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Thank you for joining me today.

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I'm going to be covering a very, very important topic that affects your writing more than anything

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else.

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Very often students get stuck at certain scores in their writing.

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They're either stuck at a six or stuck at a 6.5 or stuck at a seven.

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And what that comes down to is being able to upgrade your exam essay writing, being able to upgrade

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your writing because when you're writing, you're writing against the rubric.

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So if you want to be able to get a seven or get an eight in your writing, you have to satisfy those

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qualities on the rubric.

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And very often students are unclear about what does it mean to write at a high level.

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A lot of times they think it has something to do with really fancy vocabulary, things like that.

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But that's not really what it's about.

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So today I hope you're going to be able to learn something about what it means to upgrade your essay

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writing.

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We'll talk about attacking the rubric, how not to ruin a score.

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And then I'm going to take you through 12 problems that students have when it comes to writing.

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And most likely, if you're having difficulty, you're going to fit into one or more of these problem

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areas.

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And once you're once you're aware of a problem area, you have to be able to correct it.

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You have to really work on it.

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So what do examiners expect from high scores?

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You have to have really good grammar and more than anything else, mistake free sentences.

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If you're not able to write a majority of your sentences, mistake free.

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It is almost impossible to score seven or higher on your writing.

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More than anything else, students are stuck at six or 6.5 because of an inability to write mistake

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free sentences.

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Number two Examiners look for varying your language in terms of lexical and grammar grammatical range.

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So their English language deals with not repeating the same words using synonyms, paraphrasing grammatical

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range, meaning showing that you're able to write a variety of different types of sentences, use a

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range of grammatical forms.

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That's what examiners look for.

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They look for having logical, organized and properly sequenced structure.

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And being consistent in your ideas and expanding and explaining them in a way that answers the question.

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So these are the things that examiners really, really look for.

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And if you want to score well, you want to satisfy these different areas because they're looking for

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it.

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So a lot of mistakes that students make in essay writing.

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Some typical ones like, number one, using contractions for punctuation capitalization.

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What amazes me more than anything else sometimes are, is when the students said, Yeah, it's just

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a capitalization mistake.

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It's just a common mistake.

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If you're making basic level, foundational level mistakes, you look really, really bad.

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It means you have no foundational control.

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And if you have no foundational control, there is no way I'm going to give you a really high score.

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I can't.

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I can't the rubric doesn't even allow me to do it.

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Number two, not addressing the question directly.

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Very often students write about the topic and not the specific question.

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Run on sentences and fragments.

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You cannot just keep throwing in commas or not using proper commas.

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I talked about lack of foundational grammar and lexical lexical control.

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Number five is probably also a big time area in terms of what separates students that are getting seven

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and higher from students that are getting less than seven and that is being able to expand and extend

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your ideas.

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You can't have unanswered questions you can't have.

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You have to be able to expand and extend ideas.

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You have to explain yourself.

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Students that score really, really well are able to explain themselves.

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Writing too few, writing too many words, poor coherence, poor progression.

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When it talks about progression, you see this very often on the on the rubric progression.

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I'm talking about number eight progression deals with if you are consistently answering the question

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throughout the entire essay, are you consistently answering the question throughout the entire essay?

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All right.

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So I'm going to go through some lessons for how your scores.

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I'm going to review ways in which you can upgrade your writing.

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I'll be introducing and correcting 12 mistakes or problems that students make in their writing.

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So let's look at problem number one.

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And problem number one deals with question analysis or poor question analysis.

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Very often this problem or this mistake really results in students getting lower scores.

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So here we have four questions on the right hand side and what question analysis deals with question

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analysis, deals with your ability to understand specifically what that question wants you to address.

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Specifically what they want you to address.

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And very often, students don't engage in these three steps of question analysis before they start writing

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an essay.

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Everybody wants to hurry up and start typing or hurry up and start writing.

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And so much of a great essay has nothing to do with writing.

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There are about 5 minutes you need to take to really do two things really well.

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And one of them is question analysis.

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And when you're doing question analysis, you're answering three parts, the general topic.

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The restrictive, limiting language of the question.

