Test 3 Reading
Cambridge IELTS 19 Academic
Test 3 — Reading
Three passages, 40 questions. In the real exam the Reading test takes 60 minutes — about 20 minutes per passage — and there is no extra time to transfer your answers.
Passage 1 — Questions 1–13
You should spend about 20 minutes on Questions 1–13.
Archaeologists discover evidence of prehistoric island settlers
In early April 2019, Dr Ceri Shipton and his colleagues from Australian National University became the first archaeologists to explore Obi, one of many tropical islands in Indonesia's Maluku Utara province. The research team's discoveries suggest that the prehistoric people who lived on Obi were adept on both land and sea, hunting in the dense rainforest, foraging on the seashore, and possibly even voyaging between islands.
The excavations were part of a project to learn more about how people first dispersed from mainland Asia, through the Indonesian archipelago and into the prehistoric continent that once connected Australia and New Guinea. The team's earlier research suggested that the northernmost islands in the group, known as the Wallacean islands, including Obi, would have offered the easiest migration route. It also seemed likely that these islands were crucial 'stepping stones' on humans' island-hopping voyages through this region millennia ago. But to support this idea, they needed archaeological evidence for humans living in this remote area in the ancient past. So, they travelled to Obi to look for sites that might reveal evidence of early occupation.
Just inland from the village of Kelo on Obi's northern coast, Shipton and his colleagues found two caves containing prehistoric rock shelters that were suitable for excavation. With the permission and help of the local people of Kelo, they dug a small test excavation in each shelter. There they found numerous artefacts, including fragments of axes, some dating to about 14,000 years ago. The earliest axes at Kelo were made using clam shells. Axes made from clam shells from roughly the same time had also previously been found elsewhere in this region, including on the nearby island of Gebe to the northeast. As on Gebe, it is highly likely that Obi's axes were used in the construction of canoes, thus allowing these early peoples to maintain connections between communities on neighbouring islands.
The oldest cultural layers from the Kelo site provided the team with the earliest record for human occupation on Obi, dating back around 18,000 years. At this time the climate was drier and colder than today, and the island's dense rainforests would likely have been much less impenetrable than they are now. Sea levels were about 120 metres lower, meaning Obi was a much larger island, encompassing what is today the separate island of Bisa, as well as several other small islands nearby.
Roughly 11,700 years ago, as the most recent ice age ended, the climate became significantly warmer and wetter, no doubt making Obi's jungle much thicker. According to the researchers, it is no coincidence that around this time the first axes crafted from stone rather than sea shells appear, likely in response to their heavy-duty use for clearing and modification of the increasingly dense rainforest. While stone takes about twice as long to grind into an axe compared to shell, the harder material keeps its sharp edge for longer.
Judging by the bones which the researchers unearthed in the Kelo caves, people living there mainly hunted the Rothschild's cuscus, a possum-like creature that still lives on Obi today. As the forest grew more dense, people probably used axes to clear patches of forest and make hunting easier.
Shipton's team's excavation of the shelters at the Kelo site unearthed a volcanic glass substance called obsidian, which must have been brought over from another island, as there is no known source on Obi. It also revealed particular types of beads, similar to those previously found on islands in southern Wallacea. These finds again support the idea that Obi islanders routinely travelled to other islands.
The excavations suggest people successfully lived in the two Kelo shelters for about 10,000 years. But then, about 8,000 years ago, both were abandoned. Did the residents leave Obi completely, or move elsewhere on the island? Perhaps the jungle had grown so thick that axes were no longer a match for the dense undergrowth. Perhaps people simply moved to the coast and turned to fishing rather than hunting as a means of survival.
Whatever the reason for the departure, there is no evidence for use of the Kelo shelters after this time, until about 1,000 years ago, when they were re-occupied by people who owned pottery as well as items made out of gold and silver. It seems likely, in view of Obi's location, that this final phase of occupation also saw the Kelo shelters used by people involved in the historic trade in spices between the Maluku islands and the rest of the world.
Questions 1–7
Do the following statements agree with the information given in Reading Passage 1?
TRUE — if the statement agrees with the information · FALSE — if the statement contradicts the information · NOT GIVEN — if there is no information on this
1 Archaeological research had taken place on the island of Obi before the arrival of Ceri Shipton and his colleagues.
2 At the Kelo sites, the researchers found the first clam shell axes ever to be discovered in the region.
3 The size of Obi today is less than it was 18,000 years ago.
4 A change in the climate around 11,700 years ago had a greater impact on Obi than on the surrounding islands.
5 The researchers believe there is a connection between warmer, wetter weather and a change in the material used to make axes.
6 Shipton's team were surprised to find evidence of the Obi islanders' hunting practices.
7 It is thought that the Kelo shelters were occupied continuously until about 1,000 years ago.
Questions 8–13
Complete the notes below. Choose ONE WORD ONLY from the passage for each answer.
