Penulisan IELTS: Laporan, Esai, dan Revisi
IELTS Akademik Topik 4 28:04 Narasi bahasa Inggris · Subtitle bahasa Inggris + 中文 disematkan langsung
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The existing notes introduce the test clock and four criteria. Task achievement applies to the visual report, while task response applies to the essay. Coherence and cohesion concern how the message develops and connects. Lexical resource concerns appropriate accurate vocabulary, and grammatical range and accuracy concern sentence forms and errors. Task two contributes twice task one's weight, but this does not mean each lost minute has a fixed numerical penalty. Meet both minimum lengths and write connected paragraphs. The new supplement qualifies the older notes' mechanical one-band length rule.
A useful report identifies the visual, selects its large pattern and develops grouped detail. An overview might describe two increases and one decline, the change in leading category, or a process's beginning and end. It is different from the introduction, which identifies what is being shown. Grouping prevents a report from becoming an unconnected list of every value. An invented cause or opinion is outside a descriptive task, but do not use one sentence to assign a complete script's band. Later slides work through the original club data.
Use rise, fall, remain stable, peak or fluctuate only when the visual supports that description. By introduces a change, to introduces an endpoint and from introduces a starting point. Increased of is not the required pattern here. A trend concerns movement over a period; fluctuation concerns changing values without one consistent direction. Use around or just under when approximation is needed. Comparisons such as twice as many need a correct ratio. A proportion is a share of a whole, while an amount is a quantity. The supplement gives a share that rises while spending falls.
The original notes list five common prompt demands. They are useful planning categories, but exact instructions matter more than assigning a label. Discuss both views and your opinion requires all three parts. An outweigh question asks for a judgement rather than equal lists. Causes and solutions need an explained connection. Two questions both need answers. A qualified opinion can answer to what extent when its degree and reasoning are clear. A concession can help test an argument, but cannot guarantee a higher band. Keep the response consistent rather than copying the older notes' absolute caps.
With the development of society and every coin has two sides usually consume space without addressing the particular prompt. It is possible to begin directly with the issue and state the two relevant views. Mechanical firstly, moreover and furthermore do not by themselves build logical connections. Pronouns, repeated key nouns and the order of ideas can connect meaning. Choose a common precise word when it serves your explanation. The supplement also corrects the older blanket claim about ameliorate a problem: that phrase can be valid. Suitability and accuracy depend on its sentence, not rarity alone.
Review patterns rather than guessing that two corrections buy a particular score. Many students needs a plural noun. Equipment, information and advice are normally uncountable in these uses. The number has risen takes singular agreement. Carry the intended time through a paragraph. Although it is useful, access is limited needs no second but. Two complete clauses cannot simply be joined with a comma; choose a full stop or suitable conjunction. Discuss, emphasise and affect take a direct object in these examples. Correcting a repeated pattern helps clarity, while the whole response still requires review.
The original notes recommend planning task two and reserving time for checking. Treat these as working habits rather than guaranteed band changes. Some writers begin with task two, but no universal rule requires it. Use practice to decide how to complete both responses within the clock. Counting every word can take more than the original notes' promised twenty seconds, so learn how your own draft length looks and still check the minimum. Reread for task coverage, units and position as well as articles, plurals and tense. Later we use explicit budgets whose totals fit the hour.
The opening poster provides a small factual check before either report or essay writing. Twenty per cent of fifty is ten, so the new membership is sixty, not seventy. A correct calculation is part of saying exactly what the information supports. The supplement adds an original report and essay, map and process work, and explained revisions. It leaves the previous notes in place. This lesson concerns Academic Writing; General Training uses a different first task. Treat the examples as learning material, not examiner-rated scripts or promises about your test score.
Academic Writing has two tasks in one hour. Task two's greater weight supports giving it enough time. Planning tables and slide bullets help us learn, but they are not the connected response to submit. The visual report needs accurate selected features and an overview. The essay needs developed relevant ideas and a clear response. Length, omissions, unsupported causes and unclear positions can damage a response, but do not calculate an automatic one-band deduction or score increase here. A concession, five minutes of planning or two corrected errors does not settle the complete script's result.
The original table and chart display the same data in two forms. Music has forty, sixty and eighty members. Art has seventy, sixty-five and sixty. Coding has twenty, fifty and ninety. Read the unit and dates first. These are counts, not shares. The task asks for a summary with main features and relevant comparisons, at least one hundred and fifty words. Select two growing clubs and one declining club, then the reversal in leading category. Do not count the table and chart as separate sets of people or invent why students joined.
