schedule20:00
Question
The chart below gives some of the most reported issues among people living in UK cities in 2008 (%).
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Write at least 150 words.
Your Essay
Review
THIS IS NOT YOUR REVIEW!
It's an example of what you can expect from our writing reviews
Review Status: No review requested
Status: (N/A)
| Review Summary (Sample) | |
|---|---|
| Final Score | Band 6 |
| Task Achievement/Response | 7/9 |
| Grammatical Range and Accuracy | 6/9 |
| Lexical Resource (Vocabulary) | 5/9 |
| Coherence & Cohesion | 6/9 |
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The below sample is what you can expect from each writing review. Writing Review Sample: 
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| How we review your writing essay | Our IELTS certified instructors will review your writing essay based on the following criteria:
Note: 1. If your overall score is an average of 5.25, your band score will be increased to 5.5. 2. If your overall score is an average of 5.75, your band score will be increased to 6. 3. If your overall score is an average of 5.1, your band score will go down to 5. 4. If your overall score is rounded up or down to the nearest 0.5 or whole score as shown above. |
| Band |
Task Achievement |
Grammatical Range and Accuracy |
Lexical Resource (Vocabulary) |
Coherence & Cohesion |
|---|---|---|---|---|
| 9 | • 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 |
• uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as ‘slips’ | • uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as ‘slips | • uses cohesion in such a way that it attracts no attention • skilfully manages paragraphing |
| 8 | • sufficiently addresses all parts of the task • presents a well-developed response to the question with relevant, extended and supported ideas |
• uses a wide range of structures • the majority of sentences are error-free • makes only very occasional errors or inappropriacies |
• 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 |
• sequences information and ideas logically • manages all aspects of cohesion well • uses paragraphing sufficiently and appropriately |
| 7 | • covers the requirements of the task • presents a clear overview of main trends, differences or stages • clearly presents and highlights key features/bullet points but could be more fully extended |
• uses a variety of complex structures • produces frequent error-free sentences • has good control of grammar and punctuation but may make a few errors |
• 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 |
• 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 |
| 6 | • addresses the requirements of the task • presents an overview with information appropriately selected • presents and adequately highlights key features/bullet points but details may be irrelevant, inappropriate or inaccurate |
• uses a mix of simple and complex sentence forms • makes some errors in grammar and punctuation but they rarely reduce communication |
• 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 |
• arranges information and ideas coherently and there is a 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 |
| 5 | • generally addresses the task; the format may be inappropriate in places • recounts detail mechanically with no clear overview; there may be no data to support the description • presents, but inadequately covers, key features/bullet points; there may be a tendency to focus on detail |
• 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 |
• 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 |
• 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 |
| 4 | • attempts to address the task but does not cover all key features/bullet points; the format may be inappropriate • may confuse key features/bullet points with detail; parts may be unclear,irrelevant, rep |
• 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 |
• 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 |
• 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 |
| 3 | • does not adequately address any part of the task • does not express a clear position • presents few ideas, which are largely undeveloped or irrelevant |
• attempts sentence forms but errors in grammar and punctuation predominate and distort the meaning | • uses only a very limited range of words and expressions with very limited control of word formation and/or spelling • errors may severely distort the message |
• does not organise ideas logically • may use a very limited range of cohesive devices, and those used may not indicate a logical relationship between ideas |
| 2 | • barely responds to the task • does not express a position • may attempt to present one or two ideas but there is no development |
• cannot use sentence forms except in memorised phrases | • uses an extremely limited range of vocabulary; essentially no control of word formation and/or spelling | • has very little control of organisational features |
| 1 | • answer is completely unrelated to the task | • cannot use sentence forms at all |
• can only use a few isolated words | • fails to communicate any message |
| 0 | • does not attend • does not attempt the task in any way • writes a totally memorised response |
• does not attend • does not attempt the task in any way • writes a totally memorised response |
• does not attend • does not attempt the task in any way • writes a totally memorised response |
• does not attend • does not attempt the task in any way • writes a totally memorised response |
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Model Essay
Composition Exercise
Revision Exercise
Video Explanation
(The explanation for this question starts at 33:32)