Archaeological findings on Obi
Excavations of rock shelters inside 8 near the village of Kelo revealed:
The correct answer is 'caves': In the third paragraph, we are told that 'Just inland from the village of Kelo . . . Shipton and his colleagues found two caves containing prehistoric rock shelters'. 'Islands' is incorrect as both the rock shelters and the village were on one island – Obi. 'Sites' is incorrect as it is not specific enough – the important information is that the shelters were in caves.axes from around 14,000 years ago, probably used to make canoes
axes made out of 9 , dating from around 11,700 years ago
The correct answer is 'stone': The fifth paragraph tells us that about 11,700 years ago, 'the first axes crafted from stone rather than sea shells appear'. 'Shells' is incorrect as axes were made from shells much earlier than this (around 18,000 years ago).10 of an animal: evidence of what ancient islanders ate
The correct answer is 'bones': The sixth paragraph refers to 'the bones which the researchers unearthed' and hunting an animal called a 'cuscus'.evidence of travel between islands: obsidian, a material that is not found naturally on Obi
11 which resembled ones found on other islands.
The correct answer is 'beads': The sixth paragraph says that the excavation revealed 'beads, similar to those previously found on islands in southern Wallacea'. 'Glass' is incorrect as this is related to obsidian, and we are not told it resembled anything found on other islands.It is thought that from 8,000 years ago, Obi islanders may have switched from hunting to fishing
had 12 as well as items made out of metal
The correct answer is 'pottery': The final paragraph says that the Kelo shelters were occupied 'by people who owned pottery'.probably took part in the production and sale of 13 .
The correct answer is 'spices': The final sentence of the text refers to 'the trade in spices'. IELTS 19 Academic, Test 3 answer key with extra explanations, Reading Reading Passage 2 Questions 14–26Passage 2 — Questions 14–26
You should spend about 20 minutes on Questions 14–26.
Wetlands
A Wetlands are areas where water covers the soil, or is present either at or near the surface of the soil, for all or part of the year. These are complex ecosystems, rich in unique plant and animal life. But according to the World Wide Fund for Nature (WWEN), half of the world's wetlands have disappeared since 1990 — converted or destroyed for commercial development, drainage schemes and the extraction of minerals and peat”. Many of those that remain have been damaged by agricultural pesticides and fertilisers, industrial pollutants, and construction works.
B Throughout history, humans have gathered around wetlands, and their fertile ecosystems have played an important part in human development. Consequently, they are of considerable religious, historical and archaeological value to many communities around the world. 'Wetlands directly support the livelihoods and well-being of millions of people,' says Dr Matthew McCartney, principal researcher and hydrologist at the International Water Management Institute (IWMI). 'In many developing countries, large numbers of people are dependent on wetland agriculture for their livelihoods.'
C They also serve a crucial environmental purpose. 'Wetlands are one of the key tools in mitigating climate change across the planet,' says Pieler van Eijk, head of Climate Adaptation at Wetlands International (WI), pointing to their use as buffers that protect coastal areas from sea-level rise and extreme weather events such as hurricanes and flooding. Wetland coastal forests provide food and water, as well as shelter from storms, and WI and other agencies are working to restore those forests which have been lost. 'It can be as simple as planting a few trees per hectare to create shade and substantially change a microclimate,' he says. 'Implementing climate change projects isn't so much about money.'
D The world's wetlands are, unfortunately, rich sources for in-demand commodities, such as palm oil and pulpwood. Peatlands — wetlands with a waterlogged organic soil layer — are particularly targeted. When peatlands are drained for cultivation, they become net carbon emitters instead of active carbon stores, and, according to Marcel Silvius, head of Climate- smart Land-use at WI, this practice causes six per cent of all global carbon emissions. The clearance of peatlands for planting also increases the risk of forest fires, which release huge amounts of CO». 'We're seeing huge peatland forests with extremely high biodiversity value being lost for a few decades of oil palm revenues,' says Silvius.
E The damage starts when logging companies arrive to clear the trees. They dig ditches to enter the peat swamps by boat and then float the logs out the same way. These are then used to drain water out of the peatlands to allow for the planting of corn, oil palms or pulpwood trees, Once the water has drained away, bacteria and fungi then break down the carbon in the peat and turn it into CO and methane. Meanwhile, the remainder of the solid matter in the peat starts to move downwards, in a process known as subsidence””. Peat comprises 90 per cent water, so this is one of the most alarming consequences of peatland clearances. 'In the tropics, peat subsides at about four centimetres a year, so within halfa century, very large landscapes on Sumatra and Borneo will become flooded as the peat drops below water level,' says Silvius. 'It's a huge catastrophe that's in preparation. Some provinces will lose 40 per cent of their landmass.'
