Use of Language
A) Introduction
Vocabulary is a very important part of IELTS writing but students generally do
not understand what constitutes good vocabulary. Precise vocabulary rather
than the use of rarely used words is good vocabulary. Good vocabulary use
occurs when students express ideas precisely and in a standard way (similar to
an educated native speaker), which means using standard phrases and
collocations (words that are used together e.g. “wise choices”, “unreasonable
demands”, “alcohol consumption”, etc.). By using standard vocabulary students
essays can be more easily understood by the reader, show that they
understand how language is used correctly and allow the writer’s meaning to
be communicated effectively. Vocabulary is assessed based on how words are
used rather than what words are used.
However, excellent vocabulary use is often incorrectly understood by students to mean writing essays that have many complex words. Very often students attempt to impress examiners by using complex words and the result is almost always that instead of using a simple correct word they use a complex word incorrectly. They show the examiner that they do not fully understand the words that they are using. Furthermore, no two words in any language have exactly the same meaning (if they did, one of the words would quickly fall into disuse), and changing a choice of vocabulary always means that the meaning of the sentence has also been changed.
However, excellent vocabulary use is often incorrectly understood by students to mean writing essays that have many complex words. Very often students attempt to impress examiners by using complex words and the result is almost always that instead of using a simple correct word they use a complex word incorrectly. They show the examiner that they do not fully understand the words that they are using. Furthermore, no two words in any language have exactly the same meaning (if they did, one of the words would quickly fall into disuse), and changing a choice of vocabulary always means that the meaning of the sentence has also been changed.
B) Use Natural Language
An additional problem with attempting to use more complex language is that
incorrect usage often confuses the examiner. When an incorrect choice of word
is combined with other grammar or vocabulary mistakes, the writing becomes
very difficult to understand. It is a failure on the part of the student to
communicate well and if this occurs students will receive a very heavy penalty
and it will usually exclude them from achieving a score of Band 7 in writing.
A further problem with attempting to use more complex vocabulary than is necessary is that the chosen word will not be consistent with the usual writing style of the student and will lead to cohesion problems. Furthermore, native speakers do not aim to impress people with their vocabulary so any attempt to use complex language will lead to non-standard usage. Students should always aim to use language that is familiar to them.
Students should be reminded that there are many examples of great literature (such as George Orwell’s “Animal Farm”) that uses very simple vocabulary. It is the quality of ideas and the effectiveness of the communication that create very good pieces of writing. Native speakers use very complex vocabulary only when they are seeking to achieve a very exact meaning and this only occurs when they are writing complex arguments or detailed descriptions. When words are rarely used it is because they have very precise meanings and therefore should only be used in very specific circumstances. This makes them very difficult to use correctly and it is typically only highly educated native speakers who use complex vocabulary.
A further problem with attempting to use more complex vocabulary than is necessary is that the chosen word will not be consistent with the usual writing style of the student and will lead to cohesion problems. Furthermore, native speakers do not aim to impress people with their vocabulary so any attempt to use complex language will lead to non-standard usage. Students should always aim to use language that is familiar to them.
Students should be reminded that there are many examples of great literature (such as George Orwell’s “Animal Farm”) that uses very simple vocabulary. It is the quality of ideas and the effectiveness of the communication that create very good pieces of writing. Native speakers use very complex vocabulary only when they are seeking to achieve a very exact meaning and this only occurs when they are writing complex arguments or detailed descriptions. When words are rarely used it is because they have very precise meanings and therefore should only be used in very specific circumstances. This makes them very difficult to use correctly and it is typically only highly educated native speakers who use complex vocabulary.
C) Use Formal and Informal Language
| Formal | Informal |
| Increase | Go up |
| Decrease | Go down |
| Significant | Big |
| Fluctuate | Go up and down |
| Approximately | About |
| In addition | Also |
| Moreover | Besides |
| Moderate | Average |
Examples in Sentences
- The graph illustrates the significant increase in sales over the last quarter.
- There was a substantial decrease in the number of visitors subsequently.
- The graph shows the big increase in sales over the last quarter.
- There was a large drop in the number of visitors then.
Formal | Informal |
I would like to inquire about… | I want to ask about… |
I am writing to express my dissatisfaction with… | I’m unhappy with… |
Could you please provide me with… | Can you give me… |
D) Common misuse of words in task 1 writing
Affect/Effect
“Affect” is usually used as a verb meaning to influence or produce a change in something.
“Effect” is usually used as a noun indicating the result or outcome of something.
Their/There/They’re:
“Their” is a possessive pronoun indicating belonging to them.
“There” typically refers to a place or location.
“They’re” is a contraction of “they are.”
Its/It’s:
“Its” is a possessive pronoun showing belonging to it.
“It’s” is a contraction of “it is” or “it has.”
