EXPLORING STUDENTS’ PROBLEMSIN ACCOMPLISHING WRITING TASK 1 OF IELTS ACADEMIC MODULE: a case study at an EAP course in a Language Centre in Bandung, West Java.

TABLE OF CONTENTS

DECLARATION ... ii

ACKNOWLEDGEMENTS ... iii

ABSTRACT ... v

TABLE OF CONTENTS ... vi

LIST OF FIGURES AND TABLES ... ix

LIST OF APPENDICES ... x

CHAPTER I INTRODUCTION 1.1 Background ... 1

1.2 Statement of the Problems ... 6

1.3 Objectives of the Study ... 6

1.4 Significance of the Study ... 6

1.5 Methodology ... 7

1.6 Definition of the Terms ... 8

1.7 Thesis Organization ... 9

CHAPTER II LITERATURE REVIEW 2.1 Definition of Writing ... 10

2.2 The Writing Process ... 11

2.3 Aspects of Writing ... 17

2.4 ESL and EFL Writing ... 19

2.5 Academic Writing ... 20

2.6 Problems in ESL/EFL Writing ... 24

2.7 The IELTS Test ... 28

2.8 Writing of IELTS Academic Module ... 31

2.9 Writing Task 1 of IELTS Academic Module ... 33

2.9.1 Types of Graphs ... 34

2.9.2 Assessment Criteria ... 47

2.9.3 Assessing Writing Task 1 of IELTS Academic Module ... 52

2.9.4 IELTS Writing Task 1 Band Descriptors (Public Version) ... 56

2.9.5 Vocabulary for Writing Task 1 of IELTS Academic Module ... 59

2.9.6 Learning Materials for IELTS Writing ... 67

CHAPTER III RESEARCH METHODOLOGY 3.1 Statement of Problems ... 69

3.2 Research Design ... 69

3.3 Setting ... 70

3.4 Participants ... 71

3.5 Data Collection ... 73

3.5.1 Classroom Observation ... 73

3.5.2 Documentation of Students’ Texts ... 74

3.5.3 Interview ... 75

3.6 Data Analysis ... 77

CHAPTER IV FINDINGS AND DISCUSSION 4.1 Students’ Problems in Accomplishing Writing Task 1 of IELTS Academic Module ... 80

4.1.1 In terms of Task Achievement ... 81

4.1.1.1 Summarising significant features ... 82

4.1.1.2 Fulfilling minimum length of words ... 83

4.1.2 In terms of Coherence and Cohesion ... 83

4.1.2.1 Deciding subject-verb agreement ... 84

4.1.2.2 Using suitable tenses ... 85

4.1.2.3 Using right articles ... 85

4.1.2.4 Making concluding paragraph ... 86

4.1.3 In terms of Lexical Resource ... 87

4.1.3.1Using varied words/vocabulary ... 88

4.1.3.2 Paraphrasing the information in the graph ... 90

4.1.3.3 Choosing right part of speech ... 91

4.1.3.4 Using right spelling and punctuation ... 92

4.1.4 In terms of Grammatical Range and Accuracy ... 95

4.1.4.1Using active and passive forms ... 96

4.1.4.2 Using prepositions of time and place ... 96

4.1.4.3Making simple sentences ... 97

4.1.4.4 Making compound and complex sentences ... 98

4.1.5 Synthesis ... 100

4.2 Solutions to Overcome the Students’ Problems ... 102

4.2.1 Teacher’s Self-initiated Solutions ... 102

4.2.1.1 Written Feedback ... 102

4.2.1.2 Spoken Feedback ... 103

4.2.2 Student’s Self-initiated Solutions... 104

4.2.2.1 Editing ... 105

4.2.2.2 Proof-reading ... 106

4.2.2.3 Conferencing ... 106

4.2.3 Students’ Peer-feedback ... 106

4.2.4 Synthesis ... 107

CHAPTER V CONCLUSION AND SUGGESTIONS 5.1 Conclusion ... 109

5.2 Suggestions ... 110

5.2.1 For English Writing Teacher ... 111

5.2.2 For IELTS Candidates or/and English Students ... 111

5.2.3 For Institution... 112

BIBLIOGRAPHY ... 113

LIST OF FIGURES AND TABLES

Figure 2.1 Example of Bar Chart ... 46

Figure 2.2 Example of Pie Chart ... 49

Figure 2.3 Example of Line Graph ... 51

Figure 2.4 Example of Table ... 53

Figure 2.5 Example of Process Diagram ... 55

LIST OF APPENDICES

Appendix 1 Syllabus of Writing of IELTS Academic Training ... 120

Appendix 2 Transcript of Classroom Observation ... 128

Appendix 3 Data of Interview with the Students ... 152

Appendix 4 Data of Interview with the Teacher ... 159

Appendix 5 Samples of Teaching Material ... 165

Appendix 6 Documents of Students’ Texts ... 177

Appendix 7 Peer Evaluation Sheet ... 195

CHAPTER I INTRODUCTION

This chapter discusses seven main sections: background of the study,

statement of problems, objectives of the study, significance of the study,

methodology, definition of the terms, and thesis organization.

1.1 Background of the Study

Over decades, there have been a growing number of English learners

wishing to study tertiary level in English speaking countries. Consequently, many

English as Second Language (ESL) and English as Foreign Language (EFL)

learners are enrolled in English for Academic Purposes (EAP) courses giving

them opportunity to obtain essential skills for their prospective studies in

universities in which courses are taught in English. EAP courses not only provide

academic skills but also have another objective, that is, to support non-native

English speaker students to go through English language test such as the

International English Language Testing System (IELTS). IELTS is widely

recognized as a language requirement for entering universities mainly in the

United Kingdom, Australia, New Zealand, and increasingly for being admitted

into universities in Canada and the United States of America. Besides, IELTS test

is taken by people who are required to certify their level of English proficiency for

communicate in English covering four language skills – listening, reading, writing

and speaking.

The statistics of IELTS candidates stated in IELTS Annual Review 2006,

2007, 2009, 2010 shows an upward trend of the number of IELTS test takers

across the globe. In 2006, there were more than 700,000 people took IELTS test

throughout the world. In 2007, the test was taken by over 940,000 candidates. In

2008, the figure was fantastic; it was 1.2 million. In the following year it grew

into 1.4 million, and in 2010 the number of people who took IELTS test over the

world reached 1.5 million.

The number of Indonesian students who pursue their study in Australia,

England, and New Zealand tends to increase year by year. Based on the data from

Department of Education, Employment and Workplace Relations (DEEWR) in

Australia, the number of Indonesian students per September 2011 is 16,545

people. It increased significantly from that of 2008 (14,426 people). Until

September 2011, Indonesia has been one of ten great contributor countries of

international students in Australia. It shows that there is a growth of the number of

IELTS test takers in Indonesia. As known, universities in Australia ask the

applicants to submit the IELTS score certificate in their enrollment process.

Indonesia has been one of the top 40 countries listed as the most frequent

countries of origin (IELTS Annual Review 2006, 2007, 2009, 2010).

