Choose your task. Then write independently.
One path only. One genuine 40:00 block. One formative draft.
Study sources
British Council IELTS practice, report guide, opinion guide, and EEF metacognition.
All prompts and models in this deck are original practice material, not real exam responses.
Choose exactly one path Complete
PreflightChoose the task you want to perform today.
Answer key, available after your choice
All three paths are valid. Choose the one that matches your current portfolio goal.
IELTS transfers exam argument skills. Report develops professional clarity. Blog develops public voice.
Read task and audience Complete
1 minuteRead once. Identify the real writing job.
Choose Activity 1 first
Your task prompt will appear here.
Answer key, available after your attempt
Choose a path in Activity 1 before using the model analysis.
Identify success criteria Complete
1 minuteChoose three checks that matter most for this path.
Answer key, available after your attempt
IELTS prioritises task response, position, reasons, examples, and organisation. Report prioritises purpose, evidence, objective findings, and recommendation. Blog prioritises position, personal evidence, one limitation, and takeaway.
Do not make grammar the first check unless accuracy is the only current goal.
Choose relevant evidence Complete
1 minuteOne or two details are enough. Use only what proves your point.
Answer key, available after your attempt
There is no single correct evidence set. The audit and K3 can support safety, risk interpretation, or technical reporting. Training, mentoring, and funding figures can support communication or leadership when the link is clear. A portfolio before and after can prove growth or revision.
Relevance beats quantity. Do not use an item just to make the response sound impressive.
Make a five-minute plan Complete
5 minutesPlan the route, not every sentence.
Answer key, available after your attempt
A useful plan names one main answer, two developed points or findings, relevant evidence, and a clear final move.
IELTS: position, two reasons, examples, conclusion. Report: purpose, two evidence points, recommendation. Blog: position, experience, limitation, takeaway.
Organise paragraphs Complete
1 minuteUse the process-genre structure, not a mixed template.
Answer key, available after your attempt
IELTS: position, two developed reasons with examples, conclusion.
Report: purpose and evidence, findings, recommendation.
Blog: hook and position, personal evidence, limitation and response, takeaway.
A short report section may use three paragraphs. Do not add a new recommendation in an IELTS conclusion.
Retrieve your strongest moves Complete
1 minuteNo new lesson. Recall what already works.
Answer key, available after your attempt
b. These moves transfer across Annisa's strongest texts.
Not every path needs equal space for every move. A formal report may not need a limitation. A blog or argument usually benefits from one.
Plan silent self-checks Complete
1 minuteLook, check, continue. The teacher will not interrupt.
Answer key, available after your attempt
At 20 minutes, check task response and main point. At 10 minutes, check evidence and order. At 5 minutes, stop adding new ideas and prepare to save.
These are silent self-checks. Pause only for health, access, or genuine task wording confusion. The teacher does not ask for content during the block.
Complete preflight Complete
Final checkResolve access and task questions now.
Answer key, available after your attempt
All seven items should be ready before Start.
The only permitted interruption after Start is health, access, or task wording clarification. If the task is clear, begin.
Agree on the writing block Complete
Final protocolRead the protocol before starting.
Answer key, available after your attempt
b. The block is independent and formative.
The teacher stays silent except for health, access, or task wording. No models or keys appear while the timer runs. Day 29 is the feedback conversation.
Write independently for 40:00 Complete
Core blockThe teacher will remain silent. Use only silent self-checks.
Timer status: Ready. Formative portfolio draft.
Original path model, available after the attempt and timer stop
IELTS model, 250 words
Some universities treat safety as a separate topic near the end of an engineering degree. I strongly disagree. Safety should be a core thread in every engineering programme because engineers create systems that affect people, equipment, and the environment. First, safety gives students a reason to question technical data. During a 30-day heat-exchanger audit at Pertamina RU IV, I learned that a number is not only a result. It can be a warning. If students connect this habit to their maths, chemistry, and design work, they will understand why accurate data matters and why assumptions must be checked. Second, early safety teaching can improve professional judgement. A K3 safety certificate is useful, but a list of rules is not enough. Students should practise identifying hazards, explaining risk, and proposing safer design changes. These skills help them communicate with engineers and supervisors later in their careers. Some people may argue that safety reduces time available for technical design. This concern has some validity, since engineering degrees already cover a wide range of subjects. However, safety does not need to be a separate long course. It can be taught through lab decisions, case studies, design reviews, and equipment problems. In this approach, students practise technical content while learning to consider people and consequences. Therefore, universities should make safety a core part of every engineering degree. The goal is not to produce more rules to memorise. It is to train engineers who see risk, ask questions, and design systems responsibly from the beginning.
