التحضير لاختبار الكتابة IELTS PREPARATION WRITING
تكوين الكتابة
The writing component
اختبار الكتابة إيلتس يستغرق ساعة واحدة. في هذا الوقت يطلب منك إكمال مهمتين.
The IELTS writing test takes one hour. In this time you are required to complete two tasks.
الإختبار الأول: هو تقرير يستند إلى بعض المعلومات البيانية المقدمة في ورقة السؤال. مع استثناءات قليلة، سوف تأتي المعلومات البيانية في واحد من خمسة أشكال - رسم بياني خطي، الرسم البياني الشريطي، مخطط دائري، جدول أو رسم بياني يوضح عملية. يطلب منك أن تصف المعلومات أو العملية في تقرير من 150 كلمة. يجب أن تكتمل هذه المهمة في 20 دقيقة. من المهم أن تكون معتادا على اللغة المناسبة للإبلاغ عن الكتابة بشكل عام ولكل نوع من أنواع التقارير الخمسة.
TASK ONE is a report based on some graphic information provided on the question paper. With few exceptions, the graphic information will come in one of five forms – a line graph, bar graph, pie chart, table or diagram illustrating a process. You are required to describe the information or the process in a report of 150 words. This task should be completed in 20 minutes. It is important that you are familiar with the language appropriate to report writing generally and to each of the five types of report.
الاختبار الثاني: هو مقال يستند إلى موضوع معين في ورقة السؤال. يجب عليك كتابة 250 كلمة على الأقل في 40 دقيقة.
TASK TWO is an essay based on a topic given on the question paper. You should write at least 250 words in 40 minutes.
من المهم أن تبقی ضمن الحدود الزمنیة الموصی بھا لأن المھمة الثانیة تحمل وزنا أکبر في نقاط الفرقة النھائیة من المھمة الأولی. تذكر أن الكتابة اليدوية غير مقروء سوف يقلل النتيجة النهائية الخاصة بك.
It is important that you keep within the advised time limits as Task Two carries more weight in your final band score than Task One. Remember that illegible handwriting will reduce your final score.
اختبار الكتابة الأول: الرسم البياني خط واحد
Writing task one: single line graph
وصف المهمة
سيتم منحك رسم بياني بخط واحد. مهمتك هي كتابة تقرير 150 كلمة لوصف المعلومات الواردة في الرسم البياني. لا يطلب منك أن تعطي رأيك.
يجب أن تنفق حوالي عشرين دقيقة على المهمة. المهمة الأولى لا يستحق العديد من علامات مهمة 2 وهكذا يجب عليك التأكد من أن تبقي ضمن إطار زمني عشرين دقيقة الموصى بها.
Task description
You will be given a graph with a single line. Your task is to write a 150 word report to describe the information given in the graph. You are not asked to give your opinion.
You should spend around twenty minutes on the task. Task one is not worth as many marks as task two and so you should make sure that you keep within the recommended twenty minute time frame.
ما يجري اختباره هو قدرتك على:
• وصف موضوعي للمعلومات المقدمة لك
• تقرير عن موضوع دون استخدام الرأي
• استخدام لغة مناسبة لوصف الرسم البياني
What is being tested is your ability to:
• objectivelydescribe the information given to you
• report on a topic without the use of opinion
• use suitable language to describe the graph
عند الانتهاء من المهمة
كيف إجابتك هل هي جيدة ؟ تحقق من الإرشادات في الصفحة التالية وقراءة إجابة العينة.
When you’ve finished the task
How good is your answer? Check the guidelines on the next page and
read the sample answer.
إرشادات لإجابة جيدة
•هل لدى التقرير هيكل مناسب؟
• هل لديها مقدمة، هيئة واستنتاج؟
• هل تتضمن الكلمات الضامنية لجعل الكتابة متماسكة داخل الجمل والفقرات؟
Guidelines for a good answer
¨ Does the report have a suitable structure?
