# data[].attributes.attachment_link.description
Not sure which exam to take? Try our online test to find out which Cambridge English exam is right for you. It’s quick, free and gives an instant score.

# data[].attributes.attachment_link.description
Please click the link to complete this form.

# data[].attributes.attachment_link.readable_text
Avec le site OSCAR, vous pouvez réaliser un test de positionnement gratuit en anglais, allemand, espagnol, italien et français langue étrangère. Grâce à un test évolutif de 15 minutes, découvrez votre niveau et déterminez vos objectifs.

C'est très simple :

1. Rendez vous sur www.oscar-cel.com

2. Créez votre compte gratuitement

3. Faites le test (10-15 minutes)

4. Identifiez vos besoins et vos objectifs

5. Consultez vos résultats

Un conseiller prendra ensuite contact avec vous pour vous accompagner et vous conseiller dans votre projet.

Le Centre d'Études de Langues c'est plus de 11 langues enseignées en cours particuliers ou collectifs. Vous avez un projet ? Contactez-nous :

# data[].attributes.attachment_link.title
Testez gratuitement votre niveau en langue avec OSCAR ! - Centre d'Etude de Langues

# data[].attributes.attachment_link.description
Vous voulez connaitre votre niveau en langue avant d'envisager une formation ? C'est par ici !

# data[].attributes.attachment_link.readable_text
Qui utilise Linguaskill ?

Exemples d'entreprises et d'établissements d'enseignement supérieur qui utilisent et acceptent Linguaskill :
En savoir plus
Contactez-nous

Besoin de conseil ? Contactez notre équipe à Paris pour plus d'informations sur nos examens.
Contactez-nous

# data[].attributes.attachment_link.title
Comment préparer Linguaskill | Cambridge English

# data[].attributes.attachment_link.description
Exemples d'entreprises et d'établissements d'enseignement supérieur qui utilisent et acceptent Linguaskill : En savoir plus Contactez-nous Besoin de conseil ? Contactez notre équipe à Paris pour plus d'informations sur nos examens. Contactez-nous

# data[].attributes.attachment_link.readable_text
Révisez sur la plateforme experte des certifications en langues pour obtenir le CLOE Anglais grâce à une préparation en ligne sur mesure.

Qu'est-ce que le CLOE Anglais ?

La certification CLOE English (Compétences Linguistiques Orales et Ecrites) est un examen de langue anglaise reconnu pour évaluer les compétences en anglais des locuteurs non natifs. Disponible pour les étudiants et les professionnels, cette certification se compose d' un test écrit adaptatif et d' un entretien avec un évaluateur.

Divisé en deux parties, le test CLOE English évalue la compréhension orale et l'expression orale, ainsi que la compréhension écrite et l'expression écrite. L'examen se déroule en ligne et est valable 2 ans à partir de l'obtention de la certification.

Les infos clés

CLOE English

Durée totale de 1h15

Évalue la compréhension orale et écrite

Test valable à vie

Prêt à obtenir le CLOE English ?

Paiement sécurisé grâce au protocole SSL

Service client ultra-réactif du lundi au vendredi de 9h à 18h

*Abonnement renouvelé automatiquement, résiliable à tout moment

8 bonnes raisons de préparer votre examen avec GlobalExam

Cours en visio

Cours en visio collectifs et individuels avec des professeurs certifiés

Fonctionnalité disponible avec les abonnements Premium

Prêt à obtenir le CLOE English ?

GlobalExam dans les médias

Voir tous les articles

# data[].attributes.attachment_link.title
Préparez le CLOE English : entrainement en ligne | GlobalExam

# data[].attributes.attachment_link.description
Pour passer la certification CLOE English, rien de tel que la pratique ! Entrainez-vous sur GlobalExam à l'aide d'exercices d'anglais corrigés, d'examens blancs chronométrés et de fiches de révision spécifiques au CLOE English. Accédez à votre préparation en ligne sur mesure !

# data[].attributes.body
Qu’est-ce que la certification CLOE ?

Permettant de certifier les compétences d’un candidat en langues étrangères, la certification CLOE est disponible en anglais, allemand, espagnol, italien et français langue étrangère. Pour les entreprises, elle représente un gage de crédibilité supplémentaire, puisque qu’elle porte sur la communication écrite et orale au quotidien ainsi que dans le cadre professionnel.

