KEYS TO SUCCESSFUL FREEWRITING
◆ Resist the temptation to look back at what you have written during the process.
◆ If you can’t stay on topic, keep writing anything to maintain the flow.
◆ Do not censor yourself; your freewriting is not going to be seen by others, so
commit every thought to paper.
◆ Follow your ideas wherever they lead you.
◆ When finished, read your freewriting with a highlighter, noting the most interesting
and strongest ideas.
◆ Try the process again after you have focused your topic; more ideas may be
generated.
Every question won’t apply to every essay, and the prompts that follow each W are meant to be taken as suggestions. Be flexible and use the format as it best fits your topic.
1. Who: Who is involved? At what level? Who is affected?
2. What: What is your topic? What is its significance? What is at stake? What are the issues?
3. Where: Where does your subject occur? Where is its source?
4. When: When does your topic occur? When did it begin/end? When must action be taken to deal
with it?
5. Why: Why is it our subject of interest? Why did it develop as it did? Why should
others be interested in your topic?
Thursday, October 28, 2010
IELTS - Writing Task 2 --- Writing the Conclusion
Look at the three alternative conclusions to the essay title below and identify the best.
Through recent medical advances we now have the capacity to
determine the characteristics of unborn babies, produce clones,
transplant animal organs to humans, as well as prolong life.
Such technology is unethical, interferes with the course of nature
and should be prohibited.
To what extent do you agree with this opinion?
1.
In conclusion, recent medical advances offer us advantages such as
prolonging our lives, improving the quality of our lives, and providing
some infertile couples with the opportunity to experience parenthood. On
the other hand, they pose dilemmas, including compromising our
standard of living because of a dependent elderly population, potentially
causing harmful mental and physical side effects, and undermining our
ethical values. Therefore we have to think about them carefully or it will
not be good.
2.
What is more, poor people often cannot afford to pay for these new
medical advances. Consequently, they are only a benefit to a small,
affluent part of the population, so we should prohibit them.
3.
To conclude, new medical advances have many positive outcomes.
However, we should analyse our objectives carefully in order to decide
what is appropriate and what should be permitted. If we do not, the result
might not be longer more fulfilling lives, but instead, extended less
satisfying existence.
In pairs discuss the three alternative conclusions to the essay title below and identify
the best. Refer to the worksheet, ‘Outline of a Short Academic Essay’ to help you.
1.
In conclusion, recent medical advances offer us advantages such as prolonging our lives,
improving the quality of our lives, and providing some infertile couples with the opportunity to
experience parenthood. On the other hand, they pose dilemmas, including compromising our
standard of living because of a dependent elderly population, potentially causing harmful
mental and physical side effects, and undermining our ethical values. Therefore we have to
think about them carefully or it will not be good.
This example follows the suggested model of a concluding paragraph. The two
summary statements succinctly paraphrase the main arguments. The paragraph
makes a recommendation too, however, the benefits of this are not stated, so it is
vague and unconvincing.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
2.
What is more, poor people often cannot afford to pay for these new medical advances.
Consequently, they are only a benefit to a small, affluent part of the population, so we should
prohibit them.
This example does not follow the suggested model of a concluding paragraph. There
is no statement referring to the main arguments or summary of them. In fact, it
provides another argument, which the concluding paragraph should not contain. It
does make a recommendation, however, this appears to be motivated by envy or
jealousy, so it is not a very credible suggestion.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
3.
To conclude, new medical advances have many positive outcomes. However, we should
analyse our objectives carefully in order to decide what is appropriate and what should be
permitted. If we do not, the result might not be longer more fulfilling lives, but instead,
extended less satisfying existence.
This example follows the suggested model of a concluding paragraph. The summary
statement is good; it refers back to the main arguments. The paragraph makes a
recommendation too, which seems logical and acceptable.
Through recent medical advances we now have the capacity to
determine the characteristics of unborn babies, produce clones,
transplant animal organs to humans, as well as prolong life.
Such technology is unethical, interferes with the course of nature
and should be prohibited.
To what extent do you agree with this opinion?
1.
In conclusion, recent medical advances offer us advantages such as
prolonging our lives, improving the quality of our lives, and providing
some infertile couples with the opportunity to experience parenthood. On
the other hand, they pose dilemmas, including compromising our
standard of living because of a dependent elderly population, potentially
causing harmful mental and physical side effects, and undermining our
ethical values. Therefore we have to think about them carefully or it will
not be good.
