Useful Academic Expressions

These are some useful expressions used in academic writing:

1. Stating your own position on a Subject or Topic

This paper aims at...

This paper will be concerned with...

The aim of this paper is to

The point of this article is to

It shall be argued in this paper/essay/review that

The view presented in this paper/essay/review is that..

2. Presenting your own point of view

I strongly believe that...

To my mind...

As I see it....

It seems to me evident/obvious that...

I feel that...

I think/contend that...

There are many reasons why

It is important/necessary to point out that

The first thing to be considered is

It is a fact that

3. Supporting your view and adding more information:

The first/second reason whyis

1

Firstly/Secondly...

not only ...but also...

The most important

In addition,

Furthermore,

What is more,

Another reason is

A further point is

4. Stating the view of Another Person on a Subject or Topic

Harris's approch (1970, p. 1) can be described as follows...

Chomsky (1965, p. 133) maintains/argues/asserts/claims/points out that...

Th authors views ca be stated as follows...

The opinion of Chomsky (1965, p. 133) is that

Chomsky (1965, p. 133)) has suggested that .

According to Smith (1992, p. 123),

It is thought by some theorists, for example, Chomsky (1965, p. 133) and Harris
(1970, p. 1) that

5. Agreeing with the Views of Others

I don't agree with the authors ideas/thoughts...because...

I don't think the author's views are accurate...because...

Chomsky (1965, p. 133) is certainly/may be correct/accurate in saying that

because

As Chomsky (1965, p. 133) says/states

2

Like Chomsky (1965, p. 133), it can be agreed that . because

6. Disagreeing with the Views of Others

Chomsky (1965, p. 133) fails to address the issue when he says "" because

When Chomsky (1965, p. 133) argues that . his reasoning is questionable

because.

One of the main arguments against Chomsky (1965, p. 133) and Harris (1970, p.
1) is that

Harris (1970) approach/position/methods is/are somewhat

inadequate/inaccurate/insufficient because

There is some doubt that

7. Indicating a Lack of Knowledge in a Particular Topic or Subject

Despite the book's attempts to... it lacks accuracy...

What I find lacking in the research is...

Although the research has tended to focus on..rather less attention has been
paid to

Most studies, such as Harris (1970, p. 1) and Chomsky (1965, p. 133) have
emphasized/concentrated on/focused on inadequate /insufficient.

8. Drawing a Conclusion Using the Work of Others

To sum up, ...

In a nutshell, ...

As a conclusion, ...

As a summary, ...

All in all, ...

To conclude, ...

Based on these authors, a connection can be made between

3

It can be concluded from what Jones (2004, p. 2) and Smith (2002, p. 1) have
stated that... is

