In this edition:
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Introduction
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Comparisons Between Bands In The IELTS Test
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Fake IELTS Certificates
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From the Examiners Chair
Introduction
Welcome to the February 2006 Your IELTS Guide newsletter.
Our "Comparisons Between Bands In The IELTS Test" this month covers the differences under Task Response between Bands 5, 6 & 7 in Writing Task 2.
Candidates should note that Tasks 1 and 2 have different marking criteria and that Task Achievement in Task 1 (which we covered last month) is not the same as Task Response in Task 2.
This month we also discuss the issue of fake IELTS certificates and bogus Test Centres.
We have started a new series of occasional articles called "From the Examiners Chair". We hope you will have realised by now that the purpose of "Your IELTS Guide" is to help candidates get the band score they deserve. Unfortunately, this isn't always the case and some candidates get lower scores because they have failed to provide the examiner with the information he or she needs. This series of articles is intended to point out the pitfalls some candidates fall into.
Use this link to read back issues.
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Comparisons Between Bands In The IELTS Test - Task Response - Bands 5, 6 & 7 in Task 2 of the Writing test
Now that IELTS have provided public descriptors on their website, it is worth having a look at the differences between some of the band grades. This month we will look at the differences under Task Response between Bands 5, 6 & 7 in Writing Task 2.
Look at the table below:
BAND 5
Task Response
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BAND 6
Task Response
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BAND 7
Task Response
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1 addresses the task only partially; the format may be inappropriate in places
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1 addresses all parts of the task although some parts may be more fully covered than others
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1 addresses all parts of the task
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2 expresses a position but the development is not always clear and there may be no conclusions drawn
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2 presents a relevant position although the conclusions may become unclear or repetitive
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2 presents a clear position throughout the response
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3 presents some main ideas but these are limited and not sufficiently developed; there may be irrelevant detail
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3 presents relevant main ideas but some may be inadequately developed/unclear
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3 presents, extends and supports main ideas, but there may be a tendency to over generalise and/or supporting ideas may lack focus
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In the Writing Task 2, in both the Academic and General modules you are asked to write at least 250 words on a topic given in the form of an essay title. You are then asked to "[g]ive reasons for your answer and include any relevant examples from your own knowledge or experience". How well you respond to the essay title is marked under Task Response. It goes without saying that there are big differences between Bands 5 and 7.
Addressing the task only partially under Band 5 above refers to some aspect of the question being omitted or misunderstood. It is vitally important that you analyse the topic fully so that you cover all aspects. If the topic is about children, for example, should you be writing about a particular age group, or about children in general?
Generally speaking, in both the General and Academic Task 2, you should look at both sides of the argument, or, in other words, consider the question from more than one point of view. You yourself should state your own point of view - this is what expressing a position means. If you cannot make a final decision, you should say why this is the case.
It is important to give reasons for whatever point of view you are demonstrating. This is supporting your ideas. Perhaps the topic has been in the news recently or perhaps it is particularly relevant to your own country. Explaining this clearly will produce a better response. Try not to over generalise; be specific. Over generalising is when you use phrases such as "as we all know" when not everyone knows at all. Maybe it is the view of many people in your country, in which case say so.
Brainstorming your response to Task 2 is essential - do not start writing before you have even looked at the title closely. Spending just 3 minutes at the beginning thinking carefully about what is required can make a big difference to your Task Response band.
For more information on the Writing test check out our
IELTS Writing Module,
IELTS Writing Tips and
IELTS Writing Preparation
pages.
Fake IELTS Certificates
The forging of IELTS certificates is a big problem in some countries.
Recently, a computer institute in India was caught forging IELTS Test Report Forms. The company was passing itself off as an international language test centre. A local man complained after the computer company gave his daughter a fake certificate after she had completed an IELTS course. This cost her 80,000 rupees (approx US$1,800).