F And while these industries affect wetlands in ways that can easily be documented, Dr Dave Tickner of the WWEN believes that more subtle impacts can be even more devastating. 'Sediment run-off and fertilisers can be pretty invisible,' says Tickner. 'Over-extraction of water is equally invisible. You do get shock stories about rivers running red, or even catching fire, but there's seldom one big impact that really hurts a wetland.' Tickner does not blame anyone for deliberate damage, however. 'I've worked on wetland issues for 20 years and have never met anybody who wanted to damage a wetland,' he says. 'It isn't something that people generally set out to do. Quite often, the effects simply come from people trying to make a living.'
G Silvius also acknowledges the importance of income generation. 'It's not that we just want to restore the biodiversity of wetlands — which we do — but we recognise there's a need to provide an income for local people.' This approach is supported by IWMI. 'The idea is that people in a developing country will only protect wetlands if they value and profit from them,' says McCartney. 'For sustainability, it's essential that local people are involved in wetland planning and decision making and have clear rights to use wetlands.'
H The fortunes of wetlands would be improved, Silvius suggests, if more governments recognised their long-term value. 'Different governments have different attitudes,' he says, and goes on to explain that some countries place a high priority on restoring wetlands, while others still deny the issue. McCartney is cautiously optimistic, however. 'Awareness of the importance of wetlands is growing,' he says. 'It's true that wetland degradation still continues at a rapid pace, but my impression is that things are slowly changing.'
* peat: a brown deposit formed by the partial decomposition of vegetation in wel acidic conditions, often cul out and dried for use as fuel
** subsidence: the sinking of the Earth's surface, most often caused by the removal of resources from the ground
Questions 14–17
Reading Passage 2 has eight paragraphs, A–H. Which paragraph contains the following information?
14 reference to the need to ensure that inhabitants of wetland regions continue to benefit from them —
The correct answer is G: In this paragraph, Matthew McCartney says, 'people in a developing country will only protect wetlands if they value and profit from them'.15 the proportion of wetlands which have already been lost —
The correct answer is A: This paragraph states that 'half of the world's wetlands have disappeared since 1990'.16 reference to the idea that people are beginning to appreciate the value of wetlands —
The correct answer is H: McCartney says, 'Awareness of the importance of wetlands is growing'.17 mention of the cultural significance of wetlands —
The correct answer is B: The writer refers to the part that wetland ecosystems have played in human development, and their 'considerable religious, historical and archaeological value to many communities around the world'. These are all examples of cultural significance.Questions 18–22
Complete the sentences below. Choose ONE WORD ONLY from the passage for each answer.
Peatlands which have been drained begin to release 18 instead of storing it.
The correct answer is 'carbon': Paragraph D explains that 'When peatlands are drained for cultivation, they become net carbon emitters instead of active carbon stores'. 'Emissions' is incorrect as 'it' after the gap at the end of the sentence indicates a singular noun is needed here.Once peatland areas have been cleared, 19 are more likely to occur.
The correct answer is 'fires': Paragraph D states that 'The clearance of peatlands for planting also increases the risk of forest fires'.Clearing peatland forests to make way for oil palm plantations destroys the 20 of the local environment.
The correct answer is 'biodiversity': At the end of Paragraph D, Silvius says, 'We're seeing huge peatland forests with extremely high biodiversity value being lost for a few decades of oil palm revenues.' 'Revenues' is incorrect as the revenues – the profits made – are not destroyed.Water is drained out of peatlands through the 21 which are created by logging companies.
The correct answer is 'ditches': According to Paragraph E, logging companies dig ditches (water channels) to use as access to the wetlands, and 'These are then used to drain water out of the peatlands'.Draining peatlands leads to 22 : a serious problem which can eventually result in coastal flooding and land loss.
The correct answer is 'subsidence': In Paragraph E, the writer says that 'Once the water has drained away . . . the remainder of the solid matter in the peat starts to move downwards, in a process known as subsidence . . . within half a century, very large landscapes on Sumatra and Borneo will become flooded . . . Some provinces will lose 40 per cent of their landmass.' 'Catastrophe' is incorrect as this is too general and does not necessarily result in flooding or land loss. IELTS 19 Academic, Test 3 answer key with extra explanations, ReadingQuestions 23–26
Look at the following statements and the list of experts below. Match each statement with the correct expert, A–D.
List of Experts
A Matthew McCartney
B Pieter van Eijk
C Marcel Silvius
D Dave Tickner
- 23 Communities living in wetland regions must be included in discussions about the future of these areas.The correct answer is A: McCartney says, 'For sustainability, it's essential that local people are involved in wetland planning and decision making'. (Paragraph G)
- 24 Official policies towards wetlands vary from one nation to the next.The correct answer is C: Silvius says, 'Different governments have different attitudes . . . some countries place a high priority on restoring wetlands, while others still deny the issue.' (Paragraph H)
- 25 People cause harm to wetlands without having any intention to do so.The correct answer is D: Tickner says, 'It (damaging a wetland) isn't something that people generally set out to do. Quite often, the effects simply come from people trying to make a living.' (Paragraph F)
- 26 Initiatives to reverse environmental damage need not be complex.The correct answer is B: Van Eijk says, 'It (implementing climate change projects) can be as simple as planting a few trees per hectare'. (Paragraph C) IELTS 19 Academic, Test 3 answer key with extra explanations, Reading Reading Passage 3 Questions 27–40
Passage 3 — Questions 27–40
You should spend about 20 minutes on Questions 27–40.
