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It compares task requirements, including minimum word counts and time allocation, then highlights marking criteria such as coherence and cohesion, lexical resource, grammatical range and accuracy, and task achievement/response. 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Ghajar-Selim  \nHead of Writing Lab, Student Learning Support Center  \nQatar University  \nTable of Contents  \n• IELTS ……..……………………………………………………………………………….………………………………  \n–  Academic Writing………………………………………………………………….………………………………………………….  \n•  Similarities And Differences Between Tasks 1 And 2    \n• Task 1: Sample Task……………………………………………..………………………………………………………………………………..  \n• Task 1: Sample Answer…………………………………………………………………………………………………………………………..  \n• Task 2: Sample Task………………………………………………..……………………………………………………………………………..  \n• Task 2: Sample Answer…………………………………………………………………………………………………………………………..  \n•  Examiner’s Comments     \n– General Writing    \n•  Similarities And Differences Between Tasks 1 And 2    \n• Task 1: Sample Task ……………………………………………..………………………………………………………………………………..  \n• Task 1: Sample Answer…………………………………………………………………………………………………………………………..  \n• Task 2: Sample Task ………………………………………………………………………………………..……………………………………..  \n• Task 2: Sample Answer…………………………………………………………………………………………………………………………..  \n–  Cohesion vs. Coherence    \n–  Cohesive Devices    \n–  Key Features…………………………………………………….……………..……………………………………………………….  \n–  Suggested Reading……………………………………………………………………………………..…………………………….  \n–  Contact Me….........……………………………………………………………………………………..…………………………….  \nAcademic Writing  \nSimilarities and Differences  \n| Task 1 | Task 2 |\n| --- | --- |\n| Describe some information or data shown in a table, graph, diagram, chart, etc. | Discuss (write) a problem, opinion, or issue. |\n| At least 150 words (ONLY CANDIDATE WORDS) | At least 250 words (ONLY CANDIDATE WORDS) |\n| Candidates will be marked for:\u003Cbr>1.  Coherence and Cohesion (the clarity and fluency of the message) . Mention of the key features.\u003Cbr>2. Lexical Resource (the range of the vocabulary)\u003Cbr>3. Grammatical range and Accuracy (how accurate and varied the grammar is)\u003Cbr>4. Task Achievement (how appropriately, accurately and relevantly the response meets the requirements of the task) | Candidates will be marked for:\u003Cbr>1. Coherence and Cohesion (the clarity and fluency of the message)\u003Cbr>2. Lexical Resource (the range of the vocabulary)\u003Cbr>3. Grammatical range and Accuracy (how accurate and varied the grammar is)\u003Cbr>4. Task Response (how fully and relevantly the response is expressed, developed and supported in relation to the question or statement) |\n| Candidates spend 20 minutes on Task 1. | Candidates spend 40 minutes on Task 2. |\n| -Write separate introduction and conclusion. | Write separate introduction and conclusion. |\n| - | Worth more than task 1. |\n| Write answers in the answer booklet. | Write answers in the answer booklet. |\n| - | Candidates should write their own examples to support their ideas. |\n\n[3/18/2012](3/18/2012 www.teachers.cambridgeesol.org)[ www.teachers.cambridgeesol.org](3/18/2012 www.teachers.cambridgeesol.org)  \nTable of Contents  \nIELTS Academic Writing Task 1 Activity – Sample Task  \nYou should spend about 20 minutes on this task.  \nThe chart shows the number of men and women in further education in Britain in three periods and whether they were studying fulltime or parttime.  \nSummarise the information by selecting and reporting the main features, and make comparisons where relevant.  \nWrite at least 150 words.  \n[3/18/2012](3/18/2012 www.teachers.cambridgeesol.org)[ www.teachers.cambridgeesol.org](3/18/2012 www.teachers.cambridgeesol.org)  \nTable of Contents  \nIELTS Academic Writing Task 1 Activity – Sample  \nAnswer  \nThe bar chart illustrates how many males and females have studied in fulltime and part time education in the following years: 1970 to 1971, 1980 to 1981 and 1990 to 1991 .  \nIt is clear that in all three time periods more people of both sexes were involved in part time education than fulltime. Overall the number of men in fulltime education rose from approximately 100 thousand to 200 thousand, whereas the number of men in part time education was lower in the early nineties than twenty years earlier","cbCait67PuLQSSgH","https://ap.wps.com/l/cbCait67PuLQSSgH","pdf",765390,21,"English","# Academic Writing\n## Similarities and Differences Between Tasks 1 And 2\n## Task 1: Sample Task\n## Task 1: Sample Answer\n## Task 2: Sample Task\n## Task 2: Sample Answer\n## Examiner’s Comments\n## General Writing\n## Similarities And Differences Between Tasks 1 And 2\n## Cohesion vs. Coherence\n## Cohesive Devices\n## Key Features\n## Suggested Reading\n## Contact Me","[{\"question\":\"What are the main differences between IELTS Academic Writing Task 1 and Task 2?\",\"answer\":\"Task 1 asks candidates to describe information in a table, graph, diagram or chart with at least 150 words and about 20 minutes. Task 2 requires discussing a problem, opinion or issue with at least 250 words and about 40 minutes.\"},{\"question\":\"How are IELTS writing responses assessed for coherence, vocabulary, and grammar?\",\"answer\":\"Responses are marked for coherence and cohesion, lexical resource, and grammatical range and accuracy. The guide also explains that Task 1 is judged on task achievement and Task 2 on task response.\"},{\"question\":\"What writing advice is given for improving IELTS answers?\",\"answer\":\"The material emphasizes using cohesive devices and writing clearly arranged ideas. It also notes the importance of including relevant comparisons where appropriate and using separate introductions and conclusions.\"}]","IELTS Tips and Samples - Academic Writing - Writing Task 1 & 2 | PDF",1790851718,53]