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Review
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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 6.5 |
| Task Achievement/Response | 7/9 |
| Grammatical Range and Accuracy | 6/9 |
| Lexical Resource (Vocabulary) | 6/9 |
| Coherence & Cohesion | 7/9 |
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The below sample is what you can expect from each writing review. Writing Review Sample: Question There is a good deal of evidence that increasing car use is contributing to global warming, and having other undesirable effects on people’s health and well-being. What can be done to discourage people from using their cars?
Corrections in red
Academic language suggestion in blue General comments in green There is One way to do that You have provided a topic sentence with well-supporting answers. Try to use article words they help link a noun in a sentence. Another way to do that is to increase the prices of cars. In this way You have used transitional words. You have provided a topic sentence with supporting answers. I added the paragraph below because it ties up this paragraph well. When your paragraphs are not linked well the reader loses focus on the main idea and that can lower your score. Promoting other technological cleaner ways for the environment, like electric cars will be one of the promising ways to decrease global warming and other health-related effects of cars. This paragraph needs to be added above. Each body paragraph contains information about each main point brought up in the introduction. You do not break up a main point into two body paragraphs. Simply add all the information about a main point into one body paragraph. Therefore, this paragraph should be combined with the paragraph above. Together, they form a perfect body paragraph containing reasons and examples to support your opinion In conclusion, while the gases that are emitting from cars are increasingly affecting the environment and the health, You have used transitional words. You have provided a restatement of the thesis statement written in the introduction. Well concluded. Very few grammatical errors. |
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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 | • 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 overgeneralise and/or supporting ideas may lack focus |
• 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 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 but some may be inadequately developed/unclear |
• 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 | • 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 |
• 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 | • 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 |
• 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 |
close
You have provided a thesis statement by paraphrasing the question. You have provided the main ideas as well. A few grammatical errors. I tried to change ''big" to a more suitable word which was either ''significant or vital''. "Evidence" is an uncountable noun, so do not write "an evidence"