Skill: ivangdavila/ielts (version 1.0.0)

--- name: IELTS slug: ielts version: 1.0.0 description: Prepare for IELTS Academic or General Training with progress tracking, weak area analysis, band score targeting, and immigration pathway guidance. --- ## When to Use User is preparing for IELTS (International English Language Testing System). Agent becomes a comprehensive study assistant handling diagnostics, practice, scoring, and target planning. ## Quick Reference | Topic | File | |-------|------| | Exam structure and scoring | `exam-config.md` | | Progress tracking system | `tracking.md` | | Study methods and practice | `study-methods.md` | | Score targets by purpose | `targets.md` | | User type adaptations | `user-types.md` | | Self-improvement tracking | `feedback.md` | ## Data Storage User data lives in `~/ielts/`: ``` ~/ielts/ ├── profile.md # Goals, target band, exam date, test type ├── sections/ # Per-section progress (listening, reading, writing, speaking) ├── sessions/ # Study session logs ├── mocks/ # Practice test results and analysis ├── essays/ # Writing samples with feedback └── speaking/ # Speaking recordings and transcripts ``` ## Core Capabilities 1. **Diagnostic assessment** — Identify current band level and weak sections 2. **Band gap analysis** — Compare current vs target scores, calculate points needed 3. **Practice generation** — Create fresh tasks for any section (charts, essays, prompts) 4. **Writing evaluation** — Score essays against IELTS criteria (TA, CC, LR, GRA) 5. **Speaking simulation** — Run timed mock interviews with feedback 6. **Progress tracking** — Monitor scores, time spent, improvement trends 7. **Target guidance** — Match scores to university/immigration requirements ## Decision Checklist Before study planning, gather: - [ ] Test type: Academic or General Training - [ ] Exam date and days remaining - [ ] Target overall band and per-section minimums - [ ] Purpose (university, immigration, professional registration) - [ ] User type (first-timer, retaker, professional, student) - [ ] Current estimated band from diagnostic or prior attempt ## Critical Rules - **Academic vs GT** — Writing Task 1 differs completely (graph vs letter). Confirm type first. - **No section below minimum** — Many targets require ALL bands at threshold (e.g., 6.5 each) - **2-year validity** — Scores expire. Plan retakes if immigration timeline extends. - **One Skill Retake** — Available within 60 days of original test. Suggest when one section drags overall down. - **Band descriptors** — Use official criteria for Writing/Speaking feedback, not impressions.

path: exam-config.md
content: # IELTS Exam Configuration

## Test Types

### Academic
- **Who needs it:** University applicants, professional registration (doctors, nurses)
- **Writing Task 1:** Describe a graph, chart, table, or diagram (150+ words)
- **Reading passages:** Academic texts from journals, books, newspapers

### General Training
- **Who needs it:** Immigration (Canada, Australia, NZ), work experience programs
- **Writing Task 1:** Write a letter (formal/semi-formal/informal, 150+ words)
- **Reading passages:** Everyday texts — ads, manuals, notices, workplace documents

## Module Structure

| Module | Duration | Questions | Format |
|--------|----------|-----------|--------|
| Listening | 30 min (+10 transfer) | 40 | 4 recordings, various question types |
| Reading | 60 min | 40 | 3 passages, various question types |
| Writing | 60 min | 2 tasks | Task 1 (20 min), Task 2 (40 min) |
| Speaking | 11-14 min | 3 parts | Face-to-face interview |

## Listening Details

**4 Sections:**
1. Everyday social conversation (2 speakers)
2. Everyday social monologue (1 speaker)
3. Educational/training context (up to 4 speakers)
4. Academic lecture/monologue (1 speaker)

**Question Types:**
- Multiple choice
- Matching
- Plan/map/diagram labeling
- Form/note/table completion
- Sentence completion
- Short answer

## Reading Details

**Academic:** 3 long passages (2,150-2,750 words total)
**General Training:** 3 sections (short texts → longer text → long text)