Quatre compétences sont mesurées : l’expression orale et écrite ainsi que la compréhension orale et écrite, avec une attention particulière portée à la structure grammaticale des phrases. D’autres éléments entrent en ligne de compte, tels que la cohésion, le vocabulaire, la prononciation ainsi que l’aptitude à dialoguer.

À savoir : la préparation à la certification CLOE est éligible au CPF.

Quelles sont les choses à savoir sur la certification CLOE ?

L’examen associé au passage de la certification CLOE demande notamment de :

Comprendre un texte court et d’en dégager le sens global et des détails spécifiques.

Identifier et utiliser des expressions de la vie courante ou professionnelle.

Comprendre un énoncé, des instructions ou des questions d’un interlocuteur anglophone.

Employer un vocabulaire courant ou professionnel adapté à la situation de communication.

Construire des phrases cohérentes.

Communiquer de façon naturelle à l’oral.

Les résultats de la certification CLOE font référence au Cadre européen commun de référence pour les langues (CECRL), qui est une norme internationale permettant de décrire la compétence linguistique. Cette norme se décline selon plusieurs niveaux allant de A1, premier niveau de compréhension à C2, considéré comme le plus haut niveau.

Comment bien préparer la certification CLOE ?

Gardez toujours à l’esprit la structure de l’examen, en sachant que vous devrez comprendre et intervenir à l’écrit comme à l’oral. Vous n’avez pas de raison d’avoir de mauvaises surprises le jour J puisque vous avez d’ores et déjà en tête que les deux aspects seront testés.

Pendant tout le temps de votre préparation, tâchez d’échanger le plus possible dans la langue de votre future certification. Achetez des journaux, magazines et lisez des articles en ligne afin d’enrichir petit à petit votre vocabulaire.

Le jour de l’examen, prenez le temps de lire deux fois les questions qui vous sont posées afin de ne pas faire d’erreur de compréhension.

Apprenez à maitriser votre temps. Lors de votre préparation à la certification CLOE, n’hésitez pas à prévoir des « examens blancs » dans un temps imparti.

À savoir : la certification ouvrant droit au CPF, c’est le moment d’utiliser vos heures de formation afin de préparer sereinement votre examen. Rien de tel qu’un professeur natif pour vous encourager et faire en sorte que vous soyez parfaitement prêt(e).

# data[].attributes.body
get to know you lesson :)

# data[].attributes.attachment_link.title
LibGuides: Ten tips for scientific writing: Tip 3: Use diagrams, tables and images

# data[].attributes.attachment_link.description
LibGuides: Ten tips for scientific writing: Tip 3: Use diagrams, tables and images

# data[].attributes.attachment_link.readable_text
The academic community can be conservative when it comes to enforcing academic writing style, but your writing shouldn't be so boring that people lose interest midway through the first paragraph! Given that competition is at an all-time high for academics looking to publish their papers, we know you must be anxious about what you can do to improve your publishing odds.

To be sure, your research must be sound, your paper must be structured logically, and the different manuscript sections must contain the appropriate information. But your research must also be clearly explained. Clarity obviously depends on the correct use of English, and there are many common mistakes that you should watch out for, for example when it comes to articles, prepositions, word choice, and even punctuation. But even if you are on top of your grammar and sentence structure, you can still make your writing more compelling (or more boring) by using powerful verbs and phrases (vs the same weaker ones over and over). So, how do you go about achieving the latter?

Below are a few ways to breathe life into your writing.

1. Analyze Vocabulary Using Word Clouds

Have you heard of "Wordles"? A Wordle is a visual representation of words, with the size of each word being proportional to the number of times it appears in the text it is based on. The original company website seems to have gone out of business, but there are a number of free word cloud generation sites that allow you to copy and paste your draft manuscript into a text box to quickly discover how repetitive your writing is and which verbs you might want to replace to improve your manuscript.

Seeing a visual word cloud of your work might also help you assess the key themes and points readers will glean from your paper. If the Wordle result displays words you hadn't intended to emphasize, then that's a sign you should revise your paper to make sure readers will focus on the right information.

As an example, below is a Wordle of our article entitled, " How to Choose the Best title for Your Journal Manuscript." You can see how frequently certain terms appear in that post, based on the font size of the text. The keywords, "titles," "journal," "research," and "papers," were all the intended focus of our blog post.

