IELTS writing checker for Task 1 & Task 2

Perhaps, fame … certain games.

This reason is stated but not developed. The writer claims fame is a compelling reason but does not explain how fame specifically drives people toward dangerous sports rather than safer alternatives, leaving the idea under-supported.

Suggestion: Add a sentence explaining why the pursuit of fame makes dangerous sports especially appealing—for example, the visibility and public recognition such sports attract compared with less prominent activities.

Furthermore, its proven … differently.

This is an over-generalisation. The claim that 'it is human nature to accept challenges' is asserted rather than justified, and the link between a general tendency to accept challenges and the specific choice of life-threatening sports is not clearly explained.

Suggestion: Develop the reasoning by explaining how the desire for challenge translates specifically into dangerous sports—perhaps through the thrill, the sense of testing personal limits, or the rarity of achievement in such fields.

For instance, anyone … knowledge.

The first solution is briefly introduced but not developed. The phrase 'deemed hundred per cent competence' is vague—how would this competence be assessed, and who would carry out the assessment?

Suggestion: Explain the mechanism for ensuring competence, such as mandatory licensing, certification exams, or supervised training periods before professional participation.

Secondly, it is … games.

This second solution is underdeveloped. High-quality equipment and training are mentioned, but the writer does not explain how these would be implemented, funded, or enforced to effectively reduce risk.

Suggestion: Add detail on how these measures would be put into practice—for example, standardised safety regulations, mandatory pre-season training, or employer-provided protective gear.

Furthermore, its … things differently.

The phrase "accept challenges" is then repeated almost immediately in the very next sentence ("Many players love to accept challenges"), making the paragraph feel repetitive rather than progressively developing the idea.

Suggestion: In the second sentence, avoid repeating "accept challenges". Instead, extend the idea with new wording, e.g. "Many players are drawn to pushing their limits and want to astonish the world with their unique talent and skills."

As these … reduce risks

The transition from the reasons paragraph to the solutions paragraph is a little mechanical. The clause "As these games are now being introduced in the world and many people are joining them" adds little and mainly functions as a linker.

Suggestion: Use a smoother and more purposeful link to the solutions paragraph, e.g. "Regardless of why people are drawn to such sports, the risks involved must be addressed through clear policies and procedures."

anyone who … skills and knowledge.

The pronoun "it" ("would not be allowed to play it") does not clearly refer back to the plural noun "particular games" earlier in the sentence, creating an unclear reference.

Suggestion: Replace "it" with a clearer noun or rephrase. For example: "…would not be allowed to participate until he/she is deemed one hundred per cent competent in the required skills and knowledge."

In conclusion, … such games.

The conclusion is acceptable in that it summarises the main answer, but the phrase "treating the risks" is an odd collocation that slightly weakens the final cohesion with the rest of the essay.

Suggestion: Use clearer language that ties back to the body paragraphs, e.g. "In conclusion, strong policies, proper procedures, and high-quality training are essential to minimising the risks associated with such games."

Some of them … life threatening.

'Life threatening' should be hyphenated as 'life-threatening' when used as a compound adjective; this is a word formation error.

Suggestion: Use 'life-threatening' as a hyphenated compound adjective before a noun.

This essay will … these games.

'Life threatening' appears again and should be 'life-threatening.'

Suggestion: Use the hyphenated compound 'life-threatening.'

This type of … boxing, wrestling, bull riding etc.

'Stimulation' is an unnatural choice in this context; 'excitement,' 'thrill,' or 'enthusiasm' collocate more naturally with 'increases' in reference to players' motivation.

Suggestion: Replace with 'increases the excitement/thrill among many players' for a more natural collocation.

Furthermore, its … do things differently.

'Its' is a spelling/word formation error; the contraction 'it's' (it is) or 'it has' is required here.

Suggestion: Change 'its proven' to 'it's proven'.

For instance, anyone … skills and knowledge.

'Hundred per cent competence' is an awkward collocation; 'complete competence' or 'full competence' would be more natural.

Suggestion: Replace with 'complete competence' or 'full competence'.

Secondly, it is … associated with games.

'Endorse' means to publicly support or recommend; it is inappropriate for describing the supply of equipment. The more accurate verbs would be 'provide,' 'ensure access to,' or 'mandate.'

Suggestion: Replace 'endorse' with 'provide' or 'ensure the use of.'

Secondly, it is … associated with games.

'Personal protection equipment' is incorrect word formation; the standard term is 'personal protective equipment' (PPE), where 'protective' is the correct adjective.

Suggestion: Use 'personal protective equipment.'

In conclusion, excellent … associated with such games.

'Excellent level' is an awkward collocation; 'level' pairs more naturally with adjectives such as 'high,' 'adequate,' or 'strict.'

Suggestion: Use 'a high level of policies' or 'strict policies.'

In conclusion, excellent … associated with such games.

'Treating the risks' is an imprecise and slightly unnatural collocation; 'addressing,' 'managing,' or 'mitigating the risks' would be more appropriate.

Suggestion: Replace 'treating' with 'addressing' or 'mitigating.'