Music's count doubles because eighty is twice forty. Coding's change is ninety minus twenty, which is seventy. Its relative rise compares that seventy with the original twenty, giving three hundred and fifty per cent. Its final count is four hundred and fifty per cent of its original count, which is a different claim. Art falls by ten. The totals are one hundred and thirty initially and two hundred and thirty finally. Only three dates are supplied. Straight connecting lines cannot establish monthly movements, and the figures do not reveal preferences or other causes.
Read the report's first paragraph as connected prose in the handout. The table and line chart show the numbers of members in three school clubs in twenty twenty, twenty twenty-two and twenty twenty-four. The clubs were music, art and coding, and each figure represents a count of members. This paragraph identifies place, categories, dates and measure. It does not attempt the overview or every comparison yet. The slide separates sentences so we can discuss their roles; the submitted response remains connected prose.
The overview selects two rises and one fall, then the largest increase and changed ranking. Notice that it does not merely repeat the names of the clubs. Coding started smallest and ended largest, which is a useful comparison across the whole period. This paragraph communicates the large pattern before the detailed figures. The report contains accurate selected facts rather than an opinion on whether coding is a better activity. Compare this paragraph with an inadequate claim that every club grew: art clearly did not.
The detailed paragraph groups the two growing clubs. It gives music's three counts, explains the doubling, and then gives coding's larger change. The last sentence compares the two clubs at the final date and links that to the reversal from their starting order. Check that ninety minus eighty really is ten. The structure is more informative than a year-by-year list that keeps switching among all three clubs. Each comparison can be checked against the original table. The display keeps the complete paragraph's wording, with sentence groups separated for teaching.
The final report paragraph contrasts art with the increases already discussed. Its declining counts support the statement about changing rank. Despite this decline connects a fall in one club to a rise in the total without claiming a cause. Add forty, seventy and twenty to get the initial total. Add eighty, sixty and ninety to get the final total. The complete response has one hundred and sixty-eight words, four connected paragraphs and no invented explanation for membership changes. It is an original teaching response, not an official band exemplar.
A percentage-point change subtracts two percentages directly. Twenty-four minus twenty is four percentage points. Relative change uses the starting share as its baseline, so four divided by twenty gives twenty per cent. Calling it a four per cent relative increase is inaccurate. This distinction applies even when the chart's labels contain percentage signs. Decide whether you are describing the final share, its difference in points or its proportional rise. The task supplies the evidence; a strong adjective such as soared should not replace a precise meaningful comparison.
Use the total budget as well as its share. Twenty per cent of one thousand is two hundred. Twenty-four per cent of five hundred is one hundred and twenty. The travel share rose, but the money spent fell. This is why the labels and denominator matter. A pie chart may represent amounts as parts of a stated total; read its units rather than assuming all pies permit the same money comparison. For several charts, check population, dates and measures before comparing. Report the measures provided and do not invent missing totals.
If a chart shows only twenty twenty-four, coding's ninety members exceed music's eighty and art's sixty. That establishes a static ranking. It cannot establish that coding grew rapidly, because no earlier value is available in that reduced visual. Choose a grouping suitable for the data: high and low categories or related categories can work. Do not manufacture a time trend to imitate a memorised report. When more than one chart appears, the populations, dates and units may differ. Explain only a comparison that the supplied measures support.
North is shown at the top of these original before-and-after plans. In twenty twenty the northwest space is a store, and the northeast space is a classroom. In twenty twenty-four they become a meeting room and computer room. The reception remains southwest and the reading room southeast. The entrance remains on the southern side. Compare corresponding positions rather than listing the two plans independently. The diagram shows changes of room use, not visitor totals, costs or a larger outer building. Its colours and labels remain the original figure's.
An overview can state that two rooms changed their use while the reception, reading room and entrance remained in place. A detail sentence locates the store in the northwest and says it was replaced by a meeting room. These are descriptions of the given changes. They do not prove a new building was constructed, or that a room became larger, busier or cheaper. Plan a full response by introducing place and dates, giving the main pattern and then grouping northern changes and southern unchanged features. Our teaching sentences are not themselves a complete one-hundred-and-fifty-word submission.
The original process begins with seeds being sown in trays. The trays are watered, the seedlings grow, the seedlings move to separate pots, and the young plants are planted outside. Read the arrows before choosing sequence language. There are five shown stages. The output does not return to the input, so call it a sequence rather than a closed cycle. No duration, temperature or yield is supplied. The diagram shows both actions on plants and growth by plants; that difference helps us choose accurate grammar on the next slide.
