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Don’t stop at 7. Go and get that 9!

Dear Ryan,
Thanks to your guidance, I was able to increase my writing score from 6.5 to 7.5, and then to 8.5! I really don't believe I could have done it without you.
-Imam Mohamed

Hi Ryan,
I am so happy to inform you that I scored 7.5 in writing!
-Sunish Manalody

Hi Ryan,
Thanks for your help, I’ve scored band 8 in writing.
-Vladan Martinovic

Hi Ryan,
I prepared just by looking at your videos and scored 7.5! Thank you!
-Rahul Paldiwal

Hi Ryan,
I would like to thank you for your very helpful lessons. I finally got 7 in all modules and can now start residency processing for New Zealand!
-Kiran Kiccha

Hi Ryan,
I obtained a writing score of 8.5. Your videos were instrumental in helping me achieving this score. Thanks, mate!
-Carlos Flores

Hi Ryan,
Thank you for my 8.0 writing score. You ebook played a pivotal role in my success!
-Awais Butt

Hi Ryan,
I read your blog every day and scored 7.5 in writing!
-Vikrant Mahajan

I went from band 6.0 to 7.5 following Ryan’s coaching!
-Viacheslav Porotikov

Here is how to add new words and phrases to your IELTS journal…

Posted on September 30, 2011 by - 4 Comments

I was lucky enough to log into www.ielts-chat.com just after our online friend, Matilda, posted this excellent BBC study resource of tips for all portions of the exam:

http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1143_exams/index.shtml

While on the topic, I would like to elaborate on the idea of ‘Word Maps’. Please try to write more than just the definition for new words you encounter. You should be including example uses of the word and adding additional uses you encounter in your day-to-day life.

So, for example, if a student sees the verb ‘sap’ in one of their readings, they should note both the definition and use:

sap (v.)

  • to drain
  • ‘sapped the morale of the army’
  • ‘sapping demand globally’

When you next go to review your vocabulary log, you will be reminded of how you saw the word in use.

What new words have you encountered this week? In what context were they used? Please reply to this post with your thoughts.

(Model letter) Task 1 as seen in Ahmedabad, India, 22 September 2011

Posted on September 25, 2011 by - 4 Comments

You purchased electronic equipment online and found it damaged when it arrived.  Write a letter of complaint to the manager of the online company.  In your letter:

  • describe the product
  • describe the damage
  • explain what you want to happen as a result of this incident

Dear Sir/Madam,

I am writing to you regarding damaged goods I have received from your company.

You see, while perusing your website last week, I came across an external data drive that I felt could help me backup the hard drives of a few old computers I have in my office.  You can imagine my surprise when the product arrived with a large crack in the outer casing, exposing the inner wiring.  I imagine his must have happened during transit as this crack is way too obvious to have been missed by the packaging department of your company.  The product code is AA44-57 and I am attaching a copy of my receipt to this letter for your reference. 

I think it goes without saying that I am expecting you to reissue a working data drive to me.  Please let me know where and how to send the damaged goods back to you.  I also expect you to pay for the postage of this return.

Expecting prompt action,

Ryan

 

(Video) IELTS Task 1 General – How to…

Posted on September 24, 2011 by - 1 Comment

(Model essay) Academic IELTS exam question as seen in Toronto on 30 August 2011

Posted on September 22, 2011 by - Comments are off

Some people think it is our moral duty to help poor people.  Some people think that big amounts of money do not reach the poor.  Discuss and give your opinion.

There is no question that poverty around the world is a major issue.  However, often the responsibility and role the wealthy play in supporting the less wealthy is debated on both moral and practical grounds.  Many believe as ethical human beings, people are required to support each other.  Others feel the system for providing financial support is too flawed to be engaged.  Both sides will be discussed in this essay before a conclusion is reached.

On the one hand, many people argue all humans have a moral obligation to help the less fortunate, and the merits of this are easy to see.  For example, Mother Teresa devoted her life to rectifying dire living situations around the world.  Her actions made it clear that a single individual can make a big difference, and this is the basis of the argument that all humans have a responsibility to each other.  It is easy to see why many people support this point of view.

However, others counter this argument by citing basic flaws that make it difficult for modern people to help the poor.  For instance, it is widely known that China’s political system is rife with corruption.  For Chinese people wanting to donate money, there is of course a possibility that established organizations for human welfare are equally as corrupt.  Thus, many fear that any financial help they provide will not actually reach those in need.  When looking at this example, it is clear why many support the idea that donating money is in many ways fruitless.

After analyzing both sides of this argument, it is felt perhaps the best way to help others is to donate time instead of money.  It is hoped more people will do what they can for the benefit of those in need.

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First model essay of 2017! I make up all of the examples!

Some people feel raising the age limit required for obtaining a driver’s licence can enhance road safety. Would this be an effective strategy in your country?

The age at which a person is legally able to drive is a very important consideration. In my home country of Canada, successful test takers can drive independently at the age of 16, an age that I feel is too young. I thus agree that raising the driving age limit in my country would enhance road safety. To prove this, I will look at a driver’s maturity and the motivators behind their decision to drive.

Firstly, the experimental nature of the adolescent growth stage makes it a dangerous time at which to drive. Adolescent men, for example, are scientifically reported to have heightened levels of aggression, a trait that statistically diminishes by the time they are 20 years old. Thus, removing people prone to these more immature emotions can clearly have real ramifications on the overall safety of driving in Canada. Increasing the driving age should therefore be supported.

This position is further exemplified when looking at motivators behind a person’s decision to drive. For 16 year olds in Canada, these motivators tend to be social in nature, such as using a car to meet friends. Although many would argue this is a sign of healthy social development in a human being, it is a driving arrangement that sets up scenarios that can be very distracting for an inexperienced driver. In Canada, for example, traffic accidents are reportedly higher among 16 to 18 year olds travelling in cars with several passengers. Because motivators become less social as a person enters their twenties, these statistics suggest Canadian roads would be safer were the age limit of drivers raised and their motivations for driving evolved.

As the above shows, raising the age at which a person can drive would increase the safety of roads in my country. It is my hope that Canada does indeed take steps to put this new restriction on driving in place.

My Task 2 ebook has been updated for 2017!

I’m very proud to present to you the 2017 version of my Task 2 ebook!


The 5th version of my popular Task 2 ebook is finally ready for download! As always, it is completely free to those of you that have purchased an earlier version!

(Existing customers: email your receipt to ryan@ieltsielts.com to receive the free update!)

Don’t have a copy?

Buy it now and receive free updates for life!

CLICK HERE TO BUY IT NOW!
$15 USD

(The price is going up to $19 USD in 2017!)
Payment also possible using WeChat:

What’s in the updated version?
Here is what’s new in the 2017 version of Ryan’s ebook:

-89 pages of step-by-step IELTS advice! ✓✓

-All model responses have been read by an examiner and unofficially gauged Band 9! ✓✓

-There are new sections on applying argument and discussion essay structure to (1) advantage/disadvantage, (2) cause and effect, (3) problem and solution, and (4) double action Task 2 question types! ✓✓

-Learn how to concede points in your argument essay while remaining faithful to your thesis! ✓✓

-New discussion that will help you understand the IELTS Writing rubric and how the breadths influence each other! ✓✓

-A section outlining subtle language patterns in Task 2 questions that are often misread by candidates! ✓✓

-The perfect companion text to Ryan’s videos! ✓✓

Here is the table of contents:

table-of-contents

I’ve been updating this popular ebook for over five years! Buy it today and receive all future updates free of charge!

Academic and General Task 1 updates coming in January!

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