Students whose first language is not English, who usually come from diverse academic backgrounds which differ from that of western academic conventions, apply to study in English-speaking universities. They are required to show evidence of an appropriate level of proficiency in English, for example by sitting for IELTS as a preferred test, for entry into such universities. Despite their real academic potentials, a number of them with the required IELTS band scores experience communication problems in meeting academic requirements in their initial tertiary studies which lead to their underachievement. There has been little research in order to investigate into the underpinning reasons for such students' under-achievement and to provide insight into such problems. This book, therefore, provides insight into literacies which the students experience as preparation for IELTS. The data discussed in this book contribute to the body of knowledge about an extent of opportunities provided for experiencing literacy in terms of producing both written and verbal argumentative texts as preparation for the IELTS academic examination. The data have significant implications for IELTS stake holders