Vocabulary For Academic IELTS Writing Task 1 (part 1)

 Academic IELTS Writing Task 1 question requires you to use several vocabularies to present the data given in a pie/ bar/ line/ mixed graph or to describe a process or a flow chart. Being able to use appropriate vocabularies, presenting the main trend, comparing & contrasting data and presenting theⁱ logical flow of the graph ensure a high band score in your Academic IELTS writing task 1. This vocabulary section aims to help you learn all the vocabularies, phrases and words you need to know and use in your Academic writing task 1 to achieve a higher band score. The examiner will use four criteria to score your response: task achievement, coherence and cohesion, lexical resource, & grammatical range and accuracy. Since “Lexical Resource” will determine 25% of your score in Task 1, you have to enrich your vocabulary to hit a high band score. To demonstrate that you have a great lexical resource, you need to:

1.   Use correct synonyms in your writing.
2.  Use a range of vocabulary.
3.  Do not repeat words and phrases from the exam question unless there is no alternative.
4.  Use some less common vocabulary.
5.  Do not use the same word more than once/twice.
6. Use precise and accurate words in a sentence.

It is advisable that you learn synonyms and use them accurately in your writing in order to give the impression that you can use a good range of vocabulary.

The general format for writing academic writing task 1 is as follows:

Introduction + Basic/ General Trends + Details Description + Summary (optional).

Each part has a specific format and therefore being equipped with the necessary vocabulary will help you answer task 1 efficiently and will save a great deal of time.  Vocabulary for the Introduction Part:

Example :

1. The diagram shows employment rates among adults in four European countries from 1925

to 1985.

2. The given pie charts represent the proportion of male and female employees in 6 broad categories, dividing into manual and non-manual occupations in Australia, between 2010 and 2015.
3. The chart gives information about consumer expenditures on six products in four countries

namely Germany, Italy, Britain and France.

4. The supplied bar graph compares the number of male and female graduates in three developing countries while the table data presents the overall literacy rate in these countries.
5. The bar graph and the table data depict the water consumption in different sectors in five

regions.

6. The bar graph enumerates the money spent on different research projects while the column graph demonstrates the fund sources over a decade, commencing from 1981.
7. The line graph delineates the proportion of male and female employees in three different sectors in Australia between 2010 and 2015.

Note that, some teachers prefer the “The line graph demonstrates…” instead of “The given line graph demonstrates…”. However, if you write “The given/ provided/ presented….” it would be correct as well.

Tips:

1. For a single graph use ‘s’ after the verb, like – gives data on, shows/ presents etc. However, if there are multiple graphs, DO NOT use ‘s’ after the verb.
2. If there are multiple graphs and each one presents a different type of data, you can write which graph presents what type of data and use ‘while’ to show a connection. For example – ‘The given bar graph shows the amount spent on fast food items in 2009 in the UK while the pie chart presents a comparison of people’s ages who spent more on fast food.
3. Your introduction should be quite impressive as it makes the first impression on the examiner. It either makes or breaks your overall score.
4. For multiple graphs and/ or table(s), you can write what they present in combination instead of saying which each graph depicts. For example, “The two pie charts and the column graph in combination depicts a picture of the crime in Australia from 2005 to 2015 and the percentages of young offenders during this period.” Caution:

Never copy word for word from the question. If you do, you would be penalised. always paraphrase the introduction in your own words.

General Statement Part:

The General statement is the first sentence (or two) you write in your reporting. It should always deal with:

What + Where + When.

Example: The diagram presents information on the percentages of teachers who have expressed their views about the different problems they face when dealing with children in three Australian schools from 2001 to 2005.

What = the percentages of teachers…

Where = three Australian schools…

When  = from 2001 to 2005…

A good General statement should always have these parts.

Vocabulary for the General Trend Part:

1. In general…
2. In common…
3. Generally speaking…
4. ..
5. It is obvious…
6. As it is observed…
7. As a general trend…
8. As can be seen…
9. As an overall trend/ As overall trend…
10. As it is presented…
11. It can be clearly seen that…
12. At the first glance…
13. It is clear,
14. At the onset…
15. It is clear that…
16. A glance at the graph(s) reveals that…

Example:

1. In general, the employment opportunities increased till 1970 and then declined throughout

the next decade.

2. As it is observed, the figures for imprisonment in the five mentioned countries show no

overall pattern, rather shows the considerable fluctuations from country to country.

3. Generally speaking, citizens in the USA had a far better life standard than that of the

remaining countries.

4. As can be seen, the highest number of passengers used the London Underground station at 8:00 in the morning and at 6:00 in the evening.
5. Generally speaking, more men were engaged in managerial positions in 1987 than that of

women in New York this year.

5. As an overall trend, the number of crimes reported increased fairly rapidly until the mid-

seventies, remained constant for five years and finally, dropped to 20 cases a week after 1982.

6. At a first glance, it is clear that more percentages of native university pupils violated regulations and rules than the foreign students did during this period.
7. At the onset, it is clear that drinking in public and drink-driving were the most common

reasons for US citizens to be arrested in 2014.

8. Overall, the leisure hours enjoyed by males, regardless of their employment status, was

much higher than that of women.