Glossary of Terms – WRITING
The following glossary contains some key IELTS-related language and terms that may be useful for
you to understand the terminology used in the Writing course.
AC: abbreviation for the Academic IELTS test. The IELTS Academic test measures English language
proficiency needed for an academic, higher education environment. The tasks and texts are
accessible to all test takers, irrespective of their subject focus
assessment criteria: in the Writing and Speaking modules of the IELTS test, performance is assessed
by an examiner using criteria. You can download the public versions of these criteria from the IELTS
website
auxiliary verb: a verb that is used in the forming of other tenses and voices. The primary auxiliary
verbs are be, have and do and the modal auxiliary verbs are can, could, may, might, shall, should,
will, and would
band descriptors: are used to assess the overall performance of the test taker. The assessment
criteria consist of four analytical scales – the key criteria – across 9 bands. Each of the 9 bands
includes a list of performance statements that are used to describe test taker performance. The
public band descriptors (assessment criteria) are available to the public
band score: the IELTS test awards band scores. They are reported as band scores on a scale from 1
(the lowest) to 9 (the highest). An overall band score is awarded in addition to a band score for each
of the four tests, Listening, Reading, Writing and Speaking. Half band scores are also awarded if the
overall performance lies between two bands, e.g. 6.5
bullet points: in Task 1 in General Training Writing, the test taker is required to present the three
bullet points that appear in the question. If a bullet point is omitted or not appropriately covered,
the test taker will lose marks
candidate/test taker: a person who takes an IELTS test is called a test taker. They can also be
referred to as ‘candidates’
cohesion and coherence: in the Writing assessment criteria, cohesion refers to how you connect
your ideas at the sentence and paragraph level. Coherence refers to how sentences follow on from
one another and whether or not the writing makes sense (can be understood by the reader)
cohesive device: a cohesive device (linking word or connective) is a word or phrase used to connect
ideas (however, but, although, on the other hand, so)
collocation: a group of words that often go together where certain nouns routinely go with certain
verbs, adverbs or adjectives (fish and chips, light sleeper, environmental pollution, sudden fall)
complex sentence: a complex sentence consists of at least one independent clause and one
dependent clause. The use of subordination is tested in the Grammatical Range and Accuracy
criterion
compound sentence: a compound sentence contains two or more independent clauses which are
joined by a coordinating conjunction (and, or, but, for, or, so, yet)
data: when key features are presented in the Academic Task 1 response, data must be used to
support the description. The data used (percentages, figures, building names, process steps) must be
accurate and should appropriately highlight the key features
essay: a piece of writing that is written in response to a prompt, or question. It generally contains a
point of view and an argument consisting of information or ideas relevant to the essay topic. It is
organised into paragraphs, with an introduction, a body, and a conclusion
examiner: in the IELTS test, an examiner assesses Writing and Speaking tests
format: IELTS Writing responses need to be written in the correct format. The essay in Task 2 should
consist of paragraphs and should not contain headings, sub-headings, dot points or a list of
numbered ideas. For Task 1 AC, the same applies. It should not be written in note form. For Task 1
GT, the response needs to be written in ‘letter’ format, with appropriate opening and closing
conventions
GT: abbreviation for the General Training IELTS test. The IELTS General Training test measures
English language proficiency in a practical, everyday context. The tasks and texts reflect both
workplace and social situations
IELTS: International English Language Testing System, a globally-recognised test of English language
proficiency. There are two types of test, Academic (AC) and General Training (GT)
indicative band score: an indicative band score is awarded in the online practice test based on the
public band descriptors
key criteria: In each of the 9 bands there is a list of performance statements. These describe test
taker performance for a set of key indicators linked to the key criterion. Each band has a set of key
criteria. For example, for Fluency and Coherence, the key indicators of performance are: speech
rate, the use of pauses and hesitations, the use of linking devices and discourse markers, and how
much topic development occurs
key features: in Writing Task 1, the response must present all key features that appear in the visual.
