IELTS Academic key terms

A published list of around 570 word families that appear frequently across academic texts regardless of subject. Learning these families helps Reading and Writing candidates recognise formal vocabulary and use it appropriately.

Expressing the same meaning with different wording. Reading questions and Listening options usually restate the passage or recording rather than repeating it, so spotting paraphrases is a core skill.

A word with a similar meaning to another word. Test writers use synonyms to reword questions, and Writing candidates use them to avoid repetition, though near-synonyms are not always interchangeable.

A habitual pairing of words, such as 'conduct research' or 'heavy rain'. Natural collocations are rewarded in Writing and Speaking because they show vocabulary is used accurately, not just memorised.

The level of formality suited to a situation. Academic Writing needs a formal register, avoiding slang and contractions, while Speaking Part 1 allows a more neutral, conversational style.

An answer option or detail that sounds plausible but is wrong, often because it is mentioned and then corrected or contradicted. Recognising distractors is essential in Listening and multiple-choice Reading.

A word or phrase such as 'however', 'so' or 'finally' that signals how ideas connect. In Listening, signposts mark shifts, corrections and the start of a new section, helping candidates follow the recording.

The way sentences and paragraphs are linked so a text reads as a whole, using referencing, conjunctions and repeated ideas. Coherence and cohesion is one of the four Writing assessment criteria.

A linking word or phrase, such as 'furthermore', 'in contrast' or 'as a result', used to connect ideas. Overusing them sounds mechanical, so examiners reward devices that fit the logic.

The sentence that states the main idea of a paragraph, usually placed first. Clear topic sentences help examiners follow an argument and improve the coherence score in Writing Task 2.

Dividing writing into paragraphs, each developing one main idea. In Task 2, logical paragraphing with an introduction, body paragraphs and conclusion is required for a good coherence score.

The Writing criterion measuring whether every part of the question is answered, ideas are developed and supported, and the position stays clear throughout the response.

The Writing Task 1 criterion covering accurate reporting of key features, an overview, and appropriate selection of data. Missing an overview typically limits the band score.

A short statement in Task 1 summarising the main trends or differences without specific figures. It is normally placed after the introduction and is essential for a high task achievement score.

Vocabulary for describing change over time, such as 'rise sharply', 'level off' or 'decline steadily'. Accurate trend verbs with adverbs or adjectives are central to Task 1 graph descriptions.

Describing similarities and differences between figures, categories or groups, using comparatives, superlatives and phrases like 'twice as many'. Task 1 charts and tables usually require this.

The number of words written. Task 1 requires at least 150 words and Task 2 at least 250; short answers are penalised, while there is no reward for exceeding the minimum greatly.

The Writing and Speaking criterion assessing range, accuracy and appropriateness of vocabulary. It rewards less common words used precisely, not long words used incorrectly.

The criterion judging variety of sentence structures and correctness. A mix of simple, compound and complex sentences with few errors scores higher than accurate but repetitive simple sentences.

A sentence containing a main clause and at least one subordinate clause, for example 'Although prices fell, demand remained strong'. Controlled use of complex sentences raises the grammar score.

Reading quickly for the general idea or structure of a passage, often by looking at headings, first sentences and keywords. It helps candidates decide where to read closely.

Moving the eyes quickly over a text to locate specific information such as a name, date or number. It is used for short-answer and matching questions before close reading.

The word or phrase in a question that identifies what information is needed. Underlining keywords before reading helps candidates locate relevant sections and notice paraphrases.

A Reading task type where candidates decide whether a statement agrees with the passage, contradicts it, or is not addressed. 'Not Given' means the text is silent, not merely unproven.

A Reading task type about the writer's views or claims rather than facts. Candidates judge whether a statement matches the writer's opinion, opposes it, or is not stated.

A Reading task requiring candidates to choose a heading summarising the main idea of each paragraph. It tests understanding of gist rather than detail, so topic sentences are key.

A Listening or Reading task where candidates fill gaps in sentences using words from the recording or passage, respecting a stated word limit and the grammar of the sentence.

A Listening task where candidates fill gaps in lecture or conversation notes. Answers usually come in order, and predicting the type of word needed before listening improves accuracy.

The instruction stating how many words an answer may contain, such as 'NO MORE THAN TWO WORDS'. Exceeding it makes the answer wrong even if the meaning is correct.

A Listening task where candidates complete a form with details such as names, addresses or dates. Spelling and numbers matter, and answers follow the order of the recording.

A question type offering several options, one or more correct. In Listening the speaker often mentions several options before choosing one, so candidates must track corrections.

The ability to speak at a natural pace with few long pauses or hesitations. It is one of the four Speaking criteria, alongside lexical resource, grammar and pronunciation.

The Speaking criterion covering clarity, word and sentence stress, intonation and individual sounds. Being understandable matters more than sounding like a native speaker.

The rise and fall of the voice across a sentence, used to signal meaning, emphasis or emotion. Varied intonation helps a Speaking candidate sound engaged and easy to follow.

The card given in Speaking Part 2 with a topic and bullet points. Candidates have one minute to prepare and then speak for one to two minutes without interruption.

The Speaking Part 2 task in which a candidate speaks alone for up to two minutes on a given topic. Sustaining speech without prompts is what the examiner assesses.

In Speaking, the extent to which ideas are organised logically and connected so the listener can follow. It is assessed together with fluency under the fluency and coherence criterion.

The 0 to 9 reporting scale used for each skill and for the overall result, in half-band steps. Scores are based on published descriptors applied by trained examiners.