5 WORDS absolutely should not be used in IELTS writing Task 2

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5 WORDS absolutely should not be used in IELTS writing Task 2

1. First and foremost / Last but not least

Many people think that the word “first” is very simple, so it is often thought that the longer the sentences look, the more dangerous they will impress. So many of you change first to the phrase “first and foremost” similarly, you will think of the phrase “Last but not least“.

However, the examiners in the IELTS exam said that “first and foremost” and “Last but not least” would not be suitable for IELTS writing academic instead, instead of simply using “first” “firstly” and “last”. “,” Lastly ”

2. Good

“Good” is a common word in English, but “good” is considered a “brainwashing word” because it has a general meaning that is not suitable for task 2.

3. Bad

In contrast to “Good“, we have “bad” as a generic word and you should not use it for your IELTS writing.

4. Moreover, Besides …

These are 2 words that the natives rarely use in academic writing, so you need to brainwash these two words and instead you can use instead of other words.

Moreover – Furthermore

Besides – In addition / Additionally

5. In a nutshell, To put in a nutshell …

These are “informal” phrases so we absolutely should not use them in the conclusion sentence.  You should use “In conclusion” instead.

Above are very important phrases that every article we need in IELTS Writing Task 2, but hope that you should know what words you use the most reasonable and safe way to get high scores, please “brainwash” inappropriate phrases. 

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Unit 12 – Writing task 2 – How to describe a topic with ‘Many’ and ‘Little’

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Writing task 2 - How to describe a topic with 'Many' and 'Little'

If you notice, in the opening and closing sections we have written, there is a term used quite a lot, that is: more and less. We write many sentences like: there are many ways, there are many reasons, there are many causes … You can see that at one point, I cannot rely on “many” and ” a lot of “forever. You need to know other ways to say more and less.

A. Many

Apart from “many” and “a lot of”, there are several other ways you can use to say “many”. I will divide into two categories, “many” and “many and different”

a. Many:

many (many reasons)

a lot of (a lot of causes)

a myriad of (ways)

plenty of (resources)

a number of (choices)

countless / innumerable (people)

Some examples of possible nouns

With just the words above, you have expressed quite a lot of quantity already. Notice that the word pair at the bottom of “countless/innumerable” means quite heavy, not only many but also “countless, uncountable“, so you have to choose carefully accordingly.

For example you might say: Countless people prefer university. Many listeners still make sense, but avoid using “countless reasons“, because it’s obvious that the reason you listed only a few.

Apart from the above words, there is also a small branch of many “majority”.

a large part of

the majority of

most of

b, Just as much as different

We have a more specific meaning, “diversity”. To say “diverse”, you will have the following expressions:

various

a variety of

a wide variety of

a range of

many / a lot of / … (words above) + different

If you want to name and focus on categories, you should use the words above. They are more colorful than the “many” words listed earlier. For example, instead of “a lot of options“, you can use “various options“. Notice, the terms “more and more different” listed here should be avoided for people. We hardly say “a variety of people“, but we absolutely can say “a variety of food“. Don’t try to explain this in your native language (oh, but in my country follow this way), I’m learning English, and English speakers don’t think like that.

B. Little

“Less” is also … less words. In fact, we say “a lot” in IELTS more than “a little” is a lot, but “less” has a lot of good expressions:

a. Basic:

few / little

(only) a handful of …

(only) a selected few …

Notice the word “only” here is used to emphasize the meaning (that’s all there is …)

b. Limited, rare

limited

finite

The words above refer to something that has a limited amount and is likely to run out. They are great if placed next to the words “resources“. You shouldn’t think of “resources” as just about “resources,” and its meaning is broad. It can be human resources, financial resources or intellectual resources. In addition, you can use words like resources, which means a “reserve” for something like: supply, funding, capabilities, …

c. Rare

This is the stronger word for “limited”. There are 2 common ways of saying “rare”, they are:

rare

scarce

You can associate the two words with any word that comes with the words “limited”. For example, instead of limited supply, it could be scarce supply, scarce resources.

d. Not enough

If you use “not enough”, it is completely OK. I just introduce some more words for us to change the wind:

insufficient

inadequate

The meaning is not enough, it is often used: not enough money, not enough time, not enough resources, …

For example: The inadequate supply of workers has led to a rise in salary.

