IELTS Linking Words & their Position

Linking words or Connectors are vital for the writing to be natural and understandable. Linking devices are neither nouns, nor verbs. They give writing cohesion and exhibits how the parts of the text relate to each other.  

Linking words differ in three major ways:

1.    Position in the text

Some linking words typically form a relation between clauses “within” a sentence. It is a terrible approach to start a sentence with the following words:

but          so          and              because             until                 then                 such as

A different sort of linking device is used to create a relationship “between” sentences. These words must start with a capital letter and are usually directly followed by a comma:

Moreover,        However,     Furthermore,    Therefore,    Nevertheless,   In conclusion

However, majority of linking words can either start a sentence or form a relation between sentences. The inclination is up to the student.

2.        Function of linking words

The major functions of Linking Words are as follows:

• Addition of extra information to the main point,
• Contrasting ideas / information / data,
• Stating cause and effect,
• Showing accurately when something happened (narrating),
• Stating purpose (why?) and opinion,
• Listing examples,
• Making conclusions and giving importance

3.        Grammatical differences

Some linking words should always be followed by a clause (Subject + Verb + Object).

Example: why    because               while     so           when    whereas              although

Other types of linking words should be followed by a noun phrase (Linking word + (the) + Noun/Pronoun or gerund)

Example: despite             because of          in spite of            during

The majority of linking devices can be followed by either a noun phrase or a clause.

Linking words - complicated cases

But and  However,

'but' is used to “contrast” clauses “within a sentence”

Example: I like going to the cricket match, but I can never go on Fridays.

'However,' also has the same purpose, but is used to show “contrast between sentences”

Example: I have always enjoyed going to the cricket match. However, I can never go there on Fridays.

Though, although, even though & In spite of / despite

'Although' should always join two clauses, but its position can vary. It can either start a sentence or come in the middle.

Example: Although it didn’t rain at all, we enjoyed the vacation.

Or           We enjoyed the vacation although it didn’t rain at all.

In Spoken English 'though' can be used in place of 'although' when it is used for the second clause.

Example: Mr. Devon didn't get the contract though he had all the essential credentials."

'though' can also be put at the ending of a sentence.

Example: The plan of the house isn't very lovely. I like the yard though."

'Even though' is a stronger version of 'although'

Example: Even though Katerine was really tired, she couldn't sleep properly.

'Despite' or 'In spite of' must be followed by a noun, pronoun (that, this, what etc.) or ~ING.

Example: In spite of the heavy rain, the students went to the seashore.

Or           The students went to the seashore in spite of the heavy rain.

It is ordinary to use the phrase 'In spite of the fact (that)....' or ‘Despite the fact (that)....'

Example: Mr. Kiron is quite vigorous in spite of the fact that he smokes 20 cigarettes per day.  

Common Mistakes in IELTS Writing

Over the years, I have recognized that IELTS examinees make repeated mistakes in some common areas when they sit for the Writing module. The nature of mistakes in IELTS writing module can vary from person to person but generally the following types are most common:

1. Use of contractions

Contractions are “I’m” instead of “I am”, “wouldn’t” instead of “would not”, “haven’t” instead of “have not” (there are many more and these are only a few examples). Contractions are essentially representation of speaking form and a very awful thing to be used in your Task 1 or Task 2. They shouldn’t be used in formal writing (as in the case of IELTS). They will not do any good to you, will not save you much time and can ultimately cost you marks. So, just stop thinking of the contractions, at least for the purpose of IELTS.

2. Use of informal English

Informal English is, to some extent, is suitable for Speaking test – but, it is not suitable for Writing test. Though each piece of informal words in your writing is not penalized, formal English style and language always helps you in achieving better score. To demonstrate the difference, informal phrase “loads of / tons of” should be replaced with “many” or “much”; “fed up with” should be replaced with “lost his patience”, etc.

3. Use of slang expression

Slang expression is often erroneously used by the students in Writing Task 1 and 2. Phrases such as “dunno”, “gonna” etc are used in IELTS. Please, stay away from this as these expressions are appropriate only when you are spending time with your friends or family members. You shouldn’t write “dunno” instead of “don’t know or “gonna” instead of “going to”.

4. Use of SMS-like spelling

We are all very much familiar and acquainted with SMS-type writing, chatting on Skype and the like, and there is a bunch of shortest ways to write longer words. Use of “u” instead of “you”, “c” instead of “see”. None of these are acceptable in your IELTS exam. You need to write the full word and spell it correctly.

You might also be interested in List of Criteria that are assessed in IELTS

List of Criteria that are Assessed in IELTS Writing Task 1 & 2

Criteria that are assessed in Writing Task 1: 

1. Task Achievement 

2. Coherence and Cohesion

3. Lexical Resource 

4. Grammatical Range and Accuracy

Criteria that are assessed in Writing Task 2: 
1. Task Response 
2. Coherence and Cohesion 
3. Lexical Resource 
4. Grammatical Range and Accuracy

So, basically they are similar i.e. the criteria that are assessed for Task 1 & Task 2 except the first one. 
Now, lets see what are meaning of the above terms.

Task 1

1. Task Achievement: This criterion evaluates how appropriately and relevantly the answer fulfills the requirements set out in the task with the use of minimum 150 words. Academic Writing Task has a definite input and a largely predictable output. Task 1 is essentially an information-transfer task which relates to the realistic projection of an input figure and not to provide any explanations that is outside the specified data. 

2. Coherence and Cohesion: This criterion is related to the overall clarity and smoothness of the message i.e. how the answer arranges and links information, thoughts and language. Coherence refers to the linking of ideas. Cohesion refers to the mixed and appropriate use of LINKING WORDS, pronouns and conjunctions to aid in creating the conceptual and referential relationships between and within sentences clear. 

3. Lexical Resource: This criterion refers to the variety of vocabulary that has been used and the accuracy of that use.

4. Grammatical Range and Accuracy: This criterion refers to the variety and correct use grammatical resource as apparent in the writing at the sentence level. 

Task 2

1. Task Response: Task 2 requires the candidates to create and build up a position in relation to a given topic in the form of a question or statement. Ideas should be supported by proof, and examples may be drawn from the examinees’ own experience. Responses must be at least 250 words in length.

2. Coherence and Cohesion: This criterion is related to the overall clarity and smoothness of the message i.e. how the answer arranges and links information, thoughts and language. Coherence refers to the linking of ideas. Cohesion refers to the mixed and appropriate use of LINKING WORDS, pronouns and conjunctions to aid in creating the conceptual and referential relationships between and within sentences clear. 

3. Lexical Resource: This criterion refers to the variety of vocabulary that has been used and the accuracy of that use. 

4. Grammatical Range and Accuracy: This criterion refers to the variety and correct use grammatical resource as apparent in the writing at the sentence level.