2. Study Language Patterns of Similarly Published Works

Study the language pattern found in the most downloaded and cited articles published by your target journal. Understanding the journal's editorial preferences will help you write in a style that appeals to the publication's readership.

Another way to analyze the language of a target journal's papers is to use Wordle (see above). If you copy and paste the text of an article related to your research topic into the applet, you can discover the common phrases and terms the paper's authors used.

For example, if you were writing a paper on links between smoking and cancer, you might look for a recent review on the topic, preferably published by your target journal. Copy and paste the text into Wordle and examine the key phrases to see if you've included similar wording in your own draft. The Wordle result might look like the following, based on the example linked above.

If you are not sure yet where to publish and just want some generally good examples of descriptive verbs, analytical verbs, and reporting verbs that are commonly used in academic writing, then have a look at this list of useful phrases for research papers.

3. Use More Active and Precise Verbs

Have you heard of synonyms? Of course you have. But have you looked beyond single-word replacements and rephrased entire clauses with stronger, more vivid ones? You'll find this task is easier to do if you use the active voice more often than the passive voice. Even if you keep your original sentence structure, you can eliminate weak verbs like "be" from your draft and choose more vivid and precise action verbs. As always, however, be careful about using only a thesaurus to identify synonyms. Make sure the substitutes fit the context in which you need a more interesting or "perfect" word. Online dictionaries such as the Merriam-Webster and the Cambridge Dictionary are good sources to check entire phrases in context in case you are unsure whether a synonym is a good match for a word you want to replace.

To help you build a strong arsenal of commonly used phrases in academic papers, we've compiled a list of synonyms you might want to consider when drafting or editing your research paper. While we do not suggest that the phrases in the "Original Word/Phrase" column should be completely avoided, we do recommend interspersing these with the more dynamic terms found under "Recommended Substitutes."

A. Describing the scope of a current project or prior research

This paper + [use the verb that originally followed "aims to"] or This paper + (any other verb listed above as a substitute for "explain") + who/what/when/where/how X. For example:

"This paper applies X to Y," instead of, "This paper aims to apply X to Y."

"This paper explores how lower sun exposure impacts moods," instead of, "This paper aims to address the impact of lower sun exposure on moods."

To introduce the topic of a project or paper

The paper/ study/ article/ work...

Prior research/ investigations...

To describe the analytical scope of a paper or study

The paper/ study/ article/ work...

Prior research/ investigations...

*Adjectives to describe degree can include: briefly, thoroughly, adequately, sufficiently, inadequately, insufficiently, only partially, partially, etc.

[any of the verbs suggested as replacements for "explain," "analyze," and "consider" above]

B. Outlining a topic's background

Topic significantly/considerably +

+ who/what/when/where/how...

*In other words, take the nominalized verb and make it the main verb of the sentence.

...is widely accepted as...

...is widely used as...

Widely accepted, ... [to eliminate the weak be verb]

The preferred...

Commonly/Frequently implemented,... [to eliminate the weak be verb]

The prevailing method for...

To describe the recent focus on a topic

Discussions regarding X have dominated research in recent years.

...has appealed to...

...has propelled to the forefront in investigations of Y.

... has dramatically/significantly shaped queries on X in recent years.

...has critically influenced academic dialogue on Y.

To identify the current majority opinion about a topic

The consensus has been that...

To express the breadth of our current knowledge-base, including gaps

To segue into expressing your research question

C. Describing the analytical elements of a paper

D. Discussing results

E. Discussing methods

F. Explaining the impact of new research

Wordvice Writing Resources

For additional information on how to tighten your sentences (e.g., eliminate wordiness and use active voice to greater effect), you can try Wordvice's FREE APA Citation Generator and learn more about how to proofread and edit your paper to ensure your work is free of errors.

Before submitting your manuscript to academic journals, be sure to use our free grammar checker to catch errors in grammar, spelling, and mechanics. And use our proofreading services and English editing services from Wordvice, including academic editing services, cover letter editing, manuscript editing, and research paper editing services to make sure your work is up to a high academic level.

We also have a collection of other useful articles for you, for example on how to strengthen your writing style, how to avoid fillers to write more powerful sentences, and how to eliminate prepositions and avoid nominalizations. Additionally, get advice on all the other important aspects of writing a research paper on our academic resources pages.

