In writing task 1 of IELTS candidates are required to write an essay in response to a given statement within 150 words. These are generally graphs, charts, tables, or diagrams whereby one must state the main features, compare the data provided and identify the developments.
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It is crucial for candidates aspiring for a higher band score in IELTS to polish their task one vocabulary.Hence, we have compiled a detailed guide to use vocabulary in Writing Task 1. The sections below also contain the commonly used expressions and phrases with examples.
Four Factors of Assessment
Candidates are marked on four factors that must be understood beforehand. It can help one improve those skills where one may feel that they are behind.
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Lexical Resource– This assesses the candidate’s ability to implement collocations, spellings, and a wide range of vocabulary. To score well in this criterion, one must avoid using informal language and the wrong usage of words.
Grammatical Range and Accuracy– The things that are considered in this criterion are sentence construction, usage of tenses, punctuation, and simple and compound sentences.
Task Achievement– This examines the candidate’s ability to respond to the question. It includes the features and details of the visual information put forward in the essay, along with the data provided. However, candidates will be penalised for writing a word count lesser than the given count.
Coherence and Cohesion– This aims to test the paraphrasing skills using linking words such as conjunctions. In addition, the number of paragraphs written are also taken into consideration. Given below is a comprehensive chart that lists out band scores and their respective assessments for better understanding.
Grammatical Range and Accuracy
Coherence and Cohesion
Can meet all the requirements of the given task. Has a fully developed response to the task
Wide range of vocabulary, infrequent minor errors
Able to use structures with flexibility and accuracy.
Can manage paragraphing and cohesion properly
Covers all the requirements of the task and highlights the key features bullet points clearly
Has a wide range of vocabulary and can convey accurate meaning.
Uses unique lexical items, although mistakes may occur
The majority of sentences do not have any errors.
Very few mistakes occur and implement a wide range of structure
Able to sequence ideas logically and chronologically.
The candidate has a hold over paraphrasing and can manage cohesion well.
Meets all the requirements of the task.
Can present a clear perspective on trends, changes, and developments. (Academic)
Although the candidate can present critical features, this could be expanded.
Makes a wide range of vocabulary.
Everyday lexical items are utilised and known collocation.
May have errors in spellings, usage of words, and formation of words
Able to use compound sentences.
Able to write error-free sentences.
Has good command over grammar and punctuation with few occasional errors.
Able to organise ideas logically and progress can be noticed throughout
There is overused and under usage of cohesive devices
Able to present an overview of the task.
Usage of tone is appropriate.
Although the candidate can highlight critical features, there may be some irrelevant information.
Has a wide range of vocabulary.
Uses less common vocabulary but is inaccurate.
Makes minor spelling errors, but this does not hinder their communication skills.
Uses compound and simple sentences
Makes minor errors in grammar and punctuation
Is able to organise information logically.
Implements cohesive devices in between sentences and within.
Generally, tasks can be addressed, although the format may be appropriate.
Not able to present an overview and do not substantiate with data.
The letter’s purpose may be unclear; however, the tone may be varied.
Has a limited vocabulary.
Makes noticeable errors.
Attempts complex sentences but is inaccurate.
Grammatical errors are frequent, and punctuation may be wrong.
Able to present information but is not well organised.
Under or over usage of cohesive devices and are repetitive.
Attempts all parts of the task but cannot state the key features. The format may not be correct.
Has not been able to state the purpose of the letter..
Has a minimal vocabulary. This might be repetitive
Has a very limited control over spellings and formation of words.
Very rare usage of subordinate clauses
Punctuation is wrong most of the times, and errors are very dominant.
Ideas are not organised logically and can use minimal cohesive devices.
Has minimal ideas.
Cannot address the task.
Minimal range of vocabulary and makes a lot of errors.
The wrong usage of punctuation and inaccurate use of grammar changes the sentence’s meaning.
Unable to organise ideas logically.
The usage of cohesive devices does not link the ideas.
The answer is not linked to the question.
No command over word formation
Memorises phrases and cannot form sentences properly
Has too little control over organising ideas.
The answers to the question are not connected.
Is only able to use a few words
Unable to form sentences at all.
Unable to communicate any form of message.
Did not attempt
The response is memorised.
