1 00:00:04,690 --> 00:00:05,080 Okay. 2 00:00:05,080 --> 00:00:05,820 Good morning. 3 00:00:05,830 --> 00:00:13,000 This is our live class for July 2020 and this is academic writing task number one. 4 00:00:13,510 --> 00:00:17,170 Thank you for joining me today in this live class. 5 00:00:17,710 --> 00:00:22,720 If during the class you have any questions, please make sure that you type your question inside the 6 00:00:22,720 --> 00:00:23,680 chat box. 7 00:00:24,010 --> 00:00:27,460 And I will be happy to answer your question. 8 00:00:28,320 --> 00:00:35,070 Please make sure that you keep your microphone off during the class because I am recording the class 9 00:00:35,070 --> 00:00:40,830 and I want to try to eliminate as much background noise as possible. 10 00:00:41,530 --> 00:00:43,560 Okay, so let's go ahead and get started. 11 00:00:48,860 --> 00:00:54,560 So we're going to cover a few things before we get into writing a practice academic task number one. 12 00:00:55,160 --> 00:01:01,070 I'm going to go over some information about how do you move from a band six to a band seven or band 13 00:01:01,070 --> 00:01:01,550 eight. 14 00:01:02,120 --> 00:01:09,500 A lot of students on the ILS exam are stuck at a band six or 6.5 and they can't get to a band seven 15 00:01:09,500 --> 00:01:10,490 or band eight. 16 00:01:10,700 --> 00:01:13,040 So I'm going to talk very briefly about that. 17 00:01:13,670 --> 00:01:22,160 I'm going to note for you some of the differences in the rubric band scores because when you're writing. 18 00:01:23,090 --> 00:01:29,480 What you have to really be mindful of when you're writing is that you have to attack the rubric. 19 00:01:30,340 --> 00:01:32,830 You have to attack the rubric when you're writing. 20 00:01:33,250 --> 00:01:40,930 If you're not if you're not writing with the rubric in mind, then you're not really being conscious 21 00:01:41,230 --> 00:01:43,930 of getting a really good score. 22 00:01:44,320 --> 00:01:47,050 And that's very, very important that you do that. 23 00:01:48,100 --> 00:01:52,090 Then after that, I'm going to go ahead and get into writing. 24 00:01:52,870 --> 00:01:55,600 An example of academic task number one. 25 00:01:56,680 --> 00:02:01,990 And as you heard me say earlier, you guys can really write along with me. 26 00:02:03,250 --> 00:02:09,070 If I ask you to write something, if I ask you to write something like an introduction or we're going 27 00:02:09,070 --> 00:02:13,780 to write the first the first body paragraph of an academic task. 28 00:02:13,780 --> 00:02:18,130 Number one, you can write your example of it in the chat box. 29 00:02:20,090 --> 00:02:27,290 Now it's important to note that everything that we do in the class, everything we do in the class will 30 00:02:27,290 --> 00:02:28,340 be timed. 31 00:02:28,880 --> 00:02:29,240 Right? 32 00:02:29,240 --> 00:02:30,410 You'll be timed. 33 00:02:30,770 --> 00:02:34,040 So when we're writing an introduction, it'll be on a clock. 34 00:02:34,490 --> 00:02:39,170 When we're writing one of the we're writing, the general overview is going to be on the clock. 35 00:02:40,000 --> 00:02:45,820 And the reason why we're doing that is because clock pressure and time pressure is really, really important 36 00:02:45,970 --> 00:02:48,880 because the real exam uses clock pressure. 37 00:02:49,030 --> 00:02:50,740 It uses time pressure. 38 00:02:51,370 --> 00:02:56,140 And so in a live class setting, I try to simulate that as much as possible. 39 00:02:56,710 --> 00:03:01,420 So when we're going to write the introduction for the academic test, number one. 40 00:03:02,560 --> 00:03:06,370 Please don't start writing until I start the clock. 41 00:03:07,330 --> 00:03:07,810 Don't. 42 00:03:07,810 --> 00:03:08,380 Don't. 43 00:03:08,380 --> 00:03:12,580 You're not really cheating me, but you're cheating yourself if you're not really operating according 44 00:03:12,580 --> 00:03:14,320 to the clock and according to the time. 45 00:03:16,160 --> 00:03:21,920 So we're going to start off by just giving some basic review of academic task, number one. 46 00:03:22,660 --> 00:03:30,820 Because again, realize there are many students in my class and people are at different levels of their 47 00:03:30,820 --> 00:03:31,510 learning. 