The document provides information on 3 tasks: 1. Task 1 involves describing a chart, graph, or table or explaining a diagram, machine, process in 150 words over 20 minutes. 2. Task 2 involves writing about a given topic in 250 words over 40 minutes. 3. The last section outlines the typical structure and components of an essay, including the introduction, body, and conclusion. It provides details on the purpose and content of each section.

2. Tas Number of Number of General Task
k minutes words
1 20 150 Describe a chart, graph, or
table
Explain a diagram or a
machine, device, or a process
2 40 250 Write about a given topic

3. The function of the Introduction is to serve
as a 'map' of the essay, outlining to your
reader the main argument and points
which you develop in your essay. Most
introductions begin with an orientation in
the form of a brief general statement that
leads the reader into the topic showing how
the specific topic relates to bigger issues or
to the discipline field. This is followed by
Introduction your thesis statement, which is your
concise response to the essay question, then
an outline of the argument presented in the
essay.
Body The body is the centre of the essay. It is
divided into paragraphs that relate to the
topic and topic sentence. The paragraphs
in the body of the essay provide
rephrase the question explanations and examples to help bring
the point across to the reader. Each of the
summarize the main ideas
paragraphs in the body must be
give your opinion, if you
haven’t
Conclusion connected to each other and to the topic
and topic question. You must always
given it already relate each paragraph to the main idea of
look to the future (say the passage.
what will
happen if the situation
continues or changes)

4.  Contractions and abbreviations not used
She´s the best She is the best
 Passive voice frequently used
Someone stole my bike My bike was stolen
(If the subject is not important)
High percentage of longer, multi-syllable
words of Latin and Greek origin
Math Mathematics

5.  Longer sentences with more complex
grammatical structure
He broke his leg and then I arrived.
When I arrived, he had already broken his leg.
 Which and who rather than that in restrictive
clauses
She is the one that saw the shark.
She is the one who saw the shark.

6.  Whom in object positions
Sue told Tom whom she liked for the position. (“Whom” is the direct object
of the verb “liked.”)
 One, oneself, one´s instead of second person you
eg. This categorises ability to carry out a range of activities such as
speak, write, eat and dress oneself.
 First person I is avoided
I think people should work harder. People should work harder.
 Longer more formal transition words and
connectors such as consequently, therefore,
whereas, nonetheless, etc. more info here.
This is a good practice, however, changing tires could be…

7.  Semi-colons are used frequently; exclamation
marks, rare (see punctuatio rules)