and/or word formation

Grammatical range and accuracy

• Uses a wide range of structures
• The majority of sentences are error-free
• Makes only very occasional errors or inappropriateness

BAND 7
Task Response

• Addresses all parts of the task
• Presents a clear position throughout the response
• Presents, extends and supports main ideas, but there may be a tendency to over generalise and/or supporting ideas may lack focus

Coherence and cohesion

• Logically organises information and ideas; there is clear progression throughout
• Uses a range of cohesive devices appropriately although there may be some under/over-use
• Presents a clear central topic within each paragraph

Lexical resources

• Uses a sufficient range of vocabulary to allow some flexibility and precision
• Uses less common lexical items with some awareness of style and collocation
• May produce occasional errors in word choice, spelling and/or word formation

Grammatical range and accuracy

• Uses a variety of complex structures
• Produces frequent error-free sentences
• Has good control of grammar and punctuation but may make a few errors

BAND 6
Task Response

• Addresses all parts of the task although some parts may be more fully covered than others
• Presents a relevant position although the conclusions may become unclear or repetitive
• Presents relevant main ideas buy some may be inadequately developed/unclear

Coherence and cohesion

• Arranges information and ideas coherently and there is clear overall progression
• Uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical
• May not always use referencing clearly or appropriately 
• Uses paragraphing, but not always logically

Lexical resources

• Uses an adequate range of vocabulary for the task
• Attempts to use less common vocabulary but with some inaccuracy
• Makes some errors in spelling and/or word formation, but they do not impede communication

Grammatical range and accuracy

• Uses a mix of simple and complex sentence forms
• Makes some errors in grammar and punctuation but they rarely reduce communication

BAND 5
Task Response

• Addresses the task only partially; the format may be inappropriate in places
• Expresses a position but the development is not always clear and there may be no conclusions drawn
• Presents some main ideas but these are limited and not sufficiently developed; there may be irrelevant detail

Coherence and cohesion

• Presents information with some organisation but there may be a lack of overall progression
• Makes inadequate, inaccurate or over-use of cohesive devices
• May be repetitive because of lack of referencing and substitution
• May not write in paragraphs, or paragraphing may be inadequate

Lexical resources

• Uses a limited range of vocabulary, but this is minimally adequate for the task
• May make noticeable errors in spelling and/or word formation that may cause some difficulty for the reader

Grammatical range and accuracy

• Uses only a limited range of structures
• Attempts complex sentences but these tend to be less accurate than simple sentences
• May make frequent grammatical errors and punctuation may be faulty; errors can cause some difficulty for the reader

BAND 4
Task Response

• Responds to the task only in a minimal way or the answer is tangential; the format may be inappropriate
• Presents a position but this is unclear
• Presents some main ideas but these are difficult to identify and may be repetitive, irrelevant or not well supported

Coherence and cohesion

• Presents information and ideas but these are not arranged coherently and there is no clear progression in the response
• Uses some basic cohesive devices but these may be inaccurate or repetitive
• May not write in paragraphs or their use may be confusing

Lexical resources

• Uses only basic vocabulary which may be used repetitively or which may be inappropriate for the task
• Has limited control of word formation and/or spelling; errors may cause strain for the reader 

Grammatical range and accuracy

• Uses only a very limited range of structures with only rare use of subordinate clauses
• Some structures are accurate but errors predominate, and punctuation is often faulty