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I am so happy to inform you that I scored 7.5 in writing!
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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!
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Hi Ryan,
I obtained a writing score of 8.5. Your videos were instrumental in helping me achieving this score. Thanks, mate!
-Carlos Flores

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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!
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9 MORE academic words that will help you score IELTS band 9!

Posted on February 20, 2014 by - 1 Comment

Several people reported to me that last week’s video was helpful, so I decided to pull together another video in the same spirit. Here are 9 more words that can help increase the academic tone of your speaking and writing:

Here are the words as they appear in the video:

1. on par

  • (S) “I’m diligent and I am not afraid of hard work. My grades last semester were on par with the best students in my program, so I feel it would be accurate to say I am motivated by success.”
  • (W) “After looking at both sides of this discussion, my personal sentiments are on par with the idea that strict parental control produces a more productive member of society.”

2. volatile

  • (S) “Because of the volatile nature of my work, I find it difficult to maintain hobbies. I tend to exercise when I can, but I wouldn’t say there is a regular pattern to it.”
  • (W T1) “The figures exhibit volatility between the years 1996 and 2000; however, a reversion to stability is seen in 2002.”
  • (W T2) “For example, the volatile nature of weather in Caribbean countries can make tourism industries unpredictable and, therefore, unreliable. For these countries, providing people with greater access to the Internet would empower workers and allow them to both educate themselves and develop online businesses in the services sector. Because a varied economy promotes stability, tourist dependent countries should clearly do what they can to establish other industries.”

3. plateau

  • (S) “When I first started studying English in Australia, my skills grew rapidly. However, after I returned to my home country, my language abilities unfortunately plateaued /hit a plateau. I attribute this to the fact that I did not have anyone to practice English with.”
  • (W T1) “Following rapid growth from 60 to 180 barrels in the first month of 2002, corn oil production hit a plateau of 200 barrels between February and April. In May, however, the trend once again reverts to climbing and reaches the highest point for the year, 275 barrels.”

4. pique

  • (S) “After visiting a science and technology museum as a child, my interest in computer programming was piqued.”
  • (W T2) “Firstly, technology can pique the interest of students in a way that encourages focus and information retention. For example, modern university lecture halls make it possible for classrooms in Canada to use music, video and the Internet as a means of maintaining the attention of students during class time.”

5. contrary

  •  (S) “Contrary to my personality, my sister is very outgoing and tends to make friends easily.”
  • (W) “On the contrary, several disadvantages stem from the use of technology in the classroom.”

6. parallel

  • (S) “My university experiences paralleled those of my brother.”
  • (S) “There are clear parallels between my university experiences and those of my brother.”
  • (W TI) “Firstly, several parallels exist between Harry Potter and other fantasy series you likely have enjoyed. If you liked the setting of The Lord of the Rings, Harry Potter will not disappoint you, as it takes place in a medieval world.”

7. embrace

  • (S) “I embraced the opportunity to study abroad.”
  • (W) “Thus, it is clear that students who embrace the study of another language are positioning themselves for future academic and professional opportunities.”

8. hinder

  • (S) “Distraction has definitely been a challenge for me. Being social, I feel, is a big part of the university experience. However, being too social can hinder a student’s ability to focus, and this can directly impact academic performance.”
  • (W) “Firstly, addressing corruption around the world can bring protection to the rights of the poor, and this helps better the economic situation of those in need. For example, corruption in China has historically hindered the development of a legal system able to protect the poor against extortion. However, recent anti-corruption campaigns have shed some light on this problem, and this has led to modest improvement in the rights of those that lack wealth.”

9. retain

  • (S) “Yes, I believe I will someday. I’ve travelled quite a bit, but I’ve always retained a feeling that I’d like to live in my home country long term.”
  • (W) “Firstly, if a single language is spoken and taught the world over, this could make it difficult for people to retain their cultural identity.”

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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.

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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!

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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

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Academic and General Task 1 updates coming in January!

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