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1、IELTS写作示范及技巧讲解IELTS写作示范及技巧讲解（一）Task 1 : You should spend about 20 minutes on this task. The tables below are the results of research, which examined the average percentage marks scored by boys and girls of different ages in several school subjects. Write report for a university lecturer describing t
2、he information below. You should write a minimum of 150 words. Boys: Subject AgeMathsScienceGeographyLanguagesSports 763%70%63%62%71% 1065%72%68%60%74% 1369%74%70%60%75% 1567%73%64%58%78% Girls: Subject AgeMathsScienceGeographyLanguagesSports 764%69%62%62%65% 1065%73%64%67%64% 1364%70%62%65%62% 1568
3、%72%64%75%60% 作者建议: This IELTS task 1 example is quite difficult because it presents the student with a lot of data, and because the significant trends in the data are not overly obvious. Lets have a look at how we might go about organising the information in the tables into a task 1 answer. 1. Firs
4、t, we need to be aware of all of the variables that make up the data: the scores (percentage averages), the school subjects, the age groups and the gender or sex. 2. Now we need to sort the information into some sort of sense: a.) The first thing to do with any table is to find the highest and lowes
5、t numbers. Looking at these tables we can see that boys tended to score highly in sport and lowly in languages, and that girls on the other hand tended to score highly in languages and lowly in sport. This is the first and most obvious significant feature of the tables - the boys strong subject is t
6、he girlsweak subject and vice versa. b.) But a comparison of subject scores between the two sexes reveals only limited significance. We can see that for most of the subjects the boys and girls got similar scores. Boys scored slightly higher in geography, but by the age of 15 the scores were the same
7、. So, all that we can say about the charts in terms of the differences between boys and girls by subject is that, besides sport and languages, they were negligible (not important). c.) The next logical step then, is to look closely at the scores for the different age groups. When we do this we find
8、that some interesting patterns emerge. For all of the subjects, except the weak subject for each sex (languages and sports), the scores, between the ages of 7 and 15, increased overall, for both sexes. But if we look at the scores for the years between these two we see that the improvement was not c
9、onstant, and that at a particular age the scores for most subjects fell. Also, the age at which this occurred was not the same for boys and girls. This pattern seems to reveal that both boys and girls went through a slump in academic performance, but at different times, which is certainly an interes
10、ting feature of the data in the tables, and definitely needs to be mentioned. The largest difference between scores for two different age groups ( Languages - 10%; 65-75% 13-15yrs) should also be noticed. 3. The next thing to do is to take our analysis of the data and make a plan for our report. A p
11、lan for these tables might look like this: a.) Introductory sentence- table shows: percentage scores for school subjects (list), different ages (list), different sexes. b.) Highest and lowest subjects for boys/girls- sport/languages- opposites c.) Other subjects very similar- subjects by sex not too
12、 significant d.) More significant- age groups- all subjects increased (overall)- except for slumps(list subject figures)- different ages for boys/girls- 13-15/ 11-13 e.) Concluding sentence- boys performed better in sport, girls languages- both sexes experienced performance slump but at different ag
13、es. 4. After a plan has been made, we can write the report incorporating the facts and figures from the charts. Look at how this has been done below. Keep in mind that the answer below is quite extensive, and that often because of time answers will not be as detailed as this. In those cases the leas
14、t significant information should be discarded. In this case the least significant information is that about boys being slightly higher in Geography, and the part about the greatest difference between two particular age groups. Notice the way data has been incorporated below. The prepositions and oth
15、er useful terms are in italics. Task 1 写作示范: The tables show averaged percentage scores achieved in the school subjects of Maths, Science, Geography, Languages and Sport by children aged 7, 10, 13, and 15 according to sex. The subjects for which the highest average scores were recorded were Sport,at
16、 78% (boys), and Languages,at 75% (girls). The strongest subject for each sex was revealed to be the weakest for the opposite sex, with these two subjects also comprising the lowest recorded scores,at 60% and 70% respectively. Apart from these two subjects the performance of boys and girls was compa
17、ratively similar. Boys tended to score higher in Geography, with scores ranging from 63% to 70%, while scores for girls ranged between 62% and 64%. However, it is significant that at the age of 15 both boys and girls alike averaged a score of 64% for this subject. The differences between the sexes f
18、or scores for Maths and Science were negligible. It is more interesting to observe the patterns that emerge when the data is examined in terms of age groups. In general, for both boys and girls, children tended to improve as they got older. For boys, between the ages of 7 and 15, improvement can be
19、observed in these ranges of scores: Maths (63-67%), Science (70-73%), Geography (63-64%), and Sport (71-78%). For girls, it can be observed in these score ranges: Maths (64-68%), Science (69-72%), Geography (62-64%), and Languages (62-75%). The increase in scores for girls for this last subject, Lan
20、guages, was the greatest overall improvement across the different age groups, and its rise from 65% to 75% also constituted the greatest margin between scores for any two particular age groups. The exceptions to the general trend were Languages, in which scores for boys steadily declined from 62% at
21、 7 years to 58% at 15 years, and Sport, in which scores for girls steadily declined from 65% to 60%. The other significant exceptions that emerged were that both boys and girls recorded a slump between particular ages. For girls this happened between the ages of 10 and 13, when scores in Maths fell
22、by 1%, Science 2%, and Geography, Languages and Sport by 2%. For boys the ages at which this occurred were 13 to 15, when Maths and Languages both fell by 2%, Science 1% and Geography by 6%. Boysscores for sport actually increased by 3% during this period. To sum up, these tables show that in this s
23、tudy, on average, males in this age range performed better in Sport and females performed better in Languages. The other significant pattern that emerged from the data was that boys and girls both went through a slump in performance, but that this slump happened at different ages for the different s
24、exes. IELTS写作示范及技巧讲解（二）Task 1 : You should spend about 20 minutes on this task. Topic: Compare the types of communication used in 1962 and in 1982. You should write a minimum of 150 words. P-phone C-computer L-letter 写作段落大意: Short / Simple Introduction. Paragraph talking about one behaviour Pattern.
