Understanding the Context

1. Understanding the Context IELTS writing scores are an accurate measure of proficiency in academic writing. Discuss. Activity 1.1

2. Understanding the Context 1. What is the writer’s answer to the question? 2. How will the writer support this answer? IELTS is not an accurate measure of proficiency in academic writing. • 1. Outline and explain weaknesses in two of the main arguments in favour of IELTS • 2. Illustrate the gap between the requirements of IELTS and academic writing Activity 1.2

3. Academic Style Many international students are required to achieve a specific International English Language Testing System (IELTS) score for acceptance onto our chosen degree programme. In consideration of this, people are confused about whether IELTS writing scores provide an accurate measure of our ability to produce the writing required for university study. Jenkins (2011) suggests that there is a direct correlation between IELTS scores and our level of academic writing. However, Brown (2004) argues that the IELTS score does not consider really important areas such as criticality, the synthesis of sources and the variety of genres. In accordance with the findings of Brown (2004), I’ll try to demonstrate that IELTS is not an accurate measure of proficiency in academic writing. In order to demonstrate this, I’ll first outline and explain weaknesses in two of the main arguments in favour of IELTS, namely those to do with the assessment of text-level organisation and the need for ideas to be supported and explained. I’ll then further illustrate the gap between the requirements of IELTS and academic writing using the case study of students who’ve been on a specific academic writing course. Activity 2.1

4. Academic Style Many international students are required to achieve a specific International English Language Testing System (IELTS) score for acceptance onto ourchosen degree programme. In consideration of this, people are confused about whether IELTS writing scores provide an accurate measure of our abilityto produce the writing required for university study. Jenkins (2011) suggests that there is a direct correlation between IELTS scores and our level of academic writing. However, Brown (2004) argues that the IELTS score does not consider really important areas such as criticality, the synthesis of sources and the variety of genres. In accordance with the findings of Brown (2004), I’ll try to demonstrate that IELTS is not an accurate measure of proficiency in academic writing. In order to demonstrate this, I’ll first outline and explain weaknesses in two of the main arguments in favour of IELTS, namely those to do with the assessment of text-level organisation and the need for ideas to be supported and explained. I’ll then further illustrate the gap between the requirements of IELTS and academic writing using the case study of students who’ve been on a specific academic writing course. Activity 2.1

5. Academic Style - Objectivity Many international students are required to achieve a specific International English Language Testing System (IELTS) score for acceptance onto ourchosen Degree Programme. In consideration of this, people are confusedabout whether IELTS writing scores provide an accurate measure of our abilitytoproduce the writing required for university study. Jenkins (2011) suggests that there is a direct correlation between IELTS scores and ourlevel of academic writing. However, Brown (2004) argues that the IELTS score does not consider really important areas such as criticality, the synthesis of sources and the variety of genres. In accordance with the findings of Brown (2004), I’ll try to demonstrate that IELTS is not an accurate measure of proficiency in academic writing. In order to demonstrate this, I’ll first outline and explain weaknesses in two of the main arguments in favour of IELTS, namely those to do with the assessment of text-level organisation and the need for ideas to be supported and explained. I’ll then further illustrate the gap between the requirements of IELTS and academic writing using the case study of studentswho’ve been on a specific academic writing course. Activity 2.1

6. Academic Style – Informal language Many international students are required to achieve a specific International English Language Testing System (IELTS) score for acceptance onto ourchosen degree programme. In consideration of this, people are confusedabout whether IELTS writing scores provide an accurate measure of our abilitytoproduce the writing required for university study. Jenkins (2011) suggests that there is a direct correlation between IELTS scores and ourlevel of academic writing. However, Brown (2004) argues that the IELTS score does not consider really important areas such as criticality, the synthesis of sources and the variety of genres. In accordance with the findings of Brown (2004), I’lltryto demonstrate that IELTS is not an accurate measure of proficiency in academic writing. In order to demonstrate this, I’ll first outline and explain weaknesses in two of the main arguments in favour of IELTS, namely those to do withthe assessment of text-level organisation and the need for ideas to be supported and explained. I’ll then further illustrate the gap between the requirements of IELTS and academic writing using the case study of studentswho’ve been ona specific academic writing course. Activity 2.1

7. Academic Style - Objectivity Activity 2.2

8. Academic Style - Objectivity Activity 2.3

9. Academic Style - Objectivity Activity 2.4

10. Academic Style - Objectivity As critical thought is fundamental for success in higher education in the UK, the structure of written assignments must demonstrate the writer’s proficiency in this skill. The writer must evaluate the various perspectives on an issue. This evaluation must be structured in a manner which makes the writer’s answer to the question clear throughout the essay (Rafferty, 2005). However, the IELTS assessment criteria do not require us to demonstrate this skill. Instead, it is sufficient for us to describe opposing views on an issue in the main body of the essay, and to state our answer for the first time in the conclusion. Therefore, it seems clear that there is a key disparity between what we needed to do in the IELTS written paper and the skills we need to organise our ideas in academic writing. Activity 2.5

11. Academic Style - Objectivity As critical thought is fundamental for success in higher education in the UK, the structure of written assignments must demonstrate the writer’s proficiency in this skill. The writer must evaluate the various perspectives on an issue. This evaluation must be structured in a manner which makes the writer’s answer to the question clear throughout the essay (Rafferty, 2005). However, the IELTS assessment criteria do not require us to demonstrate this skill. Instead, it is sufficient for us to describe opposing views on an issue in the main body of the essay, and to state our answer for the first time in the conclusion. Therefore, it seems clear that there is a key disparity between what we needed to do in the IELTS written paper and the skills we need to organise our ideas in academic writing. Activity 2.5

12. Academic Style - Objectivity As critical thought is fundamental for success in higher education in the UK, the structure of written assignments must demonstrate the writer’s proficiency in this skill. The writer must evaluate the various perspectives on an issue. This evaluation must be structured in a manner which makes the writer’s answer to the question clear throughout the essay (Rafferty, 2005). However, the IELTS assessment criteria do not require the demonstrationof this skill. Instead, opposing views on an issue canbe describedin the main body of the essay, and the writer’s answer can be statedfor the first time in the conclusion. It therefore seems clear that there is a key disparity between the requirements of an IELTS written paper and the organisational skillsneeded for academic writing. Activity 2.6