When Smiths (2001, p.52) work/paper is looked at closely, it is seen that

One outcome of Smiths (2001, p.52) work/paper/research is

KEY WORDS for IELTS WRITING

Stating Your Opinion

In my opinion,

According to me,

In my view,

To me,

From my point of view,

I think

It seems to me that

I believe

From my perspective

To my way of thinking

It appears that

I suppose

I realize

I understand

I imagine

I feel

Giving Examples

For example,

For instance,

such as

In other words,

as

like

that is

namely

To illustrate

To paraphrase

Comparing

Similar to

As...as

in common

also

Either...or

In the same way,

Neither...nor

At the same time

Just as

resemble

Contrasting

However,

But

On the contrary,

On the other hand,

Differ from

Nevertheless

Although

Though

Otherwise

Instead

Alternatively,

Even though

Generalizing

Generally,

Generally speaking,

Overall,

On the whole,
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In general,

By and large,

It seems to me that

I believe

All in all,

Basically,

Essentially,

As a rule,

All things considered

For the most part

Expressing Certainty

Certainly,

Undoubtedly,

Doubtless,

No doubt,

Definitely,

Of course,

Expressing Partial Agreement

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More or less,

To some extent,

Up to a point,

Almost,

In a way,

So to speak,

Showing cause

Due to

Because

Because of

Owing to

Showing effect

Therefore,

As a result,

Consequently,

For this reason,

Thus,

So,

thereby

Eventually,
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Hence,

The reason why

Marking time

First,

Last

Second,

Lastly,

Third,

Then,

Firstly,

First of all,

Secondly,

Before

Thirdly,

After

During

While

To begin with

At the same time

Simultaneously

After this / that

Since

Meanwhile

Afterwards

Following this

When

As soon as

Adding Information

Furthermore

In addition

Also

And

Moreover

Similarly

Likewise

As well as

Besides

Too

Even

Whats more

10

Expressing condition

If

Whether

In case

Unless

Provided that

So that

Concluding

To summarize

In conclusion

Lastly,

Finally,

To conclude with,

In short,

IELTS Writing Task 1: Useful Language

Some IELTS test-takers memorise a stock of useful phrases for both writing tasks. This is not
cheating learning expressions by heart and reproducing them in an appropriate context is one
of the most fundamental ways to improve in a second language. The key is to stick to learning
effective signposting phrases; that is, expressions whose only function is to link ideas and which
can therefore be used when writing about any topic. See the list below for suggestions for IELTS
Writing Task 1. For each function, the language is graded for level, from regular use (Bands 5-6)
to higher-level use (Bands 7-9).

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Introducing the topic

The graph shows / The table reveals

The chart displays / The diagram illustrates

Some interesting facts concerning are revealed in the diagram.

Several key trends are revealed by the graph showing

Introducing the first set of data

Beginning with the

To begin with the

Let me begin by describing the

Introducing the second set of data

Meanwhile, the shows that

As for the , it shows that

Turning to the , it can be seen that

Introducing the first major trend

First of all, it is clear that

Most noticeably of all, it can be seen that

The first result worth pointing out is that

Introducing lesser trends

Another trend that can be observed is that

It is also worth pointing out that

Also worth noting is that

Exceptions to the main trend

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However, this was not always the case.

However, it should be pointed out that

There was one noticeable exception, however.

Comparing and contrasting

Similarly, / By contrast,

A similar trend can be observed in

The results for , however, reveal a markedly different trend.

Adding figures

The figures were X and Y respectively.

, at X. / , with Y. (Usage note: use at when you mean the figure was'; use with
when you mean something had)

, at/with X and Y respectively.

Concluding and summarising

To sum up, / In summary, / In short,

Overall, / On the whole,

The main thing that can be observed here is that

First paragraph: Introduction

Key technique: Be direct.
When writing an introduction to Task 1, get straight to the point as you only have 20 minutes to
write your answer. One or two sentences are often sufficient. Two things you should try to
include in the introduction are:

Paraphrase of the question: What does the diagram show? (Dont describe the results
yet!)

General description: Are the differences great or small, many or few? Is there one very
obvious trend or feature that stands out?
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Hint: Many people make the mistake of continuing with all the details. Stop here and begin your
first body paragraph.

Body paragraphs
Key technique: Divide the body into two or three paragraphs.
Use a logical way to divide the body of your report into two or three paragraphs. Are there two or
more sets of data? Great, then write a paragraph about each one. Is there only one set of data?
Count the variables and divide them into two or three groups. You can divide by natural
similarity (e.g. some academic subjects are sciences; others are arts.) Or you can divide by
similarity of results (e.g. some exam scores went up; others went down.) Or you can divide a
process, a time period or age range into two or three stages (e.g. the 20th Century can be divided
into the early, mid, and late 20th Century.)
Now that you have a paragraphing system, make sure each paragraph is organised as follows:

Link to the previous paragraph: By contrast, turning to, finally, etc.

Topic sentence: Describe the main point, change or comparison in general terms without
giving specific information.

Supporting sentence(s): Quote a figure or other evidence that supports the claim made
in the topic sentence.

Hint: If you find yourself writing more than two consecutive supporting sentences, include a
general sentence (e.g. There were also significant differences in) to guide the reader, or
consider starting a new paragraph.

Final paragraph: Conclusion

Key technique: Add overall coherence.
Due to lack of time, many people will omit the conclusion from Task 1. However, there are
several reasons you should write a conclusion. One is that writing a summarising sentence takes
very little time and may push you past the 150-word limit. Another is that a good summary can
add coherence to your answer, which could rescue your score if you have drifted a lot. Finally,
since the purpose of Task 1 is usually to compare, the conclusion allows you to make direct
comparisons of the different sets of data, which is especially important if you have described
them in separate body paragraphs. Here are some things that can go in the conclusion to Task 1:

Concluding signal: In conclusion, in summary, overall, etc.

Summary: Paraphrase the overall trend or the two or three main points made in the body.
Never include statistics or other evidence in the conclusion.
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Direct comparison: If there are several sets of data, here is your chance to make a
connection between them. Dont go into too much detail.