48 00:03:31,900 --> 00:03:35,290 Some people are just learning how to do task number one. 49 00:03:36,590 --> 00:03:38,900 And they have no experience with the ILS exam. 50 00:03:39,620 --> 00:03:48,200 I have others that have unfortunately taken Dale's exam five or six times, and they have a lot of experience 51 00:03:48,200 --> 00:03:49,850 with academic task number one. 52 00:03:50,180 --> 00:03:52,610 And so that basic information, they already know. 53 00:03:53,060 --> 00:03:55,450 But you have to keep in mind, there's a range there. 54 00:03:55,580 --> 00:03:58,670 There is a range of students in this class. 55 00:03:59,030 --> 00:04:01,360 So please be patient. 56 00:04:01,370 --> 00:04:06,680 If if I say something that you already know, please be patient and understand. 57 00:04:06,920 --> 00:04:11,780 There is a there there are many, many different students at different levels taking this class. 58 00:04:13,120 --> 00:04:13,720 Okay. 59 00:04:14,810 --> 00:04:20,600 So some important tips and advice to follow when you're doing academic task number one. 60 00:04:20,960 --> 00:04:25,130 You're going to separate it into four paragraphs. 61 00:04:25,700 --> 00:04:31,760 That's what I'm going to teach you how to do, how to analyze, organize and write the report in four 62 00:04:31,760 --> 00:04:37,190 paragraphs with a minimum of 150 words written in under 20 minutes. 63 00:04:38,150 --> 00:04:43,910 When you're writing an introduction, you have to, of course, paraphrase the information on the graph 64 00:04:44,150 --> 00:04:51,140 and in the description and in the description and introduction is only going to be 1 to 2 sentences. 65 00:04:51,140 --> 00:04:51,890 That's it. 66 00:04:53,130 --> 00:04:56,730 90% of the time when I do it, I write one sentence. 67 00:04:57,150 --> 00:05:06,120 And the only time that the only time that I have written two sentences is if I'm dealing with two different 68 00:05:06,150 --> 00:05:09,660 two different graphs, like a bar chart and a line graph together. 69 00:05:11,330 --> 00:05:16,970 After the introduction, the examiners expect you to do a general overview. 70 00:05:17,210 --> 00:05:20,840 They expect that they want to see a general overview. 71 00:05:20,870 --> 00:05:24,810 They want you to be able to see the main features on the graph. 72 00:05:24,830 --> 00:05:26,790 Chart, diagram or process. 73 00:05:26,810 --> 00:05:28,490 What are the main features? 74 00:05:29,270 --> 00:05:37,070 And then afterwards, you should have two specific comparison paragraphs where you are comparing the 75 00:05:37,070 --> 00:05:44,240 numbers, the data, the information, the similarities, the differences, the stages, or the steps 76 00:05:44,240 --> 00:05:45,890 in a diagram or process. 77 00:05:46,650 --> 00:05:52,350 But you have a total of four paragraphs, four paragraphs total. 78 00:05:53,280 --> 00:05:54,750 So let's keep that in mind. 79 00:05:57,620 --> 00:06:00,950 So let's talk about how to really achieve a band. 80 00:06:00,950 --> 00:06:02,540 7 to 9 score. 81 00:06:04,070 --> 00:06:08,930 Number one is to be able to have what's called seamless cohesion. 82 00:06:10,400 --> 00:06:15,950 Seamless cohesion when we're talking about seamless cohesion. 83 00:06:16,730 --> 00:06:18,650 A lot of times when I look at writing. 84 00:06:19,620 --> 00:06:21,510 What I see student writing. 85 00:06:21,540 --> 00:06:26,160 They write things like, you know, first, second. 86 00:06:26,760 --> 00:06:27,690 Finally. 87 00:06:28,290 --> 00:06:29,130 Also. 88 00:06:29,130 --> 00:06:30,030 Moreover. 89 00:06:30,030 --> 00:06:30,960 Furthermore. 90 00:06:30,960 --> 00:06:32,400 First of all. 91 00:06:32,430 --> 00:06:33,570 Second of all. 92 00:06:34,540 --> 00:06:35,710 Those are. 93 00:06:36,490 --> 00:06:37,480 Standard. 