**Question Types:**
- True/False/Not Given
- Yes/No/Not Given
- Matching headings
- Matching information
- Matching features
- Sentence completion
- Summary completion
- Multiple choice
- Short answer

## Writing Details

### Task 1 (20 min, 150+ words)
| Academic | General Training |
|----------|-----------------|
| Graph, chart, table, process diagram | Formal letter (complaint, request) |
| Compare, contrast, summarize trends | Semi-formal letter (to someone you know slightly) |
| Report style, impersonal | Informal letter (to friend/family) |

### Task 2 (40 min, 250+ words)
Both Academic and GT: Essay responding to a point of view, argument, or problem.
- Agree/disagree
- Discuss both views
- Advantages/disadvantages
- Problem/solution
- Two-part question

## Speaking Details

| Part | Duration | Format |
|------|----------|--------|
| Part 1 | 4-5 min | Introduction + familiar topics (home, work, studies) |
| Part 2 | 3-4 min | Long turn: 1 min prep, 2 min monologue on cue card |
| Part 3 | 4-5 min | Discussion: abstract questions related to Part 2 topic |

## Band Score Scale

| Band | Skill Level | Description |
|------|-------------|-------------|
| 9 | Expert | Full operational command |
| 8 | Very Good | Occasional inaccuracies |
| 7 | Good | Handles complexity, some inaccuracies |
| 6 | Competent | Generally effective, some errors |
| 5 | Modest | Partial command, many errors |
| 4 | Limited | Basic competence in familiar situations |
| 3 | Extremely Limited | Only general meaning conveyed |
| 2 | Intermittent | Great difficulty understanding |
| 1 | Non-User | No ability beyond isolated words |

## Score Calculation

**Listening & Reading:** Raw score (out of 40) converted to band
| Raw Score | Band |
|-----------|------|
| 39-40 | 9.0 |
| 37-38 | 8.5 |
| 35-36 | 8.0 |
| 33-34 | 7.5 |
| 30-32 | 7.0 |
| 27-29 | 6.5 |
| 23-26 | 6.0 |

**Writing & Speaking:** Examiner assessment on 4 criteria each
- Scores averaged and rounded to nearest 0.5

**Overall Band:** Average of 4 sections, rounded to nearest 0.5

## Test Logistics

| Aspect | Details |
|--------|---------|
| Registration | Online via British Council, IDP, or IELTS website |
| Formats | Computer-delivered (results in 3-5 days) or Paper-based (13 days) |
| Cost | ~$245-$310 USD (varies by country) |
| Score Validity | 2 years |
| Retake | No waiting period (can book next available date) |

## One Skill Retake (OSR)

- Available within 60 days of original test
- Retake ONE section only (Listening, Reading, Writing, OR Speaking)
- New overall band calculated with new section score
- Must be same test type (Academic or GT)
- Costs less than full retake
- **Best for:** When one section drags overall score below target


path: feedback.md
content: # Feedback and Self-Improvement System

## What to Track

### Writing Feedback Patterns

**Task Achievement Issues:**
- [ ] Position unclear
- [ ] Not all parts of question addressed
- [ ] Ideas underdeveloped
- [ ] Examples too generic

**Coherence & Cohesion Issues:**
- [ ] No clear paragraph structure
- [ ] Overuse of linking words ("However", "Moreover")
- [ ] Ideas don't flow logically
- [ ] No overview in Task 1

**Lexical Resource Issues:**
- [ ] Repetitive vocabulary
- [ ] Wrong collocations
- [ ] Spelling errors
- [ ] Inappropriate register

**Grammatical Range & Accuracy Issues:**
- [ ] Only simple sentences
- [ ] Article errors (a/an/the)
- [ ] Tense inconsistency
- [ ] Subject-verb agreement

### Speaking Feedback Patterns

**Fluency Issues:**
- [ ] Too many fillers (um, uh, like)
- [ ] Long pauses (>2 seconds)
- [ ] Self-correction interrupts flow
- [ ] Speaks too fast/slow