Prediction: If the data includes a timeframe, you could make a prediction about what is
likely to happen next.

Concluding comment: If you really need some extra words, you could add a comment
on the data. Is it surprisingly, alarming, expected? Comments such as these are not
required by the question but are better than incurring a penalty for not meeting the word
requirement.

Hint: You dont need to include all of the above in your conclusion. Two sentences are generally
enough.

IELTS Writing Task 1: Line Graph with

Sample Answer
IELTS Writing, Sample Answers, Task 1 June 13, 2012 IELTSAcademic 2 Comments

Task 1 Question
The diagram shows the consumption of renewable energy in the USA from 1949-2008.
Write a 150-word report for a university lecturer identifying the main trends and making
comparisons where relevant.
15

Model Answer
The line graph shows growth in the consumption of renewable energy during the period 19492008 in the USA. The results are also broken down by source.
The first thing to note is that renewable energy use more than doubled over the period, with
particularly strong growth in biofuels. This sector did not exist in 1980 but experienced a steep
rise during the 2000s to over one quadrillion Btu per year. This made biofuels a serious
challenger to both wood and hydroelectric power, which both saw only limited growth overall.
The former grew steadily between 1975 and 1985, but then slipped back to around its original
level of 1.8 quadrillion Btu. The latter began the period at the same level as wood but
experienced more substantial growth. However, it also fell back to around 2 quadrillion Btu, with
a particularly sharp drop in the late 1990s.
Finally, wind power emerged late in the period but showed a gradual rise to around 0.5
quadrillion Btu, suggesting that it, along with biofuels, will replace wood and hydroelectricity as
the main sources of renewable every in the future.
(184 words, IELTS 8.0)

Why does this Task 1 answer get an IELTS Band 8 score?

Task achievement: The model answer describes the overall trend first, followed by an analysis
of the different energy sources. Numerical evidence is used sparingly to illustrate the trends. The
main trends are used as the basis of a prediction in the final sentence.
Coherence and cohesion: Trends are explained in general terms first, followed by supporting
figures. Some energy sources are grouped together for ease of understanding. It and this are used
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throughout as cohesive devices, and the writer uses the former and the latter to refer back to
information in a previous sentence.
Lexical resource: The writer uses a wide range of vocabulary to describe change, including
adjectives and adverbs such as limited, substantial and particularly sharp, and verbs such as
doubled, slipped and emerged.
Grammatical range and accuracy: The model answer is free from grammatical errors.
Sentence forms are complex and include relative clauses and linking words such as with. The
candidate makes use of past, present and future tenses. Punctuation is also used carefully and
accurately throughout.

IELTS Writing Task 1: Process Diagram with

Sample Answer
IELTS Writing, Sample Answers, Task 1 March 11, 2012 IELTSAcademic 18 Comments

Task 1 Question
The diagram shows how electricity is generated by a hydroelectric dam.
Write a 150-word report for a university lecturer explaining how the process works.

Model Answer
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The diagram illustrates the basic principles of hydroelectric power. The process requires the
construction of a large dam connected to a powerhouse. The dam creates a large reservoir and the
powerhouse is where the electricity is generated.
First of all, water trapped in the reservoir behind the dam is forced through an intake. It then
flows into a narrow chamber called a penstock, where the resulting high pressure turns a
turbine. The turbine is connected to a generator in the powerhouse above, and this is where the
movement of the turbine is converted into electricity. The resulting electricity leaves the
powerhouse via cables that carry it over long distances to where it can be used.
It is interesting to note that a hydroelectric dam creates no harmful byproducts and relies entirely
on natural forces to produce electricity. After the turbine stage, water flows out through a second
channel and into a river. The process is renewable, thanks to the water cycle in nature.
(163 words, IELTS 8.0)

Why does this Task 1 answer get an IELTS Band 8 score?

Task achievement: The introduction paraphrases the question and describes the constituent parts
of the process. The body describes each stage of the process in sequence.
Coherence and cohesion: The model answer has an introduction, body and conclusion.
Sequencing expressions such as first of all, then and after are used appropriately. The articles a
and the are used effectively to introduce and refer back to different elements of the process.
Lexical resource: The labels in the diagram are well integrated into the model answer and
appropriate verbs such as converted, flows and leaves are used throughout. Less-common words
such as byproducts and renewable are introduced by the writer. Spelling is always accurate.
Grammatical range and accuracy: The writer uses the present simple tense and has good
control of subject-verb agreement and active/passive forms. A good balance of simple and
complex sentences is used throughout.

