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[Ebook] Simon IELTS Writing Task 1/ Task 2 Band 9

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IELTS Writing Task 2 Sample, Band 9, Written by Simon Corcoran, Modified by Mohsen Keshmiri

In many cities the use of video cameras in public places is being increased in order to reduce crime, but some people believe that these measures restrict our individual freedom. Do the benefits of increased security outweigh the drawbacks?

It is true that video surveillance has become commonplace in many cities in recent years. While I understand that critics may see this as an invasion of privacy, I believe that the benefits do outweigh the drawbacks.

There are two main reasons why people might disapprove of the use of video cameras in public places. The first objection is that these cameras invade our privacy, in the sense that we are constantly being watched by the authorities or by private security firms. Many people find this intrusive and feel that the recording of their movements is a form of state control that curtails their individual freedom. The second argument against the proliferation of CCTV cameras is that they are being used as an alternative to police officers patrolling the streets. If this is indeed happening, then it is unlikely that members of the public will feel safer.

In spite of the drawbacks mentioned above, I believe that the use of video cameras to monitor public areas is a positive measure overall. The key objective of video surveillance is to deter criminals and to prevent crime being committed by perpetrators. For example, petty criminals like shoplifters and pickpockets are less likely to operate in parts of cities where they know that they are under close surveillance. At the same time, when illegal acts of crime are committed, the police can make use of video evidence to catch and prosecute offenders. Therefore, in my view, video cameras offer valuable support to police officers, and they make cities safer for inhabitants, workers and visitors alike.

In conclusion, it seems to me that we gain more than we lose from the enhanced security that CCTV cameras bring to our cities. This is provided that the use of such surveillance devices remains only for arresting potential criminals putting our society at large in danger.

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IELTS Simon's Band 9 Essays

IELTS Band 9 sample essay

Band 9 Sample answers are useful as study guides for IELTS preparation for the IELTS Writing Task 2 essay – especially for a band 9 IELTS essay. Having access to previously completed work that you can have confidence in will show you what you are missing!

Take a look at these sample task 2 essay questions to help you prepare for your exam.

Use the following IELTS sample essay and its explanations to see how close you are to a band 9 in your IELTS writing essay!

Evaluation Criteria

Get your IELTS essay evaluated online (free)

Examples of Band 9 Essays

IELTS Writing Task 2 Essay Sample Question and Answer(1)

Why is this IELTS Essay a Band 9?

5 Tips for a Band 9 IELTS Essay

Sample IELTS Writing Task 2 Question and Answer(2)

Sample IELTS Writing Task 2 Question and Answer (3)

Useful Definitions of Advanced Vocabulary Used

Video: Band 9 EX-IELTS Examiner Essay Review

Sample 19 IELTS Essays and 240 Task 2 Essay Questions Ebook

Video: Useful IELTS Essay Writing Tip

Audio Resources

Additional IELTS Resources

IELTS essay task 2: evaluation criteria

IELTS writing tests are evaluated across 4 areas when your band score is calculated:

Task achievement – To what extent does the examinee address all parts of the task with a fully developed position, inclusive of fully extended and well supported ideas?
Coherence and cohesion – Does the candidate logically organise the information and ideas? Is the entire essay cohesive with a logical progression of ideas?
Lexical resource – To what extent does the examinee use a wide range of vocabulary with accuracy? Do they demonstrate sophistication regarding the use of lexical items?
Grammatical range and accuracy – Does the examinee use a range of grammatical structures accurately? Examples of these can be the use of complex sentences with sophisticated clauses instead of simple sentences with a repetitive structure:

Example : Students cannot use phones. They affect development > students are not allowed to use mobile phones in class due to possible distractions.

The British Council (the administrator of the IELTS) outlines 9 different bands of performance for each of the above dimensions here. Your scores in each of these dimensions are averaged to determine your overall band for your essay.

Let's take a look at an example essay that scored as band 9 and then we'll dig into each of these four areas to see why it received that score. It's very important to understand what the IELTS examiner is looking for.

These four criteria are used in our new online essay checker that gives you an estimated band score (free).

IELTS essay sample question (1)

Doing an enjoyable activity with a child can develop better skills and more creativity than reading. To what extent do you agree? Use reasons and specific examples to explain your answer.

IELTS sample essay answer (1)

Parents throughout the world place spend time reading with their offspring to prepare them for school where their literacy skills are further developed; however, recent research suggests that focusing on reading at an early age can be detrimental, and participating in fun activities would be far more beneficial. I am a strong advocate of this approach, and the benefits of it will be covered in this essay.

A fundamental reason for this is that there is no biological age for reading, and pushing infants to acquire this skill before they are ready could have repercussions. For example, in the UK, many boys are reluctant readers, possibly because of being forced to read, and this turned them off reading. By focusing on other activities and developing other skills such as creativity and imagination, when they are ready to read, they usually acquire this skill rapidly.

In addition, the importance of encouraging creativity and developing a child's imagination must be acknowledged. Through play, youngsters develop social and cognitive skills, for example, they are more likely to learn vocabulary through context rather than learning it from a book.

Furthermore, play allows youngsters to mature emotionally, and gain self-confidence. There is no scientific research which suggests reading at a young age is essential for a child's development, moreover, evidence suggests the reverse is true. In Finland, early years' education focuses on playing.

Reading is only encouraged if a child shows an interest in developing this skill. This self-directed approach certainly does not result in Finnish school leavers falling behind their foreign counterparts. In fact, Finland was ranked the sixth-best in the world in terms of reading.

Despite being a supporter of this non-reading approach, I strongly recommend incorporating bedtime stories into a child's daily routine. However, reading as a regular daytime activity should be swapped for something which allows the child to develop other skills.

Why is this essay a band 9?

Task achievement.

According to the IELTS Writing Band Descriptors, an essay is Band 9 for Task Achievement if it:

Fully addresses all parts of the task
Presents a fully developed position in answer to the question with relevant, fully extended and well supported ideas.

In order to score well on Task Achievement, the most important thing is to make sure you respond to what is being asked of you . Is the prompt asking for an opinion, a discussion of a problem, a solution to a problem, or some combination of these? If you provide an opinion and not a solution when you're being asked for a solution, you're not going to score well in this area. Read the question carefully!

The prompt for this essay asks: “To what extent do you agree [with the previous statement]? Use reasons and specific examples to explain your answer.” It wants an opinion – with support!

This essay addresses all parts of this task. The opinion is included in the introduction to make the writer's position clear, and then the following paragraphs support the writer's position with examples and justifications. Overall, the response is full and relevant and each of the points is detailed and connected to the thesis.

