G_IELTS_Writing task 1 letter

IELTS Task 1 Writing band descriptors (public version)Band Task Achievement Coherence and Cohesion Lexical Resource Grammatical Range and Accuracy9 fully satisfies all the requirements ofthe taskclearly presents a fully developedresponse uses cohesion in such away that it attracts noattentionskilfully managesparagraphinguses a wide range of vocabulary withvery natural and sophisticated control oflexical features; rare minor errors occuronly as ‘slips’uses a wide range of structures with fullflexibility and accuracy; rare minor errorsoccur only as ‘slips’8 covers all requirements of the tasksufficientlypresents, highlights and illustrates keyfeatures / bullet points clearly andappropriately sequences information andideas logicallymanages all aspects ofcohesion welluses paragraphingsufficiently andappropriatelyuses a wide range of vocabulary fluentlyand flexibly to convey precise meaningsskilfully uses uncommon lexical items butthere may be occasional inaccuracies inword choice and collocationproduces rare errors in spelling and/orword formationuses a wide range of structuresthe majority of sentences are error-freemakes only very occasional errors orinappropriacies7 covers the requirements of the task(Academic) presents a clear overviewof main trends, differences or stages(General Training) presents a clearpurpose, with the tone consistent andappropriateclearly presents and highlights keyfeatures / bullet points but could bemore fully extended logically organisesinformation and ideas; thereis clear progressionthroughoutuses a range of cohesivedevices appropriatelyalthough there may besome under-/over-useuses a sufficient range of vocabulary toallow some flexibility and precisionuses less common lexical items withsome awareness of style and collocationmay produce occasional errors in wordchoice, spelling and/or word formationuses a variety of complex structuresproduces frequent error-free sentenceshas good control of grammar andpunctuation but may make a few errors6 addresses the requirements of the task(Academic) presents an overview withinformation appropriately selected(General Training) presents a purposethat is generally clear; there may beinconsistencies in tonepresents and adequately highlights keyfeatures / bullet points but details maybe irrelevant, inappropriate orinaccurate arranges information andideas coherently and thereis a clear overallprogressionuses cohesive deviceseffectively, but cohesionwithin and/or betweensentences may be faulty ormechanicalmay not always usereferencing clearly orappropriatelyuses an adequate range of vocabularyfor the taskattempts to use less common vocabularybut with some inaccuracymakes some errors in spelling and/orword formation, but they do not impedecommunicationuses a mix of simple and complex sentenceformsmakes some errors in grammar andpunctuation but they rarely reducecommunication5 generally addresses the task; theformat may be inappropriate in places(Academic) recounts detailmechanically with no clear overview;there may be no data to support thedescription(General Training) may present apurpose for the letter that is unclear attimes; the tone may be variable andsometimes inappropriatepresents, but inadequately covers, keyfeatures / bullet points; there may be atendency to focus on details presents information withsome organisation but theremay be a lack of overallprogressionmakes inadequate,inaccurate or over-use ofcohesive devicesmay be repetitive becauseof lack of referencing andsubstitutionuses a limited range of vocabulary, butthis is minimally adequate for the taskmay make noticeable errors in spellingand/or word formation that may causesome difficulty for the readeruses only a limited range of structuresattempts complex sentences but these tendto be less accurate than simple sentencesmay make frequent grammatical errors andpunctuation may be faulty; errors cancause some difficulty for the reader4 attempts to address the task but doesnot cover all key features / bulletpoints; the format may be inappropriate(General Training) fails to clearlyexplain the purpose of the letter; thetone may be inappropriatemay confuse key features / bulletpoints with detail; parts may beunclear, irrelevant, repetitive orinaccurate presents information andideas but these are notarranged coherently andthere is no clearprogression in the responseuses some basic cohesivedevices but these may beinaccurate or repetitiveuses only basic vocabulary which may beused repetitively or which may beinappropriate for the taskhas limited control of word formationand/or spelling;errors may cause strain for thereaderuses only a very limited range of structureswith only rare use of subordinate clausessome structures are accurate but errorspredominate, and punctuation is oftenfaulty3 fails to address the task, which mayhave been completely misunderstoodpresents limited ideas which may belargely irrelevant/repetitive does not organise ideaslogicallymay use a very limitedrange of cohesive devices,and those used may notindicate a logicalrelationship between ideasuses only a very limited range of wordsand expressions with very limited controlof word formation and/or spellingerrors may severely distort the messageattempts sentence forms but errors ingrammar and punctuation predominate anddistort the meaning2 answer is barely related to the task has very little control oforganisational features uses an extremely limited range ofvocabulary; essentially no control of wordformation and/or spellingcannot use sentence forms except inmemorised phrases1 answer is completely unrelated to thetask fails to communicate anymessagecan only use a few isolated words cannot use sentence forms at all0 does not attenddoes not attempt the task in any waywrites a totally memorised response。

