This week we are taking a look at some of the far too common and ingrained ‘HK-Eng’ mistakes, which though typical of Hong Kong’s second language speakers, are also typical of the IELTS performance of second language speakers.

The following sample was produced by a working professional targeting an 8.0 who currently has the skill level of approximately a 6.0.

Can you spot the most damaging mistake types?

✅❎ James’ comment on the student’s work:
First and foremost, the writer uses “and” ad nauseum, at least 4 times, which is an immediate red flag indicating a patent lack of grammatical complexity, ie, she’s lucky to get a 6.0. Simply put, overuse of “and” will NEVER get a 7.0 Secondly, the writer makes numerous third person singular mistakes, at least 2, even one of which, would otherwise lower a 7.0 down to a 6.5 even IF the writer had demonstrated a plethora of complex sentence structures, which the writer did not in the first place.
What’s more, the writer fails to use any articles, whether “a, an, the” but uses only infinitives, without awareness to neither singular nor plural. A slightly less damaging error, but given the error type is one that tends to “echo” through the essay repeatedly, is always decisively negative.
Finally a lack of linkers and sign posting indicate lack of sophistication and gloss, which gives itself a coup de grace as far as a 7.0 is concerned, with spelling errors.
Spelling errors, even a single instance, are not tolerated at 7.0.
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This week we take a look at a Writing Task 2 written by a Hong Kong working professional targeting a 7.0. There are a number of issues in this sample, including a rather subtle but common issue with many HK students. See if you can spot it:

✅❎James’ comment on the student’s work:
Task achievement check.

Coherence and cohesion adequate.

Examples and arguments sound.

Better paragraphing, or, more careful topic sentence forming, will help. It is not necessary to put examples in a topic sentence, but rather, to articulate the point, followed by in the next sentence, examples, illustrations, analogies, etc. Possibly, since the two examples seemed central, to have them each in their own paragraph, with a paraphrased – not repeated – topic sentence that echoes and supports the thesis.

More effort in paraphrasing will help give a good first impression to the examiner, which of course, requires some lexical resource.
Spelling is essential at 7.0 and above.

A “time out”, is essentially, temporary prison for children, not exactly time away from the classroom, thus slightly awkward.

Some over use of “and” indicates lack of practice and flexibility with complex sentence structures not withstanding at least one solid instance of a complex sentence.

To make an argument, make an argument; not, maybe, make an argument.

Consider as a conclusion closing sentence, rather than “could, should, may, might”:

Demanding that children grow in knowledge and creativity while pigeonholing them is both an antithetical oxymoron, and worse, cruel and inhumane.
.
想免費試堂 👉 http://bit.ly/2UFEDJD
:
= = = = = = = = = =
地址: 灣仔駱克道114-118號嘉洛商業大廈5樓A室
Tel : 3543 1522
:
Whatsapp : https://wa.me/85268932956
:
Inbox : m.me/hkeel.hk
:
#English #Course #Tutor #Summer #Discount #IELTS #Offer #BritishCouncilhk #英國文化協會 #englishtown #wallstreetenglish #wsehk #DSE #PrivateClass #英文 #補習班 #雅思 #英語導師 #jamestips