Coherence and cohesion

Think of this as “How well does the essay flow? Is it easy to follow and does it all tie together?” The exact characteristics for a Band 9 C&C score are that an essay:

Uses cohesion in such a way that it attracts no attention
Skilfully manages paragraphing

Note the specific wording “it attracts no attention.” The goal here is for things to sound natural and not forced. How do you connect your ideas (ensure cohesion) without it sounding forced? I think there are 2 possible ways:

Explain your ideas in a logical order so that you don't need many linking words . This is probably what you do when writing in your own language.
Use easy linking words like and, but, also, firstly, secondly, finally, for example. These are so common that they attract almost no attention.

This IELTS Sample essay does a good job of this – you'll notice that each paragraph naturally (logically) follows the one prior, providing additional support for the original opinion, and some simple linking words – in addition, furthermore (both paragraph 2) and moreover (paragraph 3) – are used throughout. These are all good discourse markers that show what is coming next adds to the argument and are slightly more sophisticated than firstly, secondly, and thirdly but don't come across as being forced.

The other aspect to scoring high in C&C is ensuring an essay is well-structured. What do I mean by that? A well-structured essay has a good introduction, body paragraphs that are easy to follow and connect with one another, and a good conclusion. Each body paragraph should also have its own topic sentence and support and then smoothly transition to the next paragraph.

Our sample IELTS essay has a “simple but good” introduction in which it shows that the examinee has knowledge of the topic and clearly states the writer's position to set up the rest of the essay. The paragraphs all have topic sentences, which are then supported by examples, and are easy to follow. The main body and conclusion relate back to the thesis in the introduction.

A note on conclusions… there are two schools of thought when it comes to how to conclude an IELTS essay. One is to conclude with one simple sentence so that you spend more time perfecting your main body paragraphs. The other is to wrap up with two sentences, once which includes a small prediction (ie, how you think things might turn out) as a way to show the examiner that you know how to correctly use another tense (which will help boost your GR&A score – more on that in a minute). Either is fine, just don't forget your conclusion!

Taking time to plan out and organise your response before you start writing is an extremely important step in scoring well in Coherence and Cohesion for your IELTS essay – make sure you do so to ensure your essay is well structured and reads cohesively when you're done!

Lexical resource

Scoring well in the Lexical Resource dimension is all about (correctly) showing off your vocabulary. The description for a Band 9 here is:

Uses a wide range of vocabulary with very natural and sophisticated control of lexical features, rare minor errors occur only as ‘slips'

Collocations, topic-specific vocabulary and phrasal verbs are the name of the game here. To score well, an examinee needs to show that they have a wide-ranging vocabulary and they know how to use it.

Our sample essay does a solid job of showing off a range of vocabulary – you'll notice that while the essay frequently refers to children, the writer employs different vocabulary ( infants, youngsters, offspring, counterparts ) to do so.

Note : it is highly likely that you will need to refer to people/children in your IELTS Writing task 2 , so make sure that you have lots of different words to use to refer to them.

IELTS examiners do not like to see the words “people,” “children” over and over again! The same goes for the word “ important ” – make sure you have plenty of alternative phrases ( essential and vital are both used in our sample essay).

Other examples of a wide-ranging vocabulary in our essay include using rapidly in place of quickly , mature instead of develop, repercussions to indicate a negative result, and acquire in place of learn.

Our sample essay also does a good job of using collocations – some examples include “fundamental reason,” “reluctant readers” “social and cognitive skills,” “learn vocabulary through context,” and “strongly recommend.”

The correct use of phrasal verbs also demonstrates one's grasp of English – because of the semantics involved, they are sometimes one of the most difficult things for English language learners to master. Our essay writer correctly uses a few of these including “ turned them off” and “falling behind .”

One note here: students preparing for the IELTS often ask if they should use idioms (like “you're barking up the wrong tree”) in their essays to further demonstrate their grasp of the language. In my opinion, no, you shouldn't. Idioms are informal by nature and not appropriate for a written essay of this type. Stick with demonstrating your range of vocabulary and your ability to use phrasal verbs correctly!

Grammatical range and accuracy

The final scoring dimension is related to grammar and grammatical structures – do you know them and can you correctly use them?

The Band 9 description for grammatical range and accuracy :

Uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as slips

Note that there is nothing in the scoring criteria about including specific tenses or sentence constructions. Your main objective should be to reduce the number of mistakes that you make. An essay that contains no mistakes is likely to get a 9 for grammar, regardless of the types of sentence that it may or may not contain.

If there is a nice mix of long and short sentences in your IELTS essays, you'll meet the grammar requirements. Remember, as soon as you write a “long” sentence you are naturally going to use connectives (linking words), which will make the sentence ‘compound' or ‘complex'. So, don't think too much about the grammar – just aim to reduce the number of mistakes that you make, and try to include a few longer sentences.

Some examples from the sample essay that illustrate the writer's grammatical range and help it easily score as a band 9 include:

appropriate uses of modal verbs in the passive voice: “are further developed,” “will be covered,” “must be acknowledged,” “should be swapped.”
“ to focus on ” is correctly followed by an -ing form
However is used correctly with a semicolon before it and a comma after
“ because of ,” “rather than,” and are correctly followed by -ing verbs

5 Tips for an IELTS writing task 2 band 9 essay

1. answer what is being asked.

Make sure you read the prompt carefully and answer the essay questions you’re being asked. I can’t emphasise this enough. In order to score well on Task Achievement, you need to appropriately and fully address the task.

2. Plan your work, work your plan.

Plan out your essay before you start writing. What are your main points? What order are you going to make them in? How do they link together? Having a well organised essay is key scoring high marks for Coherence and Cohesion. Many IELTS test-takers will spend up to 10 minutes planning out their essay before they start writing. A few points to keep in mind:

Your essay should have 4-5 paragraphs in total and at least 250 words
Plan your supporting points so that they don’t go off-topic

3. Write, review, re-write

Write your essay, review it and then “rewrite” it. Don’t focus on getting things perfect upfront – you don’t want to waste 15 minutes trying to come up with the perfect synonym for something and then not have enough time to finish your full essay! Write your essay first (an unwritten essay won’t score well at all!) and then go back through it to see how you can improve it. Some essay questions to ask yourself at this stage:

Are there places where you can swap out stronger words for weaker ones in order to improve your Lexical Resource score?
Are there places where you can phrase things differently in order to illustrate your Grammatical Range?

4. Where are you falling?

To pass with a Band 9 the reality is you need two sets of skills:

Exam skills
Language skills

What are exam skills?

Can you plan an effective essay? Quickly? Ideally between 3-5 minutes.