2.
What is more, poor people often cannot afford to pay for these new
medical advances. Consequently, they are only a benefit to a small,
affluent part of the population, so we should prohibit them.
3.
To conclude, new medical advances have many positive outcomes.
However, we should analyse our objectives carefully in order to decide
what is appropriate and what should be permitted. If we do not, the result
might not be longer more fulfilling lives, but instead, extended less
satisfying existence.
In pairs discuss the three alternative conclusions to the essay title below and identify
the best. Refer to the worksheet, ‘Outline of a Short Academic Essay’ to help you.
1.
In conclusion, recent medical advances offer us advantages such as prolonging our lives,
improving the quality of our lives, and providing some infertile couples with the opportunity to
experience parenthood. On the other hand, they pose dilemmas, including compromising our
standard of living because of a dependent elderly population, potentially causing harmful
mental and physical side effects, and undermining our ethical values. Therefore we have to
think about them carefully or it will not be good.
This example follows the suggested model of a concluding paragraph. The two
summary statements succinctly paraphrase the main arguments. The paragraph
makes a recommendation too, however, the benefits of this are not stated, so it is
vague and unconvincing.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
2.
What is more, poor people often cannot afford to pay for these new medical advances.
Consequently, they are only a benefit to a small, affluent part of the population, so we should
prohibit them.
This example does not follow the suggested model of a concluding paragraph. There
is no statement referring to the main arguments or summary of them. In fact, it
provides another argument, which the concluding paragraph should not contain. It
does make a recommendation, however, this appears to be motivated by envy or
jealousy, so it is not a very credible suggestion.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
3.
To conclude, new medical advances have many positive outcomes. However, we should
analyse our objectives carefully in order to decide what is appropriate and what should be
permitted. If we do not, the result might not be longer more fulfilling lives, but instead,
extended less satisfying existence.
This example follows the suggested model of a concluding paragraph. The summary
statement is good; it refers back to the main arguments. The paragraph makes a
recommendation too, which seems logical and acceptable.
IELTS Reading Test Strategies
he Reading module of the IELTS consists of a total of 40 questions.
There are three passages, with a total of 2,000 to 2,750 words.
Skimming
Your first task when you begin reading is to answer the question 'What is the topic of the selection?' This can best be answered by quickly skimming the passage for the general idea, stopping to read only the first sentence of each paragraph. A paragraph’s first sentence is usually the main topic sentence, and it gives you a summary of the content of the paragraph.
Once you’ve skimmed the passage, stopping to read only the first sentences, you will have a general idea about what it is about, as well as what is the expected topic in each paragraph.
Each question will contain clues as to where to find the answer in the passage. Do not just randomly search through the passage for the correct answer to each question. Search scientifically. Find key word(s) or ideas in the question that are going to either contain or be near the correct answer. These are typically nouns, verbs, numbers, or phrases in the question that will probably be duplicated in the passage. Once you have identified those key word(s) or idea, skim the passage quickly to find where those key word(s) or idea appears. The correct answer choice will be nearby.
Example: What caused Martin to suddenly return toParis
The key word isParis
However, sometimes key words in the question are not repeated in the passage.
In those cases, search for the general idea of the question.
Example: Which of the following was the psychological impact of the author’s childhood upon the remainder of his life?
Key words are 'childhood' or 'psychology'. While searching for those words, be alert for other words or phrases that have similar meaning, such as 'emotional effect' or 'mentally' which could be used in the passage, rather than the exact word 'psychology'.
Numbers or years can be particularly good key words to skim for, as they stand out from the rest of the text.
Example: Which of the following best describes the influence of Monet’s work in the 20th century?
20th contains numbers and will easily stand out from the rest of the text. Use 20th as the key word to skim for in the passage.
Once you’ve quickly found the correct section of the passage to find the answer, focus upon the answer choices. Sometimes a choice will repeat word for word a portion of the passage near the answer. However, beware of such duplication – it may be a trap! More than likely, the correct choice will paraphrase or summarize the related portion of the passage, rather than being exactly the same wording.
For the answers that you think are correct, read them carefully and make sure that they answer the question. An answer can be factually correct, but it MUST answer the question asked. Additionally, two answers can both be seemingly correct, so be sure to read all of the answer choices, and make sure that you get the one that BEST answers the question.
