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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

Listen to my conversation with Farhan, an IELTS student who scored 8.5 in the listening section of his exam

Posted on June 27, 2012 by - 11 Comments

Recently, I started a little project called IELTSCast.  It is a podcast where I talk to successful IELTS students and ask them to explain how they managed to score so well on the exam.  For those of you with iTunes, you can subscribe by clicking here.  If you do not have iTunes, you can access all of the conversations at www.ieltscast.com.

So, in the latest episode, I talk with Farhan about how he managed to score 8.5 in the listening section.  To listen to the entire interview, click here.

If you have achieved an overall band of 7 or higher, please consider talking with me for 20 minutes on Skype about your experience.  Your study advice is both useful and inspirational to other students.  Contact me at ryan@ieltsielts.com.

(As always, please provide me with feedback on how I can improve.  Are these interviews helpful?  How could they be better?  Any and all comments to this post greatly appreciated!)

(For those of you waiting for more model essays and videos, they are coming.  I’m having a few small technical issues, but these should be sorted within the next few days.)

The Australian immigration process is going to change within the next couple of days

Posted on June 24, 2012 by - 1 Comment

Barry Johnson of Immistay.com has kindly written this article for ieltsielts.com to help explain what is happening:

SkillSelect commences 1st July 2012: Act now!

As at of the 1st of July 2012 SkillSelect (http://www.immi.gov.au/skills/skillselect/) will be introduced in Australia.  This will be a major change in the Australian migration process.  These changes are designed to limit the successful visa applicants to only the very best.  It will involve in the applicant lodging an expression of interest online to the Australian department of immigration and citizenship.  These expressions of interests are reviewed via a computer system that looks for the finest applicants who meet the selection criteria.   This will involve looking at the applicants with the strongest English language ability, the most work experience and the highest qualifications.  It is these successful applicants who will be issued with an invitation to apply.  The SkillSelect program will also be subject to a quota system for each occupation.  The department of immigration and citizenship has provided an FAQ regarding SkillSelect, which you may be interested in accessing (http://www.immi.gov.au/skills/skillselect/index/faqs/).  I suggest you have a good look at this to get an idea of the implications of these changes and their impact upon your circumstances.

There are some advantages to this system.  Under the current system, there is a waiting period of twelve to eighteen months or more for your skills point visa to be granted.  This is due to the backlog of applications.  With SkillSelect, you effectively jump the cue.  It is designed to eliminate any backlog due to the highly selective nature of the system.  The department of immigration and citizenship will control very carefully who is invited to apply.  After the 1st of July 2012, if invited to apply you will move quickly through the system, much more so than under the system currently in place.

After reviewing the information from migration agents it is highly recommended to lodge your application before midnight on the 30th of June 2012.  This is before SkillSelect commences.  If you have a passing score in the skills, migration points test or know that you are eligible, act now.   The future of the points tested skilled migration looks bleak.  Have a look at the following pulled from the department of immigration and citizenship information pdf (full document link below):

From the 1st July 2012 intending migrants, both in and outside of Australia may submit an expression of interest (EOI) for a 189, 190 or 489 visa.  From the 1st of July 2012, points tested skilled migration visas granted outside of Australia (subclass 175, 176 and 475) will be closed for all new applicants.  From the 1st of January 2013, points tested skilled migration visas granted in Australia (subclass 885, 886 and 487) will be closed for all new applications.  http://www.immi.gov.au/skilled/general-skilled-migration/pdf/points-tested-visas.pdf

There is also speculation that under SkillSelect that there will be new visa categories and possibly the elimination of the sub visa categories.  The reason for this is that not all the SkillSelect changes have been announced.  In other words, it is better to be safe than sorry.

Because of the limited time before the 1st of July 2012, I would recommend that you contact your migration agent and lodge.  If you do not have a migration agent, I would highly recommend ACACIA.  To receive a discount on the initial consultation just mention Immistay and the 10% discount when you call.   http://www.acacia-au.com/ or call +061 0292300888.