Can you think of enough ideas and examples to put in the essay plan?

Firstly you need to discover which of these skills you need. To do this you get feedback, either from an online IELTS essay checker or for more detailed feedback you can use our IELTS essay correction service .

The main goal is to find out which part of the essay writing process is costing you the most amount of time, points or stress.

Personally, the easiest and fastest way to get these skills is to do an online course specialised in training students with these skills. Here is a good course for that.

5. Better language skills?

A lot of students fail the IELTS exam or end up with a band in their IELTS writing test that does not meet their requirements. Also, a significant number of students look to Google to search for “IELTS Writing tips” or “Task two tips”. These tips might be helpful but sometimes the real problem might just be in their general language or writing skills.

Writing error-free perfect sentences is probably much more challenging than students think, especially under exam conditions i.e in 40 minutes with immense pressure to pass. These can result in often mixed outcomes with both positive or negative development occurring at one and the same time.

One of the most important ways to improve language skills is to receive feedback. This can be by asking someone to review written work and will expose the positive or negative development mentioned earlier. This is very common and not something that is a negative issue overall.

Have a look at our essay correction service that will review your essays for you and help you improve and pass the IELTS test.

Here is a checklist of what is needed for reaching Band 9, it includes what the examiner wants to see, and what to do to write at a Band 9 level.

Sample IELTS writing task 2 question (2)

Today, the quality of life in large cities is decreasing. Discuss the causes and solutions.

IELTS writing task 2: essay sample answer (2)

The global phenomenon of urbanisation from the beginning of industrialisation to the present day has brought opportunity and prosperity, albeit at a cost in the quality of life. With an increasing city population, the complexity of the challenges also increases for the globe as well as the local community. Therefore, the causes and effects of these on the current generation, as well as possible solutions are outlined below.

The causes for the decrease in the quality of life are paradoxically the prosperity endowed on such metropolitan centres. Their growth is largely due to the increase of opportunities on offer, which in turn increases their attractiveness, essentially they are trapped in a positive self-reinforcing cycle. While such developments have a positive impact on immediate economic objectives, it perpetuates behaviours that can have a negative impact in the long term.

However, this eventually leads to a decrease in the quality of life as the city can experience overcrowding, exorbitant property prices, and increased vulnerability to terrorist attacks. For example, the density of London makes it a more efficient place to attack, when compared to a smaller city such as Bradford.

Therefore, due to continuous growth and prosperity, urban citizens, especially the less well off, often experience a lower standard of living. Even greater than this, are the relevant examples of natural disasters such as recent fires in Australia, which brought about unprecedented weather patterns resulting in the destruction of wild and rare animals. These effects are far from uniform, as they affect different countries in ways unseen by previous generations.

Considering the solutions, greater investment in public transport would ease traffic congestion, as would bike lanes. In theory, this would reduce air pollution, and possibly improve the well-being of the population if they did adopt a more active lifestyle and cycle to work. While these solutions are local, if adopted globally, would affect individuals and many countries alike. A collective effort is needed to use social networks and other media to highlight the negative effect of urbanisation as well as the negative sides of the wider ramifications on the population.

To conclude, while it could be argued that urbanisation advantages outweigh the disadvantages, a wealthy city attracts a large population inflow, which then causes pressure on existing infrastructure and security. Various solutions exist to mitigate such drawbacks, such as social networks being used to raise awareness of such negative impacts on many countries, nevertheless an indefinite solution has yet to be found.

Sample IELTS writing task 2 question (3)

Social media marketing can influence what consumers buy. Do you agree or disagree? To what extent do you agree?

IELTS writing task 2: essay sample answer (3)

Since the introduction of social media applications in the early 2000's the world has become a much smaller place. Social media applications such as Facebook, Instagram and Twitter have become information sources for a majority of the global market.

As such, it could be argued that marketing, which happens to be a source of information accessible on these platforms can influence the consumers who use them. This notion is further aided by the rise in online retail stores that conduct the bulk of their transactions online. This makes it easier for the consumer to purchase from anywhere in the world.

As a consumer on social media, you are constantly bombarded with advertisements of various products that are specifically designed to catch your attention. This means that most of the adverts on your news feeds aren't random and will almost always feature something you have previously searched online or something currently popular or trending. Given the fact that most social media users are young consumers who are influenced by current trends and happenings, these adverts will almost always catch their eye.

The habit of sharing, retweeting and liking also ensure that these adverts get around, quite fast. As such, when an advert does reach your news feed you have already probably seen it on your friend's news feed. The truth is, adverts are a form of information and with the age of the internet, information spreads faster than a wildfire.

Therefore, it only makes sense that in the era and age of technology, globalization and the need to be trendy, social media marketing can influence what consumers buy.

Useful definitions of advanced vocabulary used

Paradoxically

Equivalent sentences

“For example, it is said, the CCTV in London has foiled many potential attacks, and therefore greatly increased the security of its citizens.” Could also be said as:

“Statistics show that CCTV used in London has scuppered many a terrorist plot, massively contributing to the security of its citizens.”

More Equivalent sentences Various solutions exist to mitigate such drawbacks, nevertheless an indefinite solution has yet to be found.

Could also be said as:

A myriad of partial fixes exist for these issues, yet a permanent solution is still out of reach.

There are many methods employed to quell this flow of people, but still a reliable solution has not been discovered.

IELTS writing task 2: vocabulary booster

The highlighted sections in the following paragraph represent key phrases or words relating to this topic. Study this paragraph to expand your vocabulary knowledge on this topic:

The modern urban environment varies considerably depending on both the city that produces it and the individual who perceives it; Each experiencing a unique blend of at least some economic success, varying degrees of localised or wider deprivation and periods of growth and decline. Environmental factors permitting, a city will provide well for its citizens as long as it can properly manage the execution of social policy.

Globalisation presents many challenges for those responsible for the policy as large inflows of people are to be expected in a place of success and therefore opportunity; The ensuing mixing of cultures has far-reaching social consequences that can affect how the city is both presented and perceived.

Considerably Con·sid·er·a·ble (kən-sĭd′ər-ə-bəl) adj. 1. Large in amount, extent, or degree: a writer of considerable influence. 2. Worthy of consideration; significant: The economy was a considerable issue in the campaign.

Perceive Per·ceive (pər-sēv′) tr.v. per·ceived, per·ceiv·ing, per·ceives 1a. To become aware of (something) directly through any of the senses, especially sight or hearing: We could perceive three figures in the fog. 1b. To cause or allow the mind to become aware of (a stimulus): The ear perceives sounds. 2. To achieve understanding of; apprehend: Einstein perceived that energy and matter are equivalent . 3. To regard or consider; deem: an old technology that is still perceived as useful; a politician who is perceived to be untrustworthy.