94 00:06:38,590 --> 00:06:41,740 It's really standard, basic, cohesive devices. 95 00:06:42,760 --> 00:06:44,920 And that's good enough. 96 00:06:45,400 --> 00:06:52,810 That's good enough to get you a score of a six and you could possibly even get a 6.5. 97 00:06:53,710 --> 00:07:01,480 But there are other types of cohesive devices that you use in language that makes the difference between 98 00:07:01,480 --> 00:07:07,480 somebody who who's getting an eight and nine and somebody who's getting a six or a 6.5. 99 00:07:08,410 --> 00:07:12,790 There are different levels of being able to show and demonstrate cohesion. 100 00:07:13,700 --> 00:07:16,700 And that's why sometimes when students ask me, well. 101 00:07:17,470 --> 00:07:26,140 If I just use all simple sentences, I use simple sentences and I use simple, simple vocabulary and 102 00:07:26,140 --> 00:07:27,720 I write it perfectly. 103 00:07:27,730 --> 00:07:30,380 Will I get will I get an eight? 104 00:07:30,400 --> 00:07:32,050 And I say, no. 105 00:07:32,410 --> 00:07:33,400 I would say, no, no. 106 00:07:33,400 --> 00:07:34,330 You're not going to get that. 107 00:07:34,330 --> 00:07:35,680 No, you're not going to get an eight. 108 00:07:36,460 --> 00:07:38,740 Because they're judging the level of your writing. 109 00:07:38,740 --> 00:07:45,310 If you're doing all simple sentences and simple vocabulary and you write it perfectly, your score will 110 00:07:45,310 --> 00:07:48,430 be no higher than a 5.5 or six. 111 00:07:49,760 --> 00:07:50,870 It can't be. 112 00:07:51,930 --> 00:07:56,880 Because you're not you're not moving into the different levels of the rubric. 113 00:07:58,490 --> 00:07:59,060 Right. 114 00:07:59,240 --> 00:08:02,720 Number two, you want to be able to categorize your paragraphs correctly. 115 00:08:03,640 --> 00:08:07,900 That's really important when you want to be able to move from a band seven to a band nine. 116 00:08:08,500 --> 00:08:15,010 The examiner wants to see a clear introduction, not the introduction in the general overview mixed 117 00:08:15,010 --> 00:08:15,670 together. 118 00:08:17,440 --> 00:08:18,940 Don't mix them together. 119 00:08:20,210 --> 00:08:29,150 There should be a clear introduction, a clear general overview, and two specific comparison paragraphs. 120 00:08:31,390 --> 00:08:35,290 And a conclusion is not necessary for academic task number one. 121 00:08:36,220 --> 00:08:40,570 If you were writing a general letter, then you would have a conclusion. 122 00:08:40,570 --> 00:08:41,560 One sentence. 123 00:08:42,530 --> 00:08:47,720 Also a great way to increase your score is understanding, word, form, paraphrasing and synonyms. 124 00:08:48,620 --> 00:08:54,050 If you're repeating the same words over and over and over again, you're not showing a range. 125 00:08:55,910 --> 00:09:02,240 When you're able to change the word form from a noun to an adjective to an adverb, changing the word 126 00:09:02,240 --> 00:09:07,940 form for just one word, for just one word that actually shows a high skill level. 127 00:09:09,090 --> 00:09:10,880 So it's important to understand those things. 128 00:09:10,910 --> 00:09:14,100 We're talking about moving from a band seven to a band nine. 129 00:09:16,350 --> 00:09:17,880 A few more things to note. 130 00:09:19,700 --> 00:09:27,080 If you want to be able to score 7 to 9, if you're want to if you want to move from a six or 6.5 to 131 00:09:27,080 --> 00:09:28,610 a 7.58. 132 00:09:29,320 --> 00:09:32,710 The majority of your sentences must be mistake free. 133 00:09:34,740 --> 00:09:37,230 The majority of your sentences must be mistakes. 134 00:09:37,230 --> 00:09:39,180 Mistake free 75%. 135 00:09:40,060 --> 00:09:41,620 Must be mistake free. 136 00:09:42,810 --> 00:09:51,420 This means no grammar, vocabulary, collocation, sentence, structure or word form mistakes or errors. 137 00:09:52,260 --> 00:09:58,830 The higher your percentage of mistake free sentences, the greater the score possible. 