About Wordvice

Wordvice provides high-quality English proofreading and editing services.We have helped thousands of researchers, students, writers, and businesses maximize the impact of their writing.

# data[].attributes.attachment_link.title
100+ Research Vocabulary Words & Phrases - Wordvice

# data[].attributes.attachment_link.description
Here are 100+ active verbs to make your research writing more engaging. Includes additional tops to improve word and phrase choices.

# data[].attributes.body
i never did it before

i know this agency for a long time

you are not alone to know that

it's not so high as we thought

so much empty than we wanted

it was not good results we expected

at one time we had to say stop

Whereas / although they had done a lot of things

even, we made a lot of work

pbs on electricity

on the other way

PRON

behaviour

unfortunately

valorise

react

transfer

# data[].attributes.attachment_link.provider_name
Wordwall - Create better lessons quicker

# data[].attributes.attachment_link.description
Group sort - Drag and drop each item into its correct group.

# data[].attributes.body
as tire as plan-  finally I went  to sleep at 12:00- I fall from my bicycle - hospital -  neither / nor

know - pron

i go  to my house

craftman

double glazing

i dedided to bought  decoration

pantry

larder

I did a lot of DIY

he make a lot of bike

off piste

that i didn't hear previously

gut

GUT

since 20 years ago they begin to eat like us

since  i was pregnant that i do this

# data[].attributes.attachment_link.title
Linkers for the CPE Exam | Blair Exam English

# data[].attributes.attachment_link.description
Learn and remember 12 very advanced linkers that you will both find and can use in the Cambridge Proficiency (CPE) exam.

# data[].attributes.attachment_link.provider_name
Wordwall - Create better lessons quicker

# data[].attributes.attachment_link.description
Group sort - Drag and drop each item into its correct group.

# data[].attributes.attachment_link.provider_name
Wordwall - Create better lessons quicker

# data[].attributes.attachment_link.readable_text
Clarifying or Restating:: In other words, That is to say, To put it another way, Namely, Specifically, Expressing Opinion:: In my opinion, From my perspective, I firmly believe that, Personally, It seems to me that, Sequencing and Structuring:: Firstly/Secondly, To begin with, In the first place, Next, Finally, To conclude, 8. Conceding a Point:: Admittedly, Granted, Even though, Although, While it is true that,

# data[].attributes.attachment_link.description
Clarifying or Restating:: In other words, That is to say, To put it another way, Namely, Specifically, Expressing Opinion:: In my opinion, Sequencing and Structuring::

# data[].attributes.attachment_link.provider_name
Wordwall - Create better lessons quicker

# data[].attributes.attachment_link.description
Group sort - Drag and drop each item into its correct group.

# data[].attributes.attachment_link.title
Guide to the Cambridge C2 Proficiency Writing Exam – Part 2: Report | Oxford House Barcelona

# data[].attributes.attachment_link.description
Are you preparing for the Cambridge C2 Proficiency (CPE) writing exam? If those pre-exam jitters have started to appear, don’t worry! Allow us to help you overcome those fears, as we talk you through the Cambridge C2 Proficiency report. By the end of this blog, you’ll know what a typical Cambridge C2 report question looks …

# data[].attributes.body
yesterday  i go to the theatre - instead of many theatres around - she did a lot of things already - it was a piece  ( theatre) -  she dead is 1950 - she had- h - 82 years old  a lot of time is said  she plays - it remembers for your young people  -  to have a look of the programme- she do a lot for the- if had and final a lot of money i will in the theatre each weekend. and finally it is her job - she choice what she will program - since she was not there.  20 on 20 in Sports she is able since a long time .

# data[].attributes.body
Chatted and error correction :)

# data[].attributes.attachment_link.readable_text
Look at these examples to see how the passive voice is used.

The interview was recorded yesterday.
Cleaner sources of energy must be developed.
An electrical fault is believed to have caused the power cut.

Try this exercise to test your grammar.

Grammar explanation

We can use the passive voice to change the focus of the sentence.

Aliya Monier directed the film.
(focus on Aliya Monier)

The film was directed by Aliya Monier.
(focus on The film)

We often use the passive:

so that we can start a sentence with the most important or most logical information

when we prefer not to mention who or what does the action (for example, it's not known, it's obvious or we don't want to say)

in more formal or scientific writing.