Deprivation Dep·ri·va·tion (dĕp′rə-vā′shən) n. 1. The/an act or an instance of depriving; Loss . 2. The state of being deprived: social deprivation; a cycle of deprivation and violence.

“The town’s generally miserable appearance led her to perceive it as a place of considerable deprivation.”

IELTS writing task 2: further reading

There are many more writing samples for you to explore.

The BBC has great pages on discursive writing and general writing , also, this video is good for learning how to give examples.

You can even read a sample Harvard essay aimed at preparing students for academic writing.

Remember! Select a text that is appropriate for your level. Choosing the wrong text can result in a loss of confidence and feeling bad never helped anyone to learn anything quickly!

Video: Band 9 ex-IELTS examiner essay review

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Video: ielts writing task 2-extremely useful sentences.

Optimize Your Writing: Try Our Online IELTS Essay Checker

Writing a good essay for the IELTS is important. You want to get a high score, right? But sometimes, it's hard to know if your essay is good. That's why we made a special tool to help you. It's called the online IELTS essay checker .

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The good news is that our tool can help you save money. Some students pay a lot for classes or books to learn how to write better. But our tool is not expensive. And it gives you fast help.

So, after you read the sample essay on this page, try our online IELTS essay checker . It will show you how to write even better essays.

To sum it up, our online IELTS essay checker is here to help you. It's easy to use and not costly. We want you to do your best in the IELTS without spending too much money. Good luck with your writing!

Additional IELTS writing task 2 resources

The University of Manchester Academic Phrasebook provides guidelines and examples of how to introduce essay topics, discuss findings and write conclusions
The University of Birmingham Guide to Academic Writing provides tips on paraphrasing, in addition to how to plan, structure and write an essay
Use these useful sentences for IELTS Writing Task 2 .
This page is good for sample essay topics and answers, also for Task Two.

IELTS writing essay task 2 Sample Band 8 The writing part of your IELTS exam is a great place to score some extra points, especially if you are looking to score within band 8. Here is a task 2 writing sample to help you do just that.

Vocabulary for IELTS Vocabulary is probably the most important part of preparing successfully for IELTS. It is used for both the speaking and writing part of the exam. Click here to view some essential vocabulary.

General essay topics The IELTS exam has a number of general essay topics that span a number of disciplines ad subject matters. To have an idea of what to expect check out our list of general essay topics.

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Some people think that instead of preventing climate change, we need to find a way to live with it. to what extent do you agree or disagree, research indicates that the characteristics we are born with have much more influence on our personality and development than any experiences we may have in our life. which do you consider to be the major influence give reasons for your answer and include any relevant examples from your own knowledge or experience., both government investment in public transport systems and reductions in public transport ticket prices would help to reduce transport pollution greatly. do you agree or disagree with this statement, the population of major cities around the world is increasing very fastly. why is this the case and what measures could be taken to solve this issue., as well as making money, businesses also have social responsibilities. to what extent do you agree or disagree, aircraft have been increasingly used to transport fruit and vegetables to some countries where such plants hardly grow or are out of season. some people consider it a good idea, but some people oppose itdiscuss both views and give your opinion., some people prefer to eat at food stands or restaurants. other people prefer to prepare and eat food at home. which do you prefer use specific reasons and examples to support your answer., first impressions are important. some people think that doing well in interviews is the key to securing a good job. to what extent do you agree, in many countries around the world, rural people are moving to cities, so the population in the countryside is decreasing. do you think this is a positive or a negative development give reasons for your answer and include any relevant examples from your own knowledge or experience., the current trend in education is to move away from traditional exams and instead have continuous assessment over the school year what did you think of this trend , some people believe that technology has made man more social. to what extent do you agree or disagree with this opinion, some people believe that modern technology is increasing the gap between rich and poor, while others disagree and say that it is helping reduce the gap. discuss both views and give your own opinion., the crime rate nowadays is decreasing compared to the past due to advanced technology which can prevent and solve the crime. do you agree or disagree, some people say that parents have the most important role in a child development. however, others argue that other things like television or friends have the most significant influence. discuss both views and give your opinion., it is widely believed that children of different levels of intelligence should be taught together, while others think that more intelligent children should be taught separately. discuss and present your opinion., the best way to solve the world’s environmental problems is to increase the cost of fuel. do you agree or disagree with this view, some people think that schools are too competitive and that this has a negative impact on children. others believe the competitive environment encourages children to achieve., it is common aspiration among many young people to run their own business, rather than work for an employer. do you think the advantages of working for yourself outweigh the drawbacks, the world is experiencing a dramatic increase in population. this is causing problems not only for poor, undeveloped countries, but also for industrialized and developing nations. describe some of the problems that overpopulation causes, and suggestion least one possible solution., write about the following topic: research indicates that the characteristics we are born with have much more influence on our personality and development than any experiences we may have in our life. which do you consider to be the major influence give reasons for your answer and include any relevant examples from your own knowledge or experience. write at least 250 words..

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		Last Update: Friday, Sep 13th 2024 13:30Z 30839 Articles available Events from Mar 23rd 1994 to Sep 12th 2024
www.avherald.com	Incidents and News in Aviation

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By Simon Hradecky, created Sunday, Nov 17th 2013 16:32Z, last updated Saturday, Dec 26th 2015 23:33Z

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Video released by RT Russia claiming surveillance cameras show the Kazan crash (Video: RT):

The crash scene the following morning (Photo: Reuters/Maxim Shemetov)

On Dec 24th 2015 the Interstate Aviation Committee (MAK) released their concluding the probable causes of the crash were:

- The captain not having had primary flight training

- Flight crew members being allowed to upgrade to Boeing 737 without satisfying the required qualifications including the English language

- Methodical shortcomings in retraining as well as verification of results and quality of training

- Insufficient level of organisation of flight operations at the airline, which resulted in failure to detect and correct shortcomings in working with the navigation equipment, pilot technique and crew interaction, including missed approaches

- Systematic violation of crew work and rest hours, a large debt of holidays, which could have resulted in accumulation of fatigue adversely affecting crew performance

- Simulator training that lacked a missed approach with intermediate height and all engines operating

- Increased emotional stress to the flight crew before deciding to go around because they could not establish the position of their aircraft with the necessary precision to accomplish a successful landing

- Violation of the principle "Aviate, Navigate, Communicate" by both flight crew and air traffic control, which resulted in the flight crew not following standard operating procedures at the time of initiating the go around because the pilot monitoring was diverted from his duties for a prolonged period and did not monitor the flight parameters