It would appear that in cases such as this candidates could believe they were attending a genuine test centre and not be aware that the resulting IELTS certificate was forged. If you are concerned that your Test Centre may not be genuine, ask the Test Centre for their Test Centre name and number. Every IELTS Test Centre has a unique number. If they don't give you a number you should be immediately suspicious. Next go to the official IELTS website at http://www.ielts.org. In the top left corner you will see a "Search for an IELTS Test Centre and Test Location" drop down list. Select your country and you will be taken to a page listing all Test Centres for that country. Find the Test Centre you are interested in. If you do not find it, you have very good reason to be suspicious. There should be a 'Next Test Date' field. If this does not appear you again have some reason for concern. In any case, click on the 'More Information' link to see further details. Is this information correct for your Test Centre? If not, be suspicious.
If you do not find the Test Centre details or, if they are not up-to-date or incorrect, it does not necessarily mean the Test Centre is bogus; it might just be that the centre (or IELTS) has failed to keep the information up to date. If you are at all suspicious, the next step is to contact IELTS by using their enquiry form - you will find this at http://www.ielts.org/library/contactus.asp. Complete the form and ask them to confirm that your Test Centre is genuine. Be sure to give them the Test Centre name and number, if you have them, together with the address and any other Test Centre contact information you might have.
If you are ever tempted to buy a fake certificate remember the following:
Receiving organisations (i.e. Universities, immigration authorities etc.) can check the authenticity of your certificate online - or offline by contacting IELTS. Every Test Report Form has a unique number.
If you are found to have a fake certificate you could be prosecuted.
If you have a fake certificate you may be prohibited from taking the test again.
Even if you were able to get away with it you would find yourself having great difficulty surviving abroad or coping with your course or job if you didn't already have the required English language ability.
From the Examiners Chair
First we'd like to say that we, and most other IELTS examiners we know, really want you to do your best. Of course there is no way we can influence your listening, reading and writing but we do try to help candidates with their Speaking interviews. A good examiner will try to put the candidate at ease. He or she should be pleasant and grade their language to the level of the candidate. Although much of the test is tightly controlled, i.e. the examiner has to follow a script, they should try to elicit a greater range of vocabulary and grammar in the last part of the interview. We believe one of the purposes of the examiner is to help a candidate get the score they are capable of.
However, an examiner can only assess the language they are presented with. In the Speaking interview the candidate will sometimes provide very little input. Sometimes this is because they are extremely nervous but more often it is simply because they do not realise the importance of actually saying something. Candidates will often give very brief answers even though there is opportunity to say more. And, perhaps surprisingly, this often occurs with higher level candidates. I'm not sure if this is a form of arrogance - "Who is this person to assess my English competence" - or a failure to consider the needs of the examiner.
So how can you help yourself? If it is nervousness that is stopping you from talking you need to find a way to relax before the interview. Some people use breathing exercises, others try to forget about the interview by reading a good book while they wait. Find a method that suits you and remember this; the examiner is there to assess your English level, not to catch you out. Rather, they want to help you get the score you deserve.
Once you have control of your nerves you need to think about extending your answers. Yes and no answers are not normally sufficient. You can nearly always extend your answer using 'because'. When extending your answer be sure you extend it appropriately - are you still answering the question? Also, you should be aware of turn taking. When asked their name, candidates will often launch into a detailed description of where they live! This is usually because they have memorised it before starting the interview and, possibly through nerves, think they should just go on and on... This is not appropriate and they often ignore turn taking when the examiner attempts to interrupt them.
Candidates who give very short answers are not providing the examiner with sufficient input. If you take a look at the marking criteria, you will see that for the 'Lexical resource' and 'Grammatical range and accuracy' criteria, the mid to high bands require a wide range and flexibility. Those of you aiming for the higher scores need to consider using a variety of vocabulary and structures and using them appropriately.
One of the things an examiner hates is giving a score they believe is not a true reflection of the candidates real ability. If a candidate does not provide sufficient input for assessment there is nothing the examiner can do about it - all interviews are recorded and examiners are monitored.
