YOU CAN'T GET 7+ IN WRITING WITHOUT THIS!!!

Summary

This video tutorial focuses on the critical skill of providing context when describing data in IELTS Task 1, applicable to all types except maps and processes. The instructor emphasizes the importance of interpreting data within its given context and offers strategies for enhancing students' reports. Key points include using appropriate sentence structures with verbs and adverbs, choosing the right words like 'number of', 'amount of', 'proportion', and 'figure for' based on the type of noun and data, and employing relative clauses to specify context. The video also touches on more advanced and original ways to convey information, encouraging practice and exposure to improve language skills.

Takeaways

• 📈 The video discusses the importance of providing context when describing data in IELTS Task 1, especially for graphs and charts.
• 🔍 It emphasizes the need to understand the context of the graph and interpret the data accurately to score well.
• 📝 A common mistake made by students is not providing enough context in their descriptions, which can lead to unclear or incorrect interpretations.
• 📚 The video suggests using 'verb + adverb' sentence structures to describe changes and compare numbers in graphs.
• 🌐 It introduces 'universal ways' of giving context in Task 1, applicable to various types of data representation, except for maps and processes.
• 📈 The script explains the use of terms like 'the number of', 'the amount of', 'the proportion of', 'the percentage of', and 'the figure for' to describe changes in data.
• 📝 It clarifies that 'the number of' is used with countable plural nouns, 'the amount of' with uncountable nouns, and 'proportion' and 'percentage' with data involving percentages.
• 💬 The importance of using relative clauses to specify which items or subjects are being discussed in the context of the graph is highlighted.
• 📝 The video provides examples of how to rephrase sentences to add originality and avoid repetition, using both passive and active voice constructions.
• 🔑 It stresses the importance of reading sentences aloud to ensure they provide enough context for the reader to understand the data being described.
• 📚 Finally, the video encourages practice and exposure to improve the ability to provide context and enhance overall English language skills.

Q & A

What is the main focus of the video?

The main focus of the video is to teach viewers how to provide context when describing data in Task 1 of an IELTS Academic Writing test, specifically in relation to graphs and tables.

Why is it important to show the examiner that you understand the context of the graph in Task 1?

It is important because understanding the context allows you to interpret the data accurately and describe it effectively, which is crucial for achieving a good score.

What is a common mistake students make when describing changes in their reports?

A common mistake is not providing enough context in their sentences, which can lead to unclear or incomplete descriptions of the data changes.

What are some universal ways of giving context in Task 1?

Universal ways include using phrases like 'the number of' for countable nouns, 'the amount of' for uncountable nouns, 'the proportion of' for percentages, and 'the figure for' as a general term that can replace any of the above.

How can you use relative clauses to provide more context in your descriptions?

You can use relative clauses to specify additional information about the subject, such as 'cars which were manufactured in Argentina' or 'the amount of O which was eaten by Simon', to clarify what exactly is being discussed.

What is the difference between using passive and active tense when describing data changes?

In passive tense, the focus is on the action being done to the subject (e.g., 'cars were manufactured'), while in active tense, the focus is on the subject performing the action (e.g., 'people visited the museum'). The choice between passive and active depends on the context and the intended emphasis.

Why is it suggested to use both universal and non-universal ways of giving context in reports?

Using both universal and non-universal ways of giving context can add variety to the report, making it more engaging and easier to understand, while also demonstrating the writer's ability to express ideas in different ways.

How can you determine whether to use 'the number of', 'the amount of', 'the proportion of', or 'the figure for' when describing data?

You determine this based on the type of noun and the context. Use 'the number of' for countable plural nouns, 'the amount of' for uncountable nouns, 'the proportion of' for percentages, and 'the figure for' as a versatile term that can be used in various contexts.

What is the purpose of the example with Simon eating 'O'?

The example with Simon eating 'O' is used to illustrate how to apply the concepts of giving context and using sentence structures when describing changes in data, specifically with uncountable nouns.

How can you ensure that your descriptions provide enough context for the reader?

After writing a sentence, you should read it and ask yourself if it gives enough context for the reader to understand what is being described. This self-evaluation helps to ensure clarity and comprehensiveness in your descriptions.

Outlines

00:00

📊 Understanding Task 1 Context in IELTS Writing

This paragraph introduces the importance of context in IELTS Task 1 writing, emphasizing the need to interpret data accurately. The speaker discusses common mistakes made by students, such as not providing enough context when describing changes in data. The paragraph also mentions the use of verbs and adverbs in sentence construction and hints at the importance of understanding the context before writing.

05:03

📈 Describing Changes and Comparing Numbers in Task 1

The speaker elaborates on how to provide context when describing changes or comparing numbers in graphs. They explain the use of specific words and phrases like 'the number of,' 'amount of,' 'proportion of,' and 'percentage of' to give context to the data. The paragraph also discusses the importance of using relative clauses to specify the subject of the data being discussed, such as 'cars which were manufactured in Argentina.'

