Common Examiner Deductions
Memorised phrases · off-topic · no overview · underlength
Topic & Why It Matters
Many IELTS Writing deductions are predictable. Candidates often lose marks not because their ideas are weak, but because the answer misses a required feature, uses rehearsed phrases, drifts away from the exact question, or finishes below the word limit.
This chapter is a prevention checklist. The goal is to recognise the mistakes that create score ceilings before they appear in your writing, then use a simple structure, precise language, and a final audit to protect your Task Achievement, Coherence and Cohesion, Lexical Resource, and Grammar scores.
Knowledge Points
Structure Template
Use this deduction audit before writing and again during the final 90 seconds. It applies to both Task 1 and Task 2.
| Check | Deduction Risk | Safe Move |
|---|---|---|
| Prompt match | Off-topic or only partly answered | Underline the task verb: discuss, agree, outweigh, solve, summarise. Make the introduction answer that exact demand. |
| Required feature | Missing overview, position, conclusion, or bullet point | Task 1 Academic: include an overview. Task 1 GT: cover all bullets. Task 2: state and maintain a clear position where required. |
| Paragraph control | Ideas listed without development | Give each body paragraph one main idea, then add explanation and a relevant example or consequence. |
| Evidence and data | Invented figures, unsupported claims, or irrelevant examples | Task 1: report only visible data. Task 2: use realistic examples that directly support the paragraph topic. |
| Length and completion | Underlength answer or unfinished final sentence | Aim for 160-180 words in Task 1 and 260-280 in Task 2, then leave time to complete the final sentence cleanly. |
| Language control | Repeated grammar errors or memorised phrases | Use natural topic vocabulary and check repeated errors: articles, plurals, subject-verb agreement, tense, and sentence boundaries. |
Vocabulary & Grammar Toolkit
| Expression | Usage Note |
|---|---|
| This essay argues that... | Direct Task 2 thesis; use only when followed by a real position |
| I partly agree because... | Clear qualified answer for agree/disagree prompts |
| the benefits outweigh the drawbacks | Required judgement for outweigh questions |
| both views have merit, but... | Useful for discussion essays with a final opinion |
| the main feature is that... | Task 1 overview language; keep figures out of this sentence |
| overall | Signals the Task 1 overview or Task 2 conclusion |
| whereas / while | Compare two trends, groups, or arguments in one sentence |
| rather than | Shows precise contrast without sounding formulaic |
| provided that | Adds a condition to a position or recommendation |
| this does not mean that... | Prevents overgeneralisation in a balanced essay |
| for this reason | Links a recommendation to the previous explanation |
| a realistic solution is... | Keeps problem/solution essays practical and scoped |
| may / could / is likely to | Safer than absolute claims such as 'will always' |
| roughly / approximately / around | Use for Task 1 values that are read from a graph |
| accounted for / represented | Precise Task 1 language for proportions |
| over the period shown | Refers to the full time frame without repeating dates |
| selected key features | Reminder that Task 1 is selective, not a full data dump |
| a clear position | Task 2 requirement when the prompt asks for an opinion |
| a directly relevant example | Better than a broad or memorised example |
| a limited but important effect | Useful for nuanced claims that avoid exaggeration |
| remain within the scope of the question | Editing phrase for checking task response |
| develop the point by explaining why | PEEL reminder for avoiding thin paragraphs |
Common Pitfalls
| Mistake | Correction |
|---|---|
| Opening with memorised filler | Do not write 'In this modern era' or 'Every coin has two sides'. Start by paraphrasing the specific topic and answering the task. |
| Answering a neighbouring question | If the prompt asks whether advantages outweigh disadvantages, include a direct judgement. Do not stop after listing both sides. |
| Omitting the Task 1 overview | Write a separate overview after the introduction. Summarise the biggest trends, stages, changes, or contrasts without exact figures. |
| Writing below the minimum | Use a controlled paragraph plan before starting. If time is short, write a concise conclusion rather than adding a new unsupported body idea. |
| Using advanced grammar that breaks meaning | Range helps only when it is accurate. Keep complex sentences shorter if articles, agreement, or clause boundaries are becoming unstable. |
Practice Prompt
Set a 40-minute timer. Before writing, identify the exact task demand; after writing, audit for the deductions in this chapter.
You should spend about 40 minutes on this task.
In many countries, people are choosing to buy fewer new products and repair old items instead. Some people think this is a positive development, while others believe it creates problems for businesses and the economy.
Discuss both views and give your own opinion.
Write at least 250 words.
Model AnswerBand 7.5+ · 254 words
In many countries, consumers are becoming more willing to repair phones, appliances, and clothes instead of replacing them immediately. Some critics worry that this trend will reduce sales and weaken economic growth. I believe the shift is broadly positive because it lowers waste and encourages more responsible consumption, although governments should help affected businesses adapt rather than ignore the pressure it creates.
The strongest argument for repairing goods is environmental. When households keep products for longer, fewer raw materials are extracted and less waste is sent to landfill. This is especially important for electronic devices, which often contain metals that are difficult to recycle safely. Repairing also teaches consumers to value durability over constant novelty, so companies have an incentive to design products that last instead of relying on rapid replacement.
However, the concern about businesses is not unreasonable. Shops that depend on frequent upgrades may lose revenue, and manufacturers could employ fewer workers if demand for new goods falls sharply. Small firms may also struggle if they cannot quickly move into repair services or second-hand sales. For this reason, policy should not simply discourage consumption; it should support retraining, repair workshops, and business models based on maintenance.
Overall, I consider the repair trend a beneficial development, provided that economic adjustment is managed carefully. A society should not measure prosperity only by the number of new products sold. If businesses are helped to offer repair, rental, and reuse services, the economy can remain active while households reduce waste and make more thoughtful purchasing decisions.
Annotated Commentary
Each paragraph is quoted, then checked for the features that avoid common examiner deductions: task match, thesis, topic control, cohesion, precise vocabulary, and accurate complex grammar.
Self-Check
Answer these from memory before looking back. If you cannot answer all, re-read the relevant section.
- What is wrong with using memorised openings such as 'In this modern era'?
- A Task 2 question asks whether the benefits outweigh the drawbacks. What must the conclusion include?
- Name three high-risk deductions you should check for in the final 90 seconds.