- The fact that the crew did not recognize the autopilot had disconnected and delayed intervention by the crew, that resulted in the aircraft entering a complex spatial position (nose up upset)

- Imperfection of simulator training programs for Upset Recovery Procedures as well as lack of criteria for assessing the quality of training, which resulted in the crew being unable to recover the aircraft from the upset

- The possible impact of somatogravic illusions

- Lack of proper supervision of issuance of pilot certificates in accordance with achieving specified requirements and qualifications

- Failure of safety management system (SMS) in the airline, lack of guidelines for SMS development and approval, lack of a formal approach to approve/agree on SMS and pilot training by the related authorities

- Deficiencies in aviation training centers' performance and absence of verification of training quality

- Lack of requirements for flight crew to be proficient in English Language for retraining on foreign aircraft types and lack of formal approach to verify language proficiency

- lack of formal approach to conduct periodic verifications of flight crew qualification

- systematic violation of crew work and rest times

- lack of training of flight crew on go arounds from intermediate heights in manual control potentially leading to complex spatial psoition (e.g. nose high upset)

- The map shifts in aircraft without GPS without training of crew to operate in such conditions

- Lack of active assistance by air traffic control when the approach procedure was deviated from over a prolonged period of time

- Breach of principle "Aviate, Navigate, Communicate"

The MAK reported the crew had flown the leg to Moscow Domodedovo resulting in a safe landing despite turbulence on final approach and windshear at 60 meters/200 feet AGL and gusting winds on touch down.

The captain (47, ATPL, ILS Cat I, 2,784 hours total, 2509 hours on type) was pilot flying, the first officer (47, CPL, ILS Cat II, 2,093 hours total, 1,943 hours on type) was pilot monitoring.

The return flight was properly prepared, the aircraft was loaded within limitations and CG at 21% MAC well within limits. Departure and cruise flight were without incidents.

Descending into Kazan the aircraft was handed off to Kazan Approach and was cleared to descend to FL070 (2130 meters). Approach control subsequently advised that the aircraft was flying 4km to the left of the assigned track, which the crew replied to "Thank you".

The aircraft was subsequently vectored for an ILS approach to runway 29 and was cleared to descend to 500 meters. The crew subsequently received clearance for the ILS approach, the MAK annotated the point of ILS approach initiation was significantly different to the procedure (closer to the runway than Final Approach Fix), the localizer was not captured by the autopilot as result and the autopilot remained in altitude hold. The aircraft established on final approach, about 4km to the right of the extended runway center line, and was handed off to tower. The crew saw the CDI fly full left, and selected the heading bug 40 degrees to the left of the runway heading, insufficient however with the current winds to re-acquire the extended runway center line.

The crew reported to tower 14km before touchdown, landing gear was down, ready for landing, was informed of winds from 220 degrees at 9m/s gusting to 12m/s (17 knots gusting 23 knots) and received clearance to land on runway 29 and read back the clearance.

The flaps were set to 30 degrees, the airspeed was reduced to between 130 and 135 KIAS, the CDI remained in the full fly left position.

About 2km before touchdown the CDI began to move and the localizer was captured, the aircraft began to descend, the crew selected a vertical speed of 1200 fpm in order to descend. The aircraft settled on the localizer. The GPWS announced "one thousand", the captain announced "one thousand, stabilized, no flags", the approach was clearly unstabilized however and the crew had to take the decision to go around, however, continued to visually look out for the runway. The first officer finally caught sight of the PAPIs, announced "Oh, everything here, the bar is below us, 4 whites, we are high."

About one minute after receiving landing clearance and about 13 seconds after that remark by the first officer the crew reported they were going around due to "non-landing" position, the captain engaged the TOGA button which disconnected the autopilot and required the crew to continue manually on flight director. The aircraft was about 1km before touchdown descending through 270 meters/700 feet AGL (editorial note: that height would be appropriate for 5km before touch down on a 3 degrees glideslope), the autopilot had established the aircraft on the localizer/extended center line of the runway, never captured the glide path, autothrust maintained an airspeed between 130 and 135 KIAS. The first officer engaged in a communication with tower to establish what altitude the aircraft should climb to, a misunderstanding (600 meters instead of 500 meters) resulting in an erroneous readback prompted tower to reiterate the clearance to 500 meters, all in all that communication lasted for 20 seconds.

After initiating the missed approach the crew selected the flaps to 15 degrees, the flaps remained in that position until impact, the aircraft climbed to 700 meter/2300 feet then entered a steep dive and impacted ground at about 450 km/h airspeed (242 KIAS) and a nose down attitude of 75 degrees between the runway, main taxiway and taxiway B 43 seconds after initiating the go-around. All occupants perished, the aircraft was completely destroyed and was partially burned in the resulting ground fire.

The investigation concluded after examining the wreckage, that all damage to the airframe was the result of impact and post impact fire, prior to impact all aircraft systems were working normally. However, the investigation found particles inside the power control unit (PCU) driving the left hand elevator that could have partially jammed the actuator and may have resulted in excessive control forces necessary to move the elevator or could have resulted even in seizure.

The MAK reported the aircraft was equipped with a Flight Management System (FMS) that determines the current position of the aircraft using the Inertial Reference System and ground based navigation aids.

The IRS must be properly aligned prior to departure, nonetheless, a drift by about 2nm per hour due to natural drift is to be expected. The error and error rate may increase if the initial position is incorrectly entered/aligned.

The IRS data are persistently adjusted using ground based naivation equipment, e.g. multiple DME transmitters or VOR/DME. The aircraft was not equipped with a GPS.

The aircraft's AOM stated, that the FMS was not approved as independent source of position information. The necessary accuracy of navigation can only be achieved by using ground based navigation aids.

The investigation was able to download the flight data recorder and restore the cockpit sound recorder, which had suffered substantial damage to both casing and memory module, 30 minutes of 4 channel audio could be downloaded after repairs and were found to be consistent with the last 30 minutes of the accident flight.

The MAK reported that the French BEA performed a sensorical simulation with the aim to model how the crew could lose spatial orientation. The model suggested that after initiating the go around the feel of the pitch angle of the crew and the actual pitch angle were in agreement until about +14 degrees, when the nose rose further to 25 degrees the crew still felt the pitch increase to 17 degrees. Subsequently, when the actual pitch began to decrease the felt pitch continued to increase until reaching +25 degrees, in this phase first nose down inputs are recorded on the flight controls. The felt pitch and actual pitch subsequently completely separated, as the aircraft settled in the dive further increasing nose down inputs were recorded.

