by Dave | Mar 12, 2018 | IELTS FAQ
How are your band scores calculated for each skill, as well as your Overall Score? The process of marking and scoring your IELTS exam can seem complicated and confusing. In this guide I will explain everything you need to know about the following:
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Overall Band Score
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Listening and Reading Scores
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Speaking Scores
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Writing Scores
If you need some writing feedback from a former examiner about your strengths and weaknesses, as well as your current band scores, check out IELTS Writing Band Score and Correction Service.
An example IELTS Certificate (or IELTS Test Report Form), with band scores for four skills and an Overall Band Score.
Dave
Overall Band Score
Students get a whole or half band score (0-9) for each of the four skills (Listening, Reading, Writing, Speaking).
The average of these four scores is calculated by adding them together and dividing by 4. This figure is then rounded up or down to the nearest whole or half band score to produce an ‘Overall Band Score’.
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Listening
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Reading
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Writing
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Speaking
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Average (of 4 Skills)
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Overall Band score
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Donald
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6.5
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6.5
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5
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7
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6.25
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6.5
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Kanye
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4.0
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3.5
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4.0
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4.0
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3.875
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4.0
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Taylor
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6.5
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6.5
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5.5
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6.0
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6.125
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6.0
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Listening and Reading Scores
In the IELTS Listening and Reading exams, a member of the British Council or IDP exams team will mark your answers to the 40 questions for each test, using an answer key from Cambridge.
Each correct answer scores one point and the the total (raw) score out of 40 is calculated for both the Reading and Listening tests. These raw scores for each skill are then converted into a whole or half band score (0-9).
Below is a guide to how many points you need to achieve a particular band score, but this will change depending on the difficulty of the test. For example, if you have a difficult listening test, the score needed for band 6 might be 21 or 22. If the listening test is easier, you might need to score 24 or 25 to get the same band score.
As you can see from the table below, a higher raw score may be needed in General Training to get the same band score compared to Academic reading. This is because Academic reading texts often contains more difficult vocabulary or more complex styles of writing.
IELTS Listening
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IELTS Reading (Academic)
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IELTS Reading (General Training)
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Band score
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Raw score out of 40
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Band score
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Raw score out of 40
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Band score
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Raw score out of 40
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5
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16
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5
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15
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4
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15
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6
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23
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6
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23
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5
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23
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7
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30
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7
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30
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6
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30
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8
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35
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8
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35
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7
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34
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Speaking Scores
An IELTS examiner at British Council or IDP will assess your speaking overall for the three parts of the speaking test. Parts 1, 2 and 3 are equally important but they do not give separate scores for each part.
Overall, your speaking will get a whole band score (0-9) for each of the four criteria:
– Fluency and Coherence (F) – Ability to keep going and structure
– Lexical Resource (LR) – Vocabulary
– Grammatical Range and Accuracy (GR) – Grammar
– Pronunciation (P) – Correct sounds, word and sentence stress, intonation and rhythm.
You can find more information about the band descriptors for IELTS Speaking here:
The exams office at BC or IDP will calculate an average score, and this figure will be rounded down to the nearest half or whole band score (see the table below).
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F
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LR
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GR
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P
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Average Score
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Final Result
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Speaking
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5
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7
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7
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6
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6.25
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6*
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*rounded down to the nearest half or whole band score.
Writing Scores
Task 1 and Task 2 writing will be marked separately by two different IELTS examiners.
For each task, your writing will get a whole band score (0-9) for each of the following four criteria:
– Task Achievement (TA) – Opinion and Ideas
– Coherence and Cohesion (CC) – Organisation and Linking
– Lexical Resource (LR) – Vocabulary and Spelling
– Grammatical Range and Accuracy (GR) – Grammar and Punctuation
You can find more information about the band descriptors for IELTS Writing here:
The exams office at BC or IDP will calculate an average score for each Task, and a combined score (Task 2 = 66%, Task 1 = 33%). The final figure is rounded down to the nearest half or whole band score.
It is very important to remember that Task 2 is worth twice as much as Task 1 (Task 2 = 66%, Task 1 = 33%).
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TA
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CC
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LR
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GR
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Average Scores
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Final result
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Writing Task 1
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5
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7
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7
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6
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6.25
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Writing Task 2
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6
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6
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6
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5
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5.75
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Combined Writing Score (Task 1 = 33%, Task 2 = 66%).