c10t2雅思小作文## Delving into the Depths of IELTS Writing Task 1: Unraveling the Mysteriesof c10t2 The IELTS Academic Writing Task 1, a seemingly straightforward endeavor, often presents a formidable challenge for test-takers. Among the various charttypes encountered, the enigmatic "c10t2" remains shrouded in a veil of mystery, demanding a meticulous approach and a keen eye for detail. As a seasoned veteranof the written word, I'm here to guide you through the labyrinthine complexitiesof this task, equipping you with the tools and insights necessary to conquer itwith finesse. Firstly, let's dispel the fog surrounding "c10t2." This crypticcode refers to a specific dataset within the Cambridge IELTS 10 practice test book, specifically Task 2 of the Academic Writing module. While the exact nature of the chart remains undisclosed, the principles and strategies I'm about to unveil will empower you to tackle any chart with confidence, regardless of its specific format. The cornerstone of a successful Task 1 response lies in a comprehensive analysisof the provided data. Scrutinize the chart meticulously, identifying key trends, patterns, and outliers. Pay close attention to the units of measurement, the time period covered, and any categories or groupings presented. This meticulous examination forms the foundation upon which your written response will be built. Next, embark on the journey of crafting a compelling introduction. Paraphrase the information presented in the chart's title and caption, avoiding direct copying. This demonstrates your ability to understand and synthesize information, a crucial skill assessed in the IELTS exam. Additionally, provide a succinct overview of the main trends or patterns you identified in your analysis. This sets the stage for a well-structured and informative essay. The body paragraphs form the heart of your response, where you delve into the intricacies of the data. Employ a variety of cohesive devices, such as transition words and phrases, to ensure a smooth flow of ideas. Comparisons are often essential in Task 1; use comparative language to highlight similarities and differences between data points. For instance, youmight say, "While category A experienced a steady increase, category B witnessed a dramatic decline." Quantify your observations whenever possible, using specificdata points to support your claims. Remember, the IELTS exam assesses yourability to effectively communicate information, not merely regurgitate numbers.Therefore, strive to present the data in a clear, concise, and engaging manner. Use a range of vocabulary to describe trends, such as "fluctuate," "peak," "plummet," or "plateau." Avoid monotony by varying your sentence structure and employing synonyms to prevent repetition. Finally, conclude your response by summarizing the key points discussed in the body paragraphs. Briefly reiterate the most significant trends or patterns, providing a sense of closure to your analysis. Avoid introducing any new information in the conclusion; its purpose is to provide a concise and impactful summary of your findings. Mastering the art of IELTS Writing Task 1 requires practice, perseverance, and a keen eye for detail. By implementing the strategies outlined above and diligently practicing with various chart types, you'll be well-equipped to unravel the mysteries of "c10t2" and any other chart that comes your way. Remember, the key lies in thorough analysis,clear communication, and a touch of finesse. With dedication and the right approach, you'll conquer this challenge and pave the way for a successful IELTS journey.。