Unfortunately, the IELTS test result of Indonesian candidates is not too

Among the average scores of Listening, Reading, and Speaking, that of

Writing is the lowest. In five years, from 2006 to 2010, it has even not reached the

score of 6 yet, as can be seen in the figures below.

Year Listening Reading Writing Speaking Overall

2006 6.61 6.34 5.95 6.38 6.38

2007 6.47 6.27 5.86 6.26 6.26

2008 6.40 6.08 5.79 6.16 6.17

2009 6.61 6.24 5.87 6.24 6.30

2010 6.7 6.2 5.9 6.3 6.3

Figure 1.1 Mean band score (General Module) of Indonesian IELTS test takers

The table illustrates that from 2006 to 2010, Indonesian candidates taking IELTS

General Module had problems in accomplishing Writing. Their mean band score

of Writing was lower than those of other language skills.

Year Listening Reading Writing Speaking Overall

2006 6.10 6.27 5.43 5.83 5.90

2007 6.15 6.24 5.47 5.82 5.99

2008 6.10 6.24 5.50 5.86 5.99

2009 6.28 6.37 5.56 5.92 6.10

2010 6.3 6.4 5.6 6.0 6.2

The table shows that in five years, from 2006 to 2010, Indonesian candidates

taking IELTS Academic Module did not get good band scores for Writing.

Among the mean band scores of the four language skills, that of Writing was still

the lowest.

It can be clearly seen that Indonesian IELTS test takers encountered

difficulty in writing in both general and academic English. It also happened to

most of students taking EAP courses. It seemed that they were not be able to write

well. For instance, among the twenty-five students of EAP course in which the

research was conducted, there were only four students who got scores of 6 to 7 for

Writing of IELTS Academic module. The students’ mean scores of twelve times

of practice Writing test ranged from 4.4 to 6.5. Most students found difficulty in

completing the tasks, especially Task 1 of IELTS Academic Writing.

It is true that not everyone is naturally a gifted writer. Blanchard and Root,

however, (2004:1) state that writing is a skill that can be practiced and mastered.

In many ways it is like driving a car. If people have driven in another country,

they know that some of the rules of the road may be different. Just as the rules for

driving differ from country to country, the conventions for writing may change

from language to language.

Blanchard and Root add that writing in a different language involves more

than mastering its vocabulary and grammar. Language, including written

language, is a reflection of the thought patterns of native speakers. In order to

write well in a different language, it is important to understand the way native

write something in a native language and then translate it into English. The words

may be in English, but the logic, organization, and thought patterns reflect those

of our native language. To write effectively in English, the accepted patterns of

organization must be confirmed. Practicing these patterns will put one on the road

to becoming a better writer.

Writing is, indeed, a complex activity, a social act which reflects the

writer’s communicative skills which is difficult to develop and learn, especially in

an EFL context. Research in this field has examined the nature and types of

writing tasks and by providing better understanding of ESL/EFL learners’ writing

needs, there has been an effort to help the development of this major skill

theoretically and pedagogically (Zhu, 2004; Carson, 2001; Hale et al, 1996 cited

in Shokrpour and Fallahzadeh, 2007). To help ESL/EFL learners write in English

appropriately, their major problems in writing must be taken into account by the

teachers if they are expecting a favorable outcome.

In order to help the students of EAP class improve their writing and get the

writing score required for their future study, their problems should be identified

and then the solutions to overcome the problems are sought. In line with that, the

study focused on exploring students’ problems in accomplishing Writing Task 1

of IELTS Academic Module. As stated previously, the students’ mean scores of

twelve practice tests of Writing Task 1 were low, even, lower than those of

Writing Task 2. Therefore, to improve the students’ writing ability in completing

1.2 Statement of the Problems

Based on background of the research above, the research problems were

formulated in the following questions:

1. What problems do the students encounter in accomplishing Writing Task 1 of

IELTS Academic Module, in terms of the assessment criteria for Writing Task

1 of IELTS Academic Module?

2. What do the teacher and students do to overcome the problems?

1.3 Objectives of the Study

The study was directed to:

1. find out the students’ problems in accomplishing Writing Task 1 of IELTS

Academic Module, in terms of the assessment criteria of Writing Task 1 of

IELTS Academic Module

2. find out the solutions to help the students overcome the problems

1.4 Significance of the Study

There are several significances of this study which will be beneficial for the

students, teacher and the institution. For the students, the result of this study will

increase their writing competence. Through regular feedback on the students’

texts, their competence of producing academic writing will improve.

For the teacher, this study will provide some suggestions concerning the ways

to improve students’ competence in composing English academic texts. Besides,

and techniques and apply them in the process of teaching writing. Therefore, the

students’ problems will be minimized.

For the institution, this study will help achieve the objective of the EAP

course, that is, to make the students get the required IELTS score needed for the

admission of their future study.

For further research, this study will give input to conduct research in similar

field. There are many unexplored areas of students’ problems in writing that can

be studied further.

1.5 Methodology

The study was qualitative research, which had a limitation in terms of time

allotment and technical consideration that affects the choice of population and

sample. The participants of the study were nine EAP course students representing

above average, average, and below average achievers and one writing teacher at

an EAP course in a language center of a state university in Bandung.

In order to gain valid data the study employed triangulation method of data

collection in terms of classroom observation, documentation of students’ texts,

and interviews. The data from classroom observation were summarized, analyzed,

and classified. The data from students’ texts were analyzed qualitatively to

identify the students’ problems in writing based on the four criteria of assessment

for Writing Task 1 of IELTS Academic Module. The texts were viewed from the

assessment criteria of Writing Task 1 covering task achievement, coherence and

from interview were transcribed and classified. Finally, all data gathered from the

three sources were synthesized to answer the research questions.

1.6 Definition of the Terms

A number of terms used in this study are important to be defined in order to

avoid misunderstanding, misinterpretation, and ambiguity. Due to these facts, the

terms are defined as follows:

1. Problem (noun) means a thing that is difficult to deal with or to understand

(Hornby, 2005: 1202). It also means a perceived gap between the existing

state and the desired state or a deviation from a normal or standard (business

dictionary, 2011).

In this study, the researcher wanted to explore students’ problems in

accomplishing Writing Task 1 of IELTS Academic Module. The problems

were reflected in the students’ compositions taken from the students’ last

practice test of IELTS to give recent data about the students’ achievements.

Then, the problems were analyzed based on the assessment criteria of

Writing Task 1 of IELTS Academic Module.

2. Writing Task 1 of IELTS Academic Module is one of two parts of writing

test that should be done by IELTS test takers (candidates). In accomplishing

Writing Task 1 of IELTS Academic Module, candidates are presented with

a graph, table, chart or diagram and are asked to describe, summarize or

and explain data, describe the stages of a process, how something works or

describe an object or event.