Compound adjectives that precede a noun are typically hyphenated.

The word 'despite' does not take a preposition after it.

A comma is used to separate an introductory phrase from the main clause.

A comma is used before a coordinating conjunction that joins two independent clauses.

Compound adjectives that precede a noun should be hyphenated.

When referring to multiple potential dangers, the plural form is generally preferred.

An introductory phrase should be followed by a comma.

An article is required before a noun phrase when referring to a specific or previously mentioned noun.

The abbreviation 'etc.' should be preceded by a comma when it appears at the end of a list.

Adverbs like 'perhaps' at the beginning of a sentence do not require a comma unless they are part of a list or a non-restrictive clause.

The possessive pronoun 'its' should not be used here; 'it is' is required.

A comma is used before a coordinating conjunction that joins two independent clauses.

A comma is used to separate two independent clauses joined by a conjunction.

The pronoun must agree in number with its antecedent. 'Games' is plural, so the pronoun should be 'them'.

The passive voice is required here to indicate that the competence is judged by someone else.

Numbers below one hundred should be written out when used as adjectives.

An adjective is needed to modify the subject, not a noun.

The definite article 'the' is needed to refer to specific skills that are required.

Compound adjectives that precede a noun should be hyphenated.

When referring to multiple potential dangers, the plural form is generally used.

The indefinite article 'a' or 'an' is used before singular countable nouns that begin with a consonant sound or a vowel sound, respectively.

A singular subject must have a singular verb, and a plural subject must have a plural verb.

The indefinite article 'a' or 'an' is used before singular countable nouns that begin with a consonant sound or a vowel sound, respectively.

Looking into more … 102.3 million pounds.

The overview states that there was an upward trend in all three different sources, but the 'Other sources (eg grants)' category (38m to 38.5m) is never presented with data in the detail paragraphs, creating an inconsistency between the overview and the supporting detail.

Suggestion: Include a brief mention of 'Other sources (eg grants)' with its figures (38m in 2017 to 38.5m in 2018) to support the overview's claim that all three sources increased, or adjust the overview to refer only to the two sources that are detailed.

Thus was followed … 102.3 million pounds.

The writer uses 'Thus' (meaning 'therefore' or 'as a result') where 'This' is needed to refer back to the previous statement. This is a wrong cohesive word.

Suggestion: Replace 'Thus' with 'This' so that the sentence reads: 'This was followed by Local Taxes, at 91.2 million pounds in 2017.'

In term of … was spent

The phrase 'In term of the how the money was spent' contains an awkward construction that disrupts the transition into the paragraph about expenditure.

Suggestion: Use a cleaner transition such as 'Turning to how the money was spent,' or 'In terms of how the money was spent,'.

An opposite pattern … the given period.

The sentence joins two independent clauses with a comma and uses a pronoun ('its figure') somewhat loosely. The relationship between the clauses could be made smoother for clearer cohesion.

Suggestion: Consider rephrasing for smoother flow, e.g., 'An opposite pattern can be seen in the category of technology, whose figure rose sharply from 8% in 2017 to 14% in 2018 and was always the lowest rate during the given period.'

Overall, there was … of contribution.

Awkward collocation: 'majority of contribution' is not natural. 'Contribution' is typically used with 'largest' or 'main' rather than 'majority of.'

Suggestion: Rephrase as 'largest contribution' or 'greatest share of expenditure.'

Thus was followed … Local Taxes.

Inappropriate word choice: 'Thus' is normally used as an adverb meaning 'as a result/consequently,' not as a demonstrative referring to a previously mentioned item. 'This' would be the natural choice here.

Suggestion: Use 'This was followed by' or 'This came from' instead of 'Thus was followed by.'

Meanwhile, the proportion … each year.

Collocational/word-formation error: 'remained constantly' is incorrect. After 'remained,' the adjective 'constant' is required, not the adverb 'constantly.'

Suggestion: Use 'remained constant' instead of 'remained constantly.'

A relative clause beginning with 'in which' is not the most concise way to introduce this information.

The noun 'year' should be in its plural form when referring to multiple years.

A comma is used to separate two independent clauses joined by a coordinating conjunction.

The definite article 'the' is used before a noun that is specific or has been previously mentioned.

Use 'in' to indicate inclusion within a larger entity or category.

A comma is used to separate independent clauses joined by a coordinating conjunction.

Use 'this' to refer to something previously mentioned or implied, not 'thus' which indicates a result or consequence.

Separate independent clauses with appropriate punctuation, such as a period, to form distinct sentences.

Use the past tense 'increased' to describe an action that was completed in the past.

The phrase 'in terms of' is an idiom that means 'with regard to' or 'concerning'.

The word 'how' can function as a noun clause introducer without needing an article.

When referring to a specific budget, a definite article ('the') is required before 'police budget'.

The preposition 'for' is a more concise and direct way to indicate the purpose of the salaries.

An adjective should be used to modify the linking verb 'remained' instead of an adverb.

A semicolon is used to connect two independent clauses that are closely related in meaning.