ELTS Writing Task 1: Describing a Process

IELTS Writing, Sample Answers, Task 1 January 20, 2013 IELTSAcademic 18 Comments
Writing Task 1
You should spend about 20 minutes on this task.
The illustration below shows the process of tying a bow tie.
Write a report explaining to a university lecturer how to tie his bow tie.

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Write at least 150 words.

Model Answer
The diagram illustrates how to knot a bow tie in eight stages.
To begin with, the tie should be placed around the neck, with one end slightly longer than the
other. Then place the longer end over the other and pass it upwards and behind the point where
the two ends cross.
Next, take the other end of the tie and bend it twice to form an S shape. Bring the longer end
down and in front, so that it holds the S curve in place. Now comes the trickiest part of the
process. Take the long end of the tie and form a similar S shape before passing it through the
narrow gap behind the other end. This creates a knot and the bow should now be held securely in
place.
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Finally, adjust both sides of the bow to make it symmetrical and prepare to be the envy of your
friends.
(152 words, IELTS 9.0)
Why does this Task 1 answer get an IELTS Band 9 score?
Task achievement: The model answer fully satisfies all requirements of the task by describing
each stage in the process.
Coherence and cohesion: The model answer uses a range of sequencing expressions to describe
the order in which the actions should be carried out. The answer is divided into several
paragraphs for ease of understanding, with the inclusion of a general sentence Now comes the
trickiest part of the process to aid coherence.
Lexical resource: A range of appropriate vocabulary is introduced, including action verbs such
as knot, bend, pass and adjust.
Grammatical range and accuracy: The correct forms imperatives, modals are used to give
instructions. Sentence patterns vary and are always grammatically accurate.

IELTS Writing Task 1: Comparison Diagram

with Sample Answer
IELTS Writing, Sample Answers, Task 1 July 23, 2012 IELTSAcademic 3 Comments

Task 1 Question
The diagram shows the skeletal systems of two ancestors of modern human beings.
Write a 150-word report for a university lecturer describing the diagram and making
comparisons where relevant.

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Model Answer
Variations in the skeletal systems of two early types of human are illustrated in this diagram.
Overall, we can see that australopithecus afarensis had a heavier body and much longer arms,
while homo erectus was slimmer and had more developed joints.
To begin with the upper half of the body, australopithecus afarensis had a much broader chest
and waist than homo erectus, giving it a rounder appearance. The former had much longer arms
and larger hands, which would have been useful for climbing trees.
As for the lower half of the body, we can see that homo erectus had proportionately longer legs
and larger hip, knee and ankle joints. The feet of homo erectus were also smaller and more
arched, with shorter toes. These differences meant that homo erectus was better suited to longdistance running.
In conclusion, we can see significant changes in the development of early humans from the
diagram. Homo erectus is more similar to contemporary human beings with its long legs and
arched feet. The physical differences are clearly related to differences in the lifestyles of tree
climbers and endurance runners.
(183 words, IELTS 8.0)
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Why does this Task 1 answer get an IELTS Band 8 score?

Task achievement: The model answer selects only the most important information from the
diagram and uses this to make several direct comparisons. The physical differences are clearly
connected to the description of each creaturess lifestyle, providing a very rounded answer. The
length is sufficient.
Coherence and cohesion: The model answer is divided into clear paragraphs with a logical
separation between the body paragraphs. There is a general overview in paragraph 1 and a
summary in paragraph 4. A reference link, the former, is used to avoid over-repetition of the
names of the creatures.
Lexical resource: The model answer adds more vocabulary not in the diagram such as lifestyle,
proportionately, suited, appearance and contemporary. There are also attempts to paraphrase
such as wide > broad and endurance > long-distance.
Grammatical range and accuracy: The model answer uses comparative structures accurately.
The temptation to list all the features in repetitive structures is avoided. A variety of grammatical
devices are used to extend sentences, including with, which and -ing clauses.

IELTS Writing Task 1: Cycle Diagram with

Sample Answer
IELTS Writing, Sample Answers, Task 1 August 2, 2012 IELTSAcademic Leave a comment

Task 1 Question
The diagram below illustrates the carbon cycle in nature.
Write a 150-word description of this diagram for a university lecturer.

