Five underestimated words on IELTS assessment criteria (and then some)
IELTS assessment criteria, which are available on the official website, are drowning in myths and stereotypes. When interpreted unprofessionally, they get totally distorted. Some aspects get blown out of proportion and enter the popular consciousness, while others get totally neglected. In this post, I want to look at the ones that are usually overlooked, focusing on bands 7-9.
First things first, here are the links to the public version of the assessment criteria:
- Speaking;
1. Skillfully
2. Naturally
Speaking. Lexical resource 8-9:
- uses less common and idiomatic vocabulary skillfully, with occasional inaccuracies (8);
- uses idiomatic language naturally and accurately (9).
For some reason people focus on “idiomatic” and totally ignore “skillfully/naturally.” This results in students memorizing insane lists of idioms and bending over backwards to use them. For one thing, vocabulary memorized without any context or real usage tends to go out the window when you need it. Additionally, idioms have to be used in the right place at the right time, which is extremely hard work. To use an idiom skillfully and naturally, you have to have used it correctly many times before.
If you are one of those people who pins their hopes on ready-made vocabulary lists, I suggest you don’t, as you are highly unlikely to use them naturally or skillfully anyway. But if you attempt to use those memorized idioms and end up doing so awkwardly, you will still land a 6 for Lexical Resource: has a wide enough vocabulary to discuss topics at length and make meaning clear in spite of inappropriacies.
- uses idiomatic language naturally and accurately (9).
For some reason people focus on “idiomatic” and totally ignore “skillfully/naturally.” This results in students memorizing insane lists of idioms and bending over backwards to use them. For one thing, vocabulary memorized without any context or real usage tends to go out the window when you need it. Additionally, idioms have to be used in the right place at the right time, which is extremely hard work. To use an idiom skillfully and naturally, you have to have used it correctly many times before.
If you are one of those people who pins their hopes on ready-made vocabulary lists, I suggest you don’t, as you are highly unlikely to use them naturally or skillfully anyway. But if you attempt to use those memorized idioms and end up doing so awkwardly, you will still land a 6 for Lexical Resource: has a wide enough vocabulary to discuss topics at length and make meaning clear in spite of inappropriacies.
3. Persist
Speaking. Grammar 7:
- frequently produces error-free sentences, though some grammatical mistakes persist.
If you miss an article, no biggie. But if you are a software developer who thinks articles are redundant and totally ignores them, you won’t get higher that 7 for “Grammar” (which is only 25% of the task). And that’s provided you make very few grammar mistakes overall.
In terms of preparation, focus on the mistakes you keep making. As a teacher, I know I often correct the same mistake. Don’t be sloppy and do work on getting rid of it. You don’t need perfect grammar. Some mistakes can go unnoticed, but the examiner will notice the same one.
- frequently produces error-free sentences, though some grammatical mistakes persist.
If you miss an article, no biggie. But if you are a software developer who thinks articles are redundant and totally ignores them, you won’t get higher that 7 for “Grammar” (which is only 25% of the task). And that’s provided you make very few grammar mistakes overall.
In terms of preparation, focus on the mistakes you keep making. As a teacher, I know I often correct the same mistake. Don’t be sloppy and do work on getting rid of it. You don’t need perfect grammar. Some mistakes can go unnoticed, but the examiner will notice the same one.
4. Overuse
Writing Task 2. Coherence and cohesion 7:
- uses a range of cohesive devices appropriately although there may be some under-/over-use.
I’ve seen tens of essays in which every single sentence started with a linker, with the most popular choices being, “Moreover, Furthermore, Consequently, Therefore.” This is overkill. Sentence structures must be different and linkers must only be there when you need them.
Memorizing “Consequently,” and putting it at the beginning of the sentence requires very little skill and therefore carries little value. Say “This trend results in...” or “which leads to …” instead. These ways contribute to cohesion but make it less mechanical.
Speaking of “Moreover,” make sure you use it right. It is used to emphasize or support what has just been said, rather than introduce a new independent point. Look at the examples in Macmillan or Longman to get a feel for the word.
- uses a range of cohesive devices appropriately although there may be some under-/over-use.
I’ve seen tens of essays in which every single sentence started with a linker, with the most popular choices being, “Moreover, Furthermore, Consequently, Therefore.” This is overkill. Sentence structures must be different and linkers must only be there when you need them.
Memorizing “Consequently,” and putting it at the beginning of the sentence requires very little skill and therefore carries little value. Say “This trend results in...” or “which leads to …” instead. These ways contribute to cohesion but make it less mechanical.
Speaking of “Moreover,” make sure you use it right. It is used to emphasize or support what has just been said, rather than introduce a new independent point. Look at the examples in Macmillan or Longman to get a feel for the word.
5. Clearly
Writing Task 1. Task response 7-9:
- presents, highlights and illustrates key features/ bullet points clearly and appropriately (8).
This one is tricky. Most people think they write clearly. What you need to realize is that “Clearly” means clear to the reader, not to you. Your teacher is your reader. If your teacher says the description is not clear, chances are it won’t be clear to the examiner either.
Some students get defensive about their work and start explaining what they meant, hoping the teacher will say “Oh, OK, I get it, it’s clear to me now.” The hope is understandable but useless because you will never get to explain anything to the examiner. Your work must be crystal clear to everyone reading it on their first try.
When I teach Writing Task 1, I always tell my students, “Imagine you are describing the diagram on the phone. The other person doesn’t see it. Is it clear to them what you are talking about? Can they draw it in their head?”
- presents, highlights and illustrates key features/ bullet points clearly and appropriately (8).
This one is tricky. Most people think they write clearly. What you need to realize is that “Clearly” means clear to the reader, not to you. Your teacher is your reader. If your teacher says the description is not clear, chances are it won’t be clear to the examiner either.
Some students get defensive about their work and start explaining what they meant, hoping the teacher will say “Oh, OK, I get it, it’s clear to me now.” The hope is understandable but useless because you will never get to explain anything to the examiner. Your work must be crystal clear to everyone reading it on their first try.
When I teach Writing Task 1, I always tell my students, “Imagine you are describing the diagram on the phone. The other person doesn’t see it. Is it clear to them what you are talking about? Can they draw it in their head?”
And then some
Logically, precise meaning, a wide range of, fully, relevant, attracts no attention, coherently, consistently accurate.
All the words above are vital for people who aim for bands 7 and above. Some things that work at bands 6 and below might not work at higher levels. Higher levels require precision, clarity, and coherence, achieving which takes time and doesn't lend itself easily to life hacks. I hope this post helps get some insights into what IELTS examiners really expect rather than what you think they expect.
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