10:05

📉 Selecting Appropriate Words for Data Description

This paragraph focuses on choosing the right words to describe data based on whether the nouns are countable or uncountable. The speaker provides examples of how to use 'the number of' for countable nouns like 'cars' and 'the amount of' for uncountable nouns like 'water.' They also explain the flexibility of using 'the figure for' as a universal term that can replace other phrases for clarity and simplicity.

15:09

🗣️ Using Active and Passive Voice to Enhance Context

The speaker discusses the use of active and passive voice in sentences to provide context, especially when the action is performed on the subject (passive) or by the subject (active). They give examples of how to rephrase sentences to include or omit relative clauses for clarity and conciseness, and how to use synonyms like 'manufactured' and 'produced' to avoid repetition and add variety.

20:09

👥 Contextualizing Countable and Uncountable Nouns

The paragraph explains how to contextualize sentences involving countable and uncountable nouns. For countable nouns like 'people,' the speaker suggests using 'the number of' or 'the figure for,' and for uncountable nouns like 'O' (a placeholder for an uncountable noun), 'the amount of' is appropriate. The speaker also emphasizes the importance of using the correct relative pronouns like 'who' for people and 'which' for things.

25:13

🔍 Ensuring Adequate Context in Task 1 Writing

The speaker stresses the importance of reading sentences to ensure they provide enough context for the reader. They discuss the use of both universal and non-universal ways of giving context, with examples of how to describe the number of international conferences using both approaches. The paragraph encourages the inclusion of original and varied sentence structures to enhance the quality of writing in IELTS Task 1.

🚗 Applying Contextualization Techniques in IELTS Task 1

In the final paragraph, the speaker provides a practical application of the contextualization techniques discussed throughout the video. They offer alternative ways to describe the increase in car production in Argentina over the years, suggesting that while the universal method is straightforward, incorporating original expressions can add depth to the report. The speaker encourages practice and exposure to language to naturally develop these skills.

Keywords

💡Task One

Task One refers to the first task in an IELTS Academic Writing test, where candidates describe and interpret data presented in a graph, chart, table, or diagram. In the video, the speaker emphasizes the importance of understanding and providing context for the data in Task One, as it helps to achieve a good score. The script mentions that the tips provided are applicable to Task One, except for maps and processes.

💡Context

Context in the video script refers to the background or setting in which the data is presented. Understanding and providing context is crucial for effectively interpreting and describing data in Task One. The speaker discusses various ways to give context, such as using appropriate verbs and adverbs to describe changes in data.

💡Data Interpretation

Data interpretation is the process of explaining and making sense of the information presented in a graph or table. The video focuses on how to interpret data accurately and convey that understanding to the examiner. It is a key aspect of Task One, as it demonstrates the candidate's ability to analyze and communicate about the data.

💡Verb Sentence Structures

Verb sentence structures are grammatical constructs that use verbs to describe actions or changes. The script mentions the importance of using 'verb plus adverb' structures to describe changes in data, such as 'increased noticeably', which helps in providing a clear and concise interpretation of the data.

💡Relative Clauses

Relative clauses are used to provide additional information about a noun in a sentence. In the context of the video, relative clauses are used to give specific context to the data being described, such as 'cars which were manufactured in Argentina', making the description more precise and informative.

💡Countable and Uncountable Nouns

Countable nouns are nouns that can be numbered, like 'cars', while uncountable nouns cannot be easily counted, like 'water'. The video script explains that the choice of words to describe changes in data depends on whether the noun is countable or uncountable, which is essential for accurate data description.

💡Proportion

Proportion refers to a part or share of a whole, often expressed as a percentage. The script suggests using the term 'proportion' when describing data related to percentages, as it provides a clear way to convey the relative size of different parts of the data.

💡Figure

In the context of the video, 'figure' is used as a universal term to replace other words like 'number of' or 'proportion' when describing data. It allows for flexibility in sentence construction and can be used with both countable and uncountable nouns, as well as with percentages.

💡Passive Tense

Passive tense is a verb form that focuses on the receiver of the action rather than the doer. The video script uses passive tense constructions, such as 'cars which were manufactured', to provide context and to indicate that the action was done to the subject of the sentence.

💡Active Tense

Active tense, as opposed to passive, emphasizes the doer of the action. The script mentions that when the action is in active tense, different sentence structures can be used, such as 'people visiting the museum', to describe changes in data.

💡Non-universal Ways

Non-universal ways refer to more specific or unique methods of providing context or describing data, as opposed to the general or 'universal' methods discussed earlier in the video. The script suggests that while both universal and non-universal ways are acceptable, the non-universal ways may require more experience and creativity.

Highlights

The video discusses the importance of understanding and providing context when describing data in Task 1 of IELTS Academic Writing.

Students often make the mistake of not providing enough context when describing changes or comparing numbers in graphs.

The video provides a method to identify and correct common mistakes in students' reports regarding data interpretation.

The presenter introduces the concept of using 'verb plus adverb' sentence structures for clarity in describing changes.

Different ways to give context in Task 1 are explained, such as using 'the number of', 'the amount of', 'the proportion of', and 'the percentage of'.

The video clarifies when to use 'the number of' with countable plural nouns and 'the amount of' with uncountable nouns.