Be + past participle

The most common way to form the passive is subject + be + past participle.

The new smoke alarm was installed yesterday.

The 'doer' of the action is called the agent. Most of the time, the agent is not mentioned, but if important, the agent can be mentioned using the preposition by.

The new smoke alarm was installed yesterday by the company director herself.

We can also use the passive voice with modal verbs such as can, must and should, by using modal + be + past participle.

A podcast can be made with minimal resources.
The accidentmust be reported to the police.
New lawsshould be created to regulate electric scooters.

The passive with get

In informal English, get is sometimes used instead of be to form the passive.

My bicycle got stolen last night.
(= My bicycle was stolen last night.)

The impersonal passive

The impersonal passive is used with reporting verbs such as allege, believe, claim, consider, estimate, expect, know, report, say, think, understand, etc. It reports what an unspecified group of people say or believe.

The impersonal passive has two forms:

it + be + past participle + ( that) + subject + verb:

It is estimated that millions of people visit the site every year.
It is believed that the walls date from the third century BCE.
It is reported that mosquitoes transmit the disease.

someone/something + be + past participle + infinitive:

Millions of people are estimated to visit the site every year.
The walls are believed to date from the third century BCE.
Mosquitoes are reported to transmit the disease.

Note that the infinitive can be simple (as above), perfect (for a past action) or continuous (for an action in progress).

Millions are estimated to visit the site this year. (simple infinitive)
The walls are believed to have been built in the third century BCE. (perfect infinitive)
Mosquitoes are reported to be transmitting the disease. (continuous infinitive)

Do this exercise to test your grammar again.

Language level

# data[].attributes.attachment_link.description
Do you know how to use all the different forms of the passive? Test what you know with interactive exercises and read the explanation to help you.

# data[].attributes.attachment_link.description
English grammar exercise about passive verbs with mixed tenses

# data[].attributes.attachment_link.readable_text
Introducing the topic

The subject/topic of my talk is ...
I'm going to talk about ...
My topic today is...
My talk is concerned with ...

Overview (outline of presentation)

I'm going to divide this talk into four parts.
There are a number of points I'd like to make.
Basically/ Briefly, I have three things to say.
I'd like to begin/start by ...
Let's begin/start by ...
First of all, I'll...
... and then I'll go on to ...
Then/ Next ...
Finally/ Lastly ...

Finishing a section

That's all I have to say about...
We've looked at...
So much for...

Starting a new section

Moving on now to ...
Turning to...
Let's turn now to ...
The next issue/topic/area I'd like to focus on ...
I'd like to expand/elaborate on ...
Now we'll move on to...
I'd like now to discuss...
Let's look now at...

Analysing a point and giving recommendations

Where does that lead us?
Let's consider this in more detail...
What does this mean for...?
Translated into real terms...
Why is this important?
The significance of this is...

Giving examples

For example,...
A good example of this is...
As an illustration,...
To give you an example,...
To illustrate this point...

Summarising and concluding

To sum up ...
To summarise...
Right, let's sum up, shall we?
Let's summarise briefly what we've looked at...
If I can just sum up the main points...
Finally, let me remind you of some of the issues we've covered...
To conclude...
In conclusion ...
In short ...
So, to remind you of what I've covered in this talk, ...
Unfortunately, I seem to have run out of time, so I'll conclude very briefly by saying that .....
I'd like now to recap...

Paraphrasing and clarifying

Simply put...
In other words.......
So what I'm saying is....
To put it more simply....
To put it another way....

Invitation to discuss / ask questions

I'm happy to answer any queries/ questions.
Does anyone have any questions or comments?
Please feel free to ask questions.
If you would like me to elaborate on any point, please ask.
Would you like to ask any questions?
Any questions?

# data[].attributes.attachment_link.title
BBC Learning English | Talking business | Presentations: Language expert

# data[].attributes.attachment_link.description
A course about business communication. Presentations: language expert

# data[].attributes.body
[12:23] Carmina (Guest)

not so much companies -  in the meantime  they were happy - however? i have to make a catch up  today . didn't were understand me- on other side i was trying to make contact - indian peoples - nevertheless = very good , they didn't born , then they were concerned  - they were not completely confident on  they - how to deal that in america? if finally they become american -

[12:24] Carmina (Guest)

love and all the blood shed nan goldin

# data[].attributes.attachment_link.readable_text
Vocabulary For Academic IELTS Writing Task 1 (part 1)

Details

Last Updated: Thursday, 04 May 2023 02:58

Written by IELTS Mentor

Hits: 2183614

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 the 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:

" Use correct synonyms in your writing.
" Use a range of vocabulary.
" Do not repeat words and phrases from the exam question unless there is no alternative.
" Use some less common vocabulary.
" Do not use the same word more than once/twice.
" 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.

