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Darbi College IELTS Seminar – How to „process“ process writing tasks

The illustration describes the life cycle of ladybirds.

Exercise 1: Put steps A-J in order, choosing the most logical starting point. (NB: Although there is often more than 1 equally logical starting points, some stages can never be described first!)

Exercise 2: Look at the following description and select the best option (A or B) to complete the sentences:

The diagrams…

A)    lists the life cycle of ladybirds from the time of mating

B)    show the life of cycle of a ladybird from the time of mating

through to adulthood.

A)   At the beginning of the cycle, ladybirds mate for

B)   In the life cycle‘s beginning, ladybirds mated for

approximately two hours. The female ladybird…

A)   consequently lays up to a dozen eggs on a nettle leaf and then left the eggs to come out on its own.

B)   then lays up to a dozen eggs on a nettle leaf before leaving them to hatch on their own.

About a week after the ladybird has laid its eggs, depending on the temperature they become darker and larvae hatch.

A)   The bodies of the new-born larvae darken and they eat their own eggshells.

B)   The body of the new-born larvae darken. They eat its own eggshells.

The larvae feed on aphids, which are their favourite prey. After a period of…

A)    three to six weeks, during this time the ladybird larvae grow,

B)    three to six weeks, during which time the ladybird larvae grow,

the fully-grown larvae turn into pupae.

A)   A weel or two later, ladybird emerges out of a pupa

B)   A week or two later, a ladybird emerges from each pupa

 

with unspotted yellow wing cases. The fully-grown adult male and female ladybirds both have spots and look similar.

A)    The ladybirds mate and the life cycle of the ladybird then repeats itself.

Ladybirds mate. Life cycle of the ladybird repeats itself.

You’re welcome to post your answers and comments

 

 

 

Capital S: Being Selective in WT1

Planning can often prove quite challenging when a student is faced with a task which contains a lot of data. A case in point is a typical multiple-diagram task. In order to score a high band in WT1, any IELTS student must make sure that they spend enough time selecting the features of the chart they wish to include in their answers and deciding on the order of their presentation. Let’s consider the following task question:

The pie charts show the amount of electricity produced from different sources in two countries in 1980 and 2000.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

 

MiryanaTip: All pie charts share the same fixed technical features, the different aspects being the countries and the years. This means that:

1. We need to compare countries as well as years

2. We can draw comparisons across charts, without describing each chart separately, e.g.:

A) On the one hand, comparing the amount of electricity generated in Australia in 1980 and 2000 and on the other, comparing figures for Australia in 1980 and 2000;

B) On the one hand, comparing the number of units produced in Australia and France in 1980 and on the other, comparing figures for Aus and Fr in 2000

NB: An answer describing each chart independently is possible, but you risk reporting data mechanically, which is penalized in IELTS

Exercise 1: Identifying important features

Let’s try following Approach A. What features should we point out in terms of energy production in Australia? Decide which of the following are worth mentioning:

1)  In 1980, the amount of energy generated from oil was twice as small as that produced from natural gas, 10 and 20 units, respectively.

2) In 1980, coal was the principal energy source in Australia, accounting for 50 units.

3) While in 1980, natural gas and hydro power made up equal shares of the total electricity production, in 2000, hydro power was used to generate a substantially higher number of units than gas.

4) By 2000, coal had become the fuel for more than 75 % of the electricity produced and only hydro continued to be another significant source, supplying approximately 20 %.

5) In 1980, the smallest number of units was generated from oil (10 units), but in 2000, after a decrease in the use of both oil and natural gas, they both constituted a mere 2 units of total production.

Now, have a look at the two pie charts regarding France. Can you select the most important features in terms of comparing fuel sources and comparing years? Write your own short notes on France.

Exercise 2: Organizing observations in a paragraph

We always start a paragraph in the body of a WT1 answer with the most striking feature (or, the general pattern).  Read the following paragraph describing electricity production in France and note the way it is organized:

In contrast, France used coal as a source for only 25 units of electricity in 1980, which was matched by natural gas.

The 1^st sentence points out the most significant number of units in 1980 with a focus on coal, the usage of which was different from that in Aus.

The remaining 40 units were produced largely from oil and nuclear power, with hydro contributing only 5 units.

The 2^nd sentence compares this to other less significant sources, pointing out the least contributing one (the other extreme).

However, by 2000 nuclear power, which was not used at all in Australia, had developed into the main source, producing almost 75 % of electricity, at 126 units, while coal and oil together produced only 50 units. Other sources were no longer significant.

The 3^rd and 4^th sentences point out the shift in energy production towards nuclear power at the expense of other sources.