雅思小作文真题范文剑桥12 Delving Deeper: An Analysis of IELTS Writing Task 1 Sample Essays from Cambridge 12 The IELTS Writing Task 1, while seemingly straightforward, often presents a challenge for test-takers. It requires not just accurate data interpretation and description but also a clear, concise, and well-structured presentation of information. To truly excel, one must go beyond simplyregurgitating data and delve deeper into the nuances of language and analysis.Let's explore how, by examining sample essays from Cambridge 12, we can elevateour writing to meet the demands of this task. Firstly, consider the language used in the sample essays. It's evident that vocabulary plays a crucial role in effectively conveying information. Words like "fluctuated," "peaked," and "plummeted" vividly depict trends and changes, while terms like "a marginal increase" and "a significant decline" offer precise measurements. Spice up your vocabulary (idiom, origin unknown) by actively seeking synonyms and exploring words that denote specific changes or comparisons. Furthermore, the use of cohesive devices is paramount in creating a smooth and logical flow of information. Phrases like "in contrast," "furthermore," and "similarly" guide the readerthrough the data, highlighting relationships and comparisons. Don't be a one-trick pony (idiom, origin unknown), relying solely on basic linking words like "and" or "but." Explore a variety of transition words to enhance the coherence of your writing. Another key aspect is the structure of the essays. Each sample follows a clear format, typically beginning with an introductory overview of the data, followed by detailed descriptions of key trends and comparisons. Thislogical progression ensures that the reader can easily follow the information presented. Keep it short and sweet (idiom, origin unknown) in your introduction, offering a concise summary of the main points. Remember, the body paragraphs are where you delve into the specifics. Moreover, the essays effectively utilize a range of grammatical structures. Complex sentences with multiple clauses allow for the presentation of detailed information in a concise manner. For instance, "While the number of cars remained relatively stable, the use of public transportation experienced a dramatic increase, suggesting a shift in commuting preferences." Variety is the spice of life (idiom, origin unknown) applies to sentence structureas well. Don't be afraid to experiment with different sentence lengths and structures to keep your writing engaging. Finally, the essays demonstrate a keen eye for detail. Specific data points are mentioned to support the overall analysis, lending credibility and depth to the writing. For instance, "The most significant increase in electricity consumption occurred between 2005 and 2010, rising from 25% to 40% of total energy use." The devil is in the details (idiom, origin: Medieval belief) highlights the importance of using specific data points to bolster your analysis. By carefully analyzing the sample essays in Cambridge 12, we can glean valuable insights into effective writing strategies for IELTS Task 1. Remember, practice makes perfect (idiom, origin unknown) - the more you write and analyze, the more comfortable and proficient you will become in tackling this task. So,roll up your sleeves (idiom, origin: preparing for physical work) and startcrafting essays that not only describe data accurately but also showcase your linguistic prowess and analytical skills.。

