Students' preparation in IELTS Writing Task 1: How to write a summary of visual information
DOI:
https://doi.org/10.21831/lt.v11i1.59520Keywords:
IELTS, writing, summary writing, descriptive writing, visual information, graphicacyAbstract
The International English Language Testing System (IELTS) Writing Task 1 is used to test participants' ability to select and report main ideas, describe and compare data, identify trends in factual information, or describe a process. This research describes the types of questions in IELTS Writing Task 1 and how to write a summary of visual information usually in the form of a graph, chart, or diagram in IELTS Writing Task 1. This research uses a descriptive qualitative approach. The analysis shows that IELTS Academic Writing Task 1 emphasizes graph interpretation and analysis. In this activity, verbal proficiency must be multiplied by the ability to comprehend and represent information as graphs (graphicacy). The provided information may be directly reflective of what we see (as in pictures or drawings) or more abstract, such as spatial (maps, plans, and diagrams) or numerical (charts, graphs, and tables) information (as in tables and graphs. There are several types of IELTS Writing Task 1, for example, pie charts, bar charts, bar graphs, line graphs, tables, maps, diagram processes, line and bar charts, also pie and bar charts. Each form of data visualization has its way of describing it. To complete the IELTS Writing Task 1, participants are required to write a minimum of 150 words of writing or an essay. We can divide the number of words into 3 paragraphs (introduction, body, and conclusion) to make it easier to write an essay according to the data presented. The IELTS Writing Task 1 can be fairly challenging, particularly if we have not prepared. Overcoming these challenges requires good preparation, consistent practice, and a deep understanding of the IELTS format, structure, and requirements.References
Abas, I. H., & Aziz, N. H. A. (2018). Model of the writing process and strategies of EFL proficient student writers: A case study of Indonesian learners. Pertanika Journal of Social Sciences & Humanities, 26(3), 1815–1842.
Ahmadi, S., Riasati, M. J., & Bavali, M. (2019). An investigation of Iranian IELTS test takers' performance in bar chart and table prompts of academic writing task 1. Cogent Education, 6(1), 1640655. https://doi.org/10.1080/2331186X.2019.1640655
Aldrich, F., & Sheppard, L. (2000). Graphicacy"”The fourth "R"? Primary Science Review.
Arham, M., & Ariani, N. (2020). An analysis of EFL test takers' problems in IELTS writing task. Tamaddun, 19(2), 132–140. https://doi.org/10.33096/tamaddun.v19i2.81
Ashmarina, I., & Abdullaeva, Z. (2017). L1 Russian - L2 English students attempting academic IELTS writing task 1 (process description): Grammar difficulties identified. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3939904
Banerjee, J. V., & Tsagari, D. (2016). Contemporary second language assessment: Contemporary applied linguistics. Bloomsbury Publishing.
Brooks, C. (2015). IELTS writing task 1"”data, charts, graphs and letters. Lulu Press, Inc.
Brown, R., & Richards, L. (2011). IELTS advantage: Writing skills. Delta Publishing.
Chahal, R. S. (2021). Easy writing samples for IELTS 2023: The best guide with practice to get a target band score of 7.5+ in 30 minutes a day. Rana Books India.
Chong, S. W., & Ye, X. (2020). Developing writing skills for IELTS: A research-based approach. Routledge. https://doi.org/10.4324/9780429290169
Cullen, P., French, A., & Jakeman, V. (2014). The official cambridge guide to IELTS student's book with answers with DVD-ROM. Cambridge University Press.
Divsar, H., & Heydari, R. (2017). A corpus-based study of EFL learners' errors in IELTS essay writing. International Journal of Applied Linguistics and English Literature, 6(3), 143–149. https://doi.org/10.7575/aiac.ijalel.v.6n.3p.143
Fitria, T. N. (2023). A library research in English education research: A guidance for researchers in writing non-research articles. Prosiding Seminar Nasional & Call for Paper STIE AAS, 6(1), Article 1. https://prosiding.stie-aas.ac.id/index.php/prosenas/article/view/266
Fu-lan, L., & Zhong-mei, D. (2019). Production-oriented approach to IELTS writing task 2. Journal of Literature and Art Studies, 9(11). https://doi.org/10.17265/2159-5836/2019.11.012
Green, A. (2005). EAP study recommendations and score gains on the IELTS academic writing test. Assessing Writing, 10(1), 44–60. https://doi.org/10.1016/j.asw.2005.02.002
Green, A. (2007). IELTS washback in context: Preparation for academic writing in higher education. Cambridge University Press.
Hadijah, S., Shalawati, S., & Idayani, A. (2018). Analisis kemampuan mahasiswa dalam berkomunikasi secara lisan pada tes simulasi IELTS (International english language testing system). GERAM, 6(2), 91–102. https://doi.org/10.25299/geram.2018.vol6(2).2194
Hardiyanti, S. (2022). Language learning strategies applied by IELTS overall band score-7: A case study at English school of yayasan insancita bangsa. Undergraduate Thesis, Universitas Hasanuddin. http://repository.unhas.ac.id/id/eprint/24231/
Kabir, S. M. A. (2018). IELTS writing test: Improving cardinal test criteria for the Bangladeshi context. Journal of NELTA, 23(1–2), Article 1–2. https://doi.org/10.3126/nelta.v23i1-2.23352
Kaur, A. (2021). Four week IELTS vocabulary challenge: For IELTS, CELPIP, PTE, TOEFL, CAE. Rana Books India.