**Pronunciation Issues:**
- [ ] Word stress errors
- [ ] Difficult sounds (th, r, l, v/w)
- [ ] Intonation flat
- [ ] Connected speech unclear

**Vocabulary Issues:**
- [ ] Same words repeated
- [ ] Imprecise word choice
- [ ] Lack of idiomatic expressions
- [ ] Can't paraphrase when stuck

**Grammar Issues:**
- [ ] No complex structures
- [ ] Conditional errors
- [ ] Tense mixing
- [ ] Pronoun reference unclear

### Reading/Listening Error Patterns

**Question Type Weaknesses:**
Track accuracy by question type:
```
| Type | Attempts | Correct | % |
|------|----------|---------|---|
| T/F/NG | 50 | 35 | 70% |
| Matching Headings | 30 | 18 | 60% | ← Focus here
| Multiple Choice | 40 | 32 | 80% |
```

**Error Categories:**
- Misread question
- Didn't find answer in text
- Chose distractor
- Time ran out
- Spelling error (Listening)

## Learning from Corrections

### When User Corrects Agent Feedback

If user says "That's not why I lost marks" or similar:
1. Record the correction
2. Adjust future feedback criteria
3. Log in `~/ielts/agent-learning.md`

**Example:**
```markdown
## Agent Learning Log

### 2025-02-13
- **Context:** Marked essay as lacking examples
- **User correction:** "I had examples, they were in paragraph 2"
- **Learning:** Check all paragraphs before claiming missing examples
```

### Pattern Recognition

After 10+ essays:
- Which criteria consistently lowest?
- Which feedback most often disputed?
- What corrections show improvement?

After 5+ mock tests:
- Which sections improving?
- Which question types still weak?
- Is time management improving?

## Progress Milestones

### Band Improvement Thresholds

Track when user crosses band thresholds:
```markdown
## Milestones

- 2025-01-15: Writing first reached 6.0
- 2025-02-01: Writing first reached 6.5
- 2025-02-10: Overall first reached 7.0 (mock)
```

### Ready-to-Test Indicators

**Ready when:**
- 3 consecutive mocks at or above target
- No section more than 0.5 below target in any mock
- Time management stable (finishing with buffer)
- User reports feeling confident

**Not ready when:**
- Mock scores fluctuating widely
- One section consistently below target
- Running out of time regularly
- Anxiety affecting performance

## Feedback Loop Questions

After each major practice session:
1. What felt harder than expected?
2. What felt easier than expected?
3. Any surprises in your answers?
4. What do you want to focus on next?

After each mock test:
1. Did timing feel comfortable?
2. Which section drained you most?
3. Any questions you guessed on?
4. What would you do differently?

## Adaptive Practice

### If User Consistently Struggles

After 3+ failures on same concept:
- Try different explanation
- Break into smaller steps
- Find alternative practice materials
- Suggest targeted resources (video, book, course)

### If User Excels

Move focus to next weakest area:
- Don't over-practice strengths
- Maintain with periodic checks
- Reallocate time to gaps

### If User Plateaus

Signs of plateau:
- Same score across multiple mocks
- Same errors repeating
- Practice without improvement

Intervention strategies:
- Change practice type (drilling → full tests, or vice versa)
- Focus on ONE criterion intensively
- Take a break (burnout affects performance)
- Analyze band descriptors together


path: study-methods.md
content: # Study Methods and Practice

## Diagnostic First

Before creating any study plan:

1. **Administer diagnostic** — Full practice test or section-specific assessment
2. **Identify band per section** — Use official score conversion tables
3. **Calculate gaps** — Current vs target for each section
4. **Prioritize by ROI** — Sections with biggest gaps AND most improvement potential

## Section-Specific Practice

### Listening

**Common Issues:**
- Missing answers while reading next question
- Spelling errors on fill-in-the-blank
- Losing place in long recordings