The MAK reported that the British AAIB performed simulations with the aim to determine whether somatogravic illusions were present. The AAIB concluded that in the absence of proper control of the instrument readings the crew could have perceived during the transition from climb to dive after the missed approach, that the aircraft was flying inverted.

The MAK performed simulator tests with a number of pilots having them go through a scenario similiar to the accident flight, in particular forcing a go around at intermediate height with the autopilot disconnecting at the initiation of the go-around by pressing the TOGA button. The MAK reported that the vast majority of crews coped well with the scenario but found it difficult to master reporting highly increased stress levels, especially when the pilot monitoring did not provide full assistance. A number of pilots, although the autopilot disconnect aural and visual alerts are very distinct and have high attraction potential, did not catch the fact, that the autopilot had disconnected, several silencing the alerts by pressing the AP disconnect button, a number (about 42% of the pilots tested) not recognizing the alert at all and therefore responding with a substantial delay or not reacting at all. None of the pilots participating in the test was able to answer all questions to the procedures correctly, the MAK reported that 28% even believed the go around was automatic on autopilot despite the AP disconnect alert indicating lack of knowledge and a substantial gap between theoretic knowledge and practical skills.

Of all pilots participating in the test only one third mastered the go around successfully. Only 28% attempted to achieve a suitable pitch angle after initiating the go around aiming for +15 degrees of nose up, others began to react only between +20 and +37 degrees of nose up attitude and airspeeds as low as 90 KIAS with stick shaker activation. None of the pilots was able to level off at the assigned altitude.

In a second part of the experiment a test pilot produced a pitch up upset similiar to the accident flight and then let the participating pilot recover the aircraft. None of the pilots took the right decisions and none was able to recover the aircraft. The most common mistake was to believe, the control wheel would return to the neutral position on its own, this mistake however resulted in a substantial acceleration of the nose down movement resulting in rapid increase of the dive and vertical accelerations between +0.5G and -1.2G. The MAK annotated that in real flight such an acceleration likely causes the temporary and permanent incapacitation of passengers, cabin crew and even flight crew and may cause injuries to occupants.

The common mistakes during the upset recovery noted by the MAK were non-optimal application of flight controls especially if the aircraft is in a bank, no reselection of flaps in order to adjust to the current airspeed resulting in flap limit exceedance and loss of additional height, the non-use of speed brakes. The MAK reported, that after demonstration of the correct upset recovery technics almost all pilots were able to apply the technics and recover the aircraft, suggesting that the result of the experiment was mainly the result of lack of pilot training with respect to upset recovery.

The MAK analysed that at the time, approach control reported the aircraft 4km to the left of the approach track, the deviation was caused by the IRS, which had drifted 4km off the correct position. The crew changed the heading bug as result but the change was insufficient to acquire the correct track.

The MAK analysed that the crew was using single autopilot Approach mode, which does not permit automatic go arounds (unlike the dual autopilot approach mode) and would not perform automatic flare, touchdown and roll out. TOGA therefore automatically disconnected the autopilot and required the crew to continue manually on flight director.

The MAK analysed that according to flight data recorder and actual taxi path at Moscow the IRS was not correctly aligned at departure showing a "map shift" of 2km to the south while taxiing out for departure, it is probable that the crew entered incorrect coordinates, possibly the coordinates stored by the FMS from the previous flight to Moscow.

The MAK analysed that the investigation discovered two scenario in which excessive control forces on the elevator control could be needed due to jamming of the PCU (which likely resulted in the MAK cancelling the airworthiness certificate of the Boeing 737, see ).

The MAK continued analysis however, that there were no such signs on the accident flight evidenced by flight data recorder as well as lack of related comments by flight crew.

The MAK analysed that the investigation could not identify, if, when and where the captain had undergone initial flight training. Of course the captain had acquired certain piloting skills evidenced by passing the type rating upgrade course on a certified aviation training center and more than 2500 hours logged on the 737. At the same time the captain showed serious lack of skills in emergency situations. The investigation established that Russia's Civil Aviation Authority Northwest Regional Center issued the ATPL to the captain only 8 months after he allegedly acquired the license. The MAK stated that this was not a case of a forged pilot's license, however, a case of lack of supervision and monitoring of pilot certificates by Rosaviatsia.

The MAK analysed further that the airline had all documents and possibilities at hand to identify that the ATPL had been granted to the captain unjustifiedly. For example, the MAK reasoned, the captain was conducting manufacturing flights to the airline when he, according to documents, was receiving training and passed examinations. Even a cursory check of the documents would have unveiled these discrepancies.

The MAK analysed that the Civil Aviation Authority of Tatarstan issued the ATPL formally, a reason for the (undue) issuance of the license was not provided.

The MAK analysed that the first officer failed two exams for acquiring the theoretical commercial pilot's license, on the third attempt he passed with 100% putting the result into serious doubt. The type rating took substantial more time (about 6 months) than normal, with a large pause between theoretical and simulator training. That simulator training was considered inadequate. For example the MAK annotated the training was conducted by freelance instructors invited by the airline, there were two such instructors used on flight training devices and 5 on the full flight simulator.

The MAK therefore concludes that the pilot training in general was not carried out according to the principles set forth in FAR-23.

The MAK analysed that both pilots were suffering from accumulation of fatigue. Although officially there had been sufficient rest time, evidence showed that there was substantial revision of the work times leaving insufficient rest times to compensate for accumulated fatigue.

The MAK analysed that air traffic control observed the significant deviations from the approach procedure but did not offer assistance, i.e. vectors, to correct and compensate. The controller stated in post accident interviews he had no idea he could have offered vectors. He believed, in contradiction to existing air traffic control regulations stating "the need for vectoring is determined by air traffic controller assessing the current air traffic situation. Vectors are offered to provide navigational assistance to flight crews.", he needed an active request by the crew to provide vectors.

The MAK continued that even after turning final the aircraft was substantially to the right of the extended runway center line, clearly observed on radar, the controller therefore should at least have advised the crew of the significant deviation from the final approach course and should have recommended a go around.

The MAK analysed that the investigation's "fitness experiment" showed that the vast majority of airline transport pilots failed the unexpected go around, only about 30% more or less succeeded to perform the go around.

The MAK analysed that the accident captain - just like the survey in the experiment showed - anticipated an automatic go around controlled by the autopilot and did not expect the autopilot to drop offline. In addition he did not register the autopilot disconnect indications, just like almost half of the pilots participating in the experiment.