Graph Writing Vocabulary Index:

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:

The/ the given / the supplied / the presented / the shown / the provided

diagram / table / figure / illustration / graph / chart / flow chart / picture/ presentation/ pie chart / bar graph/ column graph / line graph / table data/ data / information / pictorial/ process diagram/ map/ pie chart and table/ bar graph and pie chart ...

shows / represents / depicts / enumerates / illustrates / presents/ gives / provides / delineates/ outlines/ describes / delineates/ expresses/ denotes/ compares/ shows contrast / indicates / figures / gives data on / gives information on/ presents information about/ shows data about/ demonstrates/ sketch out/ summarises...

the comparison of...
the differences...
the changes...
the number of...
information on...
data on...
the proportion of...
the amount of...
information on...
data about...
comparative data...
the trend of...
the percentages of...
the ratio of...
how the...

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.

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:

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. Overall...
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.

4. 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.

The structure of the IELTS Academic Writing Task 1 (Report Writing):

Introduction:

Introduction ( never copy word for word from the question) + Overview/ General trend ( what the diagrams indicate at a first glance).

Reporting Details:

Main features in the Details
+ Comparison and Contrast of the data. (Do not give all the figures.)
+ Most striking features of the graph.

Conclusion:

Conclusion (General statement + Implications, significant comments)
[The conclusion part is optional.]

Tips:
1. Write the introduction and General trend in the same paragraph. Some students prefer to write the 'General Trend' in a separate paragraph and many teachers suggest both to be written in a single paragraph. Unless you have a really good reason to write the general trend in the second paragraph, try to write them both in the first paragraph. However, this is just a suggestion, not a requirement.

2. Your 'Introduction (general statement + overall trend/ general trend) should have 75 - 80 words.

3. DO NOT give numbers, percentages or quantity in your general trend. Rather give the most striking feature of the graph that could be easily understood at a glance. Thus it is suggested to AVOID -

"A glance at the graphs reveals that 70% of the male were employed in 2001 while 40 thousand women in this year had jobs."

And use a format /comparison like the following:

"A glance at the graphs reveals that more men were employed than their female counterparts in 2001 and almost two-third of females were jobless in the same year. "

Vocabulary to Start the Report Body:

Just after you finish writing your 'Introduction' (i.e. General Statement + General overview/ trend), you are expected to start a new paragraph to describe the main features of the diagrams. This second paragraph is called the 'Body Paragraph / Report Body". You can have a single body paragraph/ report body or up to 3, (not more than 3 in any case) depending on the number of graphs provided in the question and the type of these graphs. There are certain phrases you can use to start your body paragraph and the following is a list of such phrases ---

1. As it is presented in the diagram(s)/ graph(s)/ pie chart(s)/ table...
2. As (it is) shown in the illustration...
3. As can be seen in the...
4. As the diagrams suggest...
5. According to the...
6. Categorically speaking...
7. Getting back to the details...
8. Now, turning to the details...
9. The table data clearly shows that...
10. The diagram reveals that...
11. The data suggest that...
12. The graph gives the figure...
13. It is interesting to note that...
14. It is apparently seen that...
15. It is conspicuous that...
16. It is explicitly observed that...
17. It is obvious...
18. It is clear from the data...
19. It is worth noticing that...
20. It is crystal clear/ lucid that...
21. It can be clearly observed that...
22. It could be plainly viewed that...
23. It could be noticed that...
24. We can see that...

Vocabulary to show the changes:

level(ed) off / remain(ed) constant / remain(ed) unchanged / remain(ed) stable / prevail(ed) consistency / plateaued / reach(ed) a plateau / stay(ed) uniform /immutable / level(ed) out/ stabilise/ remain(ed) the same.

No change, a flat, a plateau.