1.7 Thesis Organization

This thesis is organized into five chapters. Chapter one is general

introduction which relates to the background of the study. Chapter two discusses

the literature review of the study, in terms of definition of writing, the writing

process, ESL/EFL writing, academic writing, problems in ESL/EFL writing,

writing of IELTS academic module, and writing task 1 of IELTS academic

module. Chapter three describes research methodology which comprises research

problems, research design, research site and participants, data collection, and data

analysis. Chapter four displays findings and discussion. The data collected are

used to address: (1) what problems students encountered in accomplishing

Writing Task 1 of IELTS Academic Module, in terms of the assessment criteria of

Writing Task 1 of IELTS Academic Module, and (2) what solutions to help the

CHAPTER II LITERATURE REVIEW

This chapter presents the review of related literature underpinning the study.

It starts with the definition of writing, the process of writing, aspects of writing,

ESL/EFL writing, academic writing, problems in ESL/EFL writing, the IELTS

test, writing of IELTS academic module, and writing task 1 of IELTS academic

module.

2.1 Definition of Writing

Writing is defined as a “reflective activity that requires enough time to think

of the specific topic and to analyze and classify any background knowledge

(Chakraverty & Gautum, 2000, cited in Ahmed, 2010). Therefore, writers need a

suitable language to structure these ideas in the form of a coherent discourse.”

Writing is seen as “a complex activity reflecting the writers’ communicative

skills which is difficult to develop and learn, especially in EFL context”

(Shokrpour & Fallahzadeh, 2007). L1 writing is perceived as being composed of

three domains: a cognitive psychological perspective, a socio-cultural perspective

and a linguistic perspective (Myhill, 2009, cited in Ahmed, 2010).

In addition, Ahmed (2010) perceives EFL writing as a multi-dimensional

process composed of a cognitive activity affected by a number of linguistic and

contextual factors: EFL linguistic proficiency, instructional, psychological,

Ahmed’s definition of EFL writing stated above indeed represents an ideal

picture. If the factors stated are well-addressed, this will make writing an

unforgettable experience. However, communication in written language is

difficult for students, even for teachers (Alwasilah, 2007).

In sum, writing is a skill demanding one’s ability to combine his/her

previous knowledge and specific topic using different perspectives to create a

coherent discourse. It is indeed not an easy process but it can be learned through a

lot of practice.

2.2 The Writing Process

Alwasilah (2005:6) proposes complete stages of writing process. He says

that in writing, students pass the prewriting, drafting, revising, editing, and

publishing stages. The processes should be more appreciated than the product

because to go through these processes spend much more times, energy, and

thinking than to evaluate the product.

Similarly, Harmer (2007: 4-5) suggests that the process of writing has four

main elements: planning, drafting, editing (reflecting and revising), and final

version. When planning, writers have to think about three main issues. In the first

place they have to consider the purpose of their writing since this will influence

(amongst other things) not only the type of text they wish to produce but also the

language they use, and the information they choose to include. Secondly,

experienced writers think of the audience they are writing for, since this will

are structured, etc.) but also the choice of language – whether, for example, it is

formal or informal in tone. Thirdly, writers have to consider the content structure

of the writing – that is, how best to sequence the facts, ideas, or arguments which

they have decide to include.

Harmer says that drafting is writing the first version. This first ‘go’ at a text

is often done on the assumption that it will be amended later. As the writing

process proceeds into editing, a number of drafts may be produced on the way to

the final version.

Editing is about reading through what have been written. Perhaps the order

of the information is not clear. Perhaps the way something is written is ambiguous

or confusing. Reflecting and revising are often helped by other readers (or editors)

who comment and make suggestions. Another reader’s reaction to a piece of

writing will help the author to make appropriate revisions.

Once writers have edited their draft, making the changes they consider to be

necessary, they produce their final version. This may look considerably different

from both the original plan and the first draft because things have changed in the

editing process, but the written text is now ready to send to its intended audience.

However, Harmer (2004: 5-6) defines that this process is not entirely

satisfactory because of two reasons. First, it tells us little about how much weight

is given to each stage, but, more importantly, by suggesting that the process of

writing is linear it misrepresents the way in which the majority of writers produce

written text. The process of writing is not linear, as indicated above, but rather

writers plan, draft, and edit but then often re-plan, re-draft, and re-edit. Even when

they get to what they think is their final draft they may find themselves changing

their mind and re-planning, drafting, or editing.

It is not much different from what Chaffee defines (2002: 18-21). He states

that despite the many different writing forms and contexts, the basic elements of

the writing process remain constant: generating ideas, defining a focus (main idea

or thesis), drafting, organizing ideas into various thinking patterns, revising,

editing, and proofreading. Then, collaborating, in which all these activities can be

woven through. These elements of writing process occur within the writing

situation as a result of creative and critical thinking.

In terms of the academic writing process, Bailey (2006: 39-61) suggests that

there are six important stages: planning essays, organizing paragraphs, organizing

the main body, introductions, conclusions, and rewriting and proof-reading. He

elaborates that planning gives essays coherent structure and, most importantly,

helps to ensure that they answer the question set. Although all essays need

planning, they are written in two different situations: as coursework, and in

exams. Clearly, under the time pressure of an exam, planning is more hurried, but

can also be more critical.

Organizing paragraphs to be well-organized ones help readers understand

the arguments. On the other hand, it helps writers to structure their ideas

effectively.

In the case of longer assignments it is often better to write the main body

Writing Task 1 of IELTS Academic Module, this is impractical, and the

introduction has to be written first.

Bailey adds that an introduction is crucial, not just for what it says about the

topic, but for what it tells the readers about the writer’s style and approach. Unless

we can introduce the subject clearly, the reader may not wish to continue.

Conclusion usually links with the starting points, i.e. the title. If the title is

asking a question, the answer should be contained in the conclusion. The reader

may look at the conclusion first to get a summary of the main arguments or points.

It may be tempting to hand in our work immediately after conclusion has

been finished. However, it is almost certain that it can be improved by being

revised. With longer assignments, it may be worth asking a classmate to read our

work and make criticism. Proof-reading is a vital final step, which can prevent

confusion or misunderstanding due to simple errors. Computer programs that

check spelling will not detect other common types of mistakes.

Brown (2007:348) defines that process writing approaches tend to be framed

in three of writing: prewriting, drafting, and revising. It is explained that the

prewriting stage encourages the generation or ideas, which can happen in

numerous ways: reading a passage extensively, skimming or scanning a passage,

conducting some outside research, brainstorming, listing, clustering, discussing a

topic or question, instructor-initiated questions and probes, and free writing. The

drafting and revising stages is the core of process writing. In the traditional

approaches to writing instruction, students are either given time in-class

homework writing assignment. The first option gives no opportunity for

systematic drafting, and the second assumes that if students did not any drafting at

all, they would simply have to learn the tricks of the writing on their own. In a

process approach, drafting is viewed as an important and complex set of

strategies, the mastery of which takes time, patience, and trained instruction.

