Name: IELTSのライティングバンド6、7、8の違いは何ですか？ (What are the differences between IELTS Writing bands 6, 7 and 8)
Uploaded: 2021-01-14T10:00:57.000Z
Duration: 55 min 48 s
Description: VoiceTubeの動画で発音を聞きながら英語表現を覚えよう！学べる英語：

Hello and welcome to another Isles writing video.

現在進行形

Today we're looking at what differentiates band 67 and eight.

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If you find this video helpful, I encourage you to visit my log at I'll styled.

Start Calm, my Eilts related chat website at I'll Stash Chance Don't calm and my website for the online SL community at E s L meet don't come.

I expect that today's lesson will be quite long and I think that we will go over a number of tips that you will find helpful.

So it might be useful for you to grab a pen and a paper and to take notes as we go through today's lesson.

So basically, in this video, I wanted to clear clearly outline exactly what distinguishes Band 67 and eight writing.

So this video we're going to use to dark Cubans to pdf documents that you can download directly from.

The first is the aisles task to ban descriptors chart, which is the public version of the chart, and you've probably seen it in the other videos that I've made.

It basically goes over the four criteria that you are expected to exhibit in your writing, and it outlines the skills needed for each band.

The second pdf that we're going to use today is the aisles writing sample script pdf that is also available from I'll Start or GE, and in this pdf were provided a number of example responses, and we're also provided with the band that they would receive on the exam.

And I think that this file is very helpful to refer to as it shows you exactly.

You know, with with comments what band these various writing examples would achieve.

So we will analyze a few of these writings later in this lesson as well.

So you may want to get those two files before continuing this video.

So as you know, your Isles Examiner is going to be marking your writing based on four criteria.

The third is the lexical resources that you used to deliver your response, and the fourth is grammatical accuracy.

And in this video, I would like to go through each criterion and illustrate what you need to do to raise your score from a six to a seven or from a seven to an eight.

So if we start with task achievement now, if you look at your, um your band descriptors chart, you will notice a couple of things that the chart makes clear.

So, firstly, one of those things is that, uh, six, seven and eight band scores all fully address all parts of the task, so fully address all parts of the task.

Now, this is one thing that is common between the three different bands.

So if you're wondering Well, what distinguishes writing between a band five and a band six.

One of the key things in the task achievement portion of the mark.

A band six or above will fully address all of the, uh of what is being asked of the students in the question.

So if you were to look at a student that received a five on their examination, typically they had not performed in a manner that fulfilled what their question was asking.

So this is one thing that's common between 67 and eight.

This is this is the the level that distinguishes responses that completely addressed the parts of the question.

Okay, Now let's go over some things that are different between a band six of and seven and a band eight.

So to begin, a band six presents evidence.

So by evidence, we're talking about examples that sort of support or help to prove a point.

So a student reading at a band six, they may provide some sort of of of example.

But the problem is that the Examiner might not be completely clear on what the relevance is of the example.

Okay, so the student might have shared an example, but it's not completely clear perhaps what that example shows.

So what is the conclusion that can be drawn from this example now, in a band seven Examples Air also presented So seven presents evidence and comes to conclusions.

And that's the key thing here that would distinguish this from from higher bands like a Bend eight.

So s O Band seven student would would be providing an example, and perhaps the conclusion would be clear.

So, uh, you know, there is There is a relevant link between these two things, but the problem is that perhaps the evidence is not particularly focused.

Well, this is referring to the ability of of the person reading the essay to see how the example links to really life.

So a student that gives an example that is very general or very broad.

This would be a student that is providing an example that lacks focus.

And this is exactly why I always encourage students.

When you when you write your essay, use an example from real life, share the name of a person.

Are you, you know, share the name Bill Gates.

You know a riel tangible thing or person share the name of a company.

Share the name of a country share something that people can relate to.

Don't just say, um, famous people or or you know, another broad category.

If your specific, then your your your evidence will be much more focused and focused.

Evidence is at the basis of a strong argument, so overall If you're able to do this, this will help to strengthen the, uh you know, the point that you're trying to make.

Okay, now what is different between Band seven and band eight in the area of task achievement.

So band eight writers present well developed response with relevant supporting ideas.

So if you're looking at your your band descriptors chart, you will notice this that band aid is defined by some by ah being able to provide a well developed response and being able to provide relevant supporting ideas and these ideas, like we said before, would be focused.

So if you're thinking, what's the difference between, uh, the student that gets a band eight in the task achievement part of their mark and a student against a band?

Seven thes air students that know that they're gonna share a very specific example and they're going to show exactly how that example proves a point.

So now let me clarify everything a little bit further by providing you with example of 67 and eight writing.

So if a six student were writing their example, they might write something like this.

For instance, the number of cars being used today causes pollution problems.

And this example, Of course, this would appear in the supporting sentence in the supporting paragraph of our essay, and this would be an example that we're using to prove another point.

Now, what you can see in the example is that it's it's quite general we're talking about.

We're talking about, uh, pollution problems.

We're not really referring to any specific area at all.

So it's This is quite a general example that we're sharing.

The student might have written something like this.

For instance, there are too many cars on the roads in big cities, and this causes pollution problems.

Okay, so, uh, now we can see a little bit Maur where the student is going with this example, and we can see that it's starting to become a little bit more focused.

We're not just talking about cars everywhere.

We're talking about the cars on roads and big cities.

Now, the problem is, is that this example is still not very specific.

A much stronger example would be if we could actually share.

Perhaps you know, the name of a place that is already experiencing pollution problems as a result of cars.

So do you see how that would strengthen the argument if we actually shared the name of a city that is really having problems with pollution at the moment?

Argue this because we're illustrating how this is already.

You know, a problem that is that is sort of that is, that is growing at the moment or that it exists at the moment.

So it's not just something kind of general that we pulled out of the air.

It's something a little bit more specific.

So watch what would occur at an eight level.

Someone would would probably write something like, for instance, big cities like Shanghai experience major pollution problems due to their high volume of traffic.

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IELTSのライティングバンド6、7、8の違いは何ですか？ (What are the differences between IELTS Writing bands 6, 7 and 8)

specific

relevant

alternative

evidence