Some questions will not have a key word.
Example: Which of the following would the author of this passage likely agree with?
In these cases, look for key words in the answer choices. Then skim the passage to find where the answer choice occurs. By skimming to find where to look, you can minimize the time required.
Sometimes it may be difficult to identify a good key word in the question to skim for in the passage. In those cases, look for a key word in one of the answer choices to skim for. Often the answer choices can all be found in the same paragraph, which can quickly narrow your search.
Paragraph Focus
Focus upon the first sentence of each paragraph, which is the most important. The main topic of the paragraph is usually there.
Once you’ve read the first sentence in the paragraph, you have a general idea about what each paragraph will be about. As you read the questions, try to determine which paragraph will have the answer. Paragraphs have a concise topic. The answer should either obviously be there or obviously not. It will save time if you can jump straight to the paragraph, so try to remember what you learned from the first sentences.
Example: The first paragraph is about poets; the second is about poetry. If a question asks about poetry, where will the answer be? The second paragraph.
The main idea of a passage is typically spread across all or most of its paragraphs. Whereas the main idea of a paragraph may be completely different than the main idea of the very next paragraph, a main idea for a passage affects all of the paragraphs in one form or another.
Example: What is the main idea of the passage?
For each answer choice, try to see how many paragraphs are related. It can help to count how many sentences are affected by each choice, but it is best to see how many paragraphs are affected by the choice. Typically the answer choices will include incorrect choices that are main ideas of individual paragraphs, but not the entire passage. That is why it is crucial to choose ideas that are supported by the most paragraphs possible.
Eliminate Choices
Some choices can quickly be eliminated. 'Andy Warhol lived there.' Is Andy Warhol even mentioned in the article? If not, quickly eliminate it.
When trying to answer a question such as 'the passage indicates all of the following EXCEPT' quickly skim the paragraph searching for references to each choice. If the reference exists, scratch it off as a choice. Similar choices may be crossed off simultaneously if they are close enough.
In choices that ask you to choose 'which answer choice does NOT describe?' or 'all of the following answer choices are identifiable characteristics, EXCEPT which?' look for answers that are similarly worded. Since only one answer can be correct, if there are two answers that appear to mean the same thing, they must BOTH be incorrect, and can be eliminated.
Example:
A.) changing values and attitudes
B.) a large population of mobile or uprooted people These answer choices are similar; they both describe a fluid culture. Because of their similarity, they can be linked together. Since the answer can have only one choice, they can also be eliminated together.
Contextual Clues
Look for contextual clues. An answer can be right but not correct. The contextual clues will help you find the answer that is most right and is correct. Understand the context in which a phrase is stated.
When asked for the implied meaning of a statement made in the passage, immediately go find the statement and read the context it was made in. Also, look for an answer choice that has a similar phrase to the statement in question.
Example: In the passage, what is implied by the phrase 'Churches have become more or less part of the furniture'?
Find an answer choice that is similar or describes the phrase 'part of the furniture' as that is the key phrase in the question. 'Part of the furniture' is a saying that means something is fixed, immovable, or set in their ways. Those are all similar ways of saying 'part of the furniture.' As such, the correct answer choice will probably include a similar rewording of the expression. Example: Why was John described as 'morally desperate'.
The answer will probably have some sort of definition of morals in it. 'Morals' refers to a code of right and wrong behavior, so the correct answer choice will likely have words that mean something like that.
Fact/Opinion
When asked about which statement is a fact or opinion, remember that answer choices that are facts will typically have no ambiguous words. For example, how long is a long time? What defines an ordinary person? These ambiguous words
of 'long' and 'ordinary' should not be in a factual statement. However, if all of the choices have ambiguous words, go to the context of the passage. Often a factual statement may be set out as a research finding.
Example: 'The scientist found that the eye reacts quickly to change in light.'
Opinions may be set out in the context of words like thought, believed, understood, or wished.
Example: 'He thought the Yankees should win the World Series.'
Opposites
Answer choices that are direct opposites are usually correct. The paragraph will often contain established relationships (when this goes up, that goes down). The question may ask you to draw conclusions for this and will give two similar answer choices that are opposites.