Wish you all good study!

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Unit 11 – IELTS Writing task 2 – How to describe a bad thesis

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IELTS Writing task 2 - How to describe a bad thesis

If there is a compliment, there must be criticism. In IELTS Writing, the topic is usually about a “problem”, so it feels like the article must always have something “bad” or “harmful”. Therefore, it is extremely useful to know many harmful expressions in IELTS. Similar to the previous article, we should not say sentences like:

A is bad

>>>> Review the previous lesson: How to describe a good thesis

Instead, we need to focus on how specific the “bad” is. You can follow one of the following methods:

1) Use correct adjectives

There are many adjectives with negative meanings, and negative sentences like this are a good opportunity to “pull” out these adjectives. For example, instead of saying:

Overeating is bad.

Say:

Overeating is detrimental/unhealthy.

For each noun that belongs to different topics, you have very different adjectives to attach to it. For example, if something is bad, it could be illegal, harmful, wasting time, etc. If a food is bad, it could be bad, unhealthy, expensive, … Think about what words you will use in your language to describe this, and find the English word that best fits your language word you know.

2) A waste of something

A very common meaning of “bad” is “wasting something”. For example:

Watching TV is bad => watching TV is a waste of time

Shopping for clothes is bad => shopping for clothes is a waste of money.

Note: you can change “is a waste of …” to the verb “waste”

Watching TV is a waste of time => Watching TV wastes a lot of time

Shopping for clothes is a waste of money => Shopping for clothes wastes a lot of money

3) A reduction of something of B

This is a fairly colorful way to interpret the subject’s “bad” in more detail. Take for example: watching lots of TV harmful to children. Think about what “watching TV” reduces to “children”.

There are many things, right? The “watching TV” can reduce first is the dynamism, moreover is the time for family, interaction with parents.

Watching TV is bad for children

=> Watching TV reduces children’s activity level.

=> Watching TV shortens the time children spend with their parents.

4) A raises something “bad” in B.

Similarly, we can rewrite in the opposite way that A raises an already “bad” quality in B.

For children, in contrast to the dynamic, it is definitely … tedious, cake dirt, lazy. Contrary to the time spent with parents, it is likely that children will be exposed to violence that is not suitable for their age.

Watching TV reduces children’s activity level => Watching TV encourages children’s laziness.

Watching TV shortens the time children spend with their parents => Watching TV means children are spending more time watching violent content.

Here are 4 easy to use methods to help you better describe the “bad” quality. You don’t have to stick to one method and use it for the whole article. Mixing all 4 ways together will give you a lively essay and show more language skills!

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Unit 10 – IELTS Writing task 2 – How to describe a good thesis

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How to describe a good thesis

The art of writing, whether in IELTS or not, is about the author’s wording. In English, each person’s expression is more or less dependent on the “accuracy” of their language. Specifically, no one appreciates a sentence writer:

A is good

Some people write better than others in that they know how to properly express “good”. In IELTS Writing Task 2, we have to comment that one is good, the other is a lot worse, in other words: mention the benefits and harms. In this article, we will study how you can say “better” better.

A. Use the correct adjectives:

For each object, the “good” quality is expressed in many different aspects. For example:

“Good” foods can be delicious, nutritious or easy to make.

With each school meaning “delicious“, “nutritious” and “easy to make” we can use many different expressions. For example:

Instead of writing:

burgers are good

You can write:

+) delicious: burgers are delicious / burgers are scrumptious

+) nutritious: burgers are healthy / burgers are nutritional

+) easy to make: burgers are easy to make / it is so easy to make burgers

B. Who is good for what / what

You can more accurately express the “good” quality by saying who / what will enjoy the good:

Burgers are good for children.

