The Criteria in Plain English — Essay Writing 2 (C1)

ESSAY WRITING · LESSON 2

The Criteria in Plain English

C1–C2 · IELTS Writing Task 2 · 90 minutes

The checklist

Task Alone: score the statement on the 1–5 scale and write your number down. Keep it for later. In pairs: compare numbers. Each of you gives the strongest reason for your number, then the strongest reason for the opposite one.

1

strongly agree

2

mostly agree

3

on the fence

4

mostly disagree

5

strongly disagree

"Examiners tick off a checklist: three linkers, two idioms, one conditional."

Translate the jargon

Task In pairs. The phrases A–J come from the public IELTS Writing Task 2 band descriptors. In your own document, write the numbers 1–10 and next to each one write the letter of the phrase it translates. Then choose the two you found hardest and say which reader's question each one belongs to.

A. "explored in depth"

B. "very rarely attracts attention"

C. "tendency to over-generalise"

D. "reference and substitution"

E. "uncommon and/or idiomatic items when appropriate"

F. "awareness of style and collocation"

G. "error-free sentences are frequent"

H. "non-systematic errors"

I. "fully developed position"

J. "Paragraphing is skilfully managed"

1. Many of your sentences contain no mistakes at all.

2. You point back with words like this, these, such and do so instead of repeating yourself.

3. The joins between your ideas are so natural that the reader hardly notices them.

4. Your few mistakes are one-offs, not the same mistake again and again.

5. You claim more than your support can carry: everyone, always, never.

6. You don't just mention each part of the question: you think it through.

7. Each new paragraph starts exactly where the reader needs a new step.

8. You know which words go together, and which words suit a formal essay.

9. Your opinion is clear from start to finish, and every paragraph moves it forward.

10. You use a less obvious word or phrase only where it is exactly right, not to impress.

Decode A: Task Response and Coherence and Cohesion

Task (Student A) Alone, 10 minutes. For each criterion, write one plain-English sentence per band (7, 8 and 9) saying what the writing actually does on the page. Underline the word or words that change from band to band. You will teach this to your partner in "Teach it back".

Task Response

Coherence and Cohesion

“Did it answer the question?”

“Can I follow it?”

9

the prompt is "explored in depth" · ideas are "fully extended and well supported"

9

the message is "followed effortlessly" · cohesion "very rarely attracts attention"

8

the prompt is "sufficiently addressed" · ideas are "well extended and supported"

8

the message is "followed with ease" · "cohesion is well managed"

7

"the main parts of the prompt" are addressed · a "tendency to over-generalise"

7

"a clear progression" · cohesive devices with "some over/under use"

Decode B: Lexical Resource and Grammatical Range and Accuracy

Task (Student B) Alone, 10 minutes. For each criterion, write one plain-English sentence per band (7, 8 and 9) saying what the writing actually does on the page. Underline the word or words that change from band to band. You will teach this to your partner in "Teach it back".

Lexical Resource

Grammatical Range and Accuracy

“Is every word the right one?”

“Is every sentence under control?”

9

"Full flexibility and precise use" · "very natural and sophisticated control"

9

"full flexibility and control" · minor errors "extremely rare"

8

used "to convey precise meanings" · "uncommon and/or idiomatic items when appropriate"

8

"flexibly and accurately used" · "The majority of sentences are error-free"

7

"some flexibility and precision" · "less common and/or idiomatic items"

7

"A variety of complex structures" · "error-free sentences are frequent"

Teach it back

Task A teaches first (4 minutes): Task Response and Coherence and Cohesion. Then B teaches (4 minutes): Lexical Resource and Grammatical Range and Accuracy. Use your plain-English sentences, not the quoted phrases. The listener writes one line per criterion: what moves a paragraph from band 7 to band 8? Together: agree which criterion's 7-to-8 step is hardest for you, and why.

TR

Task Response

LR

Lexical Resource

A

B

CC

Coherence and Cohesion

GRA

Grammatical Range and Accuracy

Decoded: the four criteria in plain English

Task Response

Coherence and Cohesion

“Did it answer the question?”

“Can I follow it?”

7 every main part is answered and the position is clear, but some support is too general.

8 every part is answered enough, and each idea is taken far enough to convince.

9 every part is thought through in depth, and no idea is left half-argued.

7 the reader can follow it, though some links are visible, missing or forced.

8 it is easy to follow, the ideas come in a logical order and the links are well judged.

9 it is effortless to follow, and the joins are so natural the reader doesn't notice them.