25、 Paragraph talking about contradictory behaviour Pattern. Concluding Remark. Model Answers: 1、General Overview /Introduction. The two pie charts compare different methods of communication used in 1962 and 1982. We can see that for the three mediums surveyed, there are significant changes for each. 2
26、、Paragraph dealing with information which decreases. In 1962, letter writing was the most popular form of communication, accounting for 50% of the total. However, by 1982, this figure fell to just 10%, the smallest of that years figures. In this paragraph, we make it clear, which time period we are
27、writing about. Dont repeat “the year”again and again. 3、Paragraph dealing with information which increases. By contrast, we can see that the use of the phone and computers during this same period have both risen dramatically. The telephone, at 60% becomes the most used form of communication, rising
28、from 35%. Similarily, the use of computers, doubles to 30%. (No need to use 15%. We can understand OK using this type of phrase.)Overall, we can see some important changes in the forms of communication employed during the two decades surveyed. IELTS写作示范及技巧讲解（三）Task 2 : Topic: Most high level jobs ar
29、e done by men. Should the government encourage a certain % of these jobs to be reserved for women? You should spend no more than 40 minutes on this task. You should write a minimum of 250 words. You should use your own ideasknowledge and experience to support your arguments with examples and relevan
30、t evidence. A: 写作段落大意: 1、Introduction - short statement of opinion. 2、Body paragraph (1)(2) Different reasons to support opinion. (3) Statement of opposite point of view “balances” essay. 3、Conclusion - summarizes Body. B: Model Answers: 1、Introduction / opinion Most of the jobs in society that are
31、high-paying，powerful，and demand a lot of responsibility are held by men. I do not believe this situation arose because women are incapable of doing high-level work. I believe society could benefit if more women were in postions of power and therefore I think the government should reserve a percentag
32、e of these jobs for females. 2、Why should government encourage a certain % of high level jobs for women? (first reason)Firstly, the problem of unfair employment distribution appears to come from social convention and not competence or true ability. At a young age most girls are not encouraged to pur
33、sue political office, business success, or professional prestige . On the other hand, boys are told to do these things. As a result, men hold the high level jobs but this does not mean they are very good at what they do. If the government set a quota for hiring women to do high level work, such as w
34、orking in the government itself, then perhaps women would be more inspired to be ambitious in their life plans and contribute to a less-than perfect society. (second reason) Furthermore, regulations in the workplace for hiring women would not be a new thing. Although not written or made into law, th
35、ere seems to be rules for who can and cannot have high-level jobs. For instance, if a man and a woman both competed for the presidency of a company or even the country, and both were equally qualified and had the same experience and background, there is little doubt who would get the job. Even more,
36、 if the man was less qualified and less experienced than the woman, the man would still probably get the job because of his sex. Therefore, to legislate a percentage of high level jobs for women would work to fight the unwritten sexist rules of the workplace. Other points of view: 3-different argume