Key features are the main features presented, for example, countries, products, unemployment
figures in three different years, the seven stages of a process. They also include unusual spikes or
drops in statistics, or other unusual (key) features
less common lexical items: vocabulary used by the test taker that is less common. For example, the
use of idiomatic language, phrasal verbs and collocation
lexical resource: the range of words or vocabulary a person uses in order to communicate in English
lexis: the words or vocabulary used by the test taker
modality: the use of modal verbs to express certainty, probability and possibility. These modal verbs
include must, shall, will, should, would, can, could, may and might
module: the IELTS test is divided into four sections for Listening, Reading, Speaking and Writing
nominalisation: where the writer changes the verb (actions and/or events) into a noun phrase
(concepts, things or people). For example, ‘Unemployment is increasing rapidly…’ – ‘The rapid
increase of unemployment…’
online practice test: an online practice test (IELTS Progress Check) has been developed by the IELTS
partners, where test takers can check their progress in preparation for the real IELTS test
overall band score: a score is given for each test component – Listening, Reading, Writing and
Speaking. These individual scores are then averaged to produce an overall band score
overview: an overview is presented in Task 1 to summarise the main trends and features seen in the
visual. It acts as a summary
paraphrase: the use of different words and phrases to explain what you are trying to say if you
cannot find the right words. In the Writing test, test takers paraphrase the question, so they are not
directly copying from the question stem
passive voice: is used when the subject of the sentence is acted on by the verb. It is formed by using
the verb be + the past participle
Active voice – The dog bit the man
Passive voice – The man was bitten by the dog
prompt: a writing prompt is the question given to a test taker in the IELTS test. The prompt includes
the question and the instructions. Writing prompts often contain more than one part
purpose: the purpose of a letter is the reason for writing the letter to the other person. It could be a
letter of complaint, a letter offering suggestions, or a letter sent to invite a friend to a wedding
referencing: helps with text cohesion and is used to avoid repetition by using pronouns in place of
nouns
section: the IELTS Listening test has four sections, and the IELTS Reading test has three sections
simple sentence: a simple sentence is a stand-alone sentence consisting of an independent clause
style: style refers to how formal or informal our language choices are. It depends on the audience
we are speaking or writing for
subordination: a complex sentence consists of an independent and dependant clause. The
dependant clause is the subordinate clause and usually contains a subordinating conjunction
(because, although, once, since, when, while, as)
syntax: how words and phrases are arranged in a sentence following grammatical rules (for
example, subject + verb + object)
systematic error: occurs when a test taker repeatedly makes the same grammatical error. For
example, article errors, subject/verb agreement errors. If the errors are occasional and do not show
a pattern, then they are classified as non-systematic errors
tangential: in IELTS Writing, if a response is on-topic but off-task, it is said to be tangential to the
prompt
task: in IELTS Writing, there are two tasks, Task 1 and Task 2 (discursive essay). The Academic test
requires you to write a report in Task 1 and in the General Training test, you are required to write a
letter
task achievement: the criterion used to assess how appropriately, accurately and relevantly a test
taker completes Task 1 of the Writing test
task response: the criterion used to assess how well a test taker can present and develop an
argument and support a position in Task 2 of the Writing test
tense: refers to which form of the verb is used to show when an action happened. Common verb
tenses include present, past, and continuous tenses
TESOL: Teaching English to Speakers of Other Languages
tone: when a letter is written in the General Training Writing Test, the tone needs to match the
question prompt instructions. The letter should be written in a formal/neutral tone if written to
‘Dear Sir/Madam’ and in an informal/friendly tone if written to a friend or colleague ‘Dear john’
visuals: a visual representation used for Task 1 Academic. For example, a graph, a diagram, map or
process
word form error: occurs when a test taker chooses the right word but uses the wrong part of
speech. For example, ‘I am very happiness.’ – noun chosen instead of the adjective
Writing Assessment Criteria: the version of the Writing band descriptors that are available to the
public
Source:
www.ielts.org
https://www.ieltsessentials.com/global/ieltshome
IELTS Scores Guide