Lexical Resource

Grammatical Range and Accuracy

“Is every word the right one?”

“Is every sentence under control?”

7 some less common words and a sense of style, with a few misfires.

8 precise meanings, unusual wording only where it fits, the odd slip.

9 natural, precise wording throughout; slips are extremely rare.

7 complex sentences with some control, and many sentences error-free.

8 a wide range, used accurately, and most sentences error-free.

9 a wide range with full control; errors are extremely rare.

Examiner's chair: paragraphs A and B

Task Alone, 5 minutes. Read paragraphs A and B here and paragraph C on "Examiner's chair: paragraph C". For each paragraph, write the band (6, 7, 8 or 9) you think it fits best under each of the four reader's questions.

In some countries, students may stop studying most school subjects at the age of 16 and focus on only three or four. Do the advantages of this outweigh the disadvantages?

PARAGRAPH A · 98 words

PARAGRAPH B · 98 words

Firstly, choosing only three or four subjects at sixteen has a big disadvantage, which is that students are too young to know what they want. Many teenagers change their mind about their future many times. For example, a student can choose science subjects because his parents want, but later he discover that he prefers history. Moreover, it is very difficult to change subjects after the first year. In addition, students who stop studying languages or arts will lose important skills. Therefore, specialising early is a big problem and it can effect their whole life in a negative way.

The strongest argument against early specialisation is that most sixteen-year-olds cannot yet predict which knowledge they will need. A student who drops mathematics to concentrate on languages may find, two years later, that the course she now wants, perhaps psychology or economics, requires it. Furthermore, these choices are often made under pressure from parents or friends rather than from genuine interest. As a result, many young people end up in degree courses that do not suit them. A broader curriculum would keep these options open for longer, which is surely more important at this age than early expertise.

Examiner's chair: paragraph C

Task In pairs, 8 minutes. Compare your bands for paragraphs A, B and C. For each paragraph, agree one band and justify it with the four reader's questions: one sentence per question, each quoting a few words from the paragraph as evidence.

PARAGRAPH C · 109 words

The more serious cost of specialising at sixteen is that it asks teenagers to make an adult decision with a teenager's information. A student in Seoul or Lagos who gives up chemistry to concentrate on languages is not just choosing next year's timetable; she is quietly ruling out medicine, engineering and most of the sciences before she has seen what any of them involves. Some will choose well. Those who change direction at eighteen, however, must either repeat a year or settle for whatever their earlier choice still allows. A broader curriculum does not remove this risk, but it postpones the commitment until students know enough to make it.

TR

“Did it answer the question?”

CC

“Can I follow it?”

LR

“Is every word the right one?”

GRA

“Is every sentence under control?”

What the examiner saw

Paragraph A: intended band 6

Paragraph B: intended band 7

Did it answer the question? Relevant, but the reasons are listed, not developed, and the last sentence claims more ("their whole life") than the paragraph has shown.

Did it answer the question? One clear point with a concrete case, but "many young people end up" is asserted, not shown.

Can I follow it? Yes, but every join is on the surface: Firstly, Moreover, In addition, Therefore.

Can I follow it? Logical; Furthermore and As a result are correct but visible, and As a result claims a cause the paragraph hasn't established.

Is every word the right one? Adequate but repetitive (big, many), with effect for affect.

Is every word the right one? Mostly precise (early specialisation, genuine interest), though surely asserts instead of arguing.

Is every sentence under control? Mostly simple sentences, with errors where it gets harder (because his parents want, he discover).

Is every sentence under control? Varied and accurate, including the long second sentence.

What the examiner saw (2)

Paragraph C: intended band 8

PARAGRAPH C · 109 words

Did it answer the question? One idea taken all the way: the claim, a specific case, the limit (Some will choose well) and the consequence.

The more serious cost of specialising at sixteen is that it asks teenagers to make an adult decision with a teenager's information. A student in Seoul or Lagos who gives up chemistry to concentrate on languages is not just choosing next year's timetable; she is quietly ruling out medicine, engineering and most of the sciences before she has seen what any of them involves. Some will choose well. Those who change direction at eighteen, however, must either repeat a year or settle for whatever their earlier choice still allows. A broader curriculum does not remove this risk, but it postpones the commitment until students know enough to make it.

Can I follow it? It flows through one chain of meaning (decision, choosing, choose, choice, commitment), with a single signpost, however, where it is needed.

Is every word the right one? Unusual wording only where it is exact (an adult decision with a teenager's information, settle for).