I would like to … fabulous history.

The explanation of why the candidate wants to volunteer at this museum is underdeveloped. The candidate states they like art and history and mentions the museum's collections, but does not give clear personal reasons such as a desire to contribute to the community, gain experience, share a passion for art, or connect with the museum's mission.

Suggestion: Extend this section with one or two specific personal motivations, e.g. wanting to share knowledge of art with visitors, supporting cultural education in the local community, or developing professional experience in a museum setting.

I already know some … and explaining things that they are interested in, and that is a good skill I guess for guiding.

The skills and qualities are mentioned only briefly (knowledge of the drawings, willingness to learn, enjoying working with people and explaining) without concrete illustrations or examples. Further extension would strengthen this bullet point.

Suggestion: Provide brief supporting details, e.g. mention any relevant experience (such as prior guiding, communication, or research skills) and give a short example that demonstrates the quality in action.

I really like working … for guiding.

The phrase 'that is a good skill I guess for guiding' uses informal hedging ('I guess') which is inconsistent with the formal tone expected in a letter to a museum director.

Suggestion: Use a more confident and formal phrasing, e.g. 'This would make me well-suited to a guiding role' or 'I believe this is a valuable skill for guiding visitors.'

I am waiting for … voluntary work.

The closing line 'I hope that you agree with my voluntary work' is slightly awkward and less formal than expected for a letter to a director.

Suggestion: Use a more polished formal closing, e.g. 'I would be grateful for the opportunity to contribute to the museum and look forward to hearing from you.'

I saw … contact you.

The letter contains no paragraph breaks at all, so the three bullet-point topics (motivation, skills, availability) and the closing are run together as one block. For a letter of this length covering distinct ideas, this makes the structure harder to follow and weakens paragraphing as a coherence resource.

Suggestion: Divide the letter into clear paragraphs: one for the opening/purpose, one for why you want to volunteer, one for skills and qualities, one for availability, and a brief closing paragraph. Clear paragraph boundaries will make the progression much easier to follow.

I am … working with them.

The phrase 'I am keen on' is repeated twice in the same sentence ('I am keen on art and history, and especially I am keen on working with them'). This is a cohesion issue because it shows limited flexibility in reference/substitution and produces noticeable repetition within a short space.

Suggestion: Use substitution or restructuring to avoid the repetition. For example: 'I am keen on art and history, and I would particularly enjoy working with them.'

I already … my knowledge.

The structure 'something that I don't know or something that needs improvement' repeats 'something that' consecutively. The repetition weakens cohesion and makes the sentence feel clunky rather than smoothly linked.

Suggestion: Vary the structure to avoid repeating the same phrase. For example: '...information I already know, but if there are gaps or areas that need improvement, I am open to studying...'

I really … for guiding.

The link 'and that is a good skill I guess for guiding' is informal and the reference back to the earlier activity ('explaining things that they are interested in') is not clearly signalled. 'I guess' also weakens the relationship between the idea and the claim about the skill being useful.

Suggestion: Make the connection explicit and more formal. For example: '...explaining things that interest them, which I believe is an important skill for guiding visitors.'

I am … 7PM.

Across the letter the range of cohesive devices is very limited: only a few simple linkers (and, but, that is) are used, and there is no use of more varied referencing, substitution, or sequencing to link ideas fluently. This makes the writing feel like a list of sentences rather than a connected letter.

Suggestion: Use a wider range of cohesive devices, e.g. 'Furthermore' or 'In addition' to add skills, 'Regarding availability' or 'With regard to my schedule' to introduce the availability point, and pronouns or substitution ('This experience', 'Such qualities') to refer back to earlier ideas without repeating nouns.

I saw an advert … contact you.

'Voluntary' is used as a standalone noun, but it is an adjective and requires a noun (e.g., 'do voluntary work'). This is a word-formation/usage error.

Suggestion: Change to 'do voluntary work' or 'volunteer at this museum.'

From what I … fabulous history.

'Kow' is a misspelling of 'know.'

Suggestion: Correct spelling: 'know'.

something that needs … developing my knowledge.

'Opened' is an incorrect word form; the correct adjective is 'open.'

Suggestion: Change 'I am opened to' to 'I am open to.'

that is a good … for guiding.

'I guess' is too informal and conversational for a formal application letter to a museum director.

Suggestion: Replace with a more formal expression such as 'which I believe is' or 'I consider this'.

Use 'who' to refer to people and 'that' to refer to things.

Use the verb form 'volunteer' instead of the adjective form 'voluntary' when describing an action.

The word 'know' is spelled with a 'k' and 'n'.

The singular countable noun 'history' requires an article.

An introductory phrase or clause should be followed by a comma.

The adjective 'open' is used to describe a state of being, while the past participle 'opened' refers to the action of opening something.

Parenthetical phrases should be set off by commas.

A comma should be used before the conjunction in a list of three or more items.

The hour and AM/PM should be separated by a space.

The hour and AM/PM should be separated by a space.

A comma is used to separate two independent clauses joined by a coordinating conjunction.