I will not have Internet access from 12 June 2012 to 22 June 2012

Posted on June 10, 2012 by - 14 Comments

Hi everyone,

I hope your studies are going well.

Please excuse the lack of updates recently.  This coming week, I will be saying ‘farewell’ to China and returning to my native land for a period of time.  This of course involves lots of packing and preparing and has not left me with much time for anything else!

As my current online students already know, I will be without Internet access for about 10 days until I get myself resettled in Canada.  This means I won’t be available to answer your emails, update my blog or correct your Task 1 and 2 submissions.  Please rest assured that all will return to normal come the 22nd of June.  I’ll try my best to pop into an Internet cafe sometime during this hiatus, but no promises.

Have a productive month!

Ryan

Academic Task 1 model response to a question seen in the UK on 19 May 2012

Posted on June 2, 2012 by - 4 Comments

The following tables depict the reliability of print and non-print academic materials as voiced by undergraduates and postgraduates at 3 different British universities.

Write a 150 word report for a university lecturer summarizing the information given.

The two charts illustrate the views of undergraduate and postgraduate students from 3 different British schools on the reliability of print and non-print academic resources.  Across all spectrums, students feel printed materials to be more reliable than their non-print counterparts.

75% of undergraduate students at Cambridge and 81% of undergraduate students at both Oxford and Leeds gauge printed material ‘reliable’.  These 3 figures are all lower than their postgraduate equivalents, who support printed materials in strengths of 92% at Oxford, 87% at Cambridge and 96% at Leeds. Thus, postgraduates are more likely to label printed material reliable than undergraduates at these 3 schools.

However, this trend is reversed when looking at backing for non-print academic sources.  The second chart depicts much weaker support for these resource types among undergraduates, namely 59% at Oxford, 63% at Cambridge and 61% at Leeds.  Even more astonishing are the numbers of postgraduates who feel positive about non-printed academic items.  These values are 50%, 54% and 47% for the same 3 schools.

The charts depict a trend in which positive opinions regarding the reliability of printed material move in tandem with academic level of study.

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Do the advantages outweigh the disadvantages in this IELTS essay? Watch and find out!

Here is the essay from the video:

Some people believe that it is better for children to begin learning a foreign language at primary school rather than secondary school. Do the advantages of this outweigh the disadvantages?

Foreign language studies are a typical component of curriculums the world over. However, the exact age at which students should first be introduced to a second language is often debated. Whether first taught at primary school or secondary school, advantages and disadvantages can be identified. This essay will analyse these items in an effort to prove one age group better than the other at which to begin foreign language studies.

Firstly, introducing a new language to primary school students has several advantages over delaying this introduction to secondary school. For one, as evidenced in numerous scientific studies, young minds are much more capable of acquiring accent, a truth that enables young people to reproduce language at a quality comparable to that of a native speaker. In addition to this, the heightened memories of young children make them much more capable of taking on the task of learning the massive amounts of vocabulary needed to be communicative in a second language. This of course accelerates their second language studies in ways not seen at the secondary school level. It is thus clear that teaching a second language at primary school has certain undeniable benefits.

Despite these advantages, there are potential drawbacks to introducing a foreign language at the primary school level. If the language component of the curriculum is not sensitive to local customs and traditions, it could interfere with a young learner’s understanding of their own culture, a challenge that is not apparent among the more mature secondary students. However, although this is a concern that should be taken seriously, educational bodies within a country have the power to review and vet content. This is a practice that curbs the possibility of cultural erosion. Further, delaying the introduction of foreign language studies also delays a student’s development as a worldly person that understands cultures outside their own. Thus, after analysis, the disadvantages to foreign language studies in primary school are not quite as discouraging as they may at first seem.

The above discussion makes clear that, despite select disadvantages, language learning is more effectively executed at primary school than secondary school. I thus hope governments the world over encourage the introduction of foreign language classes among their young learners.

Buy Ryan’s Task 2 ebook here: https://gumroad.com/l/fWPb

Have Ryan personally assess 5 of your Task 1 or 2 samples: http://tinyurl.com/zkr9w2r

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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