**Practice Methods:**
- Speed drills: Listen at 1.25x, exam feels slower
- Prediction: Read questions first, predict answer types
- Spelling lists: Common academic words with tricky spelling
- Section 4 focus: Academic lectures are hardest, practice most

**Question Type Drills:**
Focus on weakest type in isolation before full tests.

### Reading

**Common Issues:**
- Running out of time (most common)
- True/False/Not Given confusion
- Matching headings taking too long

**Practice Methods:**
- Timed passages: 20 min per passage, strict cutoff
- Skimming drills: Find main idea in 2 minutes
- T/F/NG logic: "Not Given" = information ABSENT, not implied
- Keyword location: Underline, don't re-read

**Time Management:**
- Passage 1: 15 min (easiest)
- Passage 2: 20 min
- Passage 3: 20 min (hardest)
- Buffer: 5 min for transfer/review

### Writing

**Task 1 (Academic) Checklist:**
- [ ] Overview in first paragraph (main trends/features)
- [ ] Key features selected (not everything)
- [ ] Comparisons made (higher, lower, similar)
- [ ] Data cited accurately
- [ ] 150+ words, 20 min max

**Task 1 (General Training) Checklist:**
- [ ] Correct tone (formal/semi-formal/informal)
- [ ] All bullet points addressed
- [ ] Purpose clear in opening
- [ ] Appropriate opening and closing
- [ ] 150+ words, 20 min max

**Task 2 Checklist:**
- [ ] Position stated clearly in introduction
- [ ] Each paragraph = one main idea
- [ ] Examples/evidence support points
- [ ] Conclusion restates position with summary
- [ ] 250+ words, 40 min max

**Band 7 Writing Fixes:**
| Issue | Fix |
|-------|-----|
| "Firstly, Secondly, Thirdly" | Vary: "A key consideration...", "Equally important...", "Furthermore..." |
| Starting paragraphs with "However" | Start with topic sentence, link word can come second |
| Generic examples | Specific: "In Finland, students..." not "In some countries..." |
| Short conclusion | Minimum 2 sentences: restate position + final thought |

### Speaking

**Part 1 (4-5 min):**
- Extend answers: 2-3 sentences per question
- Don't memorize scripts (examiners detect this)
- Practice common topics: home, work, studies, hobbies

**Part 2 (3-4 min):**
- Use the 1 min prep: jot notes on all bullet points
- Structure: opening statement → address each bullet → wrap up
- Aim for full 2 minutes (silence = penalty)
- Practice recording yourself, listen back

**Part 3 (4-5 min):**
- Expect "why" and "how" questions
- Express opinions, then support with reasons
- Speculate: "It's likely that...", "This could be because..."
- Ask for clarification if needed (shows confidence)

**Fluency Killers to Eliminate:**
- "Um", "uh", "like" (fillers)
- Long pauses (>2 sec)
- Repetitive sentence starters ("I think... I think... I think...")
- Self-correction overuse ("No, wait, I mean...")

## Vocabulary Building

**Academic Word List (AWL):**
- 570 word families common in academic texts
- Focus on collocations, not just definitions
- "Conduct research" not "do research"
- "Significant increase" not "big increase"

**Topic Clusters:**
Build vocabulary by IELTS topic:
- Education: curriculum, pedagogy, rote learning, critical thinking
- Environment: sustainability, carbon footprint, renewable, biodiversity
- Technology: innovation, automation, obsolete, cutting-edge
- Health: sedentary, epidemic, preventive, well-being

**Spaced Repetition:**
- Use Anki or similar for daily vocabulary review
- Track words learned and due for review in `~/ielts/vocabulary.md`

## Practice Material Sources

**Official:**
- Cambridge IELTS books (1-19)
- IELTS.org sample tests
- British Council free practice tests

**Supplementary:**
- BBC Learning English
- Academic journals (for reading exposure)
- TED Talks (for listening exposure)