Riding bikes are good for health

Computers are good for the development of society

Depending on the noun used, you might say what the advantage/ benefit is.

Burgers are good => Burgers have many benefits

Going to university is good => Going to university has many advantages

You note, “benefits” is always possible, but “advantages” are not. For example, it would be foolish to write “Burger has a lot of advantages.”

In benefits/advantages, you also have many ways to express. You can use the following 2 ways:

– A has this benefit:

=> A has a lot of benefits

=> There are a number of benefits to A

– A for B benefits this

=> A provides B with / gives B / offers B a lot of benefits

=> B benefits from A in many ways

For example:

Going to university is good for young people

=> Going to university has a lot of benefits

=> There are a number of benefits to attending university

=> Attending university provides young people with a lot of benefits

=> Young people benefit from going to university in many ways

C. In particular, which is better

If above we say:

A gives B many benefits

We can say more specifically which side of B will get better from A. For example:

Going to university provides young people with a lot of benefits

You can:

1) Use “in terms of …” at the end:

Going to university provides young people with a lot of benefits in terms of career.

2) A does “increase” something in B

Going to university improves young people’s career prospects.

Going to university betters young people’s understanding of society.

Going to university increases young people’s chances of finding a job.

3) A does “reduce” something bad in B

Eating vegetables reduces the chances of people having diseases.

Planning the week ahead eliminates the risk of people forgetting what they should do.

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Unit 9 – IELTS Writing task 2 – How to write long sentences in Task 2

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IELTS Writing task 2 - How to write long sentences

In IELTS Writing Task 2, sentences like:

Smoking is bad.

Playing sports is good.

Children are watching too much TV.

Will definitely ruin your band point brutally. These sentences, as you can see, are “too modest” in length. In Speaking we can say short sentences, but in Writing we have to write long sentences.

Why does IELTS require long sentences?

IELTS is a test to mock a candidate’s language ability. If the candidate, despite being good in English, writing only short and speaking briefly, the examiner will not have a basis to assess their language ability. Therefore, IELTS test takers always try to write or speak long to have a “land” that shows all their vocabulary and grammar.

How to write long sentences?

There are some very easy ways to turn a short sentence into a “luridly flowing poetry” in Task 2:

A. Interpretation:

If you notice, the words “bad”, “good” and “too much” above do not tell the reader what specific information. If you are using these words, ask yourself “how bad is it?”, “How good?” and “how is how much?”

If you think about it, you will find that you can get closer to it:

Smoking => harmful health

Playing sports => good for health

Too much TV => more than you should

So, we can rewrite the sentence:

Smoking is bad for health

Playing sports is good for health

Children are watching TV far more often than they should.

B. Addition of words

Similar to the principle explained above, we can make sentences longer by modifying existing words, for example:

Smoking? How to smoke?

=> Frequent smoking (regular smoking)

(?) Is there any other way of saying longer?

=> Smoking on a regular basis is bad for health

Playing sports? What sports?

=> Playing competitive sports (playing competitive sports)

(?) playing too simple?

=> Participating in a number of competitive sports is good for health

(*) Note, with plural nouns, you can take advantage of the words “many” such as: a number of, various, a variety of, …

Children? Which children?

=> Children before secondary school are watching TV far more often than they should.

C. Use relative clauses

Relational clauses (which, who, that, whose, whom, …) are easy tools to extend sentences. You will simply use relative clauses to expand the meaning of a noun, or a whole sentence. For example:

Smoking, an activity which most men in Vietnam do everyday, is bad for health

Playing competitive sports which involves a lot of physical activities (good physical activity) is good for health

Open to whole sentence:

Children are watching TV far more often than they should, which affects their mind and body in a negative way.

D. Return “owner” for nouns

In fact, this principle is similar to the explanation. You can, instead of just naming a noun, attach a certain ownership to the noun. For example:

Smoking is bad for people’s health.