Example:
A.) if other factors are held constant, then increasing the interest rate will lead to a decrease in housing starts
B.) if other factors are held constant, then increasing the interest rate will lead to an increase in housing starts
Often these opposites will not be so clearly recognized. Don’t be thrown off by different wording, look for the meaning beneath. Notice how these two answer choices are really opposites, with just a slight change in the wording shown above. Once you realize these are opposites, you should examine them closely. One of these two is likely to be the correct answer.
Example:
A.) if other factors are held constant, then increasing the interest rate will lead to a decrease in housing starts
B.) when there is an increase in housing starts, and other things remaining equal, it is often the result of an increase in interest rates
Make Predictions
As you read and understand the passage and then the question, try to guess what the answer will be. Remember that most of the answer choices are wrong, and once you being reading them, your mind will immediately become cluttered with answer choices designed to throw you off. Your mind is typically the most focused immediately after you have read the passage and question and digested its contents. If you can, try to predict what the correct answer will be. You may be surprised at what you can predict.
Quickly scan the choices and see if your prediction is in the listed answer choices. If it is, then you can be quite confident that you have the right answer. It still won’t hurt to check the other answer choices, but most of the time, you’ve got it!
Answer the Question
It may seem obvious to only pick answer choices that answer the question, but IELTS can create some excellent answer choices that are wrong. Don’t pick an answer just because it sounds right, or you believe it to be true. It MUST answer the question. Once you’ve made your selection, always go back and check it against the question and make sure that you didn’t misread the question, and the answer choice does answer the question posed.
Benchmark
After you read the first answer choice, decide if you think it sounds correct or not. If it doesn’t, move on to the next answer choice. If it does, make a mental note about that choice. This doesn’t mean that you’ve definitely selected it as your answer choice, it just means that it’s the best you’ve seen thus far. Go ahead and read the next choice. If the next choice is worse than the one you’ve already selected, keep going to the next answer choice. If the next choice is better than the choice you’ve already selected, then make a mental note about that answer choice.
As you read through the list, you are mentally noting the choice you think is right. That is your new standard. Every other answer choice must be benchmarked against that standard. That choice is correct until proven otherwise by another answer choice beating it out. Once you’ve decided that no other answer choice seems as good, do one final check to ensure that it answers the question posed.
New Information
Correct answers will usually contain the information listed in the paragraph and question. Rarely will completely new information be inserted into a correct answer choice. Occasionally the new information may be related in a manner than IELTS is asking for you to interpret, but seldom.
Example:
The argument above is dependent upon which of the following assumptions?
A.) Scientists have used Charles’s Law to interpret the relationship.
If Charles’s Law is not mentioned at all in the referenced paragraph and argument, then it is unlikely that this choice is correct. All of the information needed to answer the question is provided for you, and so you should not have to make guesses that are unsupported or choose answer choices that have unknown information that cannot be reasoned.
Key Words
Look for answer choices that have the same key words in them as the question.
Example:
Which of the following, if true, would best explain the reluctance of politicians since 1980 to support this funding?
Look for the key words 'since 1980' to be referenced in the correct answer choice. Most valid answer choices would probably include a phrase such as 'since 1980, politicians have...'
Valid Information
Don’t discount any of the information provided in the passage, particularly shorter ones. Every piece of information may be necessary to determine the correct answer. None of the information in the passage is there to throw you off (while the answer choices will certainly have information to throw you off). If two seemingly unrelated topics are discussed, don’t ignore either. You can be confident there is a relationship, or it wouldn’t be included in the passage, and you are probably going to have to determine what is that relationship for the answer.
Time Management
In technical passages, do not get lost on the technical terms. Skip them and move on. You want a general understanding of what is going on, not a mastery of the passage.
When you encounter material in the selection that seems difficult to understand, it often may not be necessary and can be skipped. Only spend time trying to understand it if it is going to be relevant for a question. Understand difficult phrases only as a last resort.
Identify each question by type. Usually the wording of a question will tell you whether you can find the answer by referring directly to the passage or by using your reasoning powers. You alone know which question types you customarily handle with ease and which give you trouble and will require more time.
Final Warnings
Hedge Phrases Revisited
Once again, watch out for critical 'hedge' phrases, such as likely, may, can, will often, sometimes, etc, often, almost, mostly, usually, generally, rarely, sometimes. Question writers insert these hedge phrases, to cover every
possibility. Often an answer will be wrong simply because it leaves no room for exception.
Example: Animals live longer in cold places than animals in warm places.