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5.91
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5.5*
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*rounded down to the nearest half or whole band score
by Dave | Mar 12, 2018 | IELTS Grammar
Students who want to achieve band 7+ for their IELTS Writing Task 2 need to use a wide range of grammar structures. In this article I show you how to use a range of modals naturally to express opinions, as well as make suggestions and predictions, which will help improve your grammar band score.
For more examples of good grammar in use, check out our Task 2 sample answers here: IELTS Sample Answers.
You can also subscribe to our YouTube Channel for some IELTS Speaking Sample Answers: HowtodoIELTS YouTube.
Be sure to avoid the mistakes that most students make on writing by signing up now for my exclusive IELTS Ebooks here on Patreon.
Dave
Grammar Doesn’t have to be Complex
In order to get a high band score for your writing you need to be able to naturally use a wide range of grammar structures. For Task 2 writing, this means correctly using complex structures, but it also means using more basic structures naturally, including modal verbs.
Sample Essay
Below is a sample essay for the following question.
Some people think that all university students should study whatever they like. Others believe that they should only be allowed to study subjects that will be useful in the future, such as those related to science and technology.
Discuss both these views and give your own opinion.
Look at the phrases that are in bold. For each one, do you think they are expressing (saying) something more certain or less certain?
One question that has caused a great deal of controversy over the years is which subjects students study at University. I believe that students should have the choice to study whatever they like. However we have to overcome the problem of enough graduates in important subjects. In this essay the arguments surrounding this issue will be discussed.
Many people argue that students should choose their own subjects at university. The principle reason for this is because students will probably be more motivated so they will be more likely to work harder and for longer and therefore achieve more, be more successful and probably more satisfied. A good example is a student who has a passion for art or science. They will be more likely to do extra work to improve their knowledge or develop their skills to a higher level. Another reason is that if students follow their passion it can often lead to more creativity. An example here is Steve Jobs, who followed his passions to become one of the most creative and successful entrepreneurs of modern times.
Other people suggest that students should not be allowed to choose. They argue that if society allowed students to do this, then we might be left with a lack of graduates in some ‘core’ subjects essential for the future. An example here is important subjects such as science or technology, which might not be popular without encouragement. This could result in a less skilled labour force with a negative impact on the economy. However I would suggest that this is not a serious problem as we could deal with this issue by making core subjects more attractive. This could be done through financial policies, for example reduced fees, offering bursaries or guaranteeing jobs for studying the target subjects.
In conclusion, there are clear advantages of allowing students to choose their own subjects both for individuals as well as wider benefits. Nevertheless we must ensure there are enough students who select important subjects. This could be achieved using financial incentives or job guarantees. Regardless, we must always make sure our Universities are flexible enough to meet the challenges that society will face in the future.
Use the Correct Grammar for the Right Situation
Let’s look at the sample answer again. I’ve coloured phrases that are more certain in red and phrases that are less certain in green. It’s now clear to see that in my first body paragraph I am more certain about my opinions, whereas in the second body paragraph I am less certain.
First Body Paragraph:
Many people argue that students should choose their own subjects at university. The principle reason for this is because students will probably be more motivated so they will be more likely to work harder and for longer and therefore achieve more, be more successful and probably more satisfied. A good example is a student who has a passion for art or science. They will be more likely to do extra work to improve their knowledge or develop their skills to a higher level. Another reason is that if students follow their passion it can often lead to more creativity. An example here is Steve Jobs, who followed his passions to become one of the most creative and successful entrepreneurs of modern times.
Second Body Paragraph:
Other people suggest that students should not be allowed to choose. They argue that if society allowed students to do this, then we might be left with a lack of graduates in some ‘core’ subjects essential for the future. An example here is important subjects such as science or technology, which might not be popular without encouragement. This could result in a less skilled labour force with a negative impact on the economy. However I would suggest that this is not a serious problem as we could deal with this issue by making core subjects more attractive. This could be done through financial policies, for example reduced fees, offering bursaries or guaranteeing jobs for studying the target subjects.
Analysis: First Body Paragraph (more certain)
In this paragraph I am confidently explaining my opinion about why students should choose their own subjects, by suggesting they’ll probably be more motivated, work harder and be more successful.
So I use language that matches my confidence. However this is academic writing so I’m still not 100% confident. Look at the table that compares good and bad ways to express certainty.