## Study Schedule Framework

**8 Weeks to Exam (2+ band gap):**
| Week | Focus |
|------|-------|
| 1-2 | Diagnostic + weakest section intensive |
| 3-4 | Second weakest section + maintain first |
| 5-6 | Full mock tests + targeted drills |
| 7 | All sections, light practice |
| 8 | Light review, rest before exam |

**4 Weeks to Exam (<1 band gap):**
| Week | Focus |
|------|-------|
| 1-2 | Targeted weakness drills |
| 3 | Full mock tests |
| 4 | Light review, rest |

**Daily Minimum (Busy Professional):**
- 15 min: Vocabulary review
- 15 min: One focused drill (e.g., 5 T/F/NG questions)
- Weekend: 1 full mock test


path: targets.md
content: # Score Targets by Purpose

## UK Universities

| Level | Typical Requirement |
|-------|---------------------|
| Foundation | 5.5 overall, no band below 5.0 |
| Undergraduate | 6.0-6.5 overall, no band below 5.5-6.0 |
| Postgraduate | 6.5-7.0 overall, no band below 6.0-6.5 |
| MBA/Law/Medicine | 7.0-7.5 overall, no band below 6.5-7.0 |

**Examples:**
- Oxford MSc Computer Science: 7.0 overall, 6.5 each
- Imperial MBA: 7.0 overall, 6.5 each
- UCL undergraduate: 6.5 overall, 6.0 each

## Australia Universities

| Level | Typical Requirement |
|-------|---------------------|
| Undergraduate | 6.0-6.5 overall |
| Postgraduate | 6.5-7.0 overall |
| Research degrees | 7.0+ overall |

**Examples:**
- University of Melbourne MSc: 6.5 overall, 6.0 each
- University of Sydney MBA: 7.0 overall, 6.0 each
- UNSW Engineering: 6.5 overall, 6.0 each

## Canada Universities

| Level | Typical Requirement |
|-------|---------------------|
| Undergraduate | 6.0-6.5 overall |
| Postgraduate | 6.5-7.0 overall |
| Top programs | 7.0+ overall |

**Examples:**
- University of Toronto MSc: 7.0 overall, 6.5 each
- UBC MBA: 7.0 overall
- McGill undergraduate: 6.5 overall

## US Universities

Most US universities prefer TOEFL, but accept IELTS:
| Level | Typical Requirement |
|-------|---------------------|
| Undergraduate | 6.5-7.0 overall |
| Graduate | 7.0+ overall |
| Top 20 universities | 7.0-7.5 overall |

## Canada Immigration (Express Entry)

**CLB to IELTS Mapping:**

| CLB | Listening | Reading | Writing | Speaking |
|-----|-----------|---------|---------|----------|
| 10 | 8.5 | 8.0 | 7.5 | 7.5 |
| 9 | 8.0 | 7.0 | 7.0 | 7.0 |
| 8 | 7.5 | 6.5 | 6.5 | 6.5 |
| 7 | 6.0 | 6.0 | 6.0 | 6.0 |
| 6 | 5.5 | 5.0 | 5.5 | 5.5 |
| 5 | 5.0 | 4.0 | 5.0 | 5.0 |

**CRS Points (Express Entry):**
| CLB | First Official Language Points |
|-----|-------------------------------|
| 10+ | 34 per ability (136 max) |
| 9 | 31 per ability (124 max) |
| 8 | 23 per ability (92 max) |
| 7 | 17 per ability (68 max) |

**Key Insight:** CLB 9 in all abilities is a common target for competitive Express Entry scores.

## Australia Immigration (Skilled Migration)

**Points Test (Subclass 189/190):**

| Band | Points |
|------|--------|
| 8.0+ in all | 20 |
| 7.0+ in all | 10 |
| 6.0+ in all | 0 (minimum for eligibility) |

**Key Insight:** 8.0 in all bands gives 20 points — often the difference between invitation and no invitation.

**Competent English (minimum):** 6.0 in each band
**Proficient English:** 7.0 in each band
**Superior English:** 8.0 in each band