Examples:

1. The overall sale of the company increased by 20% at the end of the year.

2. The expenditure of the office remained constant for the last 6 months but the profit rose by almost 25%.

3. There was a 15% drop in the ratio of student enrollment at this University.

4. The population of the country remained almost the same as it was 2 years ago.

5. The population of these two cities increase significantly in the last two decades and it is expected that it will remain stable during the next 5 years.

Tips:
1. Use'improve' / 'an improvement' to describe a situation like economic condition or employment status. To denote numbers use other verbs/nouns like increase.

2. Do not use the same word/ phrase over and over again. In fact, you should not use a noun or verb form to describe a trend/change more than twice; once is better!

3. To achieve a high band score you need to use a variety of vocabulary as well as sentence formations.

Vocabulary to represent changes in graphs:

Example:

1. The economic inflation of the country increased sharply by 20% in 2008.

2. There was a sharp drop in industrial production in the year 2009.

3. The demand for new houses dramatically increased in 2002.

4. The population of the country dramatically increased in the last decade.

5. The price of oil moderately increased during the last quarter but as a consequence, the price of daily necessities rapidly went up.

Vocabulary to represent frequent changes in graphs:

Example:

1. The price of the goods fluctuated during the first three months of 2017.

2. The graph shows the oscillations of the price from 1998 to 2002.

3. The passenger number in this station oscillates throughout the day and in the early morning and evening, it remains busy.

4. The changes in car production in Japan shows a palpitation for the second quarter of the year.

5. The number of students in debate clubs fluctuated in different months of the year and rapid ups and downs could be observed in the last three months of this year.

Tips:
1. 4. DO NOT try to present every single piece of data presented in a graph. Rather pick 5-7 most significant and important trends/ changes and show their comparisons and contrasts.

2. The question asks you to write a report and summarise the data presented in graphs(s). This is why you need to show the comparisons, contrasts, show the highest and lowest points and the most striking features in your answer, not every piece of data presented in the diagram(s).

Types of Changes/ Differences and Vocabulary to present them:

Great change / Huge difference:

Adjectives Adverbs

Overwhelming Overwhelmingly
Substantial Substantially
Enormous Enormously

Big change / Big difference:

Adjectives Adverbs

Significant Significantly
Considerable Considerably

Medium change / Moderate difference:

Adjectives Adverbs

Somewhat Somewhat
Moderate Moderately

Minor change / Small difference:

Adjectives Adverbs

Fractional Fractionally
Marginal Marginally
Slight Slightly

Dates, Months & Years related vocabulary and grammar:

From 1990 to 2000, Commencing from 1980, Between 1995 and 2005, After 2012.
By 1995, In 1998, In February, Over the period, During the period, During 2011.
In the first half of the year, For the first quarter, The last quarter of the year, During the first decade.
In the 80s, In the 1980s, During the next 6 months, In the mid-70s, Next 10 years, Previous year, Next year, Between 1980 - 1990.
Within a time span of ten years, within five years.
Next month, Next quarter, Next year, Previous month, Previous year.
Since, Then, From.

Percentage, Portion and Numbers:

Percentages:
10% increase, 25 percent decrease, increased by 15%, dropped by 10 per cent, fall at 50%, reached to 75%, tripled, doubled, one-fourth, three-quarters, half, double fold, treble, 5 times higher, 3 timers lower, declined to about 49%, stood exactly at 43%.

Fractions:
4% = A tiny fraction.
24% = Almost a quarter.
25% Exactly a quarter.
26% = Roughly one quarter.
32% Nearly one-third, nearly a third.
49% = Around a half, just under a half.
50% Exactly a half.
51% = Just over a half.
73% = Nearly three quarters.
77% = Approximately three quarter, more than three-quarter.
79% = Well over three quarters.

Proportions:
2% = A tiny portion, a very small proportion.
4% = An insignificant minority, an insignificant proportion.
16% = A small minority, a small portion.
70% = A large proportion.
72% = A significant majority, A significant proportion.89% = A very large proportion.
89% = A very large proportion.

Words/ Phrases of Approximation - Vocabulary:

What criteria would a band 9 graph response satisfy?

Task Achievement:
A) Fully satisfies all the requirements of the task.
B) Clearly presents a fully developed response.

What will be assessed by the examiner?
a) How appropriately, accurately and relevantly you fulfil your task requirements.
b) How accurately you write your report and how appropriately you present the data (compare/ contrast/ show the most striking trends/ features/ data.)