I didn’t say “Students will be more motived so they will work harder” or “If students follow their passion they will be more creative.”
This is too strong so instead I used “will probably be more motivated” or “can often lead to more creativity“
Good phrases for strong opinions
(Strong – 80%)
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Poor phrases for strong opinions
(Too Strong – 100%)
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Students will probably be more motivated……
…will be more likely to work harder.
If students follow their passion it can often lead to more creativity.
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Students will be more motivated…
…so they will work harder.
If students follow their passion they will be more creative.
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Analysis: Second Body Paragraph (less certain)
In this paragraph I first make predictions about possible negative effects of allowing students to choose (a lack of graduates for important subjects and it’s possible impact on the economy). Then I suggest a possible solution (making important subjects more attractive through financial incentives).
By using less certain language, I show that these are just possible ideas. I didn’t say “We will be left with a lack of graduates.” or “This will result in a less skilled workforce.” or even “This can be done through financial policies.”
Those structures are too strong for academic writing so instead I used “We might be left with a lack of graduates.“, “This could result in a less skilled workforce.” and “This could be done through financial policies.”
Good phrases for predictions and suggestions
(Possible – 50%)
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Poor phrases for predictions and suggestions
(Too Strong – 100%)
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We might be left with a lack of graduates.
This could result in a less skilled workforce.
This could be done through financial policies.
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We will be left with a lack of graduates.
This will result in a less skilled workforce.
This can be done through financial policies.
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Plan your Language
As well as brainstorming and organising ideas, it’s important to think about how certain you want to be about these ideas. Yes, I said want because remember your essay doesn’t have to follow your real opinions, and you should try to use a range of grammar.
When you are planning your body paragraphs, keep in mind what language you will use to express your opinions and suggestion/predictions. For example if you have a discuss both sides question, which requires you to choose a side, then use more certain language for your chosen side but use less certain language for the other side.
Likewise in a problem and solution essay, you could choose to use stronger language to talk about the seriousness of the problem, but weaker language to discuss solutions.
Now it’s your turn! Put your answers in the comments.
Governments should spend money on railways rather than roads.
To what extent do you agree or disagree?
Brainstorm some main ideas – then write some strong/weak opinions and strong/weak suggestions or predictions using suitable language.
by Dave | Mar 10, 2018 | Sample Answers
This is an IELTS Writing Task 2 Sample Answer from March 10th on the topic of whether or not buildings should be built according to their function.
It’s a great question because it is an important debate due to the increasing size and influence of cities.
I guarantee that most people doing this question are getting a 5 for Task Achievement because they do not have a good main idea for why the outward appearances of buildings is important. When I was writing this I thought of a main idea by imagining some different perspectives.
Why would the city government value appearances? The people of the city? The architect?
Read on for a sample answer from a former examiner, analysis, vocabulary practice and some handwritten notes!
For more, check out our other sample answers here: IELTS Sample Answers.
You can also subscribe to our YouTube Channel for some IELTS Speaking Sample Answers: HowtodoIELTS YouTube.
Dave
Sample Answer
When designing a building, the most important factor is the intended use of the building rather than its outward appearance.
To what extent do you agree or disagree?
When it comes to building design, architects often have to make compromises between form and function. Many feel that the purpose of the building should dictate these decisions. I agree that how the building will be used is a key factor, but I think that how it looks is just as important.
Those who argue that a building should be constructed according to its function are mainly thinking about the people who will later use the building. If a building is unable to perform its most basic functions, then it is undoubtedly a failed project. For example, if an architect is building a primary school then they must consider parking areas, how cars will pick up and drop off children, where to put the playground, access for people with disabilities, and that is just the area around the school. A beautiful parking lot that only has room for a handful of cars is useless. Inside the school, they also need classrooms that are large enough, hallways that do not get easily too crowded, a good number and location of restrooms and many other pragmatic concerns. If the architect is overly focused on how the school looks, then they may sacrifice ease of use and practicality.
However, the look of the building is also important because of the role of art in everyday life. Architecture is often considered one of the original and purest forms of artistic expression. I am reminded of a quote from Pablo Picasso who said ‘Art washes away from the soul the dust of everyday life.’ Imagine a city filled with ugly, utilitarian structures like many Soviet-era buildings. These buildings will not lift people’s spirits or encourage them to contemplate the intended message. Contrast this with a city where architects have been given free rein to be artists. As long as the buildings are also functional, you will find a city filled with beauty and provocation that enhances life for its inhabitants. The outward appearance does not have to be beautiful, but it has a responsibility to contribute something to enrich the lives of everyday people.