Passive forms fit actions where the person doing them is unimportant. Seeds are sown and trays are watered focus on what happens to those objects. Seedlings grow is active because growth is what the plants do. Seedlings are grown could describe cultivation, but places attention on someone growing them. It is not a rule that every process sentence must be passive. Use first, next or finally when they clarify the sequence, without adding furthermore before every stage. In a genuine cycle, explain the return connection if it is shown. Describe natural processes with accurate active forms where appropriate.
Read the exact opinion prompt. Schools should replace all printed textbooks with digital materials. To what extent do you agree or disagree? The word all changes the scope. You might support digital resources in some lessons while opposing complete replacement. That is a qualified position, not necessarily an evasive answer. Explain the degree of agreement and develop it consistently. A conclusion that changes your position without reasoning would be a different problem. The complete essay later develops this partial disagreement rather than claiming every digital resource is bad.
The original classroom prompt has three requirements. Discuss a reason for libraries providing only books, a reason for providing tools as well, and your own judgement. A long description of the two views still leaves your opinion missing if you never state it. A strong explanation of only your favourite view leaves the other view missing. Plan room for each requested part. For example, book-only provision could protect reading resources, while tool lending could meet occasional practical needs. Whatever view you adopt needs relevant development rather than an unrelated claim about all technology.
The bicycle prompt asks whether advantages outweigh disadvantages. Consider benefits and problems, then justify a judgement about their importance in the situation you describe. Two benefits and three disadvantages do not automatically settle it. A serious safety issue may matter more than several minor conveniences. Conversely, a manageable problem may be less important than a broad benefit. Make the comparison clear to the reader. If another prompt asks only for advantages and disadvantages, do not pretend it automatically requires an outweigh decision. Exact wording determines the required response.
Our original prompt asks why college students leave assignments until the last evening and what could help. One cause might be unclear project stages. Intermediate deadlines could then help students spread their work. Another cause might be limited access to computers. A reminder alone does not provide that access. Explain whether it changes the cause, or propose available computer time instead. A list of solutions without an account of how they address the stated causes leaves a reasoning gap. Keep both halves within the particular problem rather than a generic essay on education.
Read both questions in the original prompt about young adults studying away from home. A response could explain access to a desired course and growing independence as reasons. It could then consider housing costs and support needs as problems created by the choice. Giving twice as many words to reasons does not answer a missing second question. Look back at your plan before writing the conclusion: can you point to where each demand has been developed? These five prompts illustrate common demands, but they are not a complete list of every possible task wording.
Printed books are good is only a broad assertion. The supplement develops a narrower point. Printed books remain useful when students cannot charge a device at home. A learner can continue reading without electricity. A student sharing one family device may have limited evening access, so keeping a printed copy helps that student finish preparation. The example is a plausible situation, not a claimed survey. Do not invent a university study or a precise ninety-two-per-cent result to sound authoritative. A point, reason, example and consequence can help, but adapt the order to the idea and keep every step relevant.
The essay begins by acknowledging useful digital access, then states disagreement with replacing all printed textbooks. The final sentence explains the qualified position: use digital resources where they improve a lesson while keeping books available to students who need them. Read these sentences as one connected paragraph in the handout. They answer the word all directly without claiming that digital resources have no value. The rest of the response must support this position and the conclusion must preserve it. This original teaching essay has no examiner band rating.
The second paragraph explains a real teaching possibility rather than just saying digital is modern. A science resource could combine a diagram with animation, helping a learner see change over time. It could also supply questions with immediate explanations. These examples explain what the format can make possible. They support the opening acknowledgement without forcing the conclusion that every printed book should disappear. The paragraph continues on the next slide; the division is for readable projection and does not add a new paragraph to the original essay.
Continue the same paragraph. Useful feedback may help a student check understanding before the next lesson. However, a photograph of a printed page on a screen does not automatically offer the same benefit. The final sentence draws a consequence: choose materials for teaching value rather than format alone. This is a developed reason for the essay's mixed approach. Notice how however changes the relationship rather than acting as decoration. The full paragraph has a point, concrete examples, a limit and an explained decision.
The third paragraph gives a reason to oppose complete replacement. Some students share a device or have unreliable home internet. If every reading task requires a connected device, preparation can become difficult. The conditional sentence links the policy to its consequence. It does not claim that every student lacks access or invent a survey count. This example stays within printed versus digital textbooks and supports the need to retain an accessible alternative. The rest of this same paragraph, on the next slide, explains that alternative.