This answer choice is wrong, because there are exceptions in which certain warm climate animals live longer. This answer choice leaves no possibility of exception. It states that every animal species in cold places live longer than animal species in warm places. Correct answer choices will typically have a key hedge word to leave room for exceptions.
Example: In severe cold, a polar bear cub is likely to survive longer than an adult polar bear.
This answer choice is correct, because not only does the passage imply that younger animals survive better in the cold, it also allows for exceptions to exist. The use of the word 'likely' leaves room for cases in which a polar bear cub might not survive longer than the adult polar bear.
Word Usage Questions
When asked how a word is used in the passage, don’t use your existing knowledge of the word. The question is being asked precisely because there is some strange or unusual usage of the word in the passage. Go to the passage and use contextual clues to determine the answer. Don’t simply use the popular definition you already know.
Switchback Words
Stay alert for 'switchbacks'. These are the words and phrases frequently used to alert you to shifts in thought. The most common switchback word is 'but'. Others include although, however, nevertheless, on the other hand, even though, while, in spite of, despite, regardless of.
Avoid 'Fact Traps'
Once you know which paragraph the answer will be in, focus on that paragraph. However, don’t get distracted by a choice that is factually true about the paragraph. Your search is for the answer that answers the question, which may be about a tiny aspect in the paragraph. Stay focused and don’t fall for an answer that describes the larger picture of the paragraph. Always go back to the question and make sure you’re choosing an answer that actually answers the question and is not just a true statement.
There are three passages, with a total of 2,000 to 2,750 words.
Skimming
Your first task when you begin reading is to answer the question 'What is the topic of the selection?' This can best be answered by quickly skimming the passage for the general idea, stopping to read only the first sentence of each paragraph. A paragraph’s first sentence is usually the main topic sentence, and it gives you a summary of the content of the paragraph.
Once you’ve skimmed the passage, stopping to read only the first sentences, you will have a general idea about what it is about, as well as what is the expected topic in each paragraph.
Each question will contain clues as to where to find the answer in the passage. Do not just randomly search through the passage for the correct answer to each question. Search scientifically. Find key word(s) or ideas in the question that are going to either contain or be near the correct answer. These are typically nouns, verbs, numbers, or phrases in the question that will probably be duplicated in the passage. Once you have identified those key word(s) or idea, skim the passage quickly to find where those key word(s) or idea appears. The correct answer choice will be nearby.
Example: What caused Martin to suddenly return to
The key word is
However, sometimes key words in the question are not repeated in the passage.
In those cases, search for the general idea of the question.
Example: Which of the following was the psychological impact of the author’s childhood upon the remainder of his life?
Key words are 'childhood' or 'psychology'. While searching for those words, be alert for other words or phrases that have similar meaning, such as 'emotional effect' or 'mentally' which could be used in the passage, rather than the exact word 'psychology'.
Numbers or years can be particularly good key words to skim for, as they stand out from the rest of the text.
Example: Which of the following best describes the influence of Monet’s work in the 20th century?
20th contains numbers and will easily stand out from the rest of the text. Use 20th as the key word to skim for in the passage.
Once you’ve quickly found the correct section of the passage to find the answer, focus upon the answer choices. Sometimes a choice will repeat word for word a portion of the passage near the answer. However, beware of such duplication – it may be a trap! More than likely, the correct choice will paraphrase or summarize the related portion of the passage, rather than being exactly the same wording.
For the answers that you think are correct, read them carefully and make sure that they answer the question. An answer can be factually correct, but it MUST answer the question asked. Additionally, two answers can both be seemingly correct, so be sure to read all of the answer choices, and make sure that you get the one that BEST answers the question.
Some questions will not have a key word.
Example: Which of the following would the author of this passage likely agree with?
In these cases, look for key words in the answer choices. Then skim the passage to find where the answer choice occurs. By skimming to find where to look, you can minimize the time required.
Sometimes it may be difficult to identify a good key word in the question to skim for in the passage. In those cases, look for a key word in one of the answer choices to skim for. Often the answer choices can all be found in the same paragraph, which can quickly narrow your search.
Paragraph Focus
Focus upon the first sentence of each paragraph, which is the most important. The main topic of the paragraph is usually there.
Once you’ve read the first sentence in the paragraph, you have a general idea about what each paragraph will be about. As you read the questions, try to determine which paragraph will have the answer. Paragraphs have a concise topic. The answer should either obviously be there or obviously not. It will save time if you can jump straight to the paragraph, so try to remember what you learned from the first sentences.