There are a number of strategies and skills applied to the revising process in

writing (Brown, 2007:348): getting started by adapting the free writing technique;

optimal monitoring of one’s writing without premature editing and diverted

attention to wording, grammar, etc.; peer-reviewing for content by accepting or

using classmate’s comments; using the instructor’s feedback; editing for

grammatical errors; “Read aloud” technique, it can be done in small groups or

pairs, students read their almost-final drafts to each other for a final check on

errors, flow of ideas, etc., and proof-reading.

Meanwhile, Shields (2010: 14-15) mentions the four stages of writing:

pre-writing, drafting, revising and editing. Pre-writing involves the preparation for

writing, such as reading the assignment carefully, analysing it, drawing up a rough

plan, sourcing the necessary data/information, reading widely and reading

in-depth, taking and making notes, discussing ideas and information with others,

refining the plan, and so on. Drafting are related with arranging ideas into some

kind of structure to give the writing a shape, writing paragraphs to connect ideas,

and thinking about form and function, namely the language and style that will be

used. Revising is about re-drafting or re-writing, and even re-planning. This is

step before the assignment is handed in. Here, checking all conventions, rules, and

instructions; checking spelling, punctuation, grammar and reference; and

considering the presentation or layout of the writing need to be done. However,

evidence of editing is often missing in students assignments that have been put

together in haste because of the alloted time.

Related to the process of writing, in terms of writing Task 1 of IELTS

Academic Module, McCarter (2006: 22-31) proposes several ‘golden rules’ that

can be applied by candidates when they are completing the task. Since it is a task

limited by minimum length and time, test takers should be effectively manage

their time.

The first thing to do is skimming the instructions and studying the diagram.

General statement about the data should be used to help interpret the data. The 20

minutes recommended is spent on doing: analyzing and planning for about 2-3

minutes, writing in 14-15 minutes, and checking in 2-3 minutes. However, based

on the researcher’s experience, it will be better to add 1-2 minute for checking our

writing.

In checking or editing stage, both the values and numbers on the vertical and

horizontal axes of a bar graph or line graph or pie slices of a pie chart should be

checked carefully. Besides, we should check the length of words; if we write less,

it will affect our score.

We also should comparing general trends, differences, etc. and support this

are presented, the information should be linked, but we have to avoid focusing too

closely on the details.

Lastly, we have to make sure that we write in paragraphs: an introduction,

one or two paragraphs from the body of the text, and a brief conclusion. If one of

these three parts is missing, the description or summary is flawed.

2.3 The Aspects of Writing

In a writing process, students should pay attention to the aspects of writing

in order that they are able to produce a good writing. The students’ writing

performance can be seen from the aspects of writing existed. Jacobs et al.

(1981:30) suggest that the aspects of writing consist of: content - knowledge,

substantive, through development of thesis and relevant to the topic, organization

- fluent expression, well-organized, logical sequencing and cohesive, vocabulary -

effective word/idiom choice and usage, word form mastery, language use -

effective complex constructions, understanding to certain agreements, preposition,

articles, pronouns, and the likes, and mechanics - spelling, punctuation, and

capitalization.

Meanwhile, Cohen (1994:328-329) defines that the aspects of writing which

are usually measured are: content - main ideas stated clearly and accurately,

organization - whether the writing is coherent and logical or not, vocabulary -

choices of words, use of idioms, and word forms, grammar - control of structure,

According to Brown (1999, cited in Brown 2007:357), six categories or

aspects of writing that can be evaluated are: content - thesis statement, related

ideas, development of ideas (through personal experience, illustration, facts,

opinions), use of description (and cause/effect, comparison/contrast), consistent

focus; organization - effectiveness of introduction, logical sequence of ideas,

conclusion, appropriate length; discourse - topic sentence, paragraph unity,

transitions, discourse markers, cohesion, rhetorical conventions, reference,

fluency, economy, variation; syntax; vocabulary; mechanics - spelling,

punctuation, citation of references (if applicable), neatness and spelling.

The criteria stated by different experts above cover all needed to produce a

good writing. The difference lies in how they are explained; some are simple,

some others are detailed.

Related to the topic of the recent study, the aspects of writing Task 1 of

IELTS academic module marked and assessed (Terry & Wilson, 2007: 7, Kaplan:

2009: 22) are: task fulfilment - how well the main points of the information have

been reported, coherence and cohesion - how well the information across the

answer has been organised and how the ideas within and between sentences have

been linked, vocabulary and sentence structure - how a range of language has

been used appropriately and accurately.

Cameron and Todd (2010: 164) explain the aspects assessed as follows:

appropriate, accurate and complete responses addressing all parts of the question,

ensuring minimum word limit (150 words), organisation and linkage of

spelling and punctuation, grammatical accuracy, range of sentence structures

(simple, compound, complex).

2.4 English as Second Language (ESL)/English as Foreign Language (EFL) Writing

Writing in a second language is indeed a complex, challenging, and difficult

process. This difficulty and complexity arise from the fact that writing includes

discovering a thesis, developing support for it, organizing, revising, and finally

editing it to ensure an effective, error-free piece of writing (Langan, 2005). These

second language (L2) writing issues usually overwhelm lower proficiency L2

writers, sometimes to the point of a complete breakdown in the writing process

(Bereiter & Scardimalia, 1987, in Alsamadani, 2010).

In a review of differences between first and second language writing, Silva in

Weigle (2005:36), states that writing in a second language tends to be “more

constrained, more difficult, and less effective” than writing in a first language;

second-language writers plan less, revise for content less, and write less fluently

and accurately than first-language writers. Moreover, Weigle (2005:38) defines

that while writing in a first language is a challenging, complex task, it is more so

in a second language.

Research on the topic of L1/L2 similarities and differences reveals

contradictory and inconsistent findings. Some researchers (e.g., Bitcher &

Basturkman, 2006; Hinkel, 2004; Lee, 2005; McCarthy et al., 2005; Martinez,

is different from L2 writing (cited in Farvardin and Zare-ee, 2009). Others (e.g.,

Matsumoto, 1995; Cook, 1998; Hirose & Sasaki, 1994; Kamimura, 2009, cited in

Alsamadani, 2010) emphasize the similarity between the two processes and

confirm a linear association between the L1 and L2 writing proceses.

Regardless of their similarities and differences, ESL/EFL writing has always

been considered an important skill in teaching and learning. As stated by Rao

(2007, cited in Ahmed, 2010) EFL writing is useful in two respects: First, it

motivates students thinking, organizing ideas, developing their ability to

summarise, analyze, and criticize. Second, it strengthens students’ learning,

thinking and reflecting on the English language.

Cumming and Krapels in Weigle (2005:35) say that second language

proficiency – defined as control over the linguistic elements of a second language

– and expertise in writing are different, although not unrelated abilities, that is,

second - language writers use many of the same writing processes in their second

language as in their first, and expertise in writing can transfer from the first to the

second language, given at least a certain level of language proficiency. However,

because of the constraints of limited second-language knowledge, writing in a

second language may be hampered because of the need to focus on language

rather content.