Is every sentence under control? A wide range (a semicolon contrast, either... or, not just... she is), all controlled.

Write: one body paragraph

Task Alone, 12 minutes, 100–110 words: write one body paragraph for the same prompt, arguing the other side (one real advantage of specialising at 16). Don't reuse any sentence from paragraphs A to C. Then 4 minutes: ask your paragraph the four reader's questions. Under each question, write the band you think it fits on "Decoded: the four criteria in plain English" and underline the one sentence that is weakest.

12

100–110

4

MINUTES · WRITE

WORDS

MINUTES · CHECK

Introduction

Body 1

Body 2

Conclusion

40–50

100–110

100–110

30–40

0

100

250 minimum

200

~320 ceiling

~300 target

Back to the checklist

Task Score the statement again on the 1–5 scale. Has your number moved? Why?

1

strongly agree

2

mostly agree

3

on the fence

4

mostly disagree

5

strongly disagree

"Examiners tick off a checklist: three linkers, two idioms, one conditional."

The verdict: a myth, with a grain of truth.

A band is a description to fit, not a list to complete: the descriptors say a script "must fully fit the positive features" of a band.

Linkers can count against you: band 7 mentions "over/under use", and at band 9 cohesion "very rarely attracts attention".

Idioms earn credit only "when appropriate", and lower down the descriptors name "memorised phrases, formulaic language" as a weakness.

The grain of truth: range really does count, but at band 8 it has to be used "flexibly and accurately", not dropped in to tick a box.

Before Lesson 3

A band describes what your writing does for a reader, not which features it contains.

TR

“Did it answer the question?”

CC

At bands 7 to 9, the same features appear at every level: what changes is how fully the ideas are developed and how well every word and sentence is controlled.

“Can I follow it?”

LR

“Is every word the right one?”

Next lesson: Reading the Question. Prompt shapes, the difference between the topic and the task, every part of the instruction, and the prompt you will grow into your portfolio essay.

GRA

“Is every sentence under control?”

Homework

Task About 25 minutes. Reread the diagnostic essay you wrote for Lesson 1. Don't rewrite it. For each of the four reader's questions, write the band you think your essay fits, using "Decoded: the four criteria in plain English", and quote one sentence from your essay as evidence (about 120–160 words of notes in all). Then write two or three sentences: which criterion is furthest from band 8, and what exactly would have to change on the page?

TR

Task Response

CC

Coherence and Cohesion

LR

Lexical Resource

GRA

Grammatical Range and Accuracy

TEACHER'S REFERENCE · SKIP OR DELETE BEFORE CLASS

Answer key (1)

TRANSLATE THE JARGON

1 G: "error-free sentences are frequent" (Grammatical Range and Accuracy, band 7).

2 D: "reference and substitution" (Coherence and Cohesion, band 7, used "flexibly").

3 B: "very rarely attracts attention" (Coherence and Cohesion, band 9).

4 H: "non-systematic errors" (Grammatical Range and Accuracy, band 8). The errors don't form a pattern; it doesn't mean the writing is disorganised.

5 C: "tendency to over-generalise" (Task Response, band 7).

6 A: "explored in depth" (Task Response, band 9).

7 J: "Paragraphing is skilfully managed" (Coherence and Cohesion, band 9).

8 F: "awareness of style and collocation" (Lexical Resource, band 7).

9 I: "fully developed position" (Task Response, band 9).

10 E: "uncommon and/or idiomatic items when appropriate" (Lexical Resource, band 8). The key words are "when appropriate".

TEACHER'S REFERENCE · SKIP OR DELETE BEFORE CLASS

Answer key (2)

DECODE A AND DECODE B / TEACH IT BACK there is no single right wording; "Decoded: the four criteria in plain English" is one version to compare with.

EXAMINER'S CHAIR intended bands and reasoning on "What the examiner saw" (6, 7 and 8). The ranking A, B, C should be clear to most pairs; the reasoning matters more than the order.

• A versus B: both make a relevant point, but A lists three reasons and develops none, while B develops one with a specific case. A's cohesion is all signposts; B's signposts are fewer and mostly earned.

• B versus C: B's support slips into a generalisation ("many young people end up") and a claimed cause ("As a result"); C keeps to what it can show, admits the limit ("Some will choose well") and holds together through a chain of meaning, with only one linker. Its unusual wording ("an adult decision with a teenager's information") is there because it is exact, not to decorate.

• If pairs argue C is a 9: the case for it is its control; the case against is that one paragraph is too little evidence for "explored in depth". The teacher decides.