1、 How do you feel about writing in English?2 The marking criteria• Task achievement / Task response•Coherence and cohesion•Lexical resource•Grammatical range and accuracy3、In Task 1 of the IELTS Academic Paper you will be asked to describe a chart（bar/pie）, line graphs（曲线图），table, diagram or map. You need to write at least 150 words. It’s best to spend 20 minutes on Task 1 to leave yourself enough time for Task 2 (remember Task 2 is worth more marks).Structure：1、topic2、the main trends3、significant data points which illustrate the main trend（notevery detail ）4、conclusion（optional）建议：1、the reader should be able to see the chart in his mind when he reads your answer2、it is critical you select the right informationExaminers look for those essays identifying the significant and main trends as opposed to the mechanical description of all the data. Practice this skill by discussing the main points to be included in an essay with other students or friends in Chinese before worrying about expressing this in writing in English.Spend a few minutes with each question identifying 2-3 main and significant points in the diagram.Skill IYou should spend approximately 20 minutes planning and writing your task 1 answerBefore you begin writing your task 1 response, you need to spend 2-3 minutes analyzing the chart.If you do not do this, you may misinterpret the chart or miss out important main trends or detailsIf you analyse carefully, you help yourself to write a clear, thorough and well-planned answer.Follow these 4 key points:1 read and understand the topic2 check the time scale(时间标记) and the units of measurement （计量单位）3 find the main trends4 choose the significant data pointsRubric（题目）AutomateStandby power 待机电力1 what is the topic of this chart2 what are the units of measurement ?3 what is the time frame of this chart? Is it past, present and/or future or is it a fact chart(i.e. always true)? What verb tense should you use?4 what are the main trends?5 what are the significant data points?Skill 2 writing topic sentence and finding main trendsYour first sentence needs to describe the topic of the chart, and the following sentences should describe the main trends of the charts.You need to change the words used in the rubic. You can change the grammar or the words. Do not copy the chunks of the rubric exactlyRemember, your task is to make a clear and accurate picture for the reader. Writing a main trend sentence is an important part of creating a clear pictureMain trend sentence should go after your topic sentence. You should write one or two sentences about main trends.Skill 3After you have described the topic and the main trends, you need to write about the details of the chartCandidates who try to describe every data point do not get good scores on Task 1 writing answers. Remember , you are making a clear picture for the reader. Your job is to select the significant data points to do thisYou also need to group the data to help the reader to picture and understand the chart. Grouping the data is key to effective coherence in your writing.Skill 4 describing trendsIn the details paragraphs, you must summarise the information shown in the graph. You must include data, but also describe trends as you do so.Try to vary your sentence structures and vocabulary. Demonstrating a wide range of grammar and vocabulary, used at the right time and in the right way, is central to getting high scores in these two criteria.If you regularly repeat the same vocabulary and grammar, you will not get a high band score.Research and practice some different vocabulary and sentence structures. For example, activity 8 has provided you with a list of ways to express the idea of using something.Make your own lists of other useful language by studying other sample answers, and refer to these frequently.Learn a few items well. Do not try to learn too many structures without knowing how to use them appropriatelyLook for:Language to describe rising and fallingCompare and contrast(the sky of the equator appears more orderly than it does further south and further north)Average trends and unusual data points (far higher or lower than average)Skill 5 comparing and contrastingStructures for comparing and contrasting are very important when writing good task 1 answers.Some useful structuresComparative and superlative structuresBy far the most /the highest/the lowest……X is significantly greater /smaller than YX spent (50%/a great deal)more /less(time/money)on…..than YX spent the least /the most …on…SimilarBoth x and YX and y show a similar patternOppositeWhereas /while….illustrates a different trendHoweverIn contrast, onlyHere are some tips to help you with the task:•Read the question carefully and make sure you understand the graph, chart, table, diagram or map. Be clear about what you are describing.•Write a short introduction by paraphrasing the question (i.e.rewrite the question in your own words).•Be sure to give a summary (i.e. look at the big picture –what’s happening overall. There’s no need to mention any numbers in this part.)•Try to use a variety of sentence structures and vocabulary. •Separate your paragraphs.•Choose the key information to describe or compare.•Make comparisons where you can. Avoid simply stating what is in the question.•Describe specific details. Use the numbers in the chart, table or graph to help you describe the key points.•Divide your main description into 2 paragraphs. This will help you to have a clear structure and organisation; especiallyimportant when the question has two separate diagrams, tables or maps.A couple of things to avoid:•Describing every single detail – there are usually a lot of numbers. You don’t need to mention them all.•Giving reasons or sharing your opinions - the question will not ask you to do this.A Task 1 example复习评分标准For this task, students looked at a bar chart showing changes in average house prices in a number of cities over time. They were asked to summarise the information and make comparisons.Here’s the answer:The illustration presents data on shifts in average home worths between 1990 and 2002 in five various cities. It is contrasted with the average house prices in 1989. It is clear that there is an erratic pattern of variation between these periods.On the average, there is a negative deflection of prices from 1990 to 1995. Sixty percent of the five cities shows a lower than zero percentage change from the 1989 prices. The involved areas are New York, London and Tokyo. On the positive side, Madrid and Frankfurt gained an above zero change.From 1996 to 2002, most of the cities have an average house price above zero. The peak percentage change was reached with more than ten percent of the marks. Tokyo was the only city with a negative deflection in this time period.Among the five places, two cities showed a consistent positive change in the average house prices. On the other hand, Tokyo remained below negative in a twelve year period. This comprises 10% of the total areas.In conclusion, the average house prices in the period for 1990 to 2002 is varied. The percentage changes also differ in comparison from the 1989 prices.4、Academic Writing Task 2 - question types and essay formatsIn the Academic Task 2 essay you may be asked from a range of questions. Whatever the question, it’s good to have an essay structure in mind. A four-paragraph structure is the most common, and the easiest to adapt to different questions.Before you take the test, practice using the structure so you can plan your essay quickly on the day of the test.Here are some possible question types and four-paragraph structures to match:（1）Agree or DisagreeMany children these days have an unhealthy diet. Both schools and parents are equally responsible for solving this problem. To what extent do you agree or disagree with this statement?1 Introduction: paraphrase the question and give a general answerthat will summarise your opinion2 Main paragraph 1: I agree/disagree because … + supportingreasons3 Main paragraph 2: Another reason I agree / disagree is …4 Conclusion: paraphrase your argument and sum up.