Is the era of artificial speech translation upon us?
Once the stuff of science fiction, technology that enables people to talk using different languages is now here, But how effective is it?
Noise, Alex Waibel tells me, is one of the major challenges that artificial speech translation has to meet. A device may be able to recognise speech in a laboratory, or a meeting room, but will struggle to cope with the kind of background noise | can hear in my office surrounding Professor Waibel as he speaks to me from Kyoto station in Japan. I'm struggling to follow him in English, on a scratchy line that reminds me we are nearly 10,000 kilometres apart — and that distance is still an obstacle to communication even if you're speaking the same language, as we are. We haven't reached the future yet. If we had, Waibel would have been able to speak more comfortably in his native German and I would have been able to hear his words in English.
At Karlsruhe Institute of Technology, where he is a professor of computer science, Waibel and his colleagues already give lectures in German that their students can follow in English via an electronic translator. The system generates text that students can read on their laptops or phones, so the process is somewhat similar to subtitling. It helps that lecturers speak clearly, don't have to compete with background chatter, and say much the same thing each year.
The idea of artificial speech translation has been around for a long time. Douglas Adams' science fiction novel, The Hitchhikers Guide to the Galaxy, published in 1979, featured a life form called the 'Babel fish' which, when placed in the ear, enabled a listener to understand any language in the universe. It came to represent one of those devices that technology enthusiasts dream oflong before they become practically realisable, like TVs flat enough to hang on walls: objects that we once could only dream of having but that are now commonplace. Now devices that look like prototype Babel fish have started to appear, riding a wave ofadvances in arlificial translation and voice recognition.
At this stage, however, they seem to be regarded as eye-catching novelties rather than steps towards what Waibel calls 'making a language-transparent society'. They tend to be domestic devices or applications suitable for hotel check-ins, for example, providing a practical alternative to speaking traveller's English. The efficiency of the translator is less important than the social function. However, 'Professionals are less inclined to be patient in a conversation,' founder and CEO at Waverly Labs, Andrew Ochoa, observes. To redress this, Waverly is now preparing a new model for professional applications, which entails performance improvements in speech recognition, translation accuracy and the lime it takes to deliver the translated speech.
For a conversation, both speakers need to have devices called Pilots (translator earpieces) in their ears, 'We find that there's a barrier with sharing one of the earphones with a stranger,' says Ochoa. That can't have been totally unexpected. The problem would be solved if earpiece translators became sufficiently prevalent that strangers would be likely to already have their own in their ears. Whether that happens, and how quickly, will probably depend not so much on the earpieces themselves, but on the prevalence of voice-controlled devices and artificial translation in general.
Waibel highlights the significance of certain Asian nations, noting that voice translation has really taken off in countries such as Japan with a range of systems. There is still a long way to go, though. A translation system needs to be simultaneous, like the translator's voice speaking over the foreign politician being interviewed on the TV, rather than in sections that oblige speakers to pause after every few remarks and wait for the translation to be delivered. It needs to work offline, for situations where internet access isn't possible, and to address apprehensions about (he amount of private speech data accumulating in the cloud, having been sent to servers for processing.
Systems not only need to cope with physical challenges such as noise, they will also need to be socially aware by addressing people in the right way. Some cultural traditions demand solemn respect for academic status, for example, and it is only polite to respect this. Etiquette-sensitive artificial translators could relieve people of the need to know these differing cultural norms. At the same time, they might help to preserve local customs, slowing the spread of habits associated with international English, such as its readiness to get on first-name terms.
Professors and other professionals will not outsource language awareness to software, though. If the technology matures into seamless, ubiquitous artificial speech translation, it will actually add value to language skills. Whether it will help people conduct their family lives or relationships is open to question — though one noteworthy possibility is that it could overcome the language barriers that often arise between generations after migration, leaving children and their grandparents without a shared language.
Whatever uses it is put to, though, it will never be as good as the real thing. Even if voice- morphing technology simulates the speaker's voice, their lip movements won't match, and they will look like they are in a dubbed movie. The contrast will underline the value of shared languages, and the value of learning them. Sharing a language can promote a sense of belonging and community, as with the international scientists who use English as a lingua franca, where their predecessors used Latin. Though the practical need for a common language will diminish, the social value of sharing one will persist. And software will never be a substitute for the subtle but vital understanding that comes with knowledge of a language.