¨
Does it have an introduction, body
and conclusion?
¨ Does it include connective words to make
the writing cohesive within sentences and paragraphs?
• هل يستخدم التقرير قواعد ومفردات مناسبة؟
• هل تشمل مجموعة متنوعة من هياكل الجملة؟
• هل تتضمن مجموعة من المفردات المناسبة؟
¨ Does the report use suitable grammar and vocabulary?
¨
Does it include a variety of sentence
structures?
¨ Does it include a range of appropriate vocabulary?
• هل يلبي التقرير متطلبات المهمة؟
• هل تلبي متطلبات الحد الأقصى لعدد الكلمات؟
• هل تصف الرسم البياني بأكمله بشكل كاف؟
• ھل ترکز علی التوجھات الھامة الواردة في المعلومات الرسمیة؟
¨ Does the report meet the requirements of the task?
¨
Does it meet the word limit requirements?
¨ Does it describe the whole graph adequately?
¨ Does it focus on the important trends presented in the graphic information?
Sample answer
What do you
think?
What do you
think?
What is your opinion of this
sample answer? How well does it meet the requirements of the guidelines? Read
the next page for a teacher's comments on this answer.
Teacher's comments on the sample answer
Here is what an IELTS teacher
said about the sample answer.
Strategies for improving your IELTS score
Selecting information
It is important that you describe
the whole graph fully. However, this does not mean that you should note every
detail. In most cases there will be too much information for you to mention
each figure. You will therefore need to summarise the graph by dividing it into
its main parts. This is what we mean by describing the trends.
For example, in a chronological
line graph it might seem sensible to describe the information year by year or
period by period. The graph above gives the information in five year sections
so we could write our report like this:
While this way of describing the
information may be accurate, it does not meaningfully sum up the information in
the graph. In fact, the information in the graph would most meaningfully be
described in four chronological sections following the shape of the graph.
In the Sample Task, the graph shows four main trends:
The structure of the report must
show these four main trends clearly.
While this way of describing the
information may be accurate, it does not meaningfully sum up the information in
the graph. In fact, the information in the graph would most meaningfully be
described in four chronological sections following the shape of the graph.
Report structure
Your report
should be structured simply with an introduction, body and conclusion. Tenses
should be used appropriately.
Introduction
Use two standard opening
sentences to introduce your report. These opening sentences should make up the
first paragraph. Sentence one should define what the graph is about; that is,
the date, location, what is being described in the graph etc. For example:
Notice the tense used. Even though it describes information from
the past, the graph shows the information in the present time.
Notice that the sample opening
sentence does not simply copy the words used on the graphic material. Copied
sentences will not be assessed by the examiner and so you waste your time
including them.
Describing the overall trend
Sentence two (and possibly three) might sum up the overall trend. For
example:
Notice the tense used. Here we are talking about the occurrence of the
disease in the past.
Notice the tense used. Here we are talking about the occurrence of the
disease in the past.
Describing the graph in detail
The body of the report will
describe the graph or graphs in detail. You will need to decide on the most
clear and logical order to present the material. Line graphs generally present
information in chronological order and so the most logical order for you to
write up the information would, most probably be from earliest to latest. Bar
graphs, pie charts are organised in different ways and so you need to decide on
the organisationof each one.
Concluding sentences
Your report may
end with one or two sentences which summarise your report to draw a relevant conclusion.
Grammar and vocabulary
Avoiding repetition
You will receive a higher mark if your writing uses a range of
structures and vocabulary correctly rather than a limited number. For example,
the candidate who writes:
will lose marks for being
repetitive. You should therefore practise writing reports using a wide variety
of terms to describe the different movements in the graphs and different
structures to vary your writing.
Describing trends
Trends are changes or movements.
