Video summary

The Only 2 IELTS Books You Need To Get Band 9

Main summary

Key takeaways

Educational

Main ideas and lessons

  • Band 9 writing relies on accurate, appropriate vocabulary use—not “fancy” words for their own sake.
  • Memorized phrases/metaphors usually lower quality because they’re unnatural and repetitive to examiners.
  • Writing quality is about clear communication (helping the reader), not impressing with complex language.
  • Many students’ vocabulary choices come from fear or affectation (trying to show off), which leads them to use language beyond their real level.
  • Confidence + level-appropriate language improves performance; IELTS rewards natural control rather than forcing “C1/C2” vocabulary at all costs.

Rules / methodology presented

Rule 1: Use only words you’re fully sure about (avoid “shamed”/simple-vocabulary stigma)

  • Stephen King advice: Don’t “dress up” writing with long words just because you feel ashamed of shorter ones.
  • George Orwell advice: “Never use a long word when a short one will do.”
  • Key concept (why IELTS students misjudge vocabulary):
    • Students think Band 9 requires high-level/C1–C2 words everywhere.
    • The speaker argues most words in real books are simpler and still effective.
  • What the IELTS criteria imply (lexical resource, Band 9):
    • Band 9 uses a wide range of vocabulary accurately and appropriately, with natural and sophisticated control of lexical features.
  • Band 6 contrast (as stated in the video):
    • Wider range is possible for higher-risk writers, but with more inaccuracy/inappropriacy.
  • “100% rule” (core instruction): Only use vocabulary you are 100% sure of:
    • You know the meaning
    • You know the spelling
    • You know how to use the word correctly in a sentence
  • On test day: Follow the 100% rule to prevent inaccurate or inappropriate word use.

Rule 2: Avoid memorized “stock” language, metaphors/similes, and cliché-like phrases

  • Stephen King advice (about “chestnuts”):
    • Don’t waste time with overused, safe, formulaic expressions; they can make you look lazy or ignorant.
  • Examples the video frames as memorized clichés:
    • “She was pretty as a summer’s day.”
    • “He was a hot ticket.”
    • “Bob fought like a tiger.”
  • George Orwell advice:
    • Don’t use metaphors/similes/figures of speech you’re used to seeing in print.
  • IELTS-specific interpretation (what to avoid in essays):
    • Overused templates and canned phrases such as:
      • “hotly debated topic”
      • “Nowadays, X is a hot topic”
      • “a plethora of reasons…”
      • “This essay will discuss… before coming to a reasoned conclusion.”
  • Why it’s harmful (as argued):
    • Examiners see these constantly; they signal memorization rather than genuine writing ability.
    • Memorized chunks (even entire paragraphs/essay blocks) can sound unnatural and repetitive.
  • Easy fix instruction:
    • Don’t memorize. Use natural language you can write with comfortably.
    • Emphasis: It’s a writing test, not a memorization test.

Rule 3: Writing’s purpose is clarity and thought-expression, not showing off

  • Stephen King / Elements of Style framing:
    • Language should be clear—“drain the swamp” so readers aren’t left floundering.
    • The writer’s duty is to get the reader to “dry ground” (or at least throw a rope).
  • George Orwell advice:
    • Focus on language as a tool for expressing thought—not concealing or preventing thought.
  • How this maps to IELTS coherence/cohesion (as stated):
    • The message should be followed effortlessly.
    • A clear position should be easy to understand.
  • Purpose-of-writing instruction (for IELTS):
    • Writing is to help the reader, not:
      • show how many big words you know
      • demonstrate memorized phrases
      • impress or “show off”
  • Practical implication:
    • Communicate thoughts clearly:
      • give clear ideas
      • make reading effortless
      • use vocabulary that is easy and clear

Rule 4: Let go of fear and affectation; stop chasing “Latin/Greek grandness”

  • Stephen King advice:
    • Good writing comes from letting go of fear and “affectation” (deliberate show-off behavior).
  • George Orwell advice:
    • Bad writers may be haunted by the belief that Latin/Greek words are grander than Saxon ones.
  • What “affectation” means in this context:
    • Deliberately choosing complex/superior-sounding vocabulary to impress—even when unnatural for your level.
  • Video examples of “fear-driven” Band 9 vocabulary lists:
    • expedite
    • ameliorate
    • extraneous
  • Behavioral claim:
    • Students may revert to memorized “high-level” vocabulary due to test-day fear and then fail.
  • Confidence instruction (core rule):
    • Have confidence that you’re good enough.
    • Shift feedback from “use stuff beyond your level” to “use what you can comfortably and correctly use.”
  • Feedback-centered “flywheel” effect (as described):
    • When students shift to level-appropriate language:
      • their confidence increases
      • their writing improves
      • improvement reinforces more confidence

Overall IELTS writing process breakdown (3 stages)

  • Thinking stage: plan and think before writing.
  • Writing stage: write the full essay.
  • Checking stage: review to ensure the right elements were done.

Speakers / sources featured

  • George Orwell
    • Quoted advice about not using long words unnecessarily and not chasing “Latin/Greek grandness.”
  • Stephen King
    • Quoted advice about avoiding “dressing up” vocabulary and memorized clichés.
  • The Elements of Style
    • Referenced via Stephen King’s quotation, including the “drain the swamp” / reader-helping metaphor.
  • Official IELTS marking criteria
    • Referenced for Band 9 vs Band 6 vocabulary/lexical control and coherence/cohesion expectations.
  • The video’s course/team voice
    • A speaker referencing their “VIP course” and giving feedback to students (not a named individual in the subtitles).

Original video