（2）Advantages or Disadvantages outweigh each otherIn some countries, governments are encouraging people to use their cars less and to take public transport instead. Do the advantages of this trend outweigh the disadvantages?1 Introduction: topic and give your opinion (more advantages ordisadvantages?)2 Main paragraph 1: Advantages3 Main paragraph 2: Disadvantages4 Conclusion: summarise your opinion in a different way from theintroduction（3）Problem and SolutionCrime rates tend to be higher in cities than in smaller towns. Explain some possible reasons for this problem and suggest some solutions.1 Introduction: topic and general answer to question2 Main paragraph 1: Give reasons for problem3 Main paragraph 2: Offer some solutions4 Conclusion: summarise (and paraphrase) your argument（4）Discuss two views plus your opinionSome people say children use technology too much these days. Others believe that using technology now will help them in the future. Discuss both these views and give your opinion.1 Introduction: topic and give your opinion2 Main paragraph 1: Discuss one view3 Main paragraph 2: Discuss second view4 Conclusion: summarise (and paraphrase) your opinion（5）Two-part questionsSome people think that history as a subject at school is not useful and should be replaced with a more practical subject. Why do you think it is important to learn about history? What would be the effect if children were not taught history?1 Introduction: topic and give an overall answer to both questions2 Main paragraph 1: Answer first question3 Main paragraph 2: Answer second question4 Conclusion: summarise both answersOne or two general points:•Introduce the topic by paraphrasing the question•Try to give two or three ideas in each paragraph•Always support your ideas with examples•Make sure examples are quite general – not personal examples •Conclude by summarising your opinion in a different way from the into (paraphrase)A Task 2 example2084 commentsNow look at an answer to a Task 2 question. In this question learners were asked to talk about job satisfaction. What does job satisfaction mean to the individual and what does it mean in a wider context?Here’s one student’s answer:As adults, many people find they have less time on their hands to spend on themselves. This usually occurs in adulthood because people tend to spend most of their time on working on their career. With all the hours put into building a career, it is important to have a job that can cater to a person’s needs.There are several factors that contribute to job satisfaction. First and foremost, it is important that there is a healthy work place environment. This is essential for keeping a person in a good state of mind and body. It is also vital for a person to love his or her job, whether it is writing for a newspaper or walking on the moon. When people are passionate about what they do, they will not have to work a day in their lives. However, it is important to keep in mind that money does matter. Though it would be idial to have a wonderful job and high salary, it is not always the case. It is important for these two elements to meet in the middle to have a truly satisfying job.Having job satisfaction can easily be achieved if a person remembers those three ideas. As long as a person has the right credentials, there will always be an opportunity to find a job he or she will love. Reaching job satisfaction is not impossible if a person shows great interest in his or her work, receives a good salary and has a good environment having a satisfying job is easy to do.What do you think about this answer? Share your comments.Cork - the thick bark of the cork oak tree (Quercus suber) - is a remarkable material. It is tough, elastic, buoyant, and fire-resistant, and suitable for a wide range of purposes. It has also been used for millennia: the ancient Egyptians sealed their sarcophagi (stone coffins) with cork, while the ancient Greeks and Romans used it for anything from beehives to sandals.And the cork oak itself is an extraordinary tree. Its bark grows up to 20cm in thickness, insulating the tree like a coat wrapped around the trunk and branches and keeping the inside at a constant 20°C all year round. Developed most probably as a defence against forest fires, the bark of the cork oak has a particular cellular structure - with about 40 million cells per cubic centimetre - that technology has never succeeded in replicating. The cells are filledwith air, which is why cork is so buoyant. It also has an elasticity that means you can squash it and watch it spring back to its original size and shape when you release the pressure.Cork oaks grow in a number of Mediterranean countries, including Portugal, Spain, Italy, Greece and Morocco. They flourish in warm, sunny climates where there is a minimum of 400 millimetres of rain per year, and not more than 800 millimetres. Like grape vines, thetrees thrive in poor soil, putting down deep roots in search of moisture and nutrients.Southern Portugal’s A lentejo region meets all of these requirements, which explains why, by the early 20th century, this region had become the world’s largest producer of cork, and why today it accounts for roughly half of all cork production around the world.Most cork forests are family-owned. Many of these family businesses, and indeed many of the trees themselves, are around 200 years old. Cork production is, above all, an exercise in patience. From the planting of a cork sapling to the first harvest takes 25 years, and a gap of approximately a decade must separate harvests from an individual tree. And for top-quality cork, it’s necessary to wait a further 15 or 20 years. You even have to wait for the right kind of summer’s day to harvest cork. If the bark is stripped on a day when it’s too cold - or when the air is damp - the tree will be damaged.Cork harvesting is a very specialised profession. No mechanical means of stripping cork bark has been invented, so the job is done by teams of highly skilled workers. First, they make vertical cuts down the bark using small sharp axes, then lever it away in pieces as large as they can manage. The most skilful cork-strippers prise away a semi-circular husk that runs the length of the trunk from just above ground level to the first branches. It is then dried on the ground for about four months, before being taken to factories, where it is boiled to kill