In conclusion, how a building works is equally as important as how that same building looks. Form should not follow function but be fused together in order to add to the aesthetic dimension of a city. It is undoubtedly more challenging, expensive and time-consuming to achieve this kind of balance, but it is also worth the effort.
Sample Answer Analysis
1. When it comes to building design, architects often have to make compromises between form and function. 2. Many feel that the purpose of the building should dictate these decisions. I agree that how the building will be used is a key factor, but I think that how it looks is just as important.
1. The first sentence simply restates what the general topic is – the form and function of buildings.
2. The second sentence restates that many feel the function is more important.
3. The third sentence is my objective correct opinion – form and function are equally important.
1. Those who argue that a building should be constructed according to its function are mainly thinking about the people who will later use the building. 2. If a building is unable to perform its most basic functions, then it is undoubtedly a failed project. 3. For example, if an architect is building a primary school then they must consider parking areas, how cars will pick up and drop off children, where to put the playground, access for people with disabilities, and that is just the area around the school. 4. A beautiful parking lot that only has room for a handful of cars is useless. 5. Inside the school, they also need classrooms that are large enough, hallways that do not get easily too crowded, a good number and location of restrooms and many other pragmatic concerns. 6. If the architect is overly focused on how the school looks, then they may sacrifice ease of use and practicality.
1. The first sentence is a topic sentence that includes my main idea for the whole paragraph (architects care about how people will use the building).
2. The second sentence explains my main idea by saying that if a building cannot be used as it was intended, it is a failure. It’s often important to explain your main idea in one sentence.
3. The third sentence gives an example of all the areas that have functional purpose in a primary school.
4. The fourth sentence develops what will happen if the parking lot is too small.
5. The fifth sentence gives more examples of what an architect must consider inside the school.
6. The sixth sentence summarizes that an architect too focused on the look of the school may hurt the functional elements of the school.
1. However, the look of the building is also important because of the role of art in everyday life. 2. Architecture is often considered one of the original and purest forms of artistic expression. 3. I am reminded of a quote from Pablo Picasso who said ‘Art washes away from the soul the dust of everyday life.’ 4. Imagine a city filled with ugly, utilitarian structures like many Soviet-era buildings. 5. These buildings will not lift people’s spirits or encourage them to contemplate the intended message. 6. Contrast this with a city where architects have been given free rein to be artists. 7. As long as the buildings are also functional, you will find a city filled with beauty and provocation that enhances life for its inhabitants. 8. The outward appearance does not have to be beautiful, but it has a responsibility to contribute something to enrich the lives of everyday people.
1. The first sentence is a topic sentence that includes my main idea for the whole paragraph (architecture is an important art form and art is important in our daily lives).
2. The second sentence explains my opinion by saying that architecture is a form of art.
3. The third sentence supports my opinion with a quote from Picasso explaining why art is important.
4. My fourth sentence supports my main idea with a hypothetical example of utilitarian city.
5. The fifth sentence explains how people in this city might feel.
6. The sixth sentence contrasts this with a hypothetical city with nice cities that makes life better.
7. Sentence 7 extends this idea further.
8. The eighth sentence concludes by saying that art does not have to be beautiful but it should in some way make people’s lives richer.
1. In conclusion, how a building works is equally as important as how that same building looks. 2. Form should not follow function but be fused together in order to add to the aesthetic dimension of a city. 3. It is undoubtedly more challenging, expensive and time-consuming to achieve this kind of balance, but it is also worth the effort.
1. The first sentence restates my opinion that how a building looks and works are equally important.
2. The second sentence restates the main reason behind my opinion.
3. The last sentence adds an extra detail that acknowledges this challenge but claims it is worth it.
Vocabulary Analysis and Practice
I have highlighted some of the key vocabulary from the sample answer.
Before looking at the definition let’s do some practice!
Answer the following questions about everything in bold:
1. What does each one mean?
2. Can you think of another way to say the same thing?
When it comes to building design, architects often have to make compromises between form and function. Many feel that the purpose of the building should dictate these decisions. I agree that how the building will be used is a key factor, but I think that how it looks is just as important.