Example: The first paragraph is about poets; the second is about poetry. If a question asks about poetry, where will the answer be? The second paragraph.
The main idea of a passage is typically spread across all or most of its paragraphs. Whereas the main idea of a paragraph may be completely different than the main idea of the very next paragraph, a main idea for a passage affects all of the paragraphs in one form or another.
Example: What is the main idea of the passage?
For each answer choice, try to see how many paragraphs are related. It can help to count how many sentences are affected by each choice, but it is best to see how many paragraphs are affected by the choice. Typically the answer choices will include incorrect choices that are main ideas of individual paragraphs, but not the entire passage. That is why it is crucial to choose ideas that are supported by the most paragraphs possible.
Eliminate Choices
Some choices can quickly be eliminated. 'Andy Warhol lived there.' Is Andy Warhol even mentioned in the article? If not, quickly eliminate it.
When trying to answer a question such as 'the passage indicates all of the following EXCEPT' quickly skim the paragraph searching for references to each choice. If the reference exists, scratch it off as a choice. Similar choices may be crossed off simultaneously if they are close enough.
In choices that ask you to choose 'which answer choice does NOT describe?' or 'all of the following answer choices are identifiable characteristics, EXCEPT which?' look for answers that are similarly worded. Since only one answer can be correct, if there are two answers that appear to mean the same thing, they must BOTH be incorrect, and can be eliminated.
Example:
A.) changing values and attitudes
B.) a large population of mobile or uprooted people These answer choices are similar; they both describe a fluid culture. Because of their similarity, they can be linked together. Since the answer can have only one choice, they can also be eliminated together.
Contextual Clues
Look for contextual clues. An answer can be right but not correct. The contextual clues will help you find the answer that is most right and is correct. Understand the context in which a phrase is stated.
When asked for the implied meaning of a statement made in the passage, immediately go find the statement and read the context it was made in. Also, look for an answer choice that has a similar phrase to the statement in question.
Example: In the passage, what is implied by the phrase 'Churches have become more or less part of the furniture'?
Find an answer choice that is similar or describes the phrase 'part of the furniture' as that is the key phrase in the question. 'Part of the furniture' is a saying that means something is fixed, immovable, or set in their ways. Those are all similar ways of saying 'part of the furniture.' As such, the correct answer choice will probably include a similar rewording of the expression. Example: Why was John described as 'morally desperate'.
The answer will probably have some sort of definition of morals in it. 'Morals' refers to a code of right and wrong behavior, so the correct answer choice will likely have words that mean something like that.
Fact/Opinion
When asked about which statement is a fact or opinion, remember that answer choices that are facts will typically have no ambiguous words. For example, how long is a long time? What defines an ordinary person? These ambiguous words
of 'long' and 'ordinary' should not be in a factual statement. However, if all of the choices have ambiguous words, go to the context of the passage. Often a factual statement may be set out as a research finding.
Example: 'The scientist found that the eye reacts quickly to change in light.'
Opinions may be set out in the context of words like thought, believed, understood, or wished.
Example: 'He thought the Yankees should win the World Series.'
Opposites
Answer choices that are direct opposites are usually correct. The paragraph will often contain established relationships (when this goes up, that goes down). The question may ask you to draw conclusions for this and will give two similar answer choices that are opposites.
Example:
A.) if other factors are held constant, then increasing the interest rate will lead to a decrease in housing starts
B.) if other factors are held constant, then increasing the interest rate will lead to an increase in housing starts
Often these opposites will not be so clearly recognized. Don’t be thrown off by different wording, look for the meaning beneath. Notice how these two answer choices are really opposites, with just a slight change in the wording shown above. Once you realize these are opposites, you should examine them closely. One of these two is likely to be the correct answer.
Example:
A.) if other factors are held constant, then increasing the interest rate will lead to a decrease in housing starts
B.) when there is an increase in housing starts, and other things remaining equal, it is often the result of an increase in interest rates
Make Predictions
As you read and understand the passage and then the question, try to guess what the answer will be. Remember that most of the answer choices are wrong, and once you being reading them, your mind will immediately become cluttered with answer choices designed to throw you off. Your mind is typically the most focused immediately after you have read the passage and question and digested its contents. If you can, try to predict what the correct answer will be. You may be surprised at what you can predict.