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 The
National Center for Atmospheric Research

Model Answer
The diagram shows how carbon moves through various stages to form a complete cycle. This
report will give a brief description of the main stages in this cycle.
First, we can see that energy from the sun is transformed into organic carbon through a process
in plants known as photosynthesis. This organic carbon is then transferred underground when
plants, and the animals that feed on them, die and decay. Some of this carbon is trapped
underground in the form of fossils and fossil fuels.
Carbon is also released back into the atmosphere, however, through various means. One is when
animals and plants respire, and another is when humans burn fossil fuels in cars and factories. All
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this carbon enters the atmosphere as CO2. It is then reabsorbed by plants, and the cycle begins
again.
Overall, we can see that carbon moves in a natural cycle, although human factors may now be
affecting the balance.
(154 words, IELTS 8.0)

Why does this Task 1 answer get an IELTS Band 8 score?

Task achievement: The model answer selects and describes most components of the diagram
except for waste products and ocean uptake. There is an overall description of the cycle followed
by a clearly sequenced and divided description of the stages. The summary identifies something
noteworthy about the diagram. The length is sufficient.
Coherence and cohesion: The model answer is divided into clear paragraphs with a logical
separation between the body paragraphs and connective markers first, then, however, and
overall. There is a general overview in paragraph 1 and a summary in paragraph 4. Referencing
techniques such as ellipsis (one is) are used to avoid over-repetition of key words.
Lexical resource: The writer makes good use of the language in the diagram and is also able to
change forms in the case of respiration > respire. The writer also introduces a range of verbs for
describing a process or cycle such as transform, transfer and release.
Grammatical range and accuracy: The model answer demonstrates accurate usage of a wide
range of forms including countable/uncountable nouns, active/passive structures, and
transitive/intransitive verbs.

IELTS Writing Task 1: Bar Chart with

Sample Answer
IELTS Writing, Sample Answers, Task 1 July 10, 2012 IELTSAcademic 4 Comments

Task 1 Question
The bar chart shows the relative electricity consumption and cost per year of various
household devices.
Write a 150-word report for a university lecturer explaining the data and making
comparisons where relevant.

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Model Answer
The bar chart compares the energy consumption and expense of operating 16 different items of
household equipment. Overall, we can see significant differences in both cost and consumption.
To begin with, there are some common household items which consume relatively little energy.
These include an electric blanket (approx. $10 or 100kwh/year), a microwave oven (approx. $15
or 150kwh/year) and a television (approx. $17 or 170kwh/year).
By contrast, devices that might be classified as luxury items such as a pool pump or spa are
comparatively expensive and energy-intensive, at nearly $125 or 1500kwh/year and around $190
or 2225kwh/year respectively.
It is interesting to note that even among household items normally considered alike, such as a
microwave and refrigerator, there are enormous discrepancies in cost and energy use. The former
uses only around $15 or 150kwh/year, while the latter consumes at least six times that amount at
$90 or 1150kwh/year.
In conclusion, it appears that there is no clear pattern in the relative energy consumption of
domestic equipment, although households had better be aware of the high running costs of
luxury items such as a pool pump and spa.
(187 words, IELTS 8.5)

Why does this Task 1 answer get an IELTS Band 8 score?

Task achievement: The model answer presents an overall description first, followed by key
supporting details that illustrate the main trend.
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Coherence and cohesion: The model answer is divided into clear paragraphs and each
paragraph contains one main idea. There are cohesive links between paragraphs. A variety of
reference links are used throughout, including the former, the latter, and respectively.
Lexical resource: The language in the question is effectively paraphrased. Synonyms are
introduced for key concepts such as electricity consumption > energy use and cost > expense.
Some less-common words such as discrepancies and energy-intensive are used.
Grammatical range and accuracy: The model answer is free from grammatical errors.
Sentences tend to consist of multiple clauses. Paragraphs contain a variety of sentence structures.

Introducing the topic

The graph shows / The table reveals

The chart displays / The diagram illustrates

Some interesting facts concerning are revealed in the diagram.

Several key trends are revealed by the graph showing

Introducing the first set of data

Beginning with the

To begin with the

Let me begin by describing the

Introducing the second set of data

Meanwhile, the shows that

As for the , it shows that

Turning to the , it can be seen that

Introducing the first major trend

First of all, it is clear that

Most noticeably of all, it can be seen that

The first result worth pointing out is that

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Introducing lesser trends

Another trend that can be observed is that

It is also worth pointing out that

Also worth noting is that

Exceptions to the main trend

However, this was not always the case.