any insects that might remain in the cork. Over 60% of cork then goes on to be made into traditional bottle stoppers, with most of the remainder being used in the construction trade. Corkboard and cork tiles are ideal for thermal and acoustic insulation, while granules of cork are used in the manufacture of concrete.Recent years have seen the end of the virtual monopoly of cork as the material for bottle stoppers, due to concerns about the effect it may have on the contents of the bottle. This is caused by a chemical compound called 2,4,6-trichloroanisole (TCA), which forms through the interaction of plant phenols, chlorine and mould. The tiniest concentrations - as little as three or four parts to a trillion - can spoil the taste of the product contained in the bottle. The result has been a gradual yet steady move first towards plastic stoppers and, more recently, to aluminium screw caps. These substitutes are cheaper tomanufacture and, in the case of screw caps, more convenient for the user.The classic cork stopper does have several advantages, however. Firstly, its traditional image is more in keeping with that of the type of high quality goods with which it has long been associated. Secondly - and very importantly - cork is a sustainable product that can be recycled without difficulty. Moreover, cork forests are a resource which support local biodiversity, and prevent desertification in the regions where they are planted. So, given the current concerns about environmental issues, the future of this ancient material once again looks promising.Passage TwoThe search for the anti-aging pillin government laboratories and elsewhere, scientist are seeking a drug able to prolong life and youthful vigor.Studies of caloric restriction are showing in get wayAs researchers on aging noted recently, no treatment on the market today has been proved to slow human aging - the build-up of molecular and cellular damage that increases vulnerability to infirmity as we grow older. But one intervention, consumption of a low-calorie* yet nutritionally balanced diet, works incredibly well in a broad range of animals, increasing longevity and prolonging good health. Those findings suggest that caloric restriction could delay aging and increase longevity in humans, too.*calorie: a measure of the energy value of foodUnfortunately, for maximum benefit, people would probably have to reduce their caloric intake by roughly thirty per cent, equivalent to dropping from 2,500 calories a day to 1,750.Few mortals could stick to that harsh a regimen, especially for years on end.But what if someone could create a pill that mimicked the physiological effects of eating less without actually forcing people to eat less?Could such a ‘caloric-restriction mimetic', as we call it, enable people to stay healthy longer, postponing age-related disorders (such as diabetes, arteriosclerosis, heart disease and cancer) until very late in life?Scientists first posed this question in the mid-1990s, after researchers came upon a chemical agent that in rodents seemed to reproduce many of caloric restriction's benefits. No compound that would safely achieve the same feat in people has been found yet, but the search has been informative and has fanned hope that caloric-restriction (CR) mimetics can indeed be developed eventually.The benefits of caloric restrictionThe hunt for CR mimetics grew out of a desire to better understand caloric restriction's many effects on the body. Scientists first recognized the value of the practice more than 60 years ago, when they found that rats fed a low-calorie diet lived longer on average than free-feeding rats and also had a reduced incidence of conditions that become increasingly common in old age. What is more, some of the treated animals survived longer than the oldest-living animals in the control group, which means that the maximum lifespan (the oldest attainable age), not merely the normal lifespan, increased. Various interventions, such as infection-fighting drugs, can increase a population's average survival time, but only approaches that slow the body's rate of aging will increase the maximum lifespan.The rat findings have been replicated many times and extended to creatures ranging from yeast to fruit flies, worms, fish, spiders, mice and hamsters. Until fairly recently, the studies were limited to short-lived creatures genetically distant from humans. But caloric-restriction projects underway in two species more closely related to humans - rhesus and squirrel monkeys - have made scientists optimistic that CR mimetics could help people.The monkey projects demonstrate that, compared with control animals that eat normally, caloric-restricted monkeys have lower body temperatures and levels of the pancreatic hormone insulin, and they retain more youthful levels of certain hormones that tend to fall with age.The caloric-restricted animals also look better on indicators of risk for age-related diseases. For example, they have lower blood pressure and triglyceride levels (signifying a decreased likelihood of heart disease), and they have more normal blood glucose levels (pointing to a reduced risk for diabetes, which is marked by unusually high blood glucose levels). Further, it has recently been shown that rhesus monkeys kept on caloric-restricted diets for an extended time (nearly 15 years) have less chronic disease. They and the other monkeys must be followed still longer, however, to know whether low-calorie intake can increase both average and maximum lifespans in monkeys. Unlike the multitude of elixirs being touted as the latest anti-aging cure, CR mimetics would alter fundamental processes that underlie aging. We aim to develop compounds that fool cells into activating maintenance and repair.How a prototype caloric-restriction mimetic worksThe best-studied candidate for a caloric-restriction mimetic, 2DG (2-deoxy-D-glucose), works by interfering with the way cells process glucose. It has proved toxic at some doses in animals and so cannot be used in humans. But it has demonstrated that chemicals can replicate the effects of caloric restriction; the trick is finding the right one. Cells use the glucose from food to generate ATP (adenosine triphosphate), the molecule that powers many activities in the body. By limiting food intake, caloric restriction minimizes the amount of glucose entering cells and decreases ATP generation. When 2DG is administered to animals that eat normally, glucose reaches cells in abundance but the drug prevents most of it from being processed and thus reduces ATP synthesis. Researchers have proposed several explanations for why interruption of glucose processing and ATP production might retard aging. One possibility relates to the ATP-making machinery's emission of free radicals, which are thought to contribute to aging and to such age-related diseases as cancer by damaging cells. Reduced operation of the machinery should limit theirproduction and thereby constrain the damage. Another hypothesis suggests that decreased processing of glucose could indicate to cells that food is scarce (even if it isn't) and induce them to shift into an anti-aging mode that emphasizes preservation of the organism over such ‘luxuries' as gr。