2.5 Academic Writing

Writing, either in the first or the second language, can be divided into free

term covering writing about any subject studied in colleges and universities such

as mathematics, biology, business, etc. It takes different form such as books,

journal articles, proposals, formal reports, pamphlets which employ specialized

vocabulary unique to each subject area; and use different styles documentation.

Academic writing is the kind of writing used in high school and college

classes. It is different from creative writing, which is the kind of writing done

when stories are written. Academic writing is also different from personal writing.

Creative writing and personal writing are informal; however, academic writing is

formal. Academic writing in English is probably different from academic in other

native languages. The words and grammar and also the way of organizing ideas

are probably different from other language speakers are used to (Oshima and

Hogue, 2007:3). Academic writing has many rules, called “writing conventions,”

about the appearance and format of the writing, and academic readers will expect

writers to use those conventions (Reid, 2000: 7).

As a discourse written by a college or university student, the purpose of

academic writing is to inform, instruct, enlighten and to pursuit and it relies on

studies and work published by other scholars. When we write academic paper, we

should imagine that we write not only for our supervisors but also for an

examiner, whose precise interest we will not know.

Primarily, whatever type of writing we wish to produce, we must answer

four questions if we want our message to be clear. Shields (2010: 8-9) explains the

• Who (our reader): Who will read our work? The main reader will be the tutor(s) of the course or the examiner, who will most likely have had a hand in

setting the assignment. The reader will therefore be a person who is

knowledgeable about the content matter of the assignment and who has

designed the task with certain expectations in mind.

• Why (our purpose): Why do we write? The most obvious reason is that we have to! Written assignments are still the most common way to assess what students

know and what they can do. We write because we want to get the qualification

that proves we have learnt something and can communicate this. Importantly,

however, the act of writing is a learning process in itself. When we approach

writing critically, we engage in a thinking and learning process. Moreover,

understanding what we achieve when we successfully complete an assignment

will give us a sense of satisfaction and purpose.

• What (the content): What do we write? The answer to this question is of course the content and context of our writing. Different types of writing, and even

different types of essay, require us to select information in a discriminating and

appropriate way. Until we have understood an essay question, we will not

know what information is most relevant.

• How (the structure and style): How do we write? The answer refers to the way information is organised or structured and the way or style in which it is put

together, and this may vary from one type of writing to another. All academic

writing is formally structured in a recognisable style, and this must be consistent

writing must comply with the academic standards set by most courses, which

require a more or less formal style as well as accurate grammar, spelling and

punctuation.

Shields agrees with Chaffe et. al. (2002: 7-9) who state that most writing

situations are shaped by considering the purpose, audience, subject, and writer.

Indeed, every act of writing has a purpose. When we complete a paper for college

course, we hope to show our professor that we can make significant statements

about concepts relevant to the class. In a business setting, our aim is to transmit

information or request in a memo or a report; in our social life, we want to

communicate with friends through letters or e-mail; in our private life, we write in

our journal so that we can later recall our activities and feelings. A crucial part of

becoming an accomplished writer is maintaining a clear sense of the specific goals

of whatever piece we are working on.

Moreover, thoughtful writing is shaped by consideration of its audience, the

intended reader or readers. Although there are some instances when a writer only

for himself/herself (a diary, for example), he/she probably intends most of his/her

writing to be read by someone else: the person receiving his/her letter, the

co-workers reading his/her memo, or the instructor grading his/her paper. The more

the writers think about their audience, the more concerned they will be about

making themselves clear and the better their writing will become. Then writing

has to be about someone or something – a subject. Much of college writing

involves responding to ideas presented in textbooks, class lectures, or research

ideas presented and also to apply, analyze, synthesize, or evaluate the ideas being

expressed. The quality of the writing, therefore, depends on the quality of the

writers’ thinking as they process ideas and present them in order to communicate

their own informed perspective on the subject.

The last, of course, any writing situation calls for a writer, and the

characteristics of the writer affect what is written and how it is produced.

Experienced writers usually approach writing with more abilities and confidences

than the inexperienced.

2.6 Problems in ESL/EFL Writing

Numerous studies about the problems ESL/EFL learners face when they

write have been conducted. A 1998-2002 study by Izzo (cited in Newfields,

2003) revealed some of the most common sentence-level errors of Japanese

university students writing in English. He noted how many universities EFL

writing courses did not teach academic writing skills. As a result students’ essays

tended to lack organization and contained features inappropriate for academic

writing. Previously, another study by Hirose (1998, cited in Newfields, 2003)

showed how Japanese EFL students had difficulty in writing cohesive paragraphs

in English since most high school EFL classes focused on sentence-level

translations.

Fujioka (2001, cited in Newfields, 2003) also surveyed how Asian EFL

students acquired academic writing skills. Most respondents in her study indicated

paragraph-level form. Critical thinking skills were seldom taught. The value of

extensively reading academic papers was underscored by Fujioka. Extensive

reading might enable respondents to gradually gain a sense of what the features of

academic writing.

While teaching academic writing to Asian EFL students, Newfields (2003)

noticed certain problems came up constantly. He said that there were seven

consistent problems: the first problem is inappropriate genre – many Asian EFL

students fail to understand how academic writing is a distinct genre; too often they

write the same way they speak – in a casual tone. The second one is errors of

logic – if students focus on sentence level grammar, they often disregard discourse

level features such as cohesion and coherence; four particularly frequent logical

errors in student writing are: overgeneralization, contradiction, errors of causality,

and supported claims.

The third problem faced by Asian EFL students is lack of balance –

academic essay should strive for balance a semblance of objectivity and fairness

but many students writers have a tendency to present just one perspective and/or

rely on a single information source. The fourth is redundancy/superfluosity – if a

composition is required to have minimum word length, excessive redundancy is

often to occur, some students repeats information needlessly to fill up space.

The fifth problem is time management issues – writing semester-length

research report is like running a marathon, it is essential to maintain a steady pace

when working on full-length report. The sixth problem is plagiarism – some

easy to detect passages from other sources. The seventh problem is lacking of

clear citations – the custom of keeping detailed citations when writing academic

reports is by no means universal in Asia. Student writers often omit references

entirely or else neglect key details.

Similar facts were also found in many non-English speaking countries, such

as in Iran, Korea, Vietnam, and other Asian countries. A study conducted by

Shokrpour and Fallahzadeh (2007) revealed that related to writing, the students at

Shiraz University of Medical Sciences had difficulties in vocabulary, spelling,

punctuation, cohesive devices and coherence. It is not much different from EFL

writing problems in Korea. Kim (2005) found that his respondents faced

difficulties mostly in organizing their writing, expressing ideas related to a given

topic – of contents, and grammar and word usage or collocation expression.

Thuy (2008) reported that Vietnamese students tend to present their ideas

inductively and indirectly in L2 since inductive and indirect presentation is

frequently conducted in their L1 as one popular culture practice. It is a fact that

cultural aspects of the L2 writing setting can create difficulties for learners

coming from a different academic culture.