Questions 27–30 — Choose the correct letter, A, B, C or D.
27 What does the reader learn about the conversation in the first paragraph?
- A is incorrect as both speakers are communicating in English.
- B is incorrect as the writer is in his own office.
- C is incorrect as although the first two sentences describe the topic of the conversation, they do not say that this is difficult. The difficulty lies in the poor phone connection and in language issues.
- Right — The writer is describing a phone conversation he had with Alex Waibel. The writer was in his office in an unspecified country, while Waibel was in a railway station in Japan. The conversation was challenging for the writer because of the 'scratchy line (poor connection)' and the 'background noise' from the station in Japan. It was challenging for Waibel because he was speaking in English, which is not his first language.
28 What assists the electronic translator during lectures at Karlsruhe Institute of Technology?
- Right — In the second paragraph, the writer says that the use of the electronic translator is helped by the fact that lecturers 'say much the same thing each year'.
- B is incorrect as although we are told that the system 'generates text that students can read on their laptops or phones', this is not a special reading skill in relation to the use of the electronic translator.
- C is incorrect as there is no suggestion that the use of English and German assists the electronic translator. D Is incorrect as there is no reference to the technical ability of the lecturers, only to their ability to speak clearly.
29 When referring to The Hitchhiker's Guide to the Galaxy, the writer suggests that
- A is incorrect as there is nothing in the text that suggests people's reactions to the idea of the Babel fish were either positive or negative.
- B is incorrect as in fact, the writer suggests that the description of the Babel fish in the book was a serious and effective prediction of a future development IELTS 19 Academic, Test 3 answer key with extra explanations, Reading
- Right — In the third paragraph, the writer says that the Babel fish 'came to represent one of those devices that technology enthusiasts dream of long before they become practically realisable'. This suggests that technology enthusiasts had the idea that a device such as the Babel fish enabling artificial speech translation would be developed one day, so its eventual appearance was not a surprise.
30 What does the writer say about sharing earpieces?
- A is incorrect as rather than people getting used to sharing earpieces, the writer says the problem would be solved if more people had their own earpieces.
- Right — In the fifth paragraph, we are told that people are unwilling to share earpieces, and the writer says, 'That (unwillingness/reluctance to share earpieces) can't have been totally unexpected.'
- C is incorrect as the writer predicts that more people may have earpiece translators of their own.
- D is incorrect as the writer does not say anything about how many people worry about sharing earpieces.
Questions 31–34
Complete each sentence with the correct ending, A–F, below.
A but there are concerns about this.
B as systems do not need to conform to standard practices.
C but they are far from perfect.
D despite the noise issues.
E because translation is immediate.
F and have an awareness of good manners.
- 31 Speech translation methods are developing fast in JapanThe correct answer is C: In the sixth paragraph, we're told that 'voice translation has really taken off in countries such as Japan' but that 'There is still a long way to go'. This means that there are still problems with voice translation systems.
- 32 TV interviews that use translation voiceover methods are successfulThe correct answer is E: In the sixth paragraph, the writer refers to a situation where simultaneous (immediate) translation is used on television to allow a foreign politician to speak without pauses or interruptions.
- 33 Future translation systems should address people appropriatelyThe correct answer is F: In the seventh paragraph, the writer points out that 'they (artificial translation systems) will also need to be socially aware', and says that artificial translators need to be 'etiquette-sensitive', meaning that they should have an awareness of good manners.
- 34 Users may be able to maintain their local customsThe correct answer is B: In the seventh paragraph, the writer says that 'they (artificial translators) might help to preserve local customs,' as they would slow 'the spread of habits associated with international English'.
Questions 35–40
Do the following statements agree with the views of the writer in Reading Passage 3?