Report model, 209 words
Recommendations for Process Engineering Training Manager. Purpose: This report recommends a practical reporting session for process engineers. Evidence base: a 30-day heat-exchanger fouling audit at Pertamina RU IV, a K3 safety certificate, later training with more than 90 students, and mentoring of 10 teams. The audit showed that strong technical work also needs clear communication. Data from a 30-day period had to be explained to senior engineers, with uncertainty and safety implications made visible. Training students to connect evidence to a decision can therefore improve communication and confidence in technical teams. The recommended session has three parts. First, learners will identify the purpose and named reader. Second, they will separate measurements from assumptions and connect each finding to relevant safety or process evidence. Third, they will write one recommendation that states the action, responsible role, and timing. I recommend one 60-minute workshop followed by one reviewed sample report. This format is short enough for a busy engineering team, but it gives learners a complete writing cycle: purpose, evidence, judgement, and action. The K3 certificate can support safety questions, while the audit and mentoring experience provide authentic process context. The training manager should pilot the session with one group, collect the strongest report, and revise unclear instructions before wider use.
Blog model, 275 words
Engineering students spend months solving technical problems, but many leave university with little practice explaining those problems to other people. I believe process engineering programmes should include more authentic technical writing. A report is not an exercise placed after the design work. It is part of the design work. During a 30-day heat-exchanger fouling audit at Pertamina RU IV, I had to turn operating readings into a short report for senior engineers. The calculations mattered, but the reader also needed to know the purpose, the limits of the data, the safety implications, and the recommended next step. This experience changed how I saw writing. Clear language helped me check my own reasoning. If an explanation is weak, the underlying thinking may also be weak. Writing also helps engineers work with others. As a lab assistant, I later trained more than 90 students, and mentoring 10 teams showed me how many decisions depend on clear instructions and shared evidence. Strong technical work has little value if another engineer cannot act on it. One concern is time. Adding separate writing lessons could reduce design or laboratory practice. That risk is real, but the answer is not to ignore communication. Writing can be taught through the existing work: one report section, one design explanation, one peer review, and one revision. These micro-tasks use the same evidence the students already produce. Process engineering education should not treat writing as an optional skill. Engineers create systems that affect people, equipment, and the environment. They need to explain those systems with enough clarity for others to act safely. Teach technical writing throughout the degree, and the whole engineering team becomes stronger.
All models are original practice material, not real exam responses or public learner work. Compare only after writing and feedback on Annisa's own draft.
Save the formative draft Complete
After blockStop. Save. Do not rewrite yet.
Answer key, available after your attempt
Save the complete first draft before comparison or correction. Record the chosen path, word count, stopping point, and one uncertainty.
If the word range is missed, record the gap. Do not force a second 40-minute block today.
Self-check the draft Complete
After blockCheck what is present. Record what is not.
Answer key, available after your attempt
Use path criteria before grammar. A strong self-check identifies one strength and one real question.
If a box is false, record the gap. The next action is one edit, not a complete rewrite.
Choose one high-value edit Complete
After blockOne sentence or paragraph. One reason.
Answer key, available after your attempt
The best edit depends on the draft. It should improve task response, evidence, organisation, or reader clarity.
Do not choose a comma correction if the reader cannot find the main point. Keep the rest unchanged for Day 29 feedback.
Hand off to Day 29 Complete
Feedback nextSave the draft and the question you want answered first.
Answer key, available after your attempt
Day 29 needs the complete draft and process evidence, not only the polished edit.
Feedback should start with reader effect, then task response, organisation, evidence, and language. The live block is formative and remains valuable even if one criterion is not yet strong.
Your final writing progress
Complete all 15 activities to finish the lesson.
Chosen path: Not chosen
Prompt: Not chosen
Draft words: 0
Day 29 next step: Not chosen
Use Back and Next. On a keyboard, use the Left and Right Arrow keys when you are not typing.