Khatibah, K. (2011). Penelitian kepustakaan. Iqra': Jurnal Perpustakaan dan Informasi, 05(01), 36–39. http://repository.uinsu.ac.id/640/
Kumar, A. (2020). IELTS (Academic) writing module: Essential tips and strategies to get 7+ in the writing module. Ashok Kumar.
Lan, N. T. (2015). The effect of task type on accuracy and complexity in IELTS academic writing. VNU Journal of Foreign Studies, 31(1). https://js.vnu.edu.vn/FS/article/view/5
Lewthwaite, M. D. (2007). Teacher and student attitudes to IELTS writing tasks: Positive or negative washback? Learning and Teaching in Higher Education: Gulf Perspectives, 4(2), 11–30. https://doi.org/10.18538/lthe.v4.n2.06
Lougheed, L. (2020). IELTS writing. Simon and Schuster.
Mauriyat, A. (2021). Authenticity and validity of the IELTS writing test as predictor of academic performance. PROJECT (Professional Journal of English Education), 4(1), 105–115. https://doi.org/10.22460/project.v4i1.p105-115
Miles, M. B., Huberman, A. M., & Saldana, J. (2018). Qualitative data analysis: A methods sourcebook. SAGE Publications.
Narayanan, R. L. S., & Mathew, P. (2021, March 5). Teaching international English language testing system (IELTS) academic writing and exam strategies online to develop omani students' writing proficiency. Arab World English Journal (AWEJ) Proceedings of 2nd MEC TESOL Conference 2020. https://papers.ssrn.com/abstract=3798111
Nartiningrum, N., Rayuningtya, P., & Virgiyanti, D. F. (2021). Error analysis of undergraduate students' writing performances: IELTS-based activities. Journal of Educational Management and Instruction (JEMIN), 1(1), 19–27. https://doi.org/10.22515/jemin.v1i1.3446
Nguyen, H. N., & Nguyen, D. K. (2022). Vietnamese learners' performance in the ielts writing task 2: Problems, causes, and suggestions. International Journal of TESOL & Education, 2(1), 170–189. https://doi.org/10.54855/ijte.222111
Noor, H. A. (2020). A probe into the different aspects of "˜validity' and "˜reliability' of ielts writing test. International Journal of English Literature and Social Sciences (IJELS), 5(4). http://journal-repository.com/index.php/ijels/article/view/2278
Pearson, W. S. (2021). A comparative study of lexical bundles in IELTS Writing Task 1 and 2 simulation essays and tertiary academic writing. https://ore.exeter.ac.uk/repository/handle/10871/130681
Perez, B. (2015). ielts writing task 1"”examiner's comment"”general and academic. Lulu Press, Inc.
Rotaru, M.-C. (2018). The importance of visual literacy: An analysis of potential obstacles for Romanian students in the completion of ielts academic writing task 1. In L.-M. Grosu-Rădulescu (Ed.), Foreign Language Teaching in Romanian Higher Education: Teaching Methods, Learning Outcomes (pp. 61–82). Springer International Publishing. https://doi.org/10.1007/978-3-319-93329-0_4
Saville, N., & Hawkey, R. (2003). The IELTS impact study: Investigating washback on teaching materials. Washback in Language Testing. Routledge.
Shaarawy, H. (2016, March 22). Raising EFL learners' IELTS writing consciousness to improve their academic essay writing (2016). Proceedings of the First International Conference on Literature, Linguistics and Translation: Travelling Theories: Origins and Manifestations.
Sorrenson, M. (2012). McGraw-Hill's IELTS. McGraw Hill Professional.
Stewart, R. (2015). Mark and explanation ielts writing task 1"”academic and general. Lulu Press, Inc.
Tikupasang, O., Hardiyanti, S., & Arman, A. (2022). EFL student's difficulties toward ielts writing task 2. AMCA Journal of Education and Behavioral Change, 2(1), 28–31. https://doi.org/10.51773/ajeb.v2i1.141
Tirkashev, D. S. (2022). Multiple task types in ielts writing. Galaxy International Interdisciplinary Research Journal, 10(11), 1198–1203. https://giirj.com/index.php/giirj/article/view/3936
Uysal, H. H. (2010). A critical review of the IELTS writing test. ELT Journal, 64(3), 314–320. https://doi.org/10.1093/elt/ccp026
Yiran, L. (2021). Evaluation of students' IELTS writing ability based on machine learning and neural network algorithm. Journal of Intelligent & Fuzzy Systems, 40(4), 6743–6753. https://doi.org/10.3233/JIFS-189508
Downloads
Published
How to Cite
Issue
Section
License
LingTera allows readers to read, download, copy, distribute, print, search, or link to its articles' full texts and allows readers to use them for any other lawful purpose. The journal allows the author(s) to hold the copyright without restrictions. Finally, the journal allows the author(s) to retain publishing rights without restrictions.
- Authors are allowed to archive their submitted articles in an open-access repository.
- Authors are allowed to archive the final published article in an open-access repository with an acknowledgment of its initial publication in this journal.
Psychology, Evaluation, and Technology in Educational Research is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://petier.org/index.php/PETIER.