Coherence and Cohesion:
A) Uses cohesion in such a way that it attracts no attention.
B) Skillfully manages "paragraphing".

What will be assessed by the examiner?
a) No misinterpretation and presentation of data and trends.
b) How well you organise your paragraphs.
c) Overall clarity and fluency of your report and message.
d) How well you have organised and liked the information, data and ideas in your writing.
e) Logical sequencing and appropriate use of linking devices between and within your sentences.

1. Do not incorporate more than 3-4 paragraphs.
2. Do not use a single paragraph to describe everything.
3. The conclusion part is optional. If you think that you have already written more than 170 words and have nothing to say, you can skip the conclusion.

Lexical Resource:
A) Uses a wide range of vocabulary with very natural and sophisticated control of lexical features.
B) Rare minor errors occur only as "slips".

What will be assessed by the examiner?
a) The range of vocabulary you have used in your writing.
b) How accurately and appropriately you have used words/ phrases while presenting the graph(s) as a report.

Tips: Do NOT use words/ phrases that are already given in the question. Do so only if there is no alternative word(s)/ phrase(s) to convey the same meaning/idea.

Grammatical Range and Accuracy:
A) Uses a wide range of structures with full flexibility and accuracy.
B) Rare minor errors occur only as "slips".

Tips:
Do not use the same sentence structure and data comparison/ contrasting style over and over again. Bring a variety in your writing to show that you can formulate different sentence structures without making any grammatical mistakes.

# data[].attributes.attachment_link.title
Vocabulary For Academic IELTS Writing Task 1 (part 1)

# data[].attributes.attachment_link.description
IELTS exam preparation, sample answers and tips to score a high band score in your IELTS test.

# data[].attributes.attachment_link.provider_name
Wordwall - Create better lessons quicker

# data[].attributes.attachment_link.readable_text
____ it can be ____ that the average rainfall for Australia last year was a little ____ average rainfall in Australia for the past forty years, but generally followed the same pattern. The average rainfall ____ the last forty years in Australia ____ from a peak at the beginning of the year ____ in the months in the middle of the year. ____ of the year rainfall ____ again. Rainfall data for last year generally ____ the same trend as the last forty years' average. ____ the general pattern of the two ____ is similar, there are some ____. The line ____ the accumulation of the average rainfall from the past forty years begins at around eighty millimetres in January and then ____ to around thirty millimetres in April. Rainfall then drops ____ to around thirteen millimetres in September and then again rises ____ to just under sixty millimetres in December. Average rainfall for the last year was a little lower than the forty-year average for most months, ____ March, May, June and November ____ the rainfall was a little heavier.

# data[].attributes.attachment_link.description
it can be ____ that the average rainfall for Australia last year was a little ____ average rainfall in Australia for the past forty years, but generally followed the same pattern. The average rainfall ____ the last forty years in Australia ____ from a peak at the beginning of the year ____ in the months in the middle of the year.

# data[].attributes.body
i'm very careful with that

they will have the same people

finally i succeed to speak to

to kick

he kicked

and finally till now i didn't anything else

she's in the same class since nursery

instead of hit

bit

to bit

to bite

she punished herself

since she's young she's like that

# data[].attributes.body
https://wordwall.net/resource/23925792/timeline-and-tenses-auxiliaries.

We have drunk champagne. - we drank champagne

# data[].attributes.attachment_link.provider_name
Wordwall - Create better lessons quicker

# data[].attributes.attachment_link.description
Match up - Drag and drop each keyword next to its definition.

# data[].attributes.attachment_link.provider_name
Wordwall - Create better lessons quicker

# data[].attributes.attachment_link.description
Random wheel - Spin the wheel to see which item comes up next.

# data[].attributes.attachment_link.provider_name
Wordwall - Create better lessons quicker

# data[].attributes.attachment_link.title
GRAMMAR RULES - PRESENT PERFECT VS. PAST SIMPLE

# data[].attributes.attachment_link.description
Group sort - Drag and drop each item into its correct group.

# data[].attributes.attachment_link.description
Clear explanations about how to make the Present Perfect Tense in English, with lots of practice exercises.

# data[].attributes.body
it brings to my mind

it seems to work very good

movie i can saw

lemons that are coming from

people use to it like this

to listen in my car

so much people who go