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And number three, the specific direction or instruction words of these three.

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Number two is probably the most important because every question has restrictive or limiting language.

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So if we look at it in terms of these different questions.

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I guess first question here, every year we get reports of dwindling natural resources on Earth.

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Choose one research, choose one resource, and explain why you would choose to save that resource.

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The general topic is natural resources.

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The restrictive language is choose one to save.

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The direction words are explained.

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Giving your opinion, but explaining.

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Explaining.

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And you have to know how to answer an essay question when it says explained.

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Right.

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So these are the three steps you go through before you start writing.

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Identify these three areas.

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Infectious diseases have affected mankind for thousands of years, and now we face the coronavirus compare

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and contrast life before COVID 19 with life after COVID 19.

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General Topic, Infectious Disease, Restrictive Language Before and after COVID the direction words

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are compare and contrast.

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Number three Robots are increasingly taking over daily work and home task.

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Discuss the benefits and drawbacks of this phenomenon.

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General topic is robots restrictive language replace home and work task direction words, its benefits

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and drawbacks.

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Technology is constantly being replaced or updated.

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Name one technology you would replace.

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General topic is technology.

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The restrictive language is one tech to replace.

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Can't talk about two can't talk about three one and direction words explain or give your opinion.

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So one area that are one problem that you want to address.

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Is making sure that you do a really good question analysis before you go ahead and start the writing

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process that's really, really important.

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All right.

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So coming up next, problem number two.

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Problem number two deals with a lack of outlining.

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Like I told you, there are two things you need to do before you start writing.

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Number one question analysis.

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Number two is outline.

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If you do these two things, you are really setting yourself up to score really, really well.

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So the second weakness is poor or lack of outlining.

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Whenever I've seen students taking the aisles exam, I can always tell who's about to score really,

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really well and who is about to get a really bad score.

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Very often, students that take the time to plan write really well, and students that just start writing

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right away often have many, many problems because they have no direction.

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So I'm looking at these same questions in terms of outlining.

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And when you're doing an outline.

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Right when you're doing it, that outline, you're looking at the controlling ideas.

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Supporting details.

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A second controlling idea to supporting details.

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This is what a brief outline looks like.

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Right.

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I'm looking at that first question.

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Every year we get reports of dwindling natural resources on Earth.

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Choose one resource and explain why you would choose to save that resource.

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I made my choice in the outline forest controlling idea one near an atmosphere two Supporting detail

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controlling idea two Essential Resources.

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My two supporting details.

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This is a brief outline.

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Right.

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Taking the time to do this is really important.

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This is a brief outline.

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Now, another type of outlining, which is actually what I think is even better.

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And I typically typically like students for the exam to do a complete outline or total outlining my

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students that take the total exam, they don't really have the time to do this because it's instead

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of having 40 minutes, they only have 30 minutes.

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So for a total outline or a complete outline, looking at the same question you have, you're supporting

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the ideas.

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Also, within your outline, you go ahead and write your topic sentence.

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You have your second controlling idea to details.

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You write your topic sentence for that second controlling idea paragraph, and also go ahead and write

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out your thesis statement.

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This is a complete outline.

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When you have a complete outline like this, what you're looking at right now on your screen, we have

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a complete outline like this and you then start the writing process.

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You have everything in front of you to write an organized and coherent essay.

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You already know your topic sentences, you already know your thesis statement, and basically you're

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building everything around this.

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You can focus on the types of sentences you're going to write your sentence variety.

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You're not trying to think of what to say and focus on how to say it.

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You're just focusing on how to say it.

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So this is a complete outline versus a brief outline.

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Both.

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Both.

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This is better.

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At a minimum, do a brief outline.

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But if you can do a complete outline like what you see right here in front of you.

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Looking at another question like the second question.

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Right.

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This is a total outlining.

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Again, if you're doing it this way, a total outline, you should be able to complete a total outline

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in about 4 minutes.

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A less than 4 minutes.

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Right.

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So if you're doing a question analysis in one minute, a complete, total outline in 4 minutes, that's

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5 minutes right there.

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Then you take 30 minutes to do the writing process, which is more than enough time if you've outlined,

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and then you take 5 minutes to proofread your work.