IELTS 11, TEST 1, WRITING TASK 1 sample answer BAND 7.5The charts below show the percentage of water used for different purposes in six areas of the world.Summarise the information by selecting and reporting the main features, and make comparisons where relevant.图表省略，请参照剑11, test 1, writing task 1The charts give information about how water is used across 6 areas in the world for different purposes, such as industrial use, agricultural use and domestic use.第一段：改写题目。

原文show 可替换成describe, illustrate, depict, tell, let us know 等等。

本文使用官方最喜欢的give information about 反客为主，有点意思。

The percentage of water used in... 改为how water is used... 避免重复。

原文in 可换成across + 不同地区。

For different purposes 改到最后写。

总之就要看起来不一样，但意思一样。

Generally speaking, water for agricultural use plays a dominant role(71%-88%) in 4 areas out of the 6, and it is still in the second place in the rest 2 areas, North America(39%) and Europe(32%), which use approximately half of their total water in industrial fields. On the contrary, the 4 areas mentioned above are ...第二段：把不同项目从大到小进行描述，有条理性。

IELTS 11, TEST 2, WRITING TASK 1 sample answer BAND 7.5The charts below show the proportions of British students at one university in England who were able to speak other languages in addition to English, in 2000 and 2010.Summarise the information by selecting and reporting the main features, and make comparisons where relevant.图表省略，请参照剑11, test 2, writing task 1These two pie charts reveal the percentages of UK students who could use other languages expect for English in 2000 and 2010.第一段：题目改写。

Pie chart, 饼图。

原文show 可替换成describe, illustrate, depict, reveal, tell, let us know 等等。

Proportion = percentage 注意复数。

British = UK. 原文speak 可替换成use, with, take, obtain, master 注意时态。

In addition to 替换为other than, except for.It is notable that in 2000 Spanish was a dominant second language(30%), while 20% students did not speak any other language. Other than that, 15% of British students used French as well as the same amount of those using another language. German speaking students and those with two other languages were only 10% respectively.第二段：陈述第一个饼图的内容，把项目从大到小进行说明。

雅思G类写作part1 书信基本格式：信首主体结尾1）信首不要求些收信人姓名，只要求写：Dear Sir or Madam2）主体是信函的中心内容。

3）结尾是在写完主体及客气的话以后写。

通常些：Yours sincerely，或: Yours faithfully，（注意不要忘记那个逗号）4）签名签在“Your sincerely”的下面。

不要求考生署名。

写作原则1）信件意思清楚，表达准确的意思2）所谈问题能让对方正确的理解，不要让对方再次询问你同样的问题。

3）拼写和标点都要准确。

4）言简意赅，不说与主题无关的话。

5）用尽量少的言辞表达尽量多的意思。

6）态度诚恳严肃认真。

态度不卑不亢，看你是收件人的话是否喜欢这封信。

7）无论是提要求或回答问题都要尽可能的给对方以选择的余地。

第一篇表扬信与感谢信1.开头语就写目的:表扬谁，感谢谁。

2.简明扼要地介绍表扬或感谢的人和事，写明时间，地点，人物，过程。

3.提出你要表扬或感谢的理由。

也可以提议嘉奖方法。

4.不用过头话，不牵扯无关情节，结尾用热情的话结尾。

题目：You should spend about 20 minutes on this task.You are a commuter. One morning on your way to work you suddenly fell ill and lost your consciousness. One gentleman on the same bus sent you to a hospital.Write a letter to the company where the gentleman works to extend your gratefulness.You should write at least 150 words.You do NOT need to write your address.Begin your letter as follows:Dear Sir or Madam,例文：你每天乘车上下班。