Now that the assessment criteria is clear to us, we can move on to vocabulary building tips and tricks that will help the candidates secure a band score of their choice.
Linking Words for Writing Task 1
Candidates have to support the points made by them in the essay. One can use these words to inform the examiner of the additional ideas:
Not only…but also
As well as
ListingCandidates can make use of listings to organise their ideas sequentially. These connectors can be implemented:
Finally, lastly, or last but not the least
Providing examplesGenerally, one must provide examples to support their statement. It is essential to use a wide range of cohesive devices while writing the essay and with examples:
To cite an example
In other words
Highlighting Key Features These connectors can be used when one needs to explain the result of something:
Consequences When candidates want to explain the result of something, these linking devices are somewhat helpful:
As a result
For this reason
Causes and reasonsIn the essay, one must provide reasons for a particular statement; and using these can be beneficial:
ConclusionCandidates must use cohesive devices while concluding their essay:
To sum up
Vocabulary for Describing Trends
In IELTS Writing Task 1, candidates are given a graph. Depending on the graph, they are supposed to write a report of 150 words. However, one must know task one vocabulary to achieve a hand band score. It is given below for easier understanding:
Over the next three days
The following three days
From this to that
Between this and that
At the beginning of the period
At the end of the period
The first year
The last year
Over the period
It hits a high of
It hits a low of
Vocabulary for Describing Increase and Decrease
Candidates can follow the possible pairings for increase and decrease:
Noun phrase + verb + adverb
There + be + noun + in + noun phrase
These phrases can be implemented:
In addition, many of the above words in the list can be paired together and are ideal to use while expressing increase or decrease.
Verb + Adverb
Adjective + Noun
Noun + Noun
Those with ‘have’ or ‘take’
Adverb + Adjective
Verb + Noun
For instance, while describing writing task 1, one can write:
‘Unemployment increased significantly.’
‘It rose steeply.’
It fluctuated slightly
The rates dropped dramatically
The prices dipped sharply
There was a dramatic improvement
A steady rise occurred in oil prices
It was a slight fluctuation
A steep drop
There was a sharp decline
There was a rapid rise
Have a wash
Take a bath
Have a bath
Take a seat
Vocabulary for Making Comparisons
For writing task 1, candidates must make comparisons. It is always best to practice them so that one’s score can improve:
Vocabulary for Summaries
It is essential to present an overview in Writing Task 1. One must present a summary with the main details to meet the criterion of Task Achievement. However, the candidate must hold a stronghold over task one vocabulary, which is underlined below:
As it is observed
It can be seen that
At the first glance
It is evident by the chart
A glance at the graph reveals that
Which Tenses Should Be Used?
It is crucial to use the proper tense to achieve a good score in the IELTS. That is why one must follow the below-mentioned tenses while attempting Writing Task 1:
Present simple- This can be used when candidates want to describe something taking place in the present.
Past tense- When the dates are given in the past, then this tense must be used to convey the meaning. For example, men enjoyed about 45 hours of leisure time.
Future tense– This is applicable when one needs to predict something. For instance, life expectancy is expected to surge in almost every country.
Past perfect– Generally, this tense defines the former years. For example, the prices of oil rose.
Vocabulary for Approximation and Fractions
Candidates must use a wide range of vocabulary as they are marked on the lexical resource criterion:
Besides task one vocabulary, candidates can also use audio and videos as this can amp up the preparation process. Following the syllabus for writing task 1 is also essential. Finance is a significant concern for most immigrating candidates. At such times, Leap Scholar can be of substantial help. We provide educational loans and charge no collateral. Our educational loans are designed to save you dollars and help students fulfil their dream of studying abroad.
Frequently Asked Questions
1. Is there any vocabulary test in IELTS?
Ans: No, there is no vocabulary test in IELTS. However, a wide range of vocabulary can help score well in the exam. Therefore, candidates can follow our task one vocabulary to prepare for the exam.
2. Is 7.5 a good score?
Ans: This score shows that the candidate has a good command of the English language. Most universities across the globe accept this score.
3. Is there any passing score for IELTS?
Ans: There are no pass scores in IELTS as such. However, 1.0 is the lowest score, with the highest being 9. Students will receive individual scores in each section, along with an average score.
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