Those who argue that a building should be constructed according to its function are mainly thinking about the people who will later use the building. If a building is unable to perform its most basic functions, then it is undoubtedly a failed project. For example, if an architect is building a primary school then they must consider parking areas, how cars will pick up and drop off children, where to put the playground, access for people with disabilities, and that is just the area around the school. A beautiful parking lot that only has room for a handful of cars is useless. Inside the school, they also need classrooms that are large enough, hallways that do not get easily too crowded, a good number and location of restrooms and many other pragmatic concerns. If the architect is overly focused on how the school looks, then they may sacrifice ease of use and practicality.
However, the look of the building is also important because of the role of art in everyday life. Architecture is often considered one of the original and purest forms of artistic expression. I am reminded of a quote from Pablo Picasso who said ‘Art washes away from the soul the dust of everyday life.’ Imagine a city filled with ugly, utilitarian structures like many Soviet-era buildings. These buildings will not lift people’s spirits or encourage them to contemplate the intended message. Contrast this with a city where architects have been given free rein to be artists. As long as the buildings are also functional, you will find a city filled with beauty and provocation that enhances life for its inhabitants. The outward appearance does not have to be beautiful, but it has a responsibility to contribute something to enrich the lives of everyday people.
In conclusion, how a building works is equally as important as how that same building looks. Form should not follow function but be fused together in order to add to the aesthetic dimension of a city. It is undoubtedly more challenging, expensive and time-consuming to achieve this kind of balance, but it is also worth the effort.
Vocabulary Definitions
compromise (v): to make an agreement with each side giving something up and getting something
form and function (n): how something looks and how it works
dictate (v): control / decide for
key factor (n): an important part
mainly thinking (v): most think this way
perform (v): to act or serve a role
most basic function (n): the use most associated with something, its core job
undoubtedly (adv): without a doubt
consider (v): think about
pick up (v): to give someone a ride from somewhere
drop off (v): to drive someone to somewhere
access (v): ability to enter a place
handful (n): some / a few
overly focused (adj): too focused
sacrifice (v/n): get rid of something in order to get something else
ease of use (n): how easy it is to use
role of art (n): what function art serves
often considered (v): many people think this
everyday life (n): daily life
utilitarian (adj): done only to achieve an end, not in-itself
Soviet-era (n/adj): from the time when Russia was the USSR
lift people’s spirits (v): make people happier
contemplate (v): think about
contrast this with (linking phrase): compare with
free rein (n): allowed to do anything
provocation (n): to incite, stimulate or give rise to
enrich (v): to make better, richer, deeper and more fulfilling
fused together (v): joined or combined
aesthetic dimension (n): related to appearances and art
time-consuming (adj): taking a long time
worth the effort (n): a good idea to do it even though it takes time
Example Notes
Here are some notes I made about architecture (check out more on our Instagram page)!
Architecture Articles
Architecture Videos
Now it’s Your Turn! Comment below on our IELTS Sample Answer:
Do you think building should be built just according to their function? Is it important how they look?
by Dave | Mar 5, 2018 | Sample Answers
This is the IELTS Writing Task 2 from March 3rd on the topic of banning plastic bags.
It’s a topical issue because cities and nations all around the world have been enacting laws related to this in recent years.
Read on for a sample answer from a former examiner, analysis, vocabulary practice and some handwritten notes!
For more, check out our other sample answers here: IELTS Sample Answers.
Dave
Sample Answer
Plastic shopping bags are used widely and cause many environmental problems. Some people say they should be banned.
To what extent do you agree or disagree?
No one would deny that the plastic bags used in supermarkets and shops have a negative effect on the environment because they do not degrade and end up as litter in our cities or oceans. However, the replacements for plastic bags also carry significant environmental risks. That is why I think plastic bags should not be banned.
The main environmental side effect related to plastic bags is that they pollute both the land and water. An insignificant percentage of people may reuse or recycle plastic bags, but most ultimately litter or throw them in the trash. If they are thrown in the trash, plastic bags will wind up in the ever-increasing number of landfills and contribute to soil pollution. The ones that are simply tossed in the street clog drains in cities and eventually find their way to the sea and entangle marine life. This is why many feel that plastic bags should be banned.
