Academic Vocabulary for IELTS Writing: The Essential List

Introduction to Academic Vocabulary for IELTS Writing

If you want to move from a Band 6 to 7+ in IELTS Writing, you need more than big words... you need the right IELTS academic vocabulary list used accurately in clear, formal sentences.

We will focus on high-impact IELTS academic words and phrases that improve cohesion, precision, and tone in both Task 1 (reports) and Task 2 (essays).

We group items by function (describe trends, compare data, present arguments, hedge and qualify, evaluate causes/effects) and give model sentences so you can copy the pattern and adapt it.

I've also prepared a clear academic word list ESL students can revise before practice tests, plus a link to the IELTS Writing pages for deeper drills.

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How to use this list

• Learn by function, not alphabetically. Examiners reward accurate usage and control of register.
• Copy the frame. Memorise “sentence shells” (e.g., It is widely argued that…). Replace subjects or data.
• Prioritise Task 1 and Task 2 language separately. Task 1 = data, change, comparison. Task 2 = stance, reasons, counter-argument.

Task 1 – Describing Data and Trends

Core reporting verbs (neutral, formal)

• illustrate — The chart illustrates the distribution of household spending.
• indicate — The results indicate a modest rise after 2018.
• represent — Each bar represents a different age group.
• demonstrate — The figures demonstrate a clear seasonal pattern.

Trend & change verbs (with adverbs of degree)

• increase / rise / grow — Sales rose sharply in Q3.
• decrease / decline / fall — Unemployment declined gradually after 2021.
• peak / reach a peak — Output peaked in July before falling.
• fluctuate — Prices fluctuated slightly across the period.
• stabilise / level off — Numbers stabilised at around 40%.

Comparison & contrast

• exceed / outstrip — Online sales exceeded in-store purchases from 2022.
• lag behind — Rural access lagged behind urban areas.
• be comparable to — Energy use was comparable to the previous year.
• differ from — The UK differed from the EU average.

Mini framework (Task 1 sentence):
Overall, X increased steadily, exceeding Y by the end of the period, while Z remained stable.

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Task 2 – Presenting Argument and Evaluation

Stance & cautious claims

• argue / contend / maintain — Many argue that public investment is essential.
• suggest / imply — The evidence suggests that schools benefit from smaller classes.
• it is widely believed/assumed — It is widely believed that exercise improves academic performance.

Cause & effect

• result in / lead to — Inadequate funding may lead to lower attainment.
• contribute to — Flexible hours contribute to better work–life balance.
• stem from — The rise in obesity stems from multiple factors.

Qualification & concession (hedging tools)

• although / even though / while — Although there are costs, the benefits are substantial.
• nevertheless / nonetheless — The policy is expensive; nevertheless, it is effective.
• to some extent / in part — The initiative succeeded to some extent.

Evaluation & recommendation

• viable / feasible / practical — A feasible approach is to expand apprenticeships.
• significant / considerable / marginal — The change had a significant impact on retention.
• prioritise / allocate / implement — Governments should prioritise early-years support.

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Precision Adjectives & Adverbs (Academic Tone)

• substantial / marked / moderate / slight (degree)
• widespread / prevalent / common / rare (frequency)
• inevitable / probable / unlikely (probability)
• primarily / notably / specifically (focus)
• consequently / therefore / hence (result)

Model: There was a marked increase in applications; consequently, admission became more competitive.

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High-Value Academic Noun Phrases (Bundles)

Use these safely in Topic + of + noun patterns:

• the extent of (the problem, the impact)
• the prevalence of (internet access, obesity)
• a range of (factors, strategies)
• the implications of (automation, ageing)
• the effectiveness of (interventions, policies)
• the allocation of (resources, funding)
• the distribution of (income, responses)

Model: This study examines the effectiveness of remote learning across a range of contexts.

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Collocations for Clear Academic Style

Verb + noun

• pose a challenge | address a concern | bridge a gap | reach a consensus
• meet a requirement | provide evidence | draw a conclusion | conduct research

Adjective + noun

• robust evidence | compelling argument | limited scope | ethical considerations

Nominalisations (use sparingly)

• regulation, implementation, evaluation, innovation
  Tip: Mix with active verbs to avoid overly dense writing.

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Cohesion & Coherence: Linking Clearly

Adders: in addition, furthermore, moreover
Contrast: however, by contrast, whereas
Result: therefore, consequently, as a result
Examples: for instance, for example, notably
Sequencing: firstly, subsequently, finally

Model paragraph shell (Task 2):
Firstly, X offers substantial benefits. For instance, A and B. However, there are notable drawbacks, namely C and D. Therefore, a balanced policy that prioritises E is feasible.

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Task 1 – Trend language

Task 2 – Hedging and stance

Conclusion

Memorising an IELTS academic vocabulary list is helpful, but precision and control are what raise your band score. Focus on functional groups (trend verbs, hedging, argument language), practise sentence frames, and edit for over-claiming. Then refine cohesion with a small set of reliable linkers.

For complete practice, head to our IELTS Writing cluster for model answers and targeted tasks.

Explore more in our IELTS Writing pages 👇

IELTS Writing Task 1: Line Graph Examples

IELTS Writing Task 1: Bar Chart Samples

IELTS Writing Task 2 Opinion Essay Sample (Band 8+)

IELTS Writing Task 2 Discussion Essay (Band 9 Model)

Glossary Section

• hedging (n.) — cautious language used to avoid absolute claims (e.g., may, tend to).
• nominalisation (n.) — turning verbs/adjectives into nouns (e.g., decide → decision).
• cohesion (n.) — how sentences connect (linkers and references).
• coherence (n.) — overall clarity and logical flow of ideas.
• stance (n.) — the writer’s position or attitude towards a topic.
• register (n.) — level of formality or style appropriate to context.
• trend (n.) — general pattern of change over time.
• feasible (adj.) — possible and practical to do.
• viable (adj.) — capable of working successfully.
• implication (n.) — a possible result or effect of an action.

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Practise What You've Learned

Questions

1. Multiple choice: Which sentence uses hedging appropriately?
   A) The policy will definitely improve outcomes.
   B) The policy may improve outcomes in the short term.
   C) The policy improves outcomes every time.
   D) The policy is perfect.
2. True/False: Fluctuate means to increase steadily.
3. Short answer: Write one Task 1 sentence comparing two categories using exceed or lag behind.
4. Multiple choice: Which pair is most appropriate for academic tone?
   A) really big problem / lots of people
   B) major concern / numerous participants
   C) good result / bad effect
   D) nice outcome / huge number
5. Gap fill:
   “While the evidence is encouraging, the study is ______ limited in scope.” (somewhat / totally / carelessly)

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Answers

1. B — hedged, cautious claim.
2. False — it means to vary up and down.
3. Example: In 2020, online sales exceeded in-store sales by 10%. (Learner’s own acceptable.)
4. B — formal vocabulary and precise nouns.
5. somewhat.