Furthermore, Mojica (2010) who observed twenty-six EFL students coming

from different nationalities such as Korean, Turkish, Thai, Chinese, and

Mandarin, noted that vocabulary and grammar were not the only problems

encountered by the students. There were other problems related to aspects of

language and skills of writing, as organizing ideas, addressing the prompt, and

Ahmed (2010) said that despite various approaches to the teaching of

writing having evolved from different teaching methods, tackling EFL writing is

still one of the most challenging areas for teachers and students. Egyptian student

teachers of English at Helwan Faculty of Education who have to pass many

academic courses in English still face problems in cohesion and coherence of their

English essay writing.

It can be concluded that the problems of ESL/EFL writing encountered by

ESL/EFL learners are quite similar. They have problems not only with language

skills (spelling, vocabulary, grammar and syntax) but also with writing skills

(punctuation, cohesive devices, coherence and organization).

Related to IELTS, a large number of studies have been also carried out

investigating issues related to writing section of the IELTS test. For example,

Moore and Morton (1999) conducted a research on authenticity in the IELTS

Academic Module Writing Test. From the findings, they speculated that the type

of writing prescribed in IELTS Task 2 items may have more in common with

certain public non-academic genres – the newspaper editorial and letter to the

editor – than the characteristic of the academic domain.

Mickan and Slater (2003) investigated candidates' interpretation of prompts

and compared the written responses of English background speakers with those of

IELTS intending candidates, who were not English background speakers. Their

findings suggest implications for item writers and for teachers preparing

O'Loughlin and Wigglesworth (2003) conducted a study on task difficulty in

the IELTS Academic Writing Task 1. The study examined firstly, the extent to

which the difficulty of the task is affected by the amount of information provided

to the candidate and secondly, the extent to which the difficulty of the task is

affected by the presentation of the information to the candidate. The findings

indicated that there were no substantial differences in difficulty between the tasks,

either in terms of the amount of information presented or in terms of the

differences in presentation of the tasks. Brown (2003) wanted to find out whether

handwriting and neatness have any impact on the overall judgment of the IELTS

writing quality of the candidates or not. The findings of her study clearly indicated

that in general the quality of handwriting in IELTS did not have an impact on the

scores awarded to essays, and that increased legibility results in higher ratings.

Despite numerous studies on IELTS Writing, in Indonesia there is no

research on students’ problems in completing the Writing tasks of IELTS.

Instigated by the fact, the researcher conducted a study on exploring students’

problems in accomplishing Writing Task 1 of IELTS Academic Module.

2.7 IELTS Test

IELTS, the International English Language Testing System, is designed to

assess the language ability of candidates who want to study or work where

English is the language of communication. IELTS is recognized by over 6,000

organizations worldwide, including universities employers, professional bodies,

IELTS is internationally focused in its content. For example, a range of

native-speaker accents (North American, Australian, New Zealand, and British) is

used in the Listening test, and all standard varieties of English are accepted in

candidates’ responses in all parts of the world. This four-skill test has become the

world’s most popular English language proficiency test (IELTS Guide, 2011).

IELTS has become increasingly recognized as a “secure, valid and reliable

indicator of true to life ability to communicate in English for education,

immigration and professional accreditation” (UCLES, 2007, cited in Abe, 2008;

Griffiths, 2011). For overseas candidates wishing to study in tertiary institutions in

the United Kingdom or Australia, in particular, IELTS is the most widely

recognized assessment of English language proficiency (Tucker and van Bemmel,

2006).

There are two modules in IELTS test and candidates can choose either

general training or academic module depended on their purpose of taking the test.

Candidates planning university study should take the IELTS Academic Module,

whereas those who wish to enroll in vocational training or secondary school

should take the IELTS General Training Module. The two modules differ only in

the reading and writing subtests; listening and speaking subtests are the same.

The IELTS test comprises four parts, called ‘modules’ or ‘subtests:

Listening, Reading, Writing, and Speaking module. The time allotted to each part

is not the same, expect for Reading and Writing modules. The candidates have

about 30 minutes for completing Listening subtest, 11-14 minutes for Speaking,

amount of time, that is 60 minutes for each. So, the entire test takes around two

hours and 45 minutes.

Candidates receive scores on a Band Scale from 1 to 9 for each skill tested.

They are equal importance. These four scores are then averaged and rounded to

produce an Overall Band Score (Hashemi and Thomas, 2011: 6). IELTS scores

(bands) of Academic Module have been used to determine whether the applicants

have sufficiency skills to follow studies at an undergraduate or a postgraduate

level in English speaking countries. To get a clear picture, the IELTS 9-band scale

(Hashemi & Thomas, 2011: 7; IELTS Guide, 2011: 12) is stated here.

IELTS Band Scores

9 Expert User – Has fully operational command of the language: appropriate,

accurate and fluent with complete understanding.

8 Very good user - Has fully operational command of the language with only

occasional unsystematic inaccuracies and inappropriaces. Misunderstandings may

occur in unfamiliar situations. Handles complex detailed argumentation well.

7 Good user - Has fully operational command of the language, though with

occasional inaccuracies and misunderstandings in some situations. Generally

handles complex language well and understand detailed reasoning.

6 Competent user – Has generally effective command of the language despite

some inaccuracies, inappropriacies and misunderstandings. Can use and

5 Modest user – Has partial command of the language, coping with overall

meaning in most situations, though is likely to make many mistakes. Should be

able to handle basic communication in own field.

4 Limited user – Basic competence is limited to familiar situations. Has frequent

problems in understanding and expressions. Is not able to use complex language.

3 Extremely limited user – Conveys and understands only general meaning in

very familiar situations. Frequent breakdowns in communication occur.

2 Intermittent user – No real communication is possible except for the most

basic information using isolated words or short formulae in familiar situations and

to meet immediate needs. Has great difficulty understanding spoken and written

English.

1 Non-user – Essentially has no ability to use the language beyond possibly a

few isolated word.

0 Did not attempt the test – No assessable information provided.

2.8 Writing of IELTS Academic Module

The Academic Writing Module consists of two different writings and whole

paper takes one hour. Candidates do not have any choice of tasks. Task 1,

descriptive essay, must be a minimum 150 words and it is recommended that

candidates spend no longer than 20 minutes on this. Task 2, argumentative essay,

must be at least 250 words and carries two third of the marks, so it is

recommended that candidates spend 40 minutes on this. Under length answers

The Task 1, prompt is always type of diagram. Candidates have to write

about the information shown, describing the main features, trends, or differences.

They have to refer closely to the diagram, where relevant; illustrate their main

point with figures. Candidates are not required to give any explanation for the data

or opinion (Jakeman and McDowell: 59), but have to describe only the

information given in the task (Terry and Wilson, 2007: 7).

Task types may involve describing information from a graph, chart, or table,

a flow chart or process diagram, a plan or a map, a diagram showing how

something works, a diagram showing or comparing objects, or a set of small

diagrams (Terry and Wilson, 2005:6; McCarter: 2008:6; McCarter and Ash, 2003:

7).