Despite the advantages of banning plastic bags, the solutions for plastic bags are worse than the original problem. Most people who advocate banning plastic bags suggest paper bags (which are biodegradable) or reusable bags that are typically made from cotton or plastic. Both of these replacements are flawed. Paper bags require us to continue clearing forests and also carry a large carbon footprint. Reusable bags are plagued by similar problems. Independent studies have shown that the production of cotton and reusable plastic causes more harm to the environment than disposable plastic bags. Coupled with the fact that reusable bags are more difficult to recycle, their overall effect on the environment is worse.
I do not think overly simplistic restrictions on plastic bags would have the desired positive effect. Rather than thoughtlessly banning them, policy makers should come up with a policy that balances the materials we use for bags in order to produce an overall positive impact on the environment.
Sample Answer Analysis
1. No one would deny that the plastic bags used in supermarkets and shops have a negative effect on the environment because they do not degrade and end up as litter in our cities or oceans. 2. However, the replacements for plastic bags also carry significant environmental risks. 3. That is why I think plastic bags should not be banned.
1. The first sentence simply restates what the general topic is – banning plastic bags. It also includes my main idea for why they should be banned.
2. The second sentence gives the other main idea – why they should not be banned.
3. The third sentence is my opinion – they should not be banned.
1. The main environmental side effect related to plastic bags is that they pollute both the land and water. 2. An insignificant percentage of people may reuse or recycle plastic bags, but most ultimately litter or throw them in the trash. 3. If they are thrown in the trash, plastic bags will wind up in the ever-increasing number of landfills and contribute to soil pollution. 4. The ones that are simply tossed in the street clog drains in cities and eventually find their way to the sea and entangle marine life. 5. This is why many feel that plastic bags should be banned.
1. The first sentence is a topic sentence that includes my main idea for the whole paragraph (the main problem is pollution for land and water).
2. The second sentence explains my main idea by saying that most plastic bags are either littered or thrown in the trash.
3. The third sentence explains what happens when they are thrown in the trash and the impact on land.
4. The fourth sentence explains the second problem – that the bags that are littered end up in the ocean.
5. The fifth sentence summarizes that these are the reasons plastic bags should be banned.
1. Despite the advantages of banning plastic bags, the solutions for plastic bags are worse than the original problem. 2. Most people who advocate banning plastic bags suggest paper bags (which are biodegradable) or reusable bags that are typically made from cotton or plastic. 3. Both of these replacements are flawed. 4. Paper bags require us to continue clearing forests and also carry a large carbon footprint. 5. Reusable bags are plagued by similar problems. 6. Independent studies have shown that the production of cotton and reusable plastic causes more harm to the environment than disposable plastic bags. 7. Coupled with the fact that reusable bags are more difficult to recycle, their overall effect on the environment is worse.
1. The first sentence is a topic sentence that includes my main idea for the whole paragraph (replacing plastic bags is worse than having them).
2. The second sentence explains my opinion by saying that advocates of banning plastic bags usually recommend paper or reusable cotton bags.
3. The third sentence supports my opinion by saying that both solutions are flawed.
4. The fourth sentence supports my main idea by explaining that paper bags also have a negative environmental impact.
5. The fifth sentence shifts to why reusable bags are also not a good solution.
6. The sixth sentence adds that reusable bags are more difficult to recycle and this makes them worse than single-use plastic bags.
7. State the overall impact to finish the paragraph.
1. I do not think overly simplistic restrictions on plastic bags would have the desired positive effect. 2. Rather than thoughtlessly banning them, policy makers should come up with a policy that balances the materials we use for bags in order to produce an overall positive impact on the environment.
1. The first sentence restates the main ideas from the sample answer as well as my overall opinion. Make sure you have an overall opinion because the question directly asks you whether or not you agree than plastic bags should be banned.
2. The second sentence adds an extra detail (saying that governments should focus on a more balanced policy rather than a ban) that is needed to get above a Band 7 for Task Achievement according to some, but not all, examiners.
Vocabulary Analysis and Practice
I have highlighted some of the key vocabulary from the sample answer.
Before looking at the definition let’s do some practice!
Answer the following questions about everything in bold:
1. Is it a noun/verb/adjective/adverb? Is it a collocation? A noun-verb collocation? Or verb-noun?
2. What does it mean?
3. Can you think of a synonym?
No one would deny that the plastic bags used in supermarkets and shops have a negative effect on the environment because they do not degrade and end up as litter in our cities or oceans. However, the replacements for plastic bags also carry significant environmental risks. That is why I think plastic bags should not be banned.