YES — if the statement agrees with the views of the writer · NO — if the statement contradicts the views of the writer · NOT GIVEN — if it is impossible to say what the writer thinks about this
35 Language translation systems will be seen as very useful throughout the academic and professional worlds. —
The correct answer is NO: In the eighth paragraph, the writer's view is that academics and other professionals 'will not outsource language awareness to software' and that they will regard people's own language skills as being even more valuable than they are now. Although the use of artificial speech translation will 'actually add value to language skills' in the world in general, it will not necessarily be very useful in the academic world.36 The overall value of automated translation to family life is yet to be shown. —
The correct answer is YES: In the eighth paragraph, the writer says, 'Whether it (speech translation) will help people conduct their family lives . . . is open to question', meaning that its value is yet to be shown (demonstrated).37 Automated translation could make life more difficult for immigrant families. —
The correct answer is NO: The writer says, 'It (speech translation) could overcome the language barriers that often arise between generations after migration,' when children may speak a different language from their grandparents. IELTS 19 Academic, Test 3 answer key with extra explanations, Reading38 Visual aspects of language translation are being considered by scientists. —
The correct answer is NOT GIVEN: In the final paragraph, the writer refers to visual aspects of language translation such as 'lip movements' but does not say that these are being considered by scientists.39 International scientists have found English easier to translate into other languages than Latin. —
The correct answer is NOT GIVEN: The writer mentions the present use of 'English as a lingua franca (a common language)' and the past use of Latin for the same purpose but does not say that English was easier to translate.40 As far as language is concerned, there is a difference between people's social and practical needs. —
The correct answer is YES: The writer says that 'Though the practical need for a common language will diminish, the social value of sharing one will persist (continue).' IELTS 19 Academic, Test 3 answer key with extra explanations, Reading TEST 3, WRITING TASK 1 This is an answer written by a candidate who achieved a Band 6.0 score. The diagram illustrates how they make ethanol, which is type of biofuel, to use it in our daily life. It start with the plants which is grow by using the energy from the sun and carbon dioxide, then the farmers harvisting that trees in spacific seasons, after that take it and put it in a machine to start pre-processing it and this is the most important step in producing this type of biofuel because it gives us the Cellulose, then they transport that cellulose to a spacific lap where they are using the chimecals to split the sugars from it, and the last step is to add Microbes in that sugar and mingle it together, As a result of that we will have a great mixture which is “Ethanol” and that is used in all type of transportation in our daily life without it that, machines can not move. However this machines produce a gas called Carbon Dioxide and that not good to the environment, although it used again by the trees and plants as an energy to start again the same process. 183 words Here is the examiner's comment: This is a good response. It starts with an introduction and then presents the key points for the full process and gives a description of the steps of the process. However, the candidate does not give an 'overview' to summarise the main stages. Ideas have a clear progression and follow the order of the process. There are some good cohesive devices used to link the stages of the process [It start with / after that / As a result] and some effective reference and substitution [It / this type / they], but overall, there is some error and misuse [that trees / those trees] and overuse of [that]. Vocabulary has some good content [most important step / gives us / start again] for this task. A few errors remain [spacific / specific / chimecals / chemicals], even with a word provided in the diagram [harvisting], but they do not hinder meaning. A greater range of vocabulary is needed for a higher score. There are frequent errors in grammatical structures, for example, in the third person [which is grow / which grow / harvisting that / harvest those / they are using / they use / it used again / it is used again], plurals [all type of / all types of] and word order [to start again the same process / to start the same process again]. To achieve a higher score, an overview, which summarises the main stages should be presented. An example overview This cycle for biofuel production involves three main stages: harvesting and preparing plant material for processing, producing ethanol by a chemical process, then using the fuel for transportation before the cycle begins again. IELTS 19 Academic, Sample Writing answers TEST 3, WRITING TASK 1 This is an answer written by a candidate who achieved a Band 6.0 score. Given is a figures which reveals a cycle process of the prodution of biofuel. There are eleven steps involved, starting from how the energy comes from and ending by the production releases into the air, which eventually goes back to the top of the cycling. Initially, energy is usually used as the sunlight and carbon dioxide, which makes plants and tree grow. After the growing, the subsequent step is harvesting, and goes straight to the pre-processing. This leads to cellulose is produced. Then, here is the processing part, which uses a multitude of chemical method turn it into sugars. Later, add microbes which is able those sugars become ethanol. Having completed this, ethanol is used as a biofuel for transportation, for instance, cars, trucks, airplanes, and so on. All of them which just mentioned above will produce carbon dioxide, which will straightly release into the air. Eventually, going back to the first step how the cycle starts. To sum up what has been started so far, the procedure is about how the biofuel, ethanol, is made. 176 words Here is the examiner's comment: This response covers every stage of the process and includes an overview in the first paragraph. It mentions an 'eleven-step' process and the start and end of the cycle. For a higher score, the overview should summarise the main stages and not only the first and last steps. Ideas are arranged coherently, and follow the order of the process, which gives a clear progression. There is some good use of linking words to communicate the order of each stage [Initially / After / Later / To sum up], but these words and phrases come at the beginning of the sentences, so seem a little mechanical. Vocabulary is also generally well used, with some useful items [goes straight to / is used as], but there are some errors, for example, in word form [cycling / the cycle], choice of words [how the energy comes from / where the energy comes from / is able / enable / started / stated] and collocation [straightly release]. Some complex grammatical structures are used, but overall, the level of error is quite high, and this is the weakest area in this response. There are attempts at multi-clause sentences, but grammatical structures would need to be more accurate to improve the score. In addition, an overview which summarises the main stages should be presented at the end. An example overview This cycle for biofuel production involves three main stages: harvesting and preparing plant material for processing, producing ethanol by a chemical process, then using the fuel for transportation before the cycle begins again. IELTS 19 Academic, Sample Writing answers TEST 4, WRITING TASK 1 This model has been prepared by an examiner as an example of a very good answer. The diagram illustrates the cyclical process of producing ethanol, a type of biofuel, using plants and carbon dioxide. In brief, ethanol production relies on the natural carbon cycle, where CO2 is both consumed and emitted, minimizing environmental impact. The process emphasizes sustainability by recycling carbon emissions and utilizing plant-based resources. The first stage begins with plants and trees absorbing sunlight and carbon dioxide (CO2) during their growth. Once matured, these plants are harvested and undergo pre-processing to break down their organic material. During processing, the plant matter is separated into cellulose and sugars. These sugars are then fermented with the addition of microbes, converting them into ethanol. Throughout the production stages, CO2 is released at multiple points: during plant processing, microbial fermentation, and ethanol production. Notably, this emitted CO2 is reused in the initial phase to support the growth of new plants, creating a closed-loop system. Additionally, the diagram highlights that ethanol itself serves as a renewable energy source, replacing fossil fuels. 162 words Here are comments from another examiner: Task Achievement (Band 8-9): The description comprehensively covers the essential components of the ethanol production process and clearly explains the sustainable nature of the cycle. Coherence and Cohesion (Band 8-9): The information is logically organized and flows well from one stage of the process to the next, making it easy to follow. Lexical Resource (Band 8-9): The vocabulary used is varied and precise, effectively conveying technical aspects of the process, such as "fermentation," "closed-loop system," and "carbon emissions." Grammatical Range and Accuracy (Band 8-9): The text demonstrates good grammatical range and accuracy, with complex sentence structures and correct usage throughout. Overall, this essay might be assessed around Band 8.5-9.0, reflecting advanced proficiency and consistently high performance across all criteria. IELTS 19 Academic, Sample Writing answers TEST 3, WRITING TASK 2 This is an answer written by a candidate who achieved a Band 4.0 score. It is said that saving money has a lot of beneficial effects for consumers in order to get an assistance during their black days especially among teenagers. I would be agree with this sentiment due to the fact that they will get more choices if the human beings can try to economise their consumption. On the one hand, gaining a profit is becoming as an intriguing activity for people in these days to make a bridge with the future generations of them. For example, the people can do as they have desired if they make an afford at the most for the aim that gives a motivations. Furthermore, the possibility of minimizing waste of money make human's life better and can provide highly regarded qualities for them aswell, in my opinion. On the other hand, there are some people who do not want to squander money and the main purpose of them only collect it, without utilizing for needsin a correct way. However, opportunities of them are adequate to do a business or make a construction and to name but a few. I would not support this kind of youngsters, the reason why, they are considered as not highly – qualified adults in the environmental area of the world as I think. Because shortage of knowledge what they should do interrupt them in making progress for achievements. To conclude, saving the money has better chances for teenagers if they can do truely while existing some minor drawbacks in some cases. As well as, with the aid of it, person can pave the way to implement impossible events in the world. 269 words Here is the examiner's comment: This response is an attempt to answer the question. It does address the topic area of 'saving money for the future' and does focus on 'young people', but it is difficult to identify the main ideas and, overall, it is difficult to see what the candidate thinks. They start by saying saving money has [beneficial effects] and it gives people [more choices] in life. The second paragraph talks about the benefits of [minimizing waste of money] and the third paragraph is not very clear but mentions people who want to [only collect] money. The conclusion indicates that teenagers will have [better chances] if they save money. Overall, the lack of clarity and the lack of detail around 'the importance of saving money for their future' means the candidate does not answer the question well. Similarly, progression is not clear and there is some repetition in the ideas across the response. We can see some helpful linking expressions [On the one hand / However / To conclude], but cohesion breaks down across sentences and, overall, there is no clear progression. We can see some adequate vocabulary [intriguing activity / minimizing waste / minor drawbacks], but across the text, the level of error does interrupt understanding [make an afford at the most for the aim that gives a motivations]. Similarly, there are recognisable grammatical structures [if / can pave the way to implement], but the overall effect of the errors is more significant. IELTS 19 Academic, Sample Writing answers TEST 3, WRITING TASK 2 This is an answer written by a candidate who achieved a Band 6.0 score. Many young people belive that save money for their future is importent, but many young people don't belive this idea. I also agree with this idea. I will try to explain following paragraphs why I can belive this idea. According to the istatictics, many older people don't have health insurance so they can not go to hospital and they can not take medicine. Therefore, they passed away earlier. Actually this is a main reason for me. Because when I young, I can work and collect money to go to a doctor easly. But if I do not collect or save money during my younger life, I can not have any health insurence. As you know, evey old come with some health problems such as