Quickly scan the choices and see if your prediction is in the listed answer choices. If it is, then you can be quite confident that you have the right answer. It still won’t hurt to check the other answer choices, but most of the time, you’ve got it!
Answer the Question
It may seem obvious to only pick answer choices that answer the question, but IELTS can create some excellent answer choices that are wrong. Don’t pick an answer just because it sounds right, or you believe it to be true. It MUST answer the question. Once you’ve made your selection, always go back and check it against the question and make sure that you didn’t misread the question, and the answer choice does answer the question posed.
Benchmark
After you read the first answer choice, decide if you think it sounds correct or not. If it doesn’t, move on to the next answer choice. If it does, make a mental note about that choice. This doesn’t mean that you’ve definitely selected it as your answer choice, it just means that it’s the best you’ve seen thus far. Go ahead and read the next choice. If the next choice is worse than the one you’ve already selected, keep going to the next answer choice. If the next choice is better than the choice you’ve already selected, then make a mental note about that answer choice.
As you read through the list, you are mentally noting the choice you think is right. That is your new standard. Every other answer choice must be benchmarked against that standard. That choice is correct until proven otherwise by another answer choice beating it out. Once you’ve decided that no other answer choice seems as good, do one final check to ensure that it answers the question posed.
New Information
Correct answers will usually contain the information listed in the paragraph and question. Rarely will completely new information be inserted into a correct answer choice. Occasionally the new information may be related in a manner than IELTS is asking for you to interpret, but seldom.
Example:
The argument above is dependent upon which of the following assumptions?
A.) Scientists have used Charles’s Law to interpret the relationship.
If Charles’s Law is not mentioned at all in the referenced paragraph and argument, then it is unlikely that this choice is correct. All of the information needed to answer the question is provided for you, and so you should not have to make guesses that are unsupported or choose answer choices that have unknown information that cannot be reasoned.
Key Words
Look for answer choices that have the same key words in them as the question.
Example:
Which of the following, if true, would best explain the reluctance of politicians since 1980 to support this funding?
Look for the key words 'since 1980' to be referenced in the correct answer choice. Most valid answer choices would probably include a phrase such as 'since 1980, politicians have...'
Valid Information
Don’t discount any of the information provided in the passage, particularly shorter ones. Every piece of information may be necessary to determine the correct answer. None of the information in the passage is there to throw you off (while the answer choices will certainly have information to throw you off). If two seemingly unrelated topics are discussed, don’t ignore either. You can be confident there is a relationship, or it wouldn’t be included in the passage, and you are probably going to have to determine what is that relationship for the answer.
Time Management
In technical passages, do not get lost on the technical terms. Skip them and move on. You want a general understanding of what is going on, not a mastery of the passage.
When you encounter material in the selection that seems difficult to understand, it often may not be necessary and can be skipped. Only spend time trying to understand it if it is going to be relevant for a question. Understand difficult phrases only as a last resort.
Identify each question by type. Usually the wording of a question will tell you whether you can find the answer by referring directly to the passage or by using your reasoning powers. You alone know which question types you customarily handle with ease and which give you trouble and will require more time.
Final Warnings
Hedge Phrases Revisited
Once again, watch out for critical 'hedge' phrases, such as likely, may, can, will often, sometimes, etc, often, almost, mostly, usually, generally, rarely, sometimes. Question writers insert these hedge phrases, to cover every
possibility. Often an answer will be wrong simply because it leaves no room for exception.
Example: Animals live longer in cold places than animals in warm places.
This answer choice is wrong, because there are exceptions in which certain warm climate animals live longer. This answer choice leaves no possibility of exception. It states that every animal species in cold places live longer than animal species in warm places. Correct answer choices will typically have a key hedge word to leave room for exceptions.
Example: In severe cold, a polar bear cub is likely to survive longer than an adult polar bear.
This answer choice is correct, because not only does the passage imply that younger animals survive better in the cold, it also allows for exceptions to exist. The use of the word 'likely' leaves room for cases in which a polar bear cub might not survive longer than the adult polar bear.
Word Usage Questions
When asked how a word is used in the passage, don’t use your existing knowledge of the word. The question is being asked precisely because there is some strange or unusual usage of the word in the passage. Go to the passage and use contextual clues to determine the answer. Don’t simply use the popular definition you already know.
