Struggling to achieve band 7.0? 

Read through the below reasons that may be preventing you from going beyond Band 6.0 or 6.5, especially in the writing section of the IELTS test. 

Direct Translation Of Native Language 

When finding difficulty to express in a non-native language, it is quite natural for anyone to first think in their mother-tongue and find translation words with the hope that they would convey the same meaning. Unfortunately, such an approach is never perfect, because each language has its own grammatical rules and sometimes certain nuances of vocabulary could give a different meaning than what we wish to convey.       

To improve language fluency, it is imperative that you break away from this habit of translating words in your mind. Watch and listen to news, TED Talks, and films in English. You may initially begin by watching with subtitles. Once you get comfortable with it, try to turn off the subtitles and catch the natural pace of the speaker. Familiarize yourself with the sound and the rhythm of the language so that you can start to make it your own with practice. Do not shy away from reading out loud, even if you’re alone.       

Using Basic & Common Vocabulary

Another reason why you may be stuck at a low band score is due to the use of most common and basic words in English such as "get" instead of "received", "a lot of" instead of "numerous" , "very", "really" etc.  It is also important to avoid using vague and informal words like "things" , "stuff" , "someone" etc. 

To improve score, you must attempt to use a wide range of relevant vocabulary and avoid repetition. However, it is important to note that you do not get extra points for using fancy or high standard words where common, to-the-point ones are more appropriate. So don't be under the false impression that you have to memorize a zillion random words to get band 7. It is more important to know which word is used in what situation. If the usage of your words is not apt, you will remain stuck at low band score irrespective even when you attempted to use uncommon words. 

Using Informal Words 

Except in informal letters of General Training Test type, in all other sections of the IELTS writing test (both Academic & General Training formats), formal English needs to be used. 

1.  Contractions:
   Using contraction words such as "don't" instead of "do not", "can't" instead of "cannot",  "I'd" instead of "I had/would", "I've" instead of "I have" etc. could penalize your score as these are supposed to be used only in a casual context. 

2.  Chat slang:
   As most of us are habituated with typing in chat slang or internet slang (like - "wasssup", "c ya" etc. ), abbreviations (like - "lol" , "brb" for "be right back" , "np" for "no problem" etc.) and shortened words (like - "cud" instead of "could",  "im" instead of "I am"), these are strictly unacceptable in a language test and will reduce your band score.  

Incorrect Punctuations
Every sentence needs to end with a punctuation mark. Questions with a question mark, general sentences with a full stop, and expression based sentences with an exclamation mark.

Comma (" , ") :  
Use a comma in following cases - 

• Before a coordinating conjunction (and, but, yet, so, or nor, for) when it joins two complete ideas (independent clauses).

•  After an introductory clause or phrase.  A comma tells readers that the introductory clause or phrase has come to a close and that the main part of the sentence is about to begin.

•  To separate each item in a series of three or more items having the same function & form in a sentence.
  E.g. 1. We bought apples, peaches, and bananas today. (series of words)  
        2.  Mary promised that she would be a good girl, that she would not bite her brother, and that she would not climb onto the television. (series of clauses)  
        3.  The instructor looked through his briefcase, through his desk, and around the office for the lost grade book. (series of phrases) 

• To enclose clauses that are joined with relative pronouns.
  E.g. Steven, whose show you like, will host a party next week.

• When directly addressing the person to whom you are speaking
  E.g.   1.  I think, John, you’re wrong.  
          2.  John, I think you’re wrong.  
          3.  I think you’re wrong, John.

•  With dates, titles, addresses, and numbers
  E.g.  1. On December 12, 1890, orders were sent out for the arrest of Sitting Bull. [year is set off from the rest]
          2. Please send the letter to Greg Carvin at 708 Spring Street, Washington, IL 61571. [elements of an address]
          3. Sandra Belinsky, MD, has been appointed to the board. [Name followed by a title]
          4. 6,000,000 [Numbers longer than 4 digits] 

Semicolon (" ; ") :
Semicolons are not interchangeable with commas or periods. Instead, they’re somewhere in between: stronger than a comma but not quite as divisive as a period.  The most common use of the semicolon is to join two independent clauses without using a conjunction like "and".
For example: We can go to the museum to do some research; Mondays are pretty quiet there.  

Remember the below five rules when using semicolons-

• They are used to connect related independent clauses.