However, it should be pointed out that

There was one noticeable exception, however.

Comparing and contrasting

Similarly, / By contrast,

A similar trend can be observed in

The results for , however, reveal a markedly different trend.

Adding figures

The figures were X and Y respectively.

, at X. / , with Y. (Usage note: use at when you mean the figure was'; use with
when you mean something had)

, at/with X and Y respectively.

Concluding and summarising

To sum up, / In summary, / In short,

Overall, / On the whole,

The main thing that can be observed here is that

Linking phrases for essay

In Writing on July 26, 2011 at 9:25 am

27


Linking phrases for essays

Introductions
Firstly,
Currently, presently
To begin with
There are differing explanations/opinions as to why.
It is first necessary to explain
In the following essay will be examined.

Supporting your argument

In addition,
Furthermore,
This is further shown by the fact that.
This is further illustrated by.
This idea is supported by

Again,
Another possibility is that
At the same time it is true to say
In addition
In any case
In other words
It should also be emphasized that
It should also be noted that
Mention should also be made of
Related to these arguments is the critique that
The corollary of this is that
The key point to note is that
The same can be said of
The same is true of
There were other factors which arguably counted for more.

This in turn means that.

Distinguishing
Another important distinction between x and y is that
I would like to distinguish between x and y.
On the other hand
28

The big difference between x and y is that

The essential difference is that
The essential point on which I differ is that
There is however an important difference between x and y.
There are some respects in which x differs from y.
This difference clearly cannot be explained by
We must here make a distinction.
Giving Examples and Exemplifying
A classic illustration often cited is
Another example of this may be given.
In the x case this was perhaps the most obvious.
More detailed studies show that
Only in one respect does the advantage seem to be with
Or let us take another example.
That x happened illustrates the point that
The evidence of x is even more obvious in the case of
The origins of x can be traced back to
This was by no means unique.
This was typified by
To take yet another illustration
Typical of x was
Discussing and Explaining your example
A general explanation remains difficult to find/elusive.
As a result
How are we to explain x?
If one looks at x in historical perspective, one finds that/ it is clear that
Moreover it is at least arguable that
Partly for this reason it was inevitable that
The first thing we notice is the
The main reason it happened was that
The reality was at best that
The reasons for x cannot be traced to either y or z.
The tendency of x is not necessarily a disadvantage.
This achievement was primarily due to
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This applies especially to

This in turn means that
This is the key to the problem.
This means that
This takes us to the heart of the matter
This was one of the most important reasons why
Two questions especially interest me. The first of these is
Two types of x need to be distinguished: The one is The other kind is
Yet the important point to note is that

Presenting a contrasting point in a new sentence or paragraph

In contrast to this,..

Whilst. , ..

Furthermore

On the other hand

However,

A further point/reason is that

Although.

In addition to these points, it could be argued that

In spite of this

.
At the same time it could be argued that
For one thing it could be argued that
Indeed, it might be argued that
It is interesting to speculate on what would happen if
It is tempting to pose another question.
30

It may well be asked how

It might be argued that
Nor is it entirely fanciful to suggest that
Of course it could be argued that
Still, there is no denying that
This is not to say that there are not
Though it may seem a stretch to compare x with y
How can we explain x?
More controversial is the question as to whether
One way to answer this question is to try to see if
The crucial question may therefore be
The question remains
What are the arguments on the other side?
What sort of picture do these considerations allow us to construct?
Why for example did x happen?

Concluding
All things considered then
Events show us that
Finally,
Hence the paradox that
How can we account for?
If one considers x it becomes clear that
In any case it seems clear that
In general, however
In short,
In the final analysis this may be the best explanation of all.
It is difficult to escape the conclusion that
It seems clear that
It seems not implausible to link x with y
Judged by this criteria
Judged by this measure
More generally it seems hard to deny that
Nothing can detract from the central fact that
The most popular explanation remains that
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To put it simply
To sum up:
What is really remarkable is that

to introduce a final point in a paragraph or essay

Despite arguments/evidence to the contrary, I would argue that.

On balance, it can be argued that.

As a result.

Further questions that could be addressed concern whether..