雅思写作考官范文雅思写作Task1曲线图考官范文(3)本文为大家收集了雅思写作Task1曲线图考官范文(3)。

认真研读一定的雅思范文及作文模板可以帮助我们检验自己的写作水平，并能很好地吸收和应用优秀范文里的优秀内容。

The line graph below shows the number of annual visits to Australia by overseas residents. The table below gives information on the country of origin where the visitors came from.Write a report for a university lecturer describing the information given.Sample Answer:The given line graph and table give data on the number of overseas visitors traveling to Australia in millions of people from the year 1975 to xx and shows the number of travellers from 6 different parts of the world.As is presented in the illustration, the number of visitors traveling to Australia raised steadily and the majority of these visitors came from Japan, South Korea and Europe. Almost 10 million people visited Australia in the year 1975 and this amount increased to over 15 million after 10 years. In the year 1995, the total visitor traveled Australia was approximately 24 million and finally in xx well over 30 million.The second table gives data on the number of visitors from 6 different regions who came to visit Australia in 2 different years with a 30 years interval. Both in 1975 and in xx, Australia had the largest number of Japanese tourists followed by South Korea. In xx, tourists from these 2 countries who came to visit Australia were about 20 million while 4.5 million tourists came from Europe and only 1.1 million from USA. The least number of tourists came to Australia during this period are from China which was only 0.3 million in 1975 and 0.8 million in xx. The statistics of the table shows that the total tourist visited Australia from 6 different parts of the world increased significantly in 300 years amounting well over 30 million in 1xx pared to the total number of 8.8 million 30 years earlier.(Approximately 250 words)Alternative Answer:The provided graphs and table shows data on the number of overseas travelers visited Australia from the year 1975 till xx and their origin where they came from. As is observed in the line graph, in 1975 8.8 million of foreign travelers visited Australia and this numberincreased steadily each year. In xx, this visitor’s number reached to 30.4 million which is almost double than the visitors’number in 1985.The highest number of tourists came from Japan. In 1975, more than 3 million tourists came from Japan which is more than the total tourists came from Europe, Britain, China and USA. This number reached to 12 million in xx which contributed one third of the total tourist of this year. Second largest tourist came to Australia from South Korea both in 1975 and in xx. From Chinese tourist are the lowest in number among the 6 regions.In short, the number of total tourist who came to visit Australia increased steadily and the highest number of tourist came from Asia, specifically from Japan and SouthKorea.(Approximately 177 words)雅思写作Task2考官范文：政府类(4)本文收集了雅思写作Task2考官范文：政府类(4)。

雅思小作文模板c17t3C17T3: 雅思小作文模板。

Introduction:In today's fast-paced world, the ability to communicate effectively in English has become increasingly important. As a result, the International English Language Testing System (IELTS) has gained popularity as a standardized test for assessing English language proficiency. This essay will discuss the C17T3 IELTS writing task 1 and task 2, providing a comprehensive template for candidates to follow.Task 1:The C17T3 IELTS writing task 1 requires candidates to write a report based on a given visual data, such as a graph, chart, or table. The report should include an overview of the information, as well as specific details and comparisons where relevant. To effectively structure the report, candidates can follow the following template:Introduction: Describe the visual data and provide an overview of the main trends or key points.Body Paragraph 1: Provide specific details about the data, such as the highest and lowest values, significant changes over time, or comparisons between different categories.Body Paragraph 2: Continue to provide specific details, focusing on additional trends or comparisons as necessary.Conclusion: Summarize the main points and restate the key findings from the visual data.By following this template, candidates can ensure that their report is well-organized and covers all the necessary information. Additionally, they should aim to use a range of vocabulary and grammatical structures to demonstrate their language proficiency.Task 2:The C17T3 IELTS writing task 2 requires candidates to write an essay in response to a specific question or statement. The essay should present a clear position on the given topic, supported by relevant examples and arguments. To effectively structure the essay, candidates can follow the following template:Introduction: Clearly state the topic and provide a thesis statement that outlines the candidate's position.Body Paragraphs: Present supporting arguments and examples, with each paragraph focusing on a single point. Use topic sentences to introduce each argument and provide evidence to support it.Counter-argument: Acknowledge and refute potential counter-arguments, demonstrating an awareness of different perspectives.Conclusion: Summarize the main points and restate the thesis statement, emphasizing the candidate's position on the topic.By following this template, candidates can ensure that their essay is well-structured and persuasive. They should aim to use a variety of sentence structures and cohesive devices to connect their ideas and create a coherent argument.Conclusion:In conclusion, the C17T3 IELTS writing task 1 and task 2 can be effectively approached using the templates provided above. By following these structures, candidates can ensure that their writing is well-organized, coherent, and demonstrates their English language proficiency. With practice and attention to detail, candidates can improve their performance in the IELTS writing test and achieve their desired scores.。