• When connecting independent clauses with a comma, conjunction must be retained, but when using semicolon, conjunction needs to be dropped.
  E.g. Both the below statements are grammatically correct-
  I saw a dolphin, and it was dancing with its trainer.
  I saw a dolphin; it was dancing with its trainer.

• You can use semicolons to divide the items of a list if the items are long or contain internal punctuation.
  E.g.  Citizenship rights are divided into three ‘generations’: civil rights, such as freedom of speech; political rights, such as the right to vote; and social rights, such as the right to work. 

• When you have a conjunctive adverb linking two independent clauses, you should use a semicolon, but only if it joins two independent clauses that are closely related. Some common conjunctive adverbs include moreover, nevertheless, however, otherwise, therefore, then, finally, likewise, and consequently.  
  E.g. The students had been advised against walking alone at night; however, Cathy decided walking wasn’t dangerous if it was early in the evening. 

Capitalization:
The first word of every new sentence,  and proper nouns which includes names of people, places, months, companies, brands etc. need to always start with a capital letter. 

Missing / Incorrect Use Of Articles

Articles - "A", "An" and "The" are words that state if the noun is specific or general. These are often underestimated and unintentionally get either missed out or misused, resulting in a low band score , especially in writing section of the IELTS test. 

1. When to use "The" : It is used in the following categories - 

   • • With proper nouns - such as museums and art galleries, buildings, seas, oceans, rivers, deserts, time periods and events in history, bridges, parts of a country

• With plural proper nouns (e.g. the Great Lakes, the French, the Rockies (as in the Rocky Mountains)

• With proper nouns that include an “of” phrase - 

1. the United States of America

2. the University of Minnesota

3. the International Swimming Hall of Fame

• When the noun being referred to is unique because of our understanding of the world.

1. 1. 1. 1. The Earth moves around the sun.

         2. Wolves howl at the moon.

• When a noun can be made specific from a previous mention in the text. This is also known as second or subsequent mention.

1. My son bought a cat. I am looking after the cat while he is on vacation.

2. I read a good book. The book was about how to use articles correctly in English.

1. • With superlative adjectives, which are necessarily unique (the first, the second, the biggest, the smallest, the next, the only, etc.).
     
     

Sometimes article usage in English does not follow a specific rule. These expressions must be memorized instead.

Here are some examples of phrases where article usage is not predictable:

• Destinations: go to the store, go to the bank, but go to school, go to church, go to bed, go home

• Locations: in school, at home, in bed, but in the hospital (in American English)

• Parts of the day: in the morning, in the evening, but at night

• Chores: mow the lawn, do the dishes, do the cleaning
  
  

2. When to use "A" and "An" :

"A" and "an" are used with singular countable nouns when the noun is nonspecific or generic.

• I do not own a car.

  • In this sentence, "car" is a singular countable noun that is not specific. It could be any car.

• She would like to go to a university that specializes in teaching.

  • "University" is a singular countable noun. Although it begins with a vowel, the first sound of the word is /j/ or “y.” Thus, "a" instead of "an" is used. In this sentence, it is also generic (it could be any university with this specialization, not a specific one).

• I would like to eat an apple.

  • In this sentence, "apple" is a singular countable noun that is not specific. It could be any apple.

"A" is used when the noun that follows begins with a consonant sound.

• a book

• a pen

• a uniform (Note that "uniform" starts with a vowel, but the first sound is /j/ or a “y” sound. Therefore "a" instead of "an" is used here.)

"An" is used when the noun that follows begins with a vowel sound.

• an elephant

• an American

• an MBA (Note that "MBA" starts with a consonant, but the first sound is “e” sound. Therefore, "an" instead of "a" is used here.)

Sometimes "a" or "an" can be used for first mention (the first time the noun is mentioned). Then, in subsequent sentences, the article "the" is used instead.

• He would like to live in a large house. The house should have at least three bedrooms and two bathrooms.

  • In the first sentence (first mention), "a" is used because it is referring to a non-specified house. In the second sentence, "the" is used because now the house has been specified.

Click here to learn more about other simple yet frequently made errors in writing. 

Failing to use wide range of sentence structures 

As per the official writing band descriptors, even a low band score of 5.0 specifies the requirement to use a good mix of simple & complex sentences. To achieve band 7.0 and above, use of variety of complex sentences is a must.  

Simple Sentence: A single independent sentence with at least one subject and a verb is a simple sentence. 