Switchback Words
Stay alert for 'switchbacks'. These are the words and phrases frequently used to alert you to shifts in thought. The most common switchback word is 'but'. Others include although, however, nevertheless, on the other hand, even though, while, in spite of, despite, regardless of.
Avoid 'Fact Traps'
Once you know which paragraph the answer will be in, focus on that paragraph. However, don’t get distracted by a choice that is factually true about the paragraph. Your search is for the answer that answers the question, which may be about a tiny aspect in the paragraph. Stay focused and don’t fall for an answer that describes the larger picture of the paragraph. Always go back to the question and make sure you’re choosing an answer that actually answers the question and is not just a true statement.
Remember Some important point about reading test
DURING THE TEST
1. Read the title and any headings first. Make predictions about the topic.
2. Look over the questions quickly. Make predictions about content and organization.
3. Read the passage at a normal speed. Ron't get stuck on parts you don't understand.
4. When you answer the questions, don't spend too much time on the ones you don't feel sure about. Make a guess and go on.
5. After you have answered all the questions, you can go back and check the ones you aren't sure about.
6. Don't spend more than 20 minutes on each passage.
1. Read the title and any headings first. Make predictions about the topic.
2. Look over the questions quickly. Make predictions about content and organization.
3. Read the passage at a normal speed. Ron't get stuck on parts you don't understand.
4. When you answer the questions, don't spend too much time on the ones you don't feel sure about. Make a guess and go on.
5. After you have answered all the questions, you can go back and check the ones you aren't sure about.
6. Don't spend more than 20 minutes on each passage.
Wednesday, October 27, 2010
SAMPLE -- Pie CHART
The pie charts compare the highest level of education achieved by women in Someland across two years, 1945 and 1995. It can be clearly seen that women received a much higher level of education in Someland in 1995 than they did in
1945.
In 1945 only 30% of women completed their secondary education and 1% went on to a first degree. No women had completed post-graduate studies. This situation had changed radically by 1995. In 1995, 90% of women in Someland had
completed secondary education and of those, half had graduated from an initial degree and 20% had gone on to postgraduate studies. At the other end of the scale we can see that by 1995 all girls were completing lower secondary, although
10% ended their schooling at this point.
This is in stark contrast with 1945 when only 30% of girls completed primary
school, 35% had no schooling at all and 35% only completed the third grade.
In conclusion, we can see that in the 50 years from 1945 to 1995 there have been huge positive developments to the education levels of women in Someland.
Tuesday, October 26, 2010
SAMPLE -- TABLE CHART
The table shows how people in different age groups spent
their leisure time in Someland. It can be clearly seen that the
amount of leisure time available varied considerably across
the age groups.
Teenagers in Someland spent 1,200 hours a year watching TV and those in the over 70s group spent 100 hours less at 1,100. They spent 150 hours on socialising with 4 or less people compared with 200 hours at the other end of the scale. They spent 350 hours socialising with 4 or more people compared with 25 hours. The teenagers spent 450 hours on group exercise but retired people didn’t do any.
In conclusion, we can see that in Someland the teenagers and retired people prefer to spend their free time in different ways.
SAMPLE ANSWER 2
The table shows how people in different age groups spend their leisure time in Someland over the course of a year. It can be clearly seen that the amount of leisure time available varies considerably across the age groups and that people of
different age levels have very different ways of spending their leisure time.
According to the figures, as people age in Someland their social lives reduce. Teenagers and people in their twenties spend on average 500 hours per year on socialising and 350 hours of that time is with a group of more than 4 people.
Although the total hours of socialising in their 30s, 40s, 50s and 60s is fairly constant (between 300-350), socialising with more than 4 people drops dramatically to 50 hours in the 30s and 40s age groups and only 25 from 50 years old. Group and individual exercise follow a similar pattern.
People of all ages spend a good part of their leisure time on entertainment such as TV/video viewing and cinema. In both cases, teenagers and retired people spend around twice as much time as those who are at working age. Homeentertainment ranges from just over a thousand hours for teenagers and retired people and an average of 600 hours for everyone else. Cinema accounts for 100 hours of the
teenagers and retired people’s leisure time and 25-50 hours for the rest.
In conclusion we can see there is a significant trend towards solitary and smaller group activities as people grow older and that teenagers and retired people spend a lot more time on entertainment than those of working age do.
Subscribe to:
Posts (Atom)