These changes are normally expressed in numeric items, for example, population,
production volumes or unemployment. There are three basic trends:
Expressing movement: nouns and verbs
For each trend there are a number of verbs and nouns to express the
movement. We can use a verb of change,
for example:
Or we can use a related noun, for example:
Describing the movement: adjectives and adverbs
Describing the degree of change
Adjectives
Adverbs
dramatic
dramatically
sharp
sharply
huge
enormous
enormously
steep
steeply
substantial
substantially
considerable
considerably
significant
significantly
marked
markedly
moderate
moderately
slight
slightly
small
minimal
minimally
Describing the
speed of change
Adjectives
Adverbs
rapid
rapidly
quick
quickly
swift
swiftly
sudden
suddenly
steady
steadily
gradual
gradually
slow
slowly
Adjectives
|
Adverbs
|
dramatic
|
dramatically
|
sharp
|
sharply
|
huge
|
|
enormous
|
enormously
|
steep
|
steeply
|
substantial
|
substantially
|
considerable
|
considerably
|
significant
|
significantly
|
marked
|
markedly
|
moderate
|
moderately
|
slight
|
slightly
|
small
|
|
minimal
|
minimally
|
Describing the
speed of change
Adjectives
|
Adverbs
|
rapid
|
rapidly
|
quick
|
quickly
|
swift
|
swiftly
|
sudden
|
suddenly
|
steady
|
steadily
|
gradual
|
gradually
|
slow
|
slowly
|
وحدة التدريس الذاتي - Self Teaching Unit
Self Teaching Unit:
Parallel Structure
copyright 2006, 2004 Margaret L. Benner All rights reserved.
Sentence elements that are alike in function should also be alike in construction. These elements should be in the same grammatical form so that they are parallel.
Using parallel structure in your writing will help with
1) economy 2) clarity 3) equality 4) delight.
Here are some examples of parallel elements
These elements, on the other hand, are not parallel
Used in a sentence, they create a jarring effect and produce writing with unclear emphasis and meaning. We call such an error "faulty parallelism."
Writers generally use parallelism as a technique in the following five ways.
Examples of parallel words
The examples below show how to repair faulty parallelism.
Example #1
Example #2
Click on the link below to complete an exercise on parallelism with coordinate conjunctions.
A series is a group of three or more elements in a row. The last element in the series is connected to the others with one of these coordinating conjunctions: and, or, but (not), or yet (not).
Examples of series
As the examples below show, a series whose components are not in parallel format sounds awkward and may cause misunderstanding.
Example #1
Example #2
Note that in the corrected versions of example #2, you may choose to repeat the "to" or to omit it.
Click on the link below to complete an exercise on parallelism with elements in a series..
When we compare things, we often use words such as more, less, better, and worse, We connect the items being compared with words like as and than.
Note the comparison methods in the examples below.
The elements being compared are parallel to one another:
driving is parallel to flying
Miriam's ability to is parallel to her resolve to
How you live is parallel to how much money you make
Comparing items without using parallel structure may cause confusion about what is being compared to what.
Repair faulty parallelism in comparisons by making one element of the comparison parallel to the other.
Note that you may choose to change either element to match the other.
Click on the link below to complete an exercise on parallel structure with elements in a comparison.
Joining elements with linking verbs or verbs of being suggests a completing of the first item by the second one. Often, in fact, an equality between the two is being set up, as the examples below illustrate.
Repair faulty parallelism with linking verbs or verbs of being by making one element of the equation parallel to the other.
Click on the link below to complete an exercise on parallel structure with linking verbs or verbs of being.
These are the major correlative conjunctions:
either / or neither / nor both / and not only / but also
Correlative conjunctions work in pairs.
Whatever grammatical structure follows one must be parallel to the grammatical structure that follows the other.
Examples with either / or and neither / nor
Examples with both / and
Examples with not only / but also
Repair faulty parallelism with correlative conjunctions by making one structure parallel to the other as shown below.
With either / or
With neither / nor
With both / and
With not only / but also
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