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That's really how your timing should work when it comes to writing.

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That's how your timing should work.

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5 minutes of preparation.

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30 minutes of writing.

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5 minutes of proofing.

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Proofing.

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That's that's the way you work.

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Right.

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So problem three is probably a really big problem for a lot of students.

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Grammar mistakes and low level lexical ability.

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You need to be really, really mindful of your grammar.

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Probably most scores are stuck at a 6.5 because of grammar mistakes and low level lexical ability and

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lexical mistakes.

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Right.

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So.

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Let's look at this paragraph right here.

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Right.

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Each one of these sentences has mistakes.

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So what I want you to do is I want you to take 2 minutes.

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One or 2 minutes.

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I want you to pause.

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Take one or 2 minutes.

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And see if you can identify the mistakes in each sentence.

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All right.

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I'm going to wait one or 2 minutes, probably 2 minutes and see how many of the mistakes you can identify.

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So the mistakes are highlighted here.

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One thing you see, one, one in terms of lexical weakness, this person repeats the word work over

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and over and over again.

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They repeat the word don't over and over and over again.

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They're using contractions over and over and over again.

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They're using general words like person and people, which shows that you have no range at all whatsoever.

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Right.

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We see a sentence fragment where he says while he loves the money.

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There's missing conjunctions.

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So this is this is a very weak paragraph.

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And some of you may be looking at it and saying, well, I wouldn't do that.

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Yeah, you would.

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It's it's much easier to see somebody else's mistakes than to see your own.

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Trust me, I know it's much easier to see somebody else's mistakes.

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You have to get good at seeing your own mistakes.

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Right.

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So this is what this paragraph looks like with all of its corrections.

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But being able to recognize and see the mistakes and errors is really, really important.

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My work is one of the most critical aspects of a person's life.

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But employees like my coworker dislike their job for various reasons.

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So in that first sentence, you can see that we have added.

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Subject specific vocabulary employees coworker we stop using the simple word like don't and we use the

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word dislike which is going to score better.

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The colleague again subject specific vocabulary employee next to me complains that he does not enjoy

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his employment and this paragraph will detail his grounds.

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While my work mate loves the money, there is a there.

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There are a few more work issues that he maintains exist.

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So if you read this, one thing you'll see are the corrections are made.

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But another thing that I want you to really notice is the level of subject specific vocabulary that

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the person is using and also the variety, the variety of the language and vocabulary that the person

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is using.

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And then, of course, fixing all of those.

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Plural, plural.

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Singular.

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Now.

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Mistakes.

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Punctuation mistakes.

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Grammatical mistakes.

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So again, I want you to look at each one of these sentences, and I want you to see if you can find

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the mistake in each one of these each one of these four sentences.

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All right.

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So let's take a look at it.

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Right that first one we're dealing with that space exploration is non countable, should not have a

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ness.

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Also the lack of parallelism because it should be thermometers tools and insoles number two are and

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today's I saw you guys call it that we're dealing with noun verb agreement number three is missing articles

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should have none before recycling and a before public education.

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Number four we're dealing with now phrase in Japanese.

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You have to have to it can lead to increased or can lead to any lead.

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To an increase in the rate has been one of those two things.

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Number five, you have to have a comma because there's a run on sentence.

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And number six is is a sentence fragment, actually.

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Six is a sentence fragment that shouldn't be made.

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All right.

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But overall, good job.

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A lot of you guys are saying these are these are a lot of the typical mistakes that students make in

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terms of grammar.

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And people ask me all the time, what can I do to work on my grammar?

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Grammar really premium is a really good service to use.

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It really.

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It really catches a lot of grammar mistakes that students make.

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Many students are it's a cheaper it's cheaper than hiring a tutor, cheaper than hiring a coach to look

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at and catch your mistakes.

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Ill find the mistakes for you, especially the premium version.

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Also Cambridge puts out a really good book for those you need to work on your grammar area grammar week

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areas.

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Cambridge has a really good book also, but Grammarly can be a really good tool for you to be able to

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check for your mistakes, see your mistakes, and then work on correcting them yourself.