Keeping a printed textbook allows a student to work without waiting for someone else to finish with the computer. Optional digital practice can still be available. The reasoning therefore does not oppose technology altogether; it keeps the qualified position consistent. A printed copy does not prevent the learner from using useful online resources when they have access. These two sentences finish the same third paragraph shown on the previous slide. They connect the stated access problem to an approach that addresses it, rather than proposing an unrelated reminder.
The fourth paragraph takes an objection seriously. Supporters can point to easier updates and lighter bags. The essay recognises those advantages, especially where information changes quickly, and then explains why they do not require removing every printed copy. A mixed approach can update digital sections while retaining books for longer reading and reliable access. This concession earns no automatic band reward. It is useful because it tests and develops the actual argument. The paragraph remains relevant to the same prompt rather than adding a new issue merely to display a memorised counter-argument.
The conclusion restates the qualified answer. Digital resources should expand the ways students learn, but should not completely replace printed textbooks. A choice of formats combines useful technology with dependable access. No new survey, reason or unrelated topic appears at the end. Compare the conclusion with the introduction: both oppose total replacement while supporting useful digital materials. The full original response contains two hundred and ninety-two words in five connected paragraphs. The slide divisions show sentence groups for teaching; they are not the submission format.
Read the complete essay again in the handout. The introduction makes its extent clear. The first body paragraph develops benefits and their limit. The second explains access problems and a practical alternative. The third considers a reason for the opposing view and shows why it does not defeat the conclusion. The conclusion keeps the same stance. A different relevant structure could also work. Check coverage and logical development before searching for impressive vocabulary. Replacing the textbook discussion with social media arguments would not become relevant merely because both involve screens.
The first revision removes an unsupported absolute and asks for the particular benefit you can actually explain. The agreement correction follows the singular subject number, so the verb is has risen. The noun correction uses plural students for multiple people and uncountable equipment for the things they need. Do not add an s to equipment in this ordinary use. These are specific repairs that help accuracy and meaning. They do not guarantee a numerical score gain. Search for the same patterns throughout your response rather than fixing only one visible example.
Remove the extra but when although already connects the contrast. For the comma splice, so supplies a meaningful conjunction joining the book's price to the sharing decision; a full stop would also repair the sentence form. In the last example, membership is what increases, not the chart itself. Accurate subject choice matters to the factual report. A collocation is a usual word combination, such as make a decision or heavy rain. Review an uncommon phrase in context; ameliorate a problem can be valid, though improve the situation may be clearer here. Rarity neither proves accuracy nor guarantees credit.
Pause and answer the first four review questions in the handout before using these explanations. Coding goes from twenty to ninety, so its change is seventy and its endpoint ninety. A share going from twenty to twenty-four per cent changes by four percentage points and twenty per cent relative to its starting share. A larger share needs the total before you can infer a larger amount; our travel spending fell from two hundred to one hundred and twenty. For the club overview, music and coding rose while art fell. All clubs grew would contradict the table.
Question five asks whether the club figures explain popularity. They do not record motivations, only membership. Question six checks matching positions across the centre plans: the northwest store becomes a meeting room and the southwest reception stays. Question seven tests the forced-passive shortcut. Seedlings grow accurately describes the plants' action, so an active sentence can fit a process report. Question eight checks a clearly explained partial disagreement. It can answer to what extent when the entire essay develops the same degree of agreement consistently. The criteria concern meaning and task response, not a ban on qualified opinions.
For the bicycle prompt, a list without a decision leaves the requested outweigh judgement missing. Compare the importance of benefits and problems. For late assignments caused by limited computer access, explain how the help changes access or choose an access solution such as available computer time. In question eleven, use many students, remove about after discuss and keep advice uncountable. In question twelve, no fixed half-band gain follows from two repairs. Review the complete response's range, accuracy and other criteria. These short questions test decisions and do not reproduce a whole timed Writing performance.
The proposed budgets add to twenty and forty minutes. They are starting plans to practise, not guaranteed scores or universal task-order rules. Check task coverage and evidence before vocabulary polish. Choose one repeated language problem and correct every occurrence you can find. Keep the original sentence, its correction and the reason, then write a fresh response to see whether the pattern has improved. Meet the minimum without irrelevant filler. Extend practice by writing full reports for the original map and process and essays for the other prompts. Our short map and process sentences are not full submissions.
Before fresh timed practice, explain the club changes and the difference between percentage points and relative change. Locate the centre changes and the seedling stages without inventing missing data. Identify every instruction in your essay prompt. Check whether the introduction, paragraph support and conclusion keep the same clear position. Use the twelve explained questions to review decisions, then practise complete responses with the clock. The original short exercises and sample scripts are learning tools, not official band predictions.