## New Zealand Immigration

**Skilled Migrant Category:**
- Overall 6.5+ required for principal applicant
- Or 5.0+ with job offer

## Professional Registration

### Medical (UK - GMC)
- 7.5 overall
- 7.0 in each band
- Applies to: Doctors registering with GMC

### Nursing (UK - NMC)
- 7.0 overall
- 7.0 in Reading
- 7.0 in Writing
- 7.0 in Listening
- 7.0 in Speaking

### Nursing (Australia - AHPRA)
- 7.0 in each band
- Or OET B in each section

### Pharmacy (UK - GPhC)
- 7.0 overall
- 7.0 in each band

### Teaching (Australia)
- 7.5 overall
- 8.0 in Speaking and Listening
- 7.0 in Reading and Writing

## One Skill Retake Strategy

**When to use OSR:**
- One section significantly below others
- That section is dragging overall below target
- Improvement potential is realistic (0.5-1.0 band)

**Example:**
- Current: L7.5 R7.5 W6.0 S7.5 = 7.0 overall
- Target: 7.5 overall for Express Entry CLB 10
- OSR Writing: If W improves to 7.0, overall becomes 7.5

**ROI Calculation:**
- Full retake cost: ~$250-300
- OSR cost: ~$150-200
- If only one section needs work, OSR saves money and stress


path: tracking.md
content: # Progress Tracking System

## File Structure in ~/ielts/

### profile.md
```markdown
# IELTS Profile

## Basic Info
- Test Type: [Academic/General Training]
- Exam Date: [YYYY-MM-DD]
- Days Remaining: [countdown]

## Targets
- Overall Band: [target]
- Listening: [minimum required]
- Reading: [minimum required]
- Writing: [minimum required]
- Speaking: [minimum required]
- Purpose: [university/immigration/professional]
- Specific Goal: [e.g., "University of Melbourne MSc Data Science" or "Canada Express Entry CLB 9"]

## Current Status
- Last Diagnostic/Mock: [date]
- Estimated Overall: [band]
- Gap to Target: [+/- X bands]
```

### sections/{section}.md
```markdown
# Writing Progress

## Current Status
- Latest Band Estimate: 6.5
- Target: 7.0
- Gap: 0.5 bands

## Criteria Breakdown
| Criterion | Current | Target | Gap |
|-----------|---------|--------|-----|
| Task Achievement | 6.5 | 7.0 | -0.5 |
| Coherence & Cohesion | 6.0 | 7.0 | -1.0 |  ← Priority
| Lexical Resource | 7.0 | 7.0 | 0 |
| Grammatical Range | 6.5 | 7.0 | -0.5 |

## Recurring Issues
- [ ] Overuse of "However" and "Moreover"
- [ ] Weak overview in Task 1
- [ ] Thesis unclear in introduction
- [x] Run-on sentences (improved)

## Practice Log (last 10)
| Date | Task | Band | Notes |
|------|------|------|-------|
| 02-13 | Task 2: Education | 6.5 | CC weak - paragraph links |
| 02-12 | Task 1: Line graph | 7.0 | Good overview |

## Time Analysis
- Task 1 avg completion: 22 min (target: 20)
- Task 2 avg completion: 42 min (target: 40)
```

### sessions/{date}.md
```markdown
# Study Session: 2025-02-13

## Focus Areas
- Writing: Task 1 overview practice (45 min)
- Speaking: Part 2 fluency drill (30 min)
- Vocabulary: Academic collocations (15 min)

## Completed
- ✓ 2 Task 1 graph descriptions with self-assessment
- ✓ 3 Part 2 cue cards (recorded, reviewed)
- ✓ 20 new collocations added to Anki

## Insights
- Part 2: Still using "um" too much in first 30 seconds
- Task 1: Overview improving, need more comparison language

## Tomorrow's Plan
- Listening Section 4 practice (academic lectures)
- Reading: True/False/Not Given drill (20 questions)
```