The MAK analysed that a survey amongst Tatarstan pilots revealed, that in full flight simulator lessons they always used dual autopilot when the approach mode was being used, which would result in an automatic go around on autopilot upon pressing the TOGA button. However, when in real flight and the crew did not intend to perform an automatic landing, they always used single pilot approach mode, which disallows an automatic go around.

The MAK analysed that the priority in handling aircraft is "Aviate, Navigate, Communicate". When the go-around was initiated priority was on "aviate", however, at that time the first officer engaged in an ATC communication that lasted for 20 seconds and turned his attentation away from monitoring flight instruments and the actions by the pilot flying. Therefore he did not perform according to standard operating procedures, for example missed to call out "positive rate of climb", failed to point out the exceeding pitch angle, failed to point out speed deviations, ... Only 20 seconds after the go around was initiated the first officer "returned to the cockpit" and pointed out that the landing gear was still extended.

The MAK analysed that one of the factors leading to loss of situation awareness could have been zero or negative gravity, which would not only cause the state of weightlessness, but would also cause all loose items in the cockpit to "float" including dirt and dust always present in a cockpit. As this is usually very sudden, it has a "chilling" effect on flight crew, apart from dirt and dust entering eyes and noses of flight crew limiting sight and breathing.

Aerial overview of crash site (Photo: MAK):

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EDDIE JOBSON

Guest Violinist

ALL ABOUT EDDIE

Jobson was born in Billingham, Stockton-on-Tees, England.

He began playing the piano at age 7 and violin at age 8. Later he attended Bede Hall Grammar School, leaving at age 16. At that point he joined the band Fat Grapple, playing locally in venues such as Redcar Jazz Club. It was at this venue that they played in support of Curved Air, which Jobson joined the following year.

At this time Jobson fronted Fat Grapple on electric violin, opening with a rendition of the current hit piece “Jig-a-Jig”. The band played original compositions and were well regarded, but failed to break out beyond the Newcastle area. Nonetheless, Jobson’s playing won him a place in Curved Air, though the group disbanded after just one album, 1973’s Air Cut, which brought Jobson little commercial success beyond what he’d had with Fat Grapple.

In 1973 he replaced Brian Eno in Roxy Music, getting the job partially through a connection between his sister and the sister of singer Bryan Ferry, who knew each other in college. Jobson found himself playing three roles: Eno’s, Ferry’s (who had stepped up as a frontman after first playing piano), and his own. Jobson stayed with the band for three studio albums and many tours.

In 1976, with Roxy on a hiatus, Jobson recorded an obscure solo single, “Yesterday Boulevard” b/w On a Still Night”, playing all instruments himself with the exception of drums (by Simon Phillips). To date (2013) neither side of the single have ever been reissued on vinyl or CD. During his time with Roxy, Jobson also provided studio overdubs on King Crimson’s live “USA” album and on several solo albums by members of Roxy, The Who, and Deep Purple. After turning down an offer to join Procol Harum, Jobson became a member of Frank Zappa’s band in mid-1976. He appeared on the cover of the Zoot Allures album though he didn’t play a note on it. He did however perform on the Zappa in New York live double album.

In 1977, Eddie helped form the prog rock supergroup UK. Other members included former King Crimson members Bill Bruford (drums) and John Wetton (bass and lead vocals) and Allan Holdsworth (guitar). Bruford was replaced by Terry Bozzio of Frank Zappa’s band after their debut album and Holdsworth also left the band due to pressures from the record company. They released three albums: UK, Danger Money and the live set Night After Night.

After UK broke up in early 1980, Jobson started work on a solo project, but was then asked to participate in Jethro Tull frontman Ian Anderson’s solo album, which became the Tull album A, on which Jobson was credited as a ‘special guest’. He stayed on for the subsequent world tour, playing his final live show in France in February 1981.

Jobson was briefly a member of Yes in 1983 after the departure of Tony Kaye. Jobson never recorded nor performed live with Yes. His only official appearance with Yes was on the video for “Owner of a Lonely Heart”. But the video was released after Kaye had rejoined and Jobson left. This resulted in Jobson appearing (though edited out as much as possible) in the original version of the song’s video. Jobson has reported on his own website that he was first asked to replace Kaye and then (as relations were mended between Yes and Kaye) to share the keyboard duties. Jobson declined, and left the band.

In the 1980s, Jobson released two albums. Zinc – The Green Album (1983) was performed in a rock-band format with session musicians, and Theme of Secrets (1985) was an electronic album and one of the first releases from New Age record label Private Music. That same year Jobson wrote and performed three pieces on Piano One, also from Private Music. Throughout the 1980s and 1990s he also built a successful career as a composer of TV and film soundtracks. He scored nearly 100 episodes of the TV series Nash Bridges. He also produced the Bulgarian Women Choir’s 2000 album Voices of Life, contributing three new compositions (from an abortive UK reunion project called Legacy) and playing violin on two of the new pieces. Since 2000, he has run his own label, “Globe Music Media Arts,” adding a second label, Glo Digital, in 2009. The official Eddie Jobson Forum went online on January 1, 2006.

The Creation of Peace Festival in Kazan, Tatarstan on August 30, 2008 saw Jobson’s return to the stage after more than 27 years. He played violin on one song with the Patti Smith Group, one song with Fairport Convention, and two songs (“Red” and second part of “Larks’ Tongues in Aspic”) with the King Crimson Project. This band featured Adrian Belew, Tony Levin, Pat Mastelotto, Eric Slick and Julie Slick; it was created specifically for this festival, and one additional performance, a few days later on September 3, 2008 at the B1 club in Moscow. In addition to joining this collection of musicians, Jobson also performed piano and violin solos at the B1.

In October 2007, Jobson announced the formation of a new band, UKZ, with Trey Gunn, Marco Minnemann, Alex Machacek, and Aaron Lippert. Their EP, “Radiation,” became available from the Globe Music online store in January 2009 and had its official release on Glo Digital in March 2009; a 7:48 video of the title track was released earlier, appearing on YouTube in January 2009. The band’s first live performance was held at Town Hall in New York City on January 24, 2009. UKZ also performed four dates in Japan in June 2009 in the cities of Tokyo, Nagoya, and Osaka. In the summer of 2009, Jobson created an adjunct performing group, the ‘U-Z Project,’ which has featured a revolving line-up of guest musicians on a number of mini-tours through August 2009 in the eastern U.S., as well as Poland and Russia in November 2009.Three performances in Poland (in the cities of Krakow, Warsaw, and Bydgoszcz) saw Jobson reunited with former Roxy Music and UK bandmate, John Wetton, for what was termed “The 30th Anniversary of UK.” Additionally, on 9 August 2009, Eddie Jobson did a one-off reunion gig with Curved Air in Chislehurst, Kent.