138 00:09:59,810 --> 00:10:01,010 Very often. 139 00:10:01,970 --> 00:10:11,570 Very often I've seen students write really well organized, really well organized, really coherent. 140 00:10:13,800 --> 00:10:15,660 Academic test number ones. 141 00:10:16,080 --> 00:10:20,450 And they're only able to get a six or 6.5. 142 00:10:20,460 --> 00:10:21,180 Why? 143 00:10:22,660 --> 00:10:28,510 Because they have mistakes in every sentence or almost every sentence. 144 00:10:29,500 --> 00:10:31,750 An article error is a mistake. 145 00:10:32,600 --> 00:10:35,180 A capitalization error is a mistake. 146 00:10:35,720 --> 00:10:38,360 A punctuation error is a mistake. 147 00:10:39,200 --> 00:10:43,790 And then, of course, there are spelling mistakes and collocation mistakes and other types of mistakes. 148 00:10:44,240 --> 00:10:54,290 But if almost every sentence has a mistake, that's one of the main things that that an examiner uses 149 00:10:54,680 --> 00:10:56,990 to separate a band. 150 00:10:56,990 --> 00:10:59,870 66.5 student from a band. 151 00:10:59,870 --> 00:11:01,640 7.58 student. 152 00:11:01,640 --> 00:11:03,890 That's one of the main things they use. 153 00:11:05,990 --> 00:11:11,900 Of course, the more grammatical range that you show, the better your ability. 154 00:11:12,250 --> 00:11:12,560 Right. 155 00:11:12,560 --> 00:11:21,080 There are compound complex cleft sentences, relative clauses, clauses of concession. 156 00:11:21,910 --> 00:11:31,900 One great tip that I have in terms of really improving your grammatical range is decide in advance what 157 00:11:31,900 --> 00:11:35,650 types of sentences you will use in a paragraph. 158 00:11:36,250 --> 00:11:37,750 So what do I mean by that? 159 00:11:39,700 --> 00:11:45,940 If your own body, paragraph number one, you should you should maybe already know in advance. 160 00:11:46,680 --> 00:11:53,190 When I write this paragraph, I'm going to show a compound sentence and I'm going to show a complex 161 00:11:53,190 --> 00:11:54,030 sentence. 162 00:11:55,370 --> 00:11:55,720 Right. 163 00:11:55,730 --> 00:12:02,600 Well, I get the body paragraph number two, I'm going to make sure that I show a relative clause and 164 00:12:02,600 --> 00:12:06,200 possibly a clef sentence or conditional sentence. 165 00:12:07,450 --> 00:12:07,990 Right. 166 00:12:08,620 --> 00:12:16,330 You should already decide in advance what types of sentences you're going to use and what paragraphs. 167 00:12:16,840 --> 00:12:23,950 If you do that in advance, you can already plan to increase your grammatical range. 168 00:12:24,820 --> 00:12:28,330 Because what happens to a lot of students is. 169 00:12:29,660 --> 00:12:30,980 On the real exam. 170 00:12:31,920 --> 00:12:33,060 On the real exam. 171 00:12:33,120 --> 00:12:36,390 I'm talking about I'm talking about exam psychology here. 172 00:12:37,180 --> 00:12:40,360 I'm talking about exam psychology here on the real exam. 173 00:12:41,230 --> 00:12:44,830 When that clock is running and that pressure is real. 174 00:12:46,710 --> 00:12:51,000 A lot of students are more focused on what am I going to say? 175 00:12:52,050 --> 00:12:54,990 And not thinking about how am I going to say it? 176 00:12:55,800 --> 00:13:01,380 So what ends up happening is when you're really when you're focusing on what am I going to say, you're 177 00:13:01,380 --> 00:13:07,790 not really thinking about complex compound, conditional relative clauses, adjective clause. 178 00:13:07,800 --> 00:13:09,450 You're not thinking about that. 179 00:13:10,830 --> 00:13:11,430 Right. 180 00:13:11,940 --> 00:13:14,070 And so you have to keep that in mind. 181 00:13:15,690 --> 00:13:20,700 And of course, finally, when you're talking about achieving a band, 7 to 9 score. 182 00:13:21,640 --> 00:13:27,880 Understand the difference between describing something adequately, sufficiently and fully. 183 00:13:28,780 --> 00:13:30,280 Right adequately. 