Playing sports is good for children’s health.

Here are 4 common methods to expand sentences both in terms of meaning and number of words. You can use only 1, or you can combine 2,3, even 4 methods to write sentences. However, it should be noted not to abuse these methods to create clumsy sentences, explain unnecessary things.

You practice regularly to be more proficient, thereby conquering IELTS Writing task 2 better offline!

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Unit 8 – IELTS Writing task 2 – How to find ideas for the Task 2 test

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How to find idea for IELTS Writing Task 2

One of the biggest problems for candidates who take the Writing Task 2 exam is … being implicit. It is true that the great vocabulary or complex grammar that wants to show it is always necessary to mean. So when the secret, we have to do?

First of all, we need to know where the essay, or thesis, comes from. When writing an IELTS Writing Task 2, we must “put” our views into the article. That perspective, or the way we perceive everything around us, comes from the information we read or interact with every day. So the question you need to ask here is, what information are you exposed to every day?

Not necessarily in English, the information we interact with daily can be news, media, social networks, gossip with colleagues, etc. If you are not in contact with one of the This type of information, you should learn and create habits for yourself to see them every day. I usually get information from online newspapers and news, 2 sources that I think anyone on this day can also access.

So from the information sources that you read, you form two great arguments to use for the body of the text. Let’s take an example of a recent topic: university vs. vocational school

Suppose we support the university completely, so now we have to give 2 reasons to support the university?

Here is your first suggestion: “why?” Why support “university”? Support is good for the university to support, right? => Why is university good? => What does good mean, is there any benefit? => university what is the benefit? Benefits are specifically for whom, for those who go to school, right? => What are the benefits of University for students?

Continuously asking questions to clarify what is not clear from the “why?” is a way to shape big arguments. Now, suppose we have a big point:

University helps learners find jobs.

The next question you should ask is “Why?”

=> University gives learners the skills necessary to work

After the “Why?” Question, you should ask “How?”, Or “How is university for people to learn skills? How does it work? Is there anything at university that helps people get skills?” power?” => “Ah, courses”

The question “why” helps readers understand why you think so, while the “how” helps illustrate the reader to add persuasion. So, when the know-how in task 2, ask yourself the “why” and “how” questions in turn. You will get a complete, tight essay without “scattering” about unrelated issues.

I wish you a high score in the IELTS writing test!

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Unit 7 – IELTS Writing task 2 – Common topics in Task 2

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Common Topics in Writing Task 2

Each task 2 question has a request and a topic. If you are asking a topic to shape the way it is written, the topic will determine the content. Once we have identified the topic of the lesson, we can choose the vocabulary appropriate to that topic to write the sentence.

We can package the topics in Task 2 into the following 10 main sections:

– Health

– Environment

– Education

– Globalization

– Development

– Public Transport

– Crime

– Technology

– Government

– Employment

There may be smaller topics, but it is also one of the 10 main topics here. So how do we build the vocabulary for these topics?

1. Read the sample text:
The fastest way for you to acquire vocabulary that is sufficient and appropriate for each topic is to read sample literature. Specifically, when reading the sample text, identify the main topic of the article you are reading, then look for words under this topic and underline. Often the “unique” words for each topic will be nouns, so pay special attention to this word format.

2. Read the paper:
The principle is the same as above, but you will have less chance of finding words to learn. The simple reason is that the vocabulary of the newspaper is quite large, but in the sample text, words that have been written almost can be used. However, newspapers and magazines are still the standard of language that we want to target.

3. See Ted Talks:
If you haven’t already, the above topics are all social topics. But for social topics, there is hardly a better source of reference than Ted Talks. When the speakers speak, you should note the special words of the topic they are talking about. Again, note the noun.

In addition, to help you learn better Wiki Study English will have a lot of sharing for many different topics. Thereby, for each topic, there will be similarities and differences as well as a vocabulary-grammar system with different levels. This will help you to conquer IELTS Writing task 2 with the highest possible score.

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