E.g. : Jack loves to play with cats.

Compound Sentence: Two or more independent clauses joined with coordinating conjunctions (such as for, and, or, nor, but, yet, so) is a compound sentence. Note that you cannot use the same conjunction more than once in a sentence. In below example the word 'and ' was used twice in the same sentence which makes it grammatically inaccurate.
"Computers are used widely in most countries, and they are a sign of progress, and we must ensure everyone has access to them."  

Complex Sentence: When dependent and independent clauses are joined by subordinating conjunctions or relative pronouns, they form a complex sentence.   

E.g. : Though we are in spring season, it rained today.

The more varied and the more accurate your complex sentences are, the higher your band score will be.  

Click here to learn about other varieties of sentence structures that can boost your band score.

Inaccurate Tenses

To go beyond band 6.0, you do not need to use complex grammatical structures or “advanced” tenses. You may have been stuck at band score 6.0 or 6.5 not because you failed to use complex structures but probably due to the high count of mistakes you made with simple or intermediate level sentence structures. To obtain a band-7 score you must demonstrate a solid understanding of the most common tenses. It is not enough to know about common tenses, you must be so used to using them that they come to you naturally even under pressure and in unfamiliar situations.  

• Understand when to use perfect tenses and simple tenses.

• Do not overuse the conditional (they could/would do). Sometimes the simple present (they do) is more appropriate.

• Do not use future tense instead of the conditional in requests and polite constructions
  (For instance: "I will like" instead of "I would like")  

• When describing future actions, do not use the conditional instead of the future tense
  (Example: "I would do it tomorrow" instead of "I will do it tomorrow ")   

Not answering all parts of the question and/or writing off-topic 

Read the question and underline all the keywords so that you do not miss out answering any portion of the question. 

• When the essay prompt asks to write about tourism in difficult conditions such as deserts & polar regions, if your essay covers only deserts, then you have not fully addressed all parts of the question. 

• If you are asked to give 'examples', (i.e. plural form), you must provide more than one example. You should be able to explain your point in less sentences. Writing more than one sentence to quote an example could result in deviating from the main topic of the essay. 

• If you are instructed to give your opinion, you must make clear which side of the argument you agree with or, in the case of “to what extent questions”, how strongly you agree/disagree with a particular viewpoint. Two-hundred-and-fifty words is not a lot of space, so you must aim for clarity, not complexity. 

Failing To Develop Ideas And Quote Relevant Examples

A very common mistake among Band 6 scorers is to simply list every idea they can think of to support their argument, without sufficiently developing each of those ideas. As a result their essay will fail to be coherent. Each paragraph needs to discuss one central idea. The first sentence should always be a topic statement, followed by a supportive sentence. It is also recommended to quote a relevant example that can further elaborate your argument. Lastly, end the paragraph with a closing statement that will conclude the claim you made in the topic sentence of that paragraph. 

A good guideline is to construct 4-5 sentences per paragraph to elaborate your topic/idea in sufficient detail. Any less than that and you won’t be able to discuss your point in sufficient depth; any more, and you risk adding irrelevant details/repeating yourself and taking up space that could be better used to advance your argument. 

Be extra cautious not to list down multiple ideas in 'advantage-disadvantage', 'problem-solution' , 'cause-rectification measures' essay types. If the question uses plural words (such as "causes", "solutions", disadvantages"  etc.) then it is sufficient to write about maximum 2 ideas. Mentioning multiple ideas without fully developing those, will keep your score below 6.5.

Missing / Incorrect Use Of Linking Words & Phrases

Jumping from one sentence/paragraph to another without using transitional words/phrases (such as therefore, however, indeed, furthermore, additionally, consequently, as a result, one the one hand, in a nutshell etc.) is one of the most common mistakes that keeps one stuck at band 6.5. Incorrect usage of linking words also impedes you from scoring band 7. What is more important is to apply them not only without errors, but also in a fluid and natural manner. So ensure that you do not try to stick these words at the beginning of every sentence when they are not serving the purpose of connecting your ideas, sentences and paragraphs.    

Important note: Even if you have attempted all the above stated points in your essay, you may still be stuck at 6.5 band score if your attempts were erroneous. More the errors you make, the lower your score will be. Therefore, to attain band 7.0 and above, it is more essential to write in an error free manner than attempt to use advanced, high standard or complex grammar and vocabulary that does not appear appropriate or natural.