In January 2010 Jobson was named to the technical advisory board of Austin, Texas based keyboard manufacturer, Infinite Response. He was involved in the development of the company’s VAX77 folding MIDI keyboard controller, which Jobson showcased at the January 2010 NAMM Show in Anaheim, California. Jobson’s U-Z Project headlined NEARfest in Bethlehem, Pennsylvania on June 20, 2010. A CD compiled from various U-Z performances in 2009 was released in Japan in November 2010.

In January 2011, Jobson gave a series of “master classes” in Japan, featuring performances of compositions throughout his career and lecture-style discussions of his music. In April of that year, a Jobson-Wetton “UK” reunion tour provided performances in Japan and the US, with Alex Machacek (guitar) and Marco Minnemann (drums) completing the 4-piece lineup. Jobson headlined the 2011 Zappanale festival on August 21 in Bad Doberan, Germany, and played an earlier gig in Zoetermeer, Netherlands on August 19, with a U-Z project lineup of Marc Bonilla (vocals/bass), Alex Machacek (guitar) and Marco Minnemann (drums).

In early 2012, Jobson confirmed that he re-formed the U.K. trio lineup—Jobson, John Wetton, and Terry Bozzio — for a one-off world tour, which took place from May–June 2012, with the trio playing dates in North America and Japan and Alex Machacek (guitar) and Gary Husband (drums) substituting for Bozzio in the band lineup during the European dates and a final added show in which the band played at NEARFest Apocalypse in Bethlehem, Pennsylvania as the Sunday headliner.

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IELTS Writing Task 2: 'music' essay
Here's my band 9 sample answer for the question below. Some people say that music is a good way of bringing people of different cultures and ages together. ... Hi Simon, thank you very much for your invaluable lessons, I just wanted to know if we can write planet's language instead of planet's global language in this essay. Posted by: Prasad ...
IELTS Writing Task 2: band 9 paragraph
To answer Joe above - as far back as 2103 - Australian teachers see paragraphs that start with FIRSTLY, SECONDLY, IN CONCLUSION and similar as very good ways to learn the basics of essay of paragraph writing. But a writer in the band 7, 8 9 level probably needs to move past these.
Writing Task 1
Displaying Writing Task 1 - Band 9 collection Simon.PDF.
IELTS Advice: band 9 essays
Small words like articles and prepositions cause the most problems. If an essay has no grammar mistakes and a mix of long and short sentences, it's almost certain that it will get band 9 for grammar. If ideas are explained and developed in a clear, logical way, you will get a high score for coherence and cohesion.
IELTS Simon
Here's my full model answer, at band 9 level, for the 'summer holiday' task. Listen to a short talk about a university degree course in Marine Biology, and answer the multiple choice questions. Try today's practice exercise. Read the passage and choose the best title. Compare two sentences written by students with my improved versions.
35 Sample Band 9 IELTS Essays
35 Sample Band 9 IELTS Essays. Take a look at these 35 sample Band 9 IELTS essays for writing task 2 of the IELTS exam. Task 2 can cover a wide range of essay topics for the IELTS writing task section of the test, so preparation is key. Use the following samples when preparing your IELTS essays to see how close you are to a band 9!
IELTS Writing Task 2 Sample, Band 9, Written by Simon Corcoran
With my expertise in this area and my impressive IELTS scores (an overall band score of 8.5, with subscores of 9 in Reading and Listening, 8.5 in Speaking, and 8 in Writing), I can provide detailed feedback and guidance to help you improve your writing skills and achieve the score you desire on the IELTS exam.
(PDF) IELTS Simon's Band 9 Essays
In conclusion, various measures can be taken to tackle the problems that are certain to arise as the populations of countries grow older. (265 words, band 9) Kiểm tra trình độ IELTS Online 70 fKiểm tra trình độ IELTS Online Some people regard video games as harmless fun, or even as a useful educational tool.
30 Sample Essays Band 9 IELTS of Simon
30 sample essays band 9 IELTS of Simon - Free download as PDF File (.pdf), Text File (.txt) or read online for free. The document summarizes information from four charts about various topics: 1) The charts show data on salmon lifecycles, tourist attractions in Britain in 1999, and waste production from three companies from 2000-2015. 2) Additional charts display spending on children's sports ...
Simon's Band 9 Essays
Simon's Band 9 Essays - Free download as PDF File (.pdf), Text File (.txt) or read online for free. IELTS
22 Band 9 Essays From Corcoran Simon
22 Band 9 Essays From Corcoran Simon - Free download as PDF File (.pdf), Text File (.txt) or read online for free. The document discusses a partnership between two individuals, Kholov Feruz and another unnamed person, to establish an agricultural cooperative to grow cotton and wheat. They plan to obtain land and equipment and hire local farmers to work on the cooperative farm.
IELTS Writing Task 2: band 9 paragraph
There are a lot of misconceptions about the test out there, and you need someone who will not waste your time looking at things that are not required. 3. They should be someone you like. If you enjoy spending time with them then you will get more out of your sessions. 4. They should be 'on your back' at all times.
IELTS Writing Task 2: Band 9 Sample Essay
IELTS Band 9 sample essay. Band 9 Sample answers are useful as study guides for IELTS preparation for the IELTS Writing Task 2 essay - especially for a band 9 IELTS essay. Having access to previously completed work that you can have confidence in will show you what you are missing! Take a look at these sample task 2 essay questions to help ...
IELTS Writing Samples Band 9
It is admitted that technology has made man more social. I firmly agree with this statement. 9. band. Some people believe that modern technology is increasing the gap between rich and poor, while others disagree and say that it is helping reduce the gap. Discuss both views and give your own opinion.
IELTS Essay Samples of Band 9
Below are IELTS Band 9 Essay samples, written by a native English speaker and former IELTS examiner. Robert Nicholson is the co-author of 'High Scorer's Choice' IELTS Practice Tests book series, created in collaboration with Simone Braverman, the founder of this website.
IELTS Writing Task 2: 'help' essay
Posted by: rasim | December 07, 2011 at 19:13. In my opinion, the main goal of IELTS Writing is to CLEARLY let the examiner understand your points. Vocabulary is important, but it is even more important for students to be able to use such words/expressions in a natural way. Simon's sample essays are great examples.
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Eddie Jobson
Jobson was born in Billingham, Stockton-on-Tees, England. He began playing the piano at age 7 and violin at age 8. Later he attended Bede Hall Grammar School, leaving at age 16. At that point he joined the band Fat Grapple, playing locally in venues such as Redcar Jazz Club. It was at this venue that they played in support of Curved Air, which ...
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