### mocks/{date}.md
```markdown
# Mock Test: 2025-02-13

## Scores
| Section | Band | vs Last | vs Target |
|---------|------|---------|-----------|
| Listening | 7.0 | +0.5 | 0 |
| Reading | 6.5 | 0 | -0.5 |
| Writing | 6.5 | 0 | -0.5 |
| Speaking | 7.0 | +0.5 | 0 |
| **Overall** | **6.75→7.0** | +0.25 | -0.0 |

## Error Analysis

### Reading
- Q14: True/False/NG — said True, was NG
- Q27-29: Matching headings — lost 2/3 (time pressure)
- Time: Finished with 0 min left (need 5 min buffer)

### Writing
- Task 1: Overview present but generic
- Task 2: Conclusion too short, didn't summarize main points

## Action Items
1. T/F/NG: Review "Not Given" logic — key is *absence* of info
2. Matching headings: Read headings FIRST, then skim paragraphs
3. Task 2 conclusions: Minimum 2 sentences restating position
```

### essays/{date}-{task}.md
```markdown
# Writing Task 2: 2025-02-13

## Prompt
Some people believe that children should spend all their free time with their families. Others say they should be allowed to spend time with friends. Discuss both views and give your opinion.

## My Response
[Full essay text here]

## Assessment
| Criterion | Band | Feedback |
|-----------|------|----------|
| Task Achievement | 6.5 | Position clear but not fully developed in conclusion |
| Coherence & Cohesion | 6.0 | Overuse of "However", weak paragraph openings |
| Lexical Resource | 7.0 | Good range, natural collocations |
| Grammatical Range | 6.5 | Some complex structures, occasional errors |
| **Overall** | **6.5** | |

## Band 7 Rewrite (weak parts)
Original: "However, some people think children should spend time with friends."
Improved: "Proponents of peer interaction, by contrast, argue that friendships cultivate social skills that family settings alone cannot provide."

## Patterns to Fix
- Start paragraphs with topic sentence, not linking word
- Use "by contrast" / "conversely" instead of always "However"
```

## Metrics to Track

### Per Session
- Time spent per section
- Number of practice items completed
- Error patterns identified

### Per Section
- Band trajectory over time (graph data points)
- Time management (completion within limits)
- Criteria breakdown (Writing/Speaking)
- Question type accuracy (Listening/Reading)

### Overall
- Mock test scores over time
- Days to exam vs band gap
- Ready/Not Ready assessment


path: user-types.md
content: # User Type Adaptations

## First-Time Test Taker (Student)

**Profile:**
- University applicant (undergrad or postgrad)
- May have studied English but never taken IELTS
- Unfamiliar with test format and timing
- Often has more flexible study time (students)

**Agent Adaptations:**
- **Format introduction:** Explain all 4 sections before diving into practice
- **Full diagnostic first:** Test all sections to establish baseline
- **Broader practice:** Cover all question types, not just weaknesses
- **Time management focus:** Many first-timers don't finish Reading
- **Mock test practice:** Simulate full exam conditions early

**Common Mistakes:**
- Spending too long on Task 1 Writing (target: 20 min)
- Not reading Listening questions before audio plays
- Changing answers in Reading when unsure (usually wrong)
- Speaking too little in Part 2 (need full 2 minutes)

**Key Questions to Ask:**
- What program/university are you targeting?
- What's your exam date?
- Have you taken any English proficiency test before?
- What's your daily study time availability?

## Retaker (Stuck at Plateau)

**Profile:**
- Has taken IELTS before but didn't reach target
- Knows the format but not improving
- Often plateaued at 6.5 needing 7.0
- May be frustrated or demoralized

**Agent Adaptations:**
- **Get previous score report:** Analyze which sections/criteria failed
- **Deep diagnosis:** Find specific patterns, not just "weak at Writing"
- **Targeted drills:** 80% practice on weak areas, 20% maintenance
- **Compare to band descriptors:** Show exactly what Band 7 requires vs Band 6
- **Fossilized error detection:** Find mistakes they make repeatedly
- **OSR recommendation:** If one section drags overall, suggest One Skill Retake

**Common Patterns:**
- Writing: CC issues (paragraph structure, linking)
- Speaking: Fluency (hesitation, fillers) or pronunciation (word stress)
- Reading: Time management (not finishing Section 3)
- Listening: Section 4 (academic lectures)

**Key Questions to Ask:**
- What was your previous score breakdown?
- Which section felt hardest?
- Have you identified specific error patterns?
- How long since your last attempt?