Task 1 is assessed in terms of task fulfillment – how well candidates have

reported illustrated the main points of the information, coherence and cohesion –

how well candidates have organized the information across their answer and how

they have linked the ideas within and between sentences, vocabulary and sentence

structure – how appropriately and accurately candidates have used a range of

language.

In Task 2 candidates are require to discuss an issue, question or opinion of

general interest, and to give their own point of view. The topics do not require

them to have special knowledge, but they have to be able to present ideas on

general issues. The prompt is usually a background statement introducing the

topic, followed by an instruction to the candidates. This instruction tells them how

analyzing exactly what they are expected to write about (Terry and Wilson, 2007:

7).

Instruction types include giving and justifying opinion, comparing opposing

opinion, evaluating advantages and disadvantages, comparing arguments for and

against, analyzing problems and suggesting solutions, and answering direct

questions on an issue. For Task 2 candidates are expected to write in a formal

style, appropriate for an academic exam.

Task 2 is assessed in terms of argument, ideas and evidence – how well

candidates have been able to present relevant ideas and opinions and develop

these into a well-supported argument or point of view, communicative quality –

how well candidates well candidates have organized and linked their points and

ideas, vocabulary and sentence structure – how appropriately candidates have

used a range of language.

The scores on the criteria are combined to give candidates a Task Band for

each task. These are then combined to give them Final Band for Writing. There is

no half band for this module.

2.9 Writing Task 1 of IELTS Academic Module

Writing Task 1 of IELTS Academic Module contributes to the whole band

of Writing. Although it is stated that Task 2 has more weight than Task 1, they

complete each other since the scores of both tasks are combined to give candidates

both tasks have to be well-answered. Therefore, any students’ problem with

completing not only Task 2 but also Task 1 should be coped with.

Writing Task 1 is not an easy part of the test. Describing a graph well in 20

minutes is not something most people can do straight away whether they are

English speakers or not. The fact is that it is in a foreign language for candidates

as well does not help.

Basically Writing Task 1 of IELTS Academic Module is an information

transfer task related to the factual content of a graph(s), chart(s), table(s) or

diagram(s) or process(es). It can be combinations of these inputs.

2.9.1 Types of graphs

As stated previously, IELTS Academic Writing Task 1 asks candidates to

describe, summarize, compare or contrast information given in a graph or

diagram. It can be a bar chart, pie chart, table, or line graph.

It shoud be noted that the function of many graphs is to describe a trend so

we have to be sure that we describe the trends (ieltshelpnow, 2011). A trend is

how values change generally over time and it is important to describe the changes

along with some of the individual values. We do not need to analyse the data, for

instance they do not need to give reasons why figures are low or high. Sometimes,

when there is more than one graph, there is a relationship between the two and we

can bring in some comparisons but more than this is not necessary. In the same

One important issue with the IELTS Academic Writing Task 1 is how much

detail to include in our report. This depends really on how much detail there is in

the question. If there is only one graph and it does not have much numerical data

in it, then candidates will be expected to include all or nearly all of the numerical

detail. If, however, there are two graphs, both of which are very complicated with

a lot of values,we will not be expected to include everything as they only have

about 20 minutes and approximately 150 words to do the job. What we have to do

is to include a selection of what we feel is the most important and significant

detail that needs to be included to accurately describe the graph. Here the types of

graphs are explained.

Bar Charts

Bar charts, also known as bar graphs (Kaplan, 2009: 131), are similar to

line graphs in that they have two axes and are useful for showing something has

changed over a given period of time, especially when there are significant

changes. Bar graphs consist of rectangular bars, which can be orientated

horizontally or vertically, with the lengths proportional to the data values that they

represent. They are typically used for comparing two or more values.

Basically, with a bar chart, candidates need to describe the bars and their

values (Cole, 2011). When describing a bar chart we have to first decide in what

order to describe the bars, highest value to lowest value or lowest value to highest

value. It may be a mixture of this. If there are many bars, we can sometimes group

values. If there are many and we cannot group them, then just describe the ones

that are the most significant.

Here is a sample:

Figure 2.1 An example of bar chart

Cole (2011) says that the first step to do is to analyse the graph carefully by

looking at the y (vertical) and x (horizontal) axes one by one. It is done to see

whether there are any patterns and/or exceptions. It can be very confusing to look

at the graph as a whole. As we do this, it is a good idea to look at the extremes as

these are almost always key details. Besides, since there is always more than one

Here the main choices we have are: going through each type of

accomodation (the y axis option) and going through the countries (the x axis

option). It seems to be easier for us to use the countries. There are only four of

them and three of those are very similar and it seems natural and easy to group

England, Scotland and Wales together. Northern Ireland is the odd one out.

This sample answer is not perfect. However, we can see how it is logically

organised, grouping similar information together. There is one paragraph for

England, Scotland and Wales showing the main pattern started by noting the most

evident feature of the chart. England is used as a model and then the situation in

Wales and Scotland is compared. Then there is a separate paragraph for Northern

Ireland, highlighting the key exception.

This bar shart shows the results of a survey on whether people in England, Ssotland, Northern Ireland and Wales stayed in hotels, saravans, sampsites or self-satering assommodation when they went on holiday in 2010.

The most striking feature of the shart is that in all four sountries the majority of people shose to stay in hotels. This figure was highest in England at around 55%, almost twise the number of people who sooked for themselves (27% of the sample) and far greater than the number who stayed in sampsites (12%) and finally saravans (6%). A similar pattern was repeated for the Ssots and the Welsh. In eash sase, around 50% of holidaymakers went to hotels with around 30% in self-satering apartments. The one differense being that saravan holidays at 12% were twise as popular than samping holidays in Ssotland, while the opposite pattern sould be seen in Wales.

The one sountry that shows a different pattern is Northern Ireland. It is notable how there just over 30% of the population shose saravan holidays in preferense to self-satering assommodation and samping (both around 12%).

(182 words)

Pie Charts

Pie charts are circular charts divided into sectors or ‘pie slices’, usually

illustrating percentages. The size of pie slice shows the relative quantity of data it

represents. Together, the slices create a full circle. They are commonly used in in

the business world and the mass media, and are less common in scientific or

technical publications (Kaplan, 2009: 129).

Pie charts are relatively straightforward as they usually only have a few

sections though it is not always the case. We need to describe the segments and

their values. If there are many then we just describe the ones that are the most

significant. The values are often expresses in percentages but not always, so we

have to be careful about the scale we use. A sample is given here:

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Figure 2.2 Example of pie chart

The first step to do is identifying the main points of the two charts (Cole, 2011).

This is not just an important part of the task, it will also help us write our

description. The main points are normally obvious. Sometimes they are so

obvious that candidates ignore them. Here we get three important parts: there are

8 activities for each year, 7 of 8 activities are the same, and there are a number of

differences in popularity between the two years.