This raises the further areas of investigation such as

Important Note: Replace I with one and it

The impersonal it

An objective or neutral tone is good news in academic writing. The

impersonal it can be used in order to take the focus off yourself
(recommended!).
For example, a phrase such as I would argue that could be replaced by It
can be argued that
Recommendation: Learn a few of the following phrases to use at sentence
and paragraph beginnings.
EXAMPLE 1
It can be argued that

It is important to
recognize that

It is only to be expected
that

It is also worth noting

that

It is likely that

It is possible that

It is anticipated that

It is not clear whether

It is significant that

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It is assumed that

It is not surprising then,

that

It is clear that

It is not surprising to find It is unlikely that

that

It is difficult to see

It is not unreasonable to
suggest that

It is essential, therefore,
that

It is not, however, simply a It may seem surprising to

matter of
say that

It is evident that

It is noteworthy that

It is for this reason that It is now clear that

It is important to note
that

It is sometimes suggested
that

It is worth pointing out

that

It seems that
It would seem clear that

It is often argued that

One
If you want to create an objective or neutral tone, then avoid using the
pronoun I. Using the pronoun one is a possibility.
EXAMPLES OF COMMON PHRASES
one could envisage

one might expect

one need only turn to

one could argue that

one might ask

The question one seeks to

answer is

one could seriously

question

one must remember

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Writing that is clear and enjoyable to read offers the reader a sense of purpose and
direction. Using signpost phrases to introduce new sentences and paragraphs such as
those suggested below also helps you as a writer to stay on track.
Starters for the beginning of essays, sections or paragraphs

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IELTS Writing, Task 1 - Graph Description

Understanding and correctly interpreting graphs
Describing graphs using comparative forms
Describing graphs using noun phrases

1 IELTS Writing Task 1: Overview and Typical Problems

1.1 Overview

IELTS writing Task One requires you to describe a graph, chart, table or diagram.
You must write at least 150 words, and should allow about 20 minutes.
Usually some kind of statistical information is represented in graphic form, and you must
translate this into a readable text.
Occasionally candidates will be asked to describe a process which is illustrated by a
labelled diagram (such as the process of making cheese, or how a central-heating system
works).

1.2 Typical Student Problems

Not Understanding the Data (I) - Not Reading the Labels: Students do not correctly
understand the data in the charts: often they do not carefully read the labels (e.g. student
writes 250 people were unemployed in London in 1982' , when they should write 250
thousand people were unemployed in London in 1982' )
Not Understanding the Data (II) - Not Applying Common Sense to your Interpretations:
Students do not apply their common sense to the interpretation of data in the charts (e.g., in
the example above, common sense should tell us that it was impossible that only 250 people
were unemployed in London in 1982; we should then analyse the chart carefully to find a
more satisfactory interpretation).
Just Listing' the Data: Students simply list' data from charts or graphs without trying to
indicate what is more or less significant . You should look for the more important or
35

Useful language for IELTS: Writing Task 1

In this post Id like to look at language that is very useful for describing how something falls or
rises, a very common feature of almost all types of IELTS Writing Task 1. As can be seen below,
in order to get Band 6 (which is what a lot of students are aiming for), the student needs to at
least ATTEMPT to use less common vocabulary.

From IELTS Assessment criteria

(Public version) available here. Underline mine.
Band 7 and up requires the student to use less common lexical items and to show an awareness
of collocation. As a result, it is important to show students some synonyms of verbs and nouns
such as rise and fall, as well as the respective adverbs and adjectives which collocate with
them.
Write two sentences on the board (IDEA: use a model youve recently analysed, or one of the
tasks the student has written):
1. The sales grew substantially.
2. There was a substantial growth in sales.
Ask students to brainstorm other words which can be used to replace the underlined ones. Then
get them to brainstorm synonyms for the words in bold.
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Below are two charts which show various possible synonyms for sentences 1 and 2.
While youre looking at them, I also wanted to highlight some practical considerations:
1. Point out the differences in structure
2. Apart from DIP all the nouns and verbs can collocate with all the adjectives and adverbs.
3. Elicit the differences in use between the prepositions BY, TO and AT (students tend to
confuse them a lot)
4. You might want to elicit which adjectives/adverbs mean:

a lot

a little bit

quickly

slowly

Here are the charts:

1. Subject + verb + adverb

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2.
There + be + +adjective + noun + IN

38

39