## Working Professional (Immigration Focus)

**Profile:**
- Needs IELTS for Canada/Australia skilled migration
- Limited study time (full-time job)
- Often needs General Training (not Academic)
- High stakes (career/life decision)

**Agent Adaptations:**
- **Confirm GT vs Academic:** Immigration typically needs GT
- **Efficient study plans:** 30-60 min daily, not hours
- **Target-specific guidance:** Exact CLB/points requirements
- **Micro-practice:** 10-15 min tasks for busy days
- **Weekend intensive:** Full mocks on weekends
- **Writing Task 1 focus:** GT letter writing (different from Academic)
- **Score-to-points calculator:** Help understand immigration implications

**Common Constraints:**
- Can only study before/after work
- Weekends are prime study time
- Need visible progress to stay motivated
- May need to retake if first attempt fails

**Key Questions to Ask:**
- Which immigration pathway? (Express Entry, 189, 190, etc.)
- What's your deadline for application?
- Do you have flexibility on exam date?
- How much daily study time realistically?

## Professional Registration (Medical/Nursing)

**Profile:**
- Doctor, nurse, pharmacist needing registration
- Very high targets (often 7.0 in all or higher)
- Writing often the hardest section
- May have strong speaking but formal writing weak

**Agent Adaptations:**
- **Verify exact requirements:** Each registration body differs (GMC, NMC, AHPRA)
- **Writing intensive:** Often the blocker section
- **OET comparison:** Some may be better suited to OET instead of IELTS
- **Professional vocabulary:** Integrate medical/nursing terms naturally
- **Speaking formality:** Professional register without being stiff

**Common Challenges:**
- Writing needs to be 7.0+ (hardest to improve quickly)
- Speaking pronunciation issues (varies by L1)
- Stress and time pressure (already working long hours)

**Key Questions to Ask:**
- Which registration body?
- What's the exact band requirement per section?
- Have you considered OET as an alternative?
- What's your current Writing estimated band?

## Parent Supporting Child

**Profile:**
- Parent monitoring/helping child prepare
- May not speak English well themselves
- Wants to track progress and ensure child is on track
- Needs simple progress reporting

**Agent Adaptations:**
- **Progress reports:** Clear summaries of where child stands
- **Study schedule creation:** Parent can enforce routine
- **Milestone tracking:** "On track" vs "needs more practice"
- **Warning signs:** Flag if child is falling behind target
- **Resource recommendations:** What books/courses to buy

**Key Questions to Ask:**
- What's the child's target score and deadline?
- How much is the child practicing independently?
- Do you want weekly progress summaries?
- Is the child doing practice tests?

## Repeat Retaker (Multiple Attempts)

**Profile:**
- Has taken IELTS 3+ times
- Still not reaching target
- May have test anxiety
- Needs significant strategy change

**Agent Adaptations:**
- **Honest assessment:** Is target realistic? (e.g., 8.0 when stuck at 6.0)
- **Complete strategy overhaul:** What they've been doing isn't working
- **Consider alternatives:** OET, PTE, different immigration pathway
- **Address test anxiety:** Practice under exam conditions repeatedly
- **Focus on ONE section:** Sometimes better to OSR repeatedly

**Difficult Conversations:**
- Some targets may not be achievable in short timeframes
- Alternative pathways may be more realistic
- More attempts ≠ better results without strategy change

**Key Questions to Ask:**
- What were your scores on each attempt?
- What did you do differently each time?
- What's the maximum time you can dedicate to prep?
- Are you open to considering alternative tests?


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