More than that, there are 16 different figures you can include. This is too

the biggest number and the smallest number. These are generally important details

to include. We should also consider what changes between the two charts such as

what has gone up, what has gone down, what has not changed, and what is new;

not least because the task asks us to make comparisons. Then, we get these

details: walking is most popular in both periods; yoga disappears and weightlifting

is new; swimming doubles; aerobics, jogging and cycling all fall; and soccer and

camping do not change much.

As we write our paragraphs, we shoud think of three key ideas: highlight

the main points – they come first, group similar ideas together and find a logical

structure to present the points. Therefore, we have this sample answer:

These two pie sharts show the shanges in popularity of different leisure astivities in the United States of Amerisa between 1999 and 2009. We san see that the most popular leisure astivities were almost the same in both periods, but there were a number of differenses in popularity between the various astivities.

It is slear that walking was the most popular astivity in both 1999 and 2009, with around 30% of Amerisans saying that they preferred it. Also, yoga was no longer among the preferred astivities in 2009, but weightlifting was shosen by 10% of people.

The sesond most popular astivity was sosser at just under 20% in both years, a figure that was matshed by swimming in 2009, having almost doubled in popularity over the previous desade. Most of the other astivities besame less popular over the same period of time, with sysling, jogging and aerobiss all falling by at least a half to under 10%. The one exseption to this trend was samping whish stayed almost unshanged at around 9%.

Line Graphs

Line graphs can be used to show how something changes over time (Cole,

2011; Kaplan, 2009). They have an x-axis (horizontal) and a y-axis (vertical).

Usually the x-axis shows the time period and the y-axis shows what is being

measured.

The function of a line graph is to describe a trend pictorially. Therefore,

we should try and describe the trend in it. If there are many lines in the graph(s),

then just generally describe the trend. If there is only one or two, then we should

use more detail. So, we describe the movement of the line(s) of the graph giving

numerical detail at the important points of the line.

Figure 2.3 Example of a line graph

Sample answer:

The line graph shows estimated sales of gold in Dubai for 12 months in 2002 in millions of dirhams. There were two main seasons for gold sales.

The main season for sales is in the Desember to May period. Sales were sonsistently above 200 million dirhams per month, rising sharply to a peak of 350 million dirhams in Marsh. However, for the next four months, sales deslined steadily, reashing an annual low of 120 million dirhams in July.

In August, there was a sudden insrease. Sales almost doubled, rising from 120 million dirhams in July to 210 million dirhams in August. This was followed by a drop in September, the July figure.

From September to Ostober, sales resovered, from 120 to 180 million. In Ostober and November, sales remained steady, and there was a small insrease in Desember to 190 million dirhams.

In sonslusion, the main sales period is in the early part of the year, slumping in the summer, exsept for a sudden insrease in August.

(167 words)

Tables

Tables contain words and numbers, displayed in columns or boxes to

illustrate a set of facts and the relationships among them. Describing a table is

almost the most challenging in IELTS writing task (Cole, 2011; Kaplan, 2009). As

we can see in the sample task below, there are usually a lot of data we have from a

table. We cannot describe all of the data, and do not try to.

The table below shows the in which sector of the economy different age groups were employed.

Summarise the information by selecting and reporting the main features, making comparisons where relevant

Figure 2.4 Example of table

We cannot describe all of the data since there are 30 different pieces of

information here. Moreover, we should remember the task is to summarise and to

select the main featutes of the table. This means leaving some items of

information out.

The first step to do is dividing and conquering by looking at the table in

columns and rows. This way makes us more esaily identify the key details and

comparisons. The key is to understand that we have two sets of data: the data from

the rows (across) and the data from the columns (down). The main features are

typically high numbers, low numbers, the biggest contrast, and the closest

Process diagram

The process diagram is in many ways the odd one out in academic task 1

and it requires some different language from the other task types. Candidates

often encounter difficulties in describing a process.

Every stage of the process one by one should be described and they are

connected by using linking words and it should be mentioned whether or not the

stages are being performed at the same time. Alternative stages should also be

noticed, either stage A or B is performed.

The first step in learning to write about a process diagram is to see where

the process starts and ends. Sometimes it is evident, frequently it is less so. The

next point is try and understand how the process work. Typically, there will be

some problem in understanding the diagram: it is not always the case that

everything is in a natural order. The key is to stop and think, and look. This is a

visual task and we need to look at all the visual clues.

In the diagram below, we see the following details: there are five parties

involved (the pictures – Who), there are seven stages in the process (the numbers

– How many), some of the arrows point in two different directions – this need to

Figure 2.5 Example of process diagram

In the diagram, the process falls into two parts: the customer receives her goods

and the merchant gets his money. We should do the logical thing and divide or

description into two main paragraphs. One to describe the autorisation process

until the customer gets her/his goods and one for the payment process until the

merchant is paid.

topic vocabulary, as in this example; but we have to be careful of two points:

trying to vary the language and not copying the language incorrectly.

Some of the most important language we need is vocabulary to say in what

order things happen. It is important to have some variation. Some very basic

options are; next, then, after, before, once. Besides, a key grammatical area is very

often the passive. We use this when it is not important who “does” the action.

Sample answer:

This diagram shows the different stages in the prosess of making a purshase with a sredit sard. We san see from it that there are five different parties involved in sush a transastion and there are seven different steps until the mershant reseives payment.

The first step is that the sustomer offers to pay for the goods by sredit sard. At that point, the mershant has to request for the payment to be authorised by the sredit sard organisation, whish must also request authorisation in turn from the sonsumer’s bank. Onse that authorisation has been reseived, the mershant san then release the goods to the sustomer.

The mershant, however, does not reseive the money for the transastion until it has paid a fee to the sredit sard organisation. After that has been paid, the sonsumer’s issuing bank will transfer the money for the transastion to the mershant’s own bank, whish will then sredit the mershant’s bank assount with the amount of the purshase less the sredit sard fee.

2.9.2 Assessment Criteria

The IELTS Academic Writing Task 1 will be marked in four areas.

Candidates will get a mark from 1 to 9 on Task Achievement, Coherence and

Cohesion, Lexical Resources and Grammatical Accuracy. The final band for Task

1 will be effectively an average of the four marks awarded in these areas. It is said

that Task 1 is less important than Task 2, and to calculate the final writing mark,

more weight is assigned to the Task 2 mark than to the mark of Task 1. However,

to get a good overall mark for the IELTS Academic Writing, both tasks have to be

well-answered. These are four criteria assessed in Task 1:

Task Achievement

This criterion assesses how appropriately, accurately and relevantly the

response fulfils the requirements set out in the task, using the minimum of 150

words. Academic Writing Task 1 is a writing which has a defined input and a

largely predictable output. It is basically an information-transfer task which relates

narrowly to the factual content of an input diagram and not to speculated

explanation that lie outside the given data.

In other words, Rooy (2010: 85) concludes that task achievement is a

measure of candidates’ ability to summarise information presented in graphic

form in the time given (20 minutes is recommended), using at least 150 words.

Related to this criterion, Rooy suggests the candidates to ask themselves whether

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