184 00:13:30,280 --> 00:13:33,340 Adequately is as a band six. 185 00:13:34,540 --> 00:13:36,430 Sufficiently as a band aid. 186 00:13:37,710 --> 00:13:39,240 Fully as a band nine. 187 00:13:40,690 --> 00:13:40,870 Right. 188 00:13:40,930 --> 00:13:43,660 You have to understand, what does that mean? 189 00:13:44,700 --> 00:13:45,780 What's the difference? 190 00:13:45,780 --> 00:13:48,180 How do I know if I'm describing something fully? 191 00:13:49,520 --> 00:13:49,790 Right. 192 00:13:49,790 --> 00:13:55,250 One way, you know, if you're describing something fully is you can test it out with a study partner. 193 00:13:56,090 --> 00:14:05,180 You can give us your study partner, your writing, and you can see if they can actually put your words 194 00:14:05,180 --> 00:14:11,060 back into a graphical form, if they can put your words back into some type of graphical form. 195 00:14:12,530 --> 00:14:16,430 Because what they're talking about there is how well are you describing it? 196 00:14:17,170 --> 00:14:25,510 Right, because you're taking graphical shark information and you're translating that into written language. 197 00:14:26,510 --> 00:14:29,990 So if the written language is described fully. 198 00:14:30,990 --> 00:14:37,740 Then you should be able to somewhat take that written language and translate it back into a graphical 199 00:14:37,740 --> 00:14:38,340 form. 200 00:14:39,290 --> 00:14:41,750 The better you're able to describe it. 201 00:14:42,530 --> 00:14:45,470 You know, that's what it means to describe something fully. 202 00:14:46,970 --> 00:14:47,210 Okay. 203 00:14:47,210 --> 00:14:48,870 Let me check if there are any questions. 204 00:14:48,890 --> 00:14:50,360 I have three questions. 205 00:14:50,390 --> 00:14:51,710 Let me try to ask them. 206 00:14:53,990 --> 00:14:56,300 No, I don't have three questions that people say hi. 207 00:14:56,340 --> 00:14:56,900 Okay. 208 00:14:57,590 --> 00:14:59,120 Well, here has a question. 209 00:15:02,090 --> 00:15:02,630 Yeah. 210 00:15:02,930 --> 00:15:05,060 Here, I'm not going to get to deeply. 211 00:15:05,300 --> 00:15:09,910 I am going to talk a little bit about the general overview when when we when we when we write one here. 212 00:15:10,550 --> 00:15:16,370 I to I'm going to talk about it a little bit in terms of explaining what you have to do for a general 213 00:15:16,370 --> 00:15:17,210 overview. 214 00:15:17,600 --> 00:15:23,060 Keep in mind that there are there are lectures in the course. 215 00:15:23,940 --> 00:15:26,890 That that teach the general overview, right? 216 00:15:26,910 --> 00:15:31,410 I teach it several different times in terms of in terms of the general overview. 217 00:15:31,800 --> 00:15:35,550 But I am going to I am going to explain it a little bit here today. 218 00:15:37,020 --> 00:15:45,120 And I think here that once you look at some of the examples that I do and some of the examples of some 219 00:15:45,120 --> 00:15:49,890 of the other students do, you'll have a deeper understanding of what that means. 220 00:15:52,210 --> 00:15:55,470 Satoshi a rubric. 221 00:15:55,480 --> 00:15:57,010 What is a rubric? 222 00:15:59,800 --> 00:16:07,260 Satoshi a rubric is is is a grading is what they use the grade you know for the house exam they grade 223 00:16:07,260 --> 00:16:10,980 you in four areas task task achievement. 224 00:16:13,300 --> 00:16:17,560 Task achievement, coherence, grammar and vocabulary. 225 00:16:18,280 --> 00:16:26,410 And on the rubric it has the ranges of 0 to 9, and they tell you what you have to do to be what you 226 00:16:26,410 --> 00:16:27,730 have to do to get. 227 00:16:28,550 --> 00:16:33,020 A seven incoherence or a six invoke invoked in vocabulary. 228 00:16:33,810 --> 00:16:37,860 If you just go on Google and type in aisles writing rubric, you'll see them come up. 229 00:16:40,920 --> 00:16:41,610 All right. 230 00:16:42,030 --> 00:16:42,600 Let's go ahead. 231 00:16:42,600 --> 00:16:43,670 No more questions. 232 00:16:43,680 --> 00:16:45,540 Let's go ahead and keep going.