releated eyes, heart, liver and so on. Especially my family has some chronic diseases which are diabets and blood tension, arise at older ages. Therefore, I have to collect money for living healthy. On the other hand, I want to give more opportunities for my children. I planned to live in Turkey because I am from Turkey. At my country has some goverment school and some independent schools At independent schools have many opportunities for instance they give speciol language courses (English, German, France, etc.), sport activities (swimming, tennis, basketball and so on) and they have special laborotiories for science course. These specios just some of them. Due to the good qualities of speciol schools, I would like to prefer them for my childrens. Because, I went to goverment schools but I can not learn speoal English or I have not any good hobbies such as swimmy or play an entruments. Still I suffer them for this reason. I have to collect and save money for my children future. On the other hand, some people belive that try to save money induce and incese the stress level at people. I guess they can be right Because, every day every hours we are working for future life and sometimes we do not catch the life to collect money. In conclision, I belive that save money for our future is very important. 354 words Here is the examiner's comment: This is a good response that covers each area of the task. The candidate agrees that young people should save money for their future. Their main ideas are that older people with no savings cannot access health care and the need to spend money on education for our children. The counter view states that it can [incese the stress level] to try to save money. However, the fourth paragraph is unfinished and seems to omit a concluding sentence. The view of the candidate comes at the beginning and end. To score more highly, the ideas would need to be presented more clearly. It is not entirely clear how [opportunities for my children] fits into the question of saving money for the future. It could be that the money must be spent on the children instead of saved, to provide them with a better quality of life, but this is not directly stated, so remains unclear. Nonetheless, the ideas are arranged in a clear order and we can see the progression throughout the response. Cohesive devices are rather mechanical and often come at the beginning of the sentence [Actually / Especially / But / Due to]. More flexibility in cohesive devices would increase the score. We can see errors in spelling [belive / releated / goverment / laborotiories / specios / speoal / speak], but they do not greatly affect understanding. Similarly, there are a mix of grammatical structures, with errors, but these errors do not cause problems for the reader. To achieve a higher score, the candidate should relate the third paragraph more closely to the question and provide a fuller conclusion. The candidate should also demonstrate a greater level of accuracy with vocabulary and grammatical structures. IELTS 19 Academic, Sample Writing answers TEST 4, WRITING TASK 2 This model has been prepared by an examiner as an example of a very good answer. In today's uncertain economic climate, the significance of financial preparedness has become increasingly evident. It is imperative for individuals, particularly young people, to prioritize saving money for their futures. I firmly believe that establishing savings is essential for long-term security and fosters responsible financial habits among young savers. Firstly, developing a savings habit early on equips young individuals with a crucial safety net during unforeseen circumstances. For example, unexpected expenses—such as medical emergencies or car repairs—can arise unexpectedly. Those without savings may find themselves relying heavily on credit cards or loans, leading to the accumulation of debt and financial instability. Conversely, young people who save regularly can address these challenges without incurring additional financial burdens, granting them peace of mind and reinforcing their sense of control over their financial situation. Secondly, saving money from a young age cultivates essential skills in financial planning and discipline that yield considerable benefits throughout life. For instance, young savers learn to budget effectively and prioritize their spending, allowing them to distinguish between needs and wants with greater clarity. This practice not only fosters independence but also encourages a mindset of frugality and deferred gratification—traits that are invaluable in today's consumer-driven society. Moreover, the ability to save can lead to significant opportunities in the future, such as funding higher education, purchasing a home, or investing in entrepreneurial ventures. In conclusion, I assert that saving money is crucial for everyone, particularly young individuals, as it secures financial stability and promotes responsible financial behaviors. By cultivating a savings mindset, young people are better equipped to confront life's uncertainties and seize future opportunities, ultimately paving the way for a stable and prosperous future. 286 words Here are comments from another examiner: Task Achievement: 9 The essay fully addresses the prompt and presents a clear, detailed argument. The examples provided effectively illustrate the points, contributing to a comprehensive overview. Coherence and Cohesion: 9 The organization is highly logical, with strong transitions and a clear structure. Ideas flow seamlessly, making it easy for the reader to follow the argument. Lexical Resource: 9 The vocabulary is sophisticated and varied, with precise word choices that enhance the clarity and impact of the writing. The use of terms related to finance demonstrates a strong command of language. Grammatical Range and Accuracy: 9 The essay exhibits a wide range of complex grammatical structures, all used accurately. There are no noticeable errors, which reflects high-level proficiency. Overall Estimated Band Score: Approximately Band 9. This essay reflects excellence across all criteria, showcasing adeptness in language use, coherence, and depth of argumentation, making it suitable for a top band score. IELTS 19 Academic, Sample Writing answersYour result
- Not ready yet. You are unlikely to get an acceptable score under examination conditions. Spend a lot of time improving your English before you take IELTS.
- Almost there. You may get an acceptable score under examination conditions, but we recommend more practice or lessons before you take IELTS.
- On track. You are likely to get an acceptable score under examination conditions — but remember that different institutions find different scores acceptable.
These bands are Cambridge's own, printed under the answer key for this test — they differ slightly from test to test. The score above counts your first attempt: what you had right before any explanation appeared.