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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

IELTS reading secrets! Here are a list of test strategies shared by an IELTS guru!

Posted on May 14, 2012 by

Patrick and I met with a very small group of you last night on IELTS Chat.  I think everyone will agree that the wisdom Patrick shared with us regarding the reading exam was extremely valuable.  (For a full transcript of the conversation, click here.)  Be sure to visit Patrick’s website at IELTS Test Online.

Here are some of the points I took away from the evening:

  • -When engaging the reading exam, you don’t have enough time to read all passages in detail.  It is vital that a student learns how to skim and scan.  Skimming involves reading to find out the general gist of a passage.  Scanning involves reading to find a specific bit of information.
  • -Patrick outlined two strategies for engaging the reading portion of the exam: (1) read the questions in detail, note keywords, then scan the passage for the answers to those questions (2) skim the passage, note the topics, then read the questions in detail and answer them.  Patrick said there is no ‘right’ way to engage the questions, the key is for students to experiment as they are studying and find out which strategy works best for them.
  • -Patrick’s advice for vocabulary building is for students to make the new words they learn relevant for them.  Instead of creating long, boring lists of vocabulary words, students should be writing the words they learn down in the context they see them.  So if ‘triumph’ is a new word and you see the word in a passage about your favourite football team, you should be noting the word down in a sentence that reminds you of the passage you read.  Doing this will help jolt your memory when you come back to review the new words you’ve learned.
  • -If you come across an unknown word on the exam, Patrick suggests following these 6 steps: (1) checking the context of the word, (2) contrast the word with another word or sentence in the paragraph, (3) looking for explanation of the word’s meaning in the sentence or paragraph itself, (4) breaking the word apart into its more basic form (if it has one), (5) logic and finally (6) simply guessing what the word means.
  • -T/F/NG questions always appear in the order of the text.  So if you’ve found the answer for the first T/F/NG question in the third paragraph of the text, you know that the second T/F/NG question’s answer will not be in the first or second paragraph.  This can save you valuable time on the exam!  The same phenomenon is true for sentence completion questions.
  • -T/F/NG questions can be tricky, particularly knowing when to mark a question ‘N’ and when to mark it ‘NG’.  The key is that you need to have definitive evidence that a piece of data is a ‘No’.  If you cannot find this evidence, the answer is ‘Not Given’.  If you are not sure about a question, leave it blank until the end of your exam.  Use the last few minutes to answer this question.  If you are still unsure, chances are the answer is NG.
  • -Matching type questions must be read very closely.  If you’ve skimmed the passage already, certain questions should be clear to you right away.  Do these questions first.
  • -If you face the headings question type, it is important to remember that the heading represents the entire paragraph, not just a section of it.  So you need to be sure that you have an understanding of what the entire paragraph is saying.  Do the easier headings first, then attempt the harder ones.
  • -If you are having trouble with time, remember to allot yourself no more than 1.5 minutes per question.  If you cannot find the answer within 1.5 minutes, skip this question and move on.  You can come back after you complete the easier questions and try to find the answer.
  • -Another great time saving tip: when you start the exam, first look at the question types.  Choose the question type that you find the easiest and read its corresponding passage first.  You do not need to complete the passages in the order you see them.
  • -Patrick recommends training yourself to read at at least 200 words per minute.

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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!)

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Buy it now and receive free updates for life!

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(The price is going up to $19 USD in 2017!)
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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

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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