37、nts against my opinion. On the other hand, there are many arguments against the use of a quota system for women. It is true that the injustice and discrimination could be reversed. This is to say that some qualified men might be denied a job while some unqualified women would be given one. Also, the
38、 problem of sexism at work could be worsened instead of being overcome. People would doubt whether a women with a high level job was “truly capable” -men might feel bitterness and resentment, while women might think less of themselves and begin to depend on government “charity” Furthermore, there is
39、 the problem of defining what is a high-level job and determining an appropriate percentage. ( Final statement that supports my opinion again.) Nonetheless, a quota system would break down some barriers in the short-term. Sexism in the workplace will not just magically disappear. 3、Conclusion To sum
40、 up, I have outlined some advantages and disadvantages of making quotas for the number of women in high level jobs. Despite some of the obvious problems I believe that men and women can and should share power, wealth, and prestige. It is a cause worthy of our efforts. 2000年以后部分IELTS考试作文题目1999/12/4 T
41、ASK1让写一封短信给室友，说明考试后不辞而别的原因和回家途中的情况，并邀请他去家乡访问。TASK2是说有些人认为教孩子们良好的行为和品德的责任在学校，另一些人认为责任在家长，问你的观点如何。因为IELTS评分标准中明确写到第二篇的比重大，所以我先写第二篇，建议大家效仿。2000.1.29 letter of inquire你在某学校上课但学校没有体育设施，你写信给最近的一个私人体育俱乐部（private sports club）询问哪里的设施（facilities）成员资格（member-ship）收费（costs）情况2.快餐2000/2/26 writing topic for argu
42、ment:In 1995, England, a burglar was killed when he was committing a crime and finally the man was sentenced to be free. According to this event, what would happen in your country? And what is your opinion?2000/3/4 passage1:在机场的超市买了一个walkman坏了,给商场写信说明情况.passage2:学生应不应该穿制服,从正反两方面论述.2000/3/182000/5/20
43、 passage2:商场应不应该安装摄像头.从正反两方面论述.2000/6/17task1:写关于买的录音机坏了，写给厂家的抱怨信，task2:议论电子游戏对青少年的影响。2000/7/8 题目 TASK1 ，抱怨列车服务员、座位、晚点，给经理写信并提出建议(不要忘了写Yours sincerely,和落款，大家切记）；TASK2 Most young people 在第一天上学感到alone,他们在第一天还会遇见什么困难，学校应如何解决。2000/7/15 task1“你最近租的房子遭遇盗贼，写信告诉房东小偷偷盗的细节和你丢了什么东西，并建议房东提高房子的安全性。”task2“小孩需要父母的
44、不断关心，但现在母亲开始追求自己的职业。有人说父母之一必须承担起照看小孩的任务。你同意还是不同意这一观点。”2000/7/22 版本号44。（1）信：作者要上本地的college，请以前的老师写reference。要说明上学的原因及要老师怎么做。我写了很多，字是足够了。签名勉强挤在左下角。（2）Argument：广告泛滥，人们需要的买，不需要的也买，青年受影响最甚。要限制广告，你同意吗？给出观点。 IELTS写作测验技巧一总论注意答题的展示了解问题的意思用三节式写作方法句子必须有意义考生常问的问题注意答题的展示12点应注意的事情：1）IELTS写作测验答题不用写题目，也不用重写问题在答案上方；
45、2）左右必须留下约一寸的间格；3）您可用传统方法（即每段的下一行向右移一寸）或用现代方法（在段落之间留一行空行）来分段，但千万不要同时使用这种方法；4）千万不要邻行书写；5）应用尽每一行，由左到右的空间都应用尽，除非最后一个字太长会超过右面留空的间隔；6）切记不要分字；7）写大概10至12个字一行，这样可限制自己字体不会太大，字与字之间的空位也不会太大，而且数字时也比较方便；8）用草写。草写令您的文章显得较成熟，但必须易看。正写字体显得幼稚。由于草写是一般受高深教育的西方人的写法，为留下良好的第一印象，您应采用这种写法；9）尽量选择粗线条的原子笔和蓝色墨水。心理学来说，较粗的笔迹令人有较深的印
46、象，而蓝色令人看得舒服和轻松；10）如您写错字的话，划掉它重写一次便可；11）虽然没有明文规定是否整齐会影响分数，但心理学来讲，您的文章是用来影响评分者的，因此整齐漂亮的文章会留下一个好印象；12）标点符号绝不能用错，避免用感叹号（！）和问号（？）。了解问题的意思如您不能做到以下几点，您的写作成绩不会理想：1）用少的字数写出题目要求您写的答案。考试虽没有限定最多字数，但试卷的空间却有限；2）直接针对问题，当您准确地认定题目后写作的时候不要偏离题目；3）清楚您的文章是对谁写的。当您要考的是Academic Module,您的文章应用正式的格式来写。例如当题目要求您写信给学校老师，您应用正式的格式
47、。尽量不要用不正统的字眼，例如“etc”“and soon”等等；4）写评分者想看到的答案，如题目要您写“your own experience”，意思是指您过去所有的知识，并非真指您的个人经验（personal experience）。如题目是叫您提出意见或建议，千万不要写得太概括、太简单和写一些人所共知的事。记着应详细和针对要点。用三节式写作方法正统的文章段落句子和每一个字都可分3部分一个字：(prefix) + stem + (suffix)例：(un) + forget + (able)一句基本句：subject + verb + complement例： I + love + you一段段落：1）题目句(Topic Sentence) - 说明这段落会表达的意见2）解释(Explanation)