 

Now, read the following sentences taken from a similar answer, which focuses on comparing the years, and try to organize them clearly (Remember to use linking phrases to connect sentences):

1) The amount of energy generated from coal and oil remained fairly constant (25 units for coal in both years compared to a 25 % increase to 25 units for oil as well).

2) The period between 1980 and 2000 witnessed the emergence of a leading source of electricity in France – nuclear power, with the number of units rising from 15 to a staggering 126 units.

3) The use of natural gas as an energy source experienced the most noticeable negative change from 25 units in 1980 to a modest 2 units by 2000, becoming the least important source along with hydro.

Question: What should a summarizing sentence in such an answer contain?

Feel free to post a comment

 

 

 

Latest Exam Session Recap: Writing Task 2

Somewhat unsurprisingly, this session’s task 2 is a school/work-related topic:

You should spend about 40 minutes on this task.

Children at some schools are taught more general subjects, while other school curricula offer more specialized subjects in order to prepare students for their future careers. Which system do you think is more effective?

Give reasons for your answer and include any relevant examples from your own knowledge or experience.

MiryanaTip: Identify the topic sentence and decide whether it is a statement or a fact. This will be the basis of your answer.

Now do some brainstorming!

Try to think of as many ideas/reasons in favour of each system as possible.

Feel free to post a comment.

Latest exam session recap: Writing Task 1

A treat is here. IELTS-style! This September exam session featured a process WT1 (the process of canning fish). Here’s a similar example task:

You should spend about 20 minutes on this task.

The diagram shows how fruit is canned.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

You should write at least 150 words. 

In Bulgaria, getting a process task is like catching a glimpse of the Halley’s comet. Well, it might not be every 75 years, but it is definitely a rare treat. So rare that I am often asked the same question – is this really part of the exam? Should we practice such tasks? Uhm, yes, it is, yes, you should. While it is obvious that we cannot possibly prepare for every actual task, I always advise my students to practice the entire range of task types consistently. Identifying the type correctly is key to your exam performance!

Having to write an answer to a process task is a mixed blessing. On the one hand, it is usually figure-free and quite straightforward, but on the other, it requires a number of skills that students frequently overlook.

Here’s an example process task:

 The diagrams below show the stages and equipment used in the cement-making process, and how cement is used to produce concrete for building purposes. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

 

MiryanaTip: Always read the footnotes/key!

Before you try to write an answer of your own, consider the following:

     1. What type of process task is this?

     2. What does this particular task require me to do? (think of length, paragraphing, linking expressions, verb forms, key vocabulary paraphrase)

Exercise 1: Handling figures

Remember what I said about processes being figure-free? Well, exceptions make the world go round.

What do 15 %, 25 %, 10% and 50% stand for? Identify the more accurate description in the following examples:

 a) 15% of the cement is added to 25 % of sand and half of gravel, with only 10 % of water going into the mixture.

b) Gravel and sand account for the greatest proportion of the mixture – 50% and 25 %, respectively. Cement accounts for only 15 %, with the remainder being water.

Can you suggest any parallel expressions we can use to incorporate the figures from this diagram into our answers?

MiryanaTip: for a better score, try to vary your expressions for %. For, example, a quarter, a tenth, a half, etc. can be used in this answer.

Exercise 2: Step by step

In process tasks, steps stand for actions, and so choosing appropriate verbs to describe those actions is really important.

Try to note down at least 2 different verbs in two different forms to describe each stage in this diagram.

MiryanaTip: Revise your irregular verbs!

QUESTION: What do we call the piece of equipment used between the heating and the grinding stage in cement production?

Feel free to post a comment.

Hi all!

 This is a short post to introduce the aim of creating this blog.
 My name's Miryana Tashkova and I've been an IELTS teacher at Darbi College for the past 3 years. Having worked in this field, I've decided to share the insight I've gained with any learners from Bulgaria (but not exclusively) who wish to prepare for taking the IELTS Exam as thoroughly as possible. To be honest, it's not an easy task to do if you're willing to go all the way with it!
 I know that many of you are struggling with the specific exam format and the different approach it requires from whatever exams you sit at school, but I can assure you that the initial shock can be easily overcome if you're persistent enough. So, follow my blog to keep up with all the latest updates this school year. I will be focusing on improving your academic writing skills as this is the most challenging area for most students.
 More posts coming soon!
 Miryana.
 * This blog is designed to complement the online IELTS preparation courses at Darbi College, Sofia, and so some posts may be private. Read the blog description for more information about the IELTS exam and preparation at our college.