The Only 2 IELTS Books You Need To Get Band 9

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).