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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

“Every sentence in your essay has a job to do.” – Listen to Ryan’s interview on

Posted on May 28, 2012 by - 3 Comments

A few months ago, I had the pleasure of speaking with Ben of about the written portion of the IELTS.  Our conversation touches on a number of topics, among them: how to write a strong introduction paragraph, how to choose effective examples and how to use cohesion to help the various parts of your essay work together.  Although I’m sure you’re used to watching a video when you hear my voice, this new medium will test your listening abilities and hopefully help clarify any questions you have about essay writing.  Click here to stream the entire interview.

Don’t forget to subscribe to Ben’s podcast, too.  (And I’m sure when you hear the free IELTS material he’s creating, you’ll be happy to leave a five star iTunes rating next to mine!)

You have 48 hours to suggest an opening sentence for this Academic Task 1 response!

Posted on May 25, 2012 by - 49 Comments

(This model Academic Task 1 answer was written in response to a question seen on an IELTS exam held in Ireland in April of 2012.  Please leave your suggestion as a comment to this post.)

___________Insert your sentence here!____________.  Consumption for all countries varied between 1800 and 3350 calories and the differences seen do not appear to be sensitive to continent.

Perhaps not surprisingly, the country with the highest caloric intake was the United States, with a staggering 3350 calories consumed per day on average.  Not far behind was New Zealand, where people consumed about 3200 calories per day during the year in question.  Intakes for Spain and Mexico were slightly higher than 2500 calories per day.  On the lower side of the spectrum were countries like China, at 2200 daily calories, India, as 2100 daily calories, and Somalia and Indonesia, both at roughly 1800 calories per day.  When comparing the highest and lowest values, it appears as though Americans in 2003 ingested almost twice as much food as Indonesians.

The values presented in this graph are thought to be reflective of the diet, lifestyle and culture of each country.

You have 24 hours 48 hours to suggest a topic sentence for the first supporting paragraph of this essay!

Posted on May 20, 2012 by - 50 Comments

(This is a model essay in response to a question seen in the UK in April 2012.  This question was taken from  Please leave your suggestion as a comment to this post.  Suggestions emailed to me will not be added.)

Some believe museums should entertain people, while others believe their purpose is to educate.  Discuss both views and give your own opinion.

Museums often represent different things to different people. On the one hand, many people feel a museum’s primary purpose is to entertain. However, others feel they function to house an educational resource. The merits of both arguments will be analyzed before a conclusion is decided upon.

________________Insert your sentence here!_______________. For example, the Science and Technology Museum in Ottawa minimizes the written descriptions normally found next to exhibits, instead preferring to provide visitors with a demonstrational experience to illustrate a scientific point. Although this setup leaves their museum visitors stimulated, it does little to provide them with a deeper understanding of a scientific topic. Thus, the merits of this opinion regarding the purpose of museums are hard to support.

However, many other people see museums as powerful educational resources. For example, the British Museum in London, England, is arranged to provide its visitors with a very informed look at the roots of the human race. Patrons leave this museum with a much more acute understanding of historical topics, and this understanding is something they can apply to their everyday endeavors. Thus, the heightened benefits of this opinion on the role of museums can clearly be seen.

After looking at these two opposing points of view, I feel that museums best serve the public when they are established to educate. Museums can therefore arrange themselves to be entertaining so long as the primary purpose of education is preserved.


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Academic Task 1: How to write at a 9 level

This eBook groups all information the student needs to know to perform well on Task 1 of their Academic exam.

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General Task 1: How to write at a 9 level

Learn to write the 6 letter types that appear on the General exam.

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Academic and General Task 2: How to write at a 9 level

An eBook describing everything necessary to compose a successful essay.

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Ryan's Recent Posts Posts

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 to receive the free update!)

Don’t have a copy?

Buy it now and receive free updates for life!

$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:


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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