The main environmental side effect related to plastic bags is that they pollute both the land and water. An insignificant percentage of people may reuse or recycle plastic bags, but most ultimately litter or throw them in the trash. If they are thrown in the trash, plastic bags will wind up in the ever-increasing number of landfills and contribute to soil pollution. The ones that are simply tossed in the street clog drains in cities and eventually find their way to the sea and entangle marine life. This is why many feel that plastic bags should be banned.
Despite the advantages of banning plastic bags, the solutions for plastic bags are worse than the original problem. Most people who advocate banning plastic bags suggest paper bags (which are biodegradable) or reusable bags that are typically made from cotton or plastic. Both of these replacements are flawed. Paper bags require us to continue clearing forests and also carry a large carbon footprint. Reusable bags are plagued by similar problems. Independent studies have shown that the production of cotton and reusable plastic causes more harm to the environment than disposable plastic bags. Coupled with the fact that reusable bags are more difficult to recycle, their overall effect on the environment is worse.
I do not think overly simplistic restrictions on plastic bags would have the desired positive effect. Rather than thoughtlessly banning them, policy makers should come up with a policy that balances the materials we use for bags in order to produce an overall positive impact on the environment.
Vocabulary Definitions
negative effect (n): causes something bad to happen
degrade (v): something can fall apart, materials like paper and foods can decay
end up (phrasal verb): winds end or finally becomes
litter (n/v): trash that we throw on the street rather than in bins
significant environmental risks (n): big potential problems for the environment
side effect (n): impact or effect that is not intended but happens anyway
insignificant percentage (n): small %
reuse (v): can be used again and again
wind up (phrasal verb): ends up or finally becomes
ever-increasing (adj): continues to increase all the time
landfills (n): big holes in the ground where trash is stored
contribute to (v): adds to or helps make up
clog drains (v): block drains where water flows when it rains
entangle (v): get stuck
original problem (n): the problem from the beginning
advocate (v): support or suggest
biodegradable (adj): fancier way of saying degradable
reusable bags (n): bags that can be used more than once
typically (adv): usually or normally
flawed (adj): not perfect, has mistakes or drawbacks
clearing forests (v): cutting down forests
carbon footprint (n): the amount of carbon dioxide released into the atmosphere
plagued (v): cause trouble to or upset by
independent studies (n): research conducted by outside groups
coupled (v): combined
overall effect (n): the total impact
overly simplistic (adj): too simple
thoughtlessly (adv): without a thought
policy makers (n): the people who make laws, members of government
come up with (phrasal verb): create or imagine
balances (v): to make something equal
produce (v): create or make
Plastic Bag Articles
The plastic bags ban will greatly disadvantage the poor
Plastic Bag Videos
Example Notes
Here are some notes I made about plastic bags (check out more on our Instagram page)!
Now it’s Your Turn! Comment below on our IELTS Sample Answer:
Do you think plastic bags should be banned? Or should we start using more of them?
by Dave | Feb 27, 2018 | IELTS FAQ
This is a question I see A LOT on online groups, and there seems to be a lot of misinformation about it. Some students suggest that taking your test with one is easier than the other. The short answer is there is NO difference between taking your test with British Council or with IDP. Check out this article for a longer explanation of why they are the same.
Dave
Who owns IELTS?
IELTS is owned by Cambridge English Language Assessment, British Council and IDP. Cambridge writes the test and British Council and IDP deliver the test. All three organisations work together as one company to make sure the test is the same in all countries, regardless of whether you book your test through British Council or IDP.
Are British Council and IDP Examiners the Same?
For writing and speaking the examiners at BC and IDP have been given exactly the same training, they ask the same questions, they use the same marking criteria and they will be monitored regularly using the same system to make sure they are following the same standards. In fact some examiners work for IDP and British Council in the same town or city. So this is clear evidence that it’s the same.
Are the BC and IDP Reading and Listening Exams Scored the Same?
For the reading and listening exams, local staff mark the same tests following the same answer keys from Cambridge. So, again this is the same for BC and IDP.
In Conclusion
So it’s pretty damn clear that the exam is exactly the same. If anyone tells you that taking your test with IDP or BC is better because you will get a higher score then they are telling you a porkie. But if you have any real evidence that supports this then please message us.