The use of 'proportion' and 'percentage' is recommended for graphs that include percentage data.

The term 'figure' is introduced as a universal replacement for the other terms when describing data.

The video demonstrates how to use relative clauses to provide context, especially when the action is in passive tense.

Examples are given to illustrate the correct use of sentence structures when describing data in passive and active tenses.

The presenter advises on the importance of reading sentences aloud to ensure sufficient context is provided for the reader.

The video covers non-universal ways of giving context, which can be more challenging but add originality to reports.

The use of synonyms such as 'hosted' instead of 'held' is suggested to vary sentence structure and add interest.

The video encourages combining both universal and non-universal methods to enhance the richness of the writing.

The presenter emphasizes the importance of practice and exposure to improve the ability to provide context effectively.

The video concludes with the suggestion to include both simple and more complex sentences in Task 1 reports for balance.

Tasks for practice are promised to be attached under the video for viewers to apply the discussed techniques.

Transcripts

so welcome guys to another video and in

this video uh we're going to talk about

one of the most important things in task

one because what I show in this video

will be applicable in any task one type

I guess except for maps and processes

right so if you are planning to you know

get a good good score you need to show

The Examiner that you understand the

context in which the you know graph is

given to you you basically you should be

able to interpret the data given on the

graphs um so we learn how to provide

context how to give context in task one

when you're describing changes when

you're comparing numbers in general

right so a mistake that I often see in

students reports is this um so let's

look at this table so the table show

shows the number of cars made in three

countries in XY Z year right so what

students do is that they see the you

know countries the categories let's just

say yeah and they see the years and they

do identify the type as well but uh and

they do identify uh the the changes as

well yeah for example if you look at

Argentina uh you can see that there's an

increase yeah a huge

increase so to be able to you know talk

about the changes uh I recommend you

watch the previous video so so they say

something like this yeah based on these

changes they end up writing a sentence

like this um

Argentina

increased

noticeably from 2003 to uh or let's say

let's include the numbers yeah three I

mean 235

uh this not Point

at, 88

to

466 uh

089

between 2003 and

2009 this is an almost correct sentence

yeah I'm saying this almost because

there's a small not small quite serious

mistake

uh I'd say so the mistake is that

everything is fine in this part the

problem is

this now if you remember if you look at

the first video I mean the second video

the previous video uh I wrote this yeah

the general appearance of you know verb

sentence structures for example is this

yeah you say uh verb plus

adverb so there's no mistake in this

sentence as well yeah if you see uh verb

plus adverb right I mean this part is

correct but the mistake is in this part

and so we need to be able to

identify uh the X DX given in the

formula right so this is how you should

do firstly you need to understand the

context and secondly you need to be able

to produce a sentence that makes sense

in this specific context or uh how do we

do that right we need to use words like

this these are or let's say following

are uh the

universal ways of

um giving context in task one and I'm

saying Universal ways because it can be

done inan these ways that I'm just going

to show you can be used to describe any

information compare any information

describe any change in uh graphs where

there are numbers yeah so like chain

charts comparatives and mix so you

cannot do this basically you know

obviously in in maps and processes yeah

because there will be no numbers so you

will use words like this yeah the number

of

something let's just say

increased yeah you can you can say the

amount of something fell you can say the

proportion of something remained stable

or you can say the percentage of

something uh fell or dropped let's just

say it or you can say the figure for

something um increased or let's just say

decreased

MH so these like increase fell remain

stable drop decrease these are just you

know random examples right so uh here's

the thing you need to know in which case

you will use each one of these you know

uh sentence structure supposed to say

yeah here you will use the word the

number of with

countable uh plural

nouns M for example you can say the

number of cars yeah rows

noticeably you see the number of cars

cars it's a plural and countable noun R

noticeably we use the you know verb

sentence structure let's include some

noun sentence structures here saw a fall

let's just say yeah uh

experience a

drop refer to the previous video if

you're you're not you know getting

what's going on here so uh you cannot

say this yeah therefore you cannot say

the number of oil yeah row or fa you

cannot say this yeah this

is

incorrect so you can use the amount of

something with count uncountable nouns

uh like water what else oil sugar coffee

so these are you know some of the

examples for uh uncountable Nails yeah

for example you can say the

amount

of

water allocated or which was allocated

to or

four industrial

use

increased so allocate for basically

means

[Music]

give and you can use the word proportion

with uh use this with

percentages so uh anything uh related to

percentages if the graph includes you

know percentages you can use the word

proportion so the same thing happens

with percentage and the figure four this

is

universal and can be used to replace any

uh of the above let's just

say so here uh we have seen these four

words yeah s structures let's just say

yeah and you can replace any one of

these yeah instead of the proportion

instead of the amount instead of uh

percentage instead of the number of you

can use the word the figure four it's a

universal thing yeah for example the

figure for men you can say you can say

the figure for uh sugar or coffee you

can say that the figure for you can even

use it with percentages as well yeah so

to give context in task one you can use

one of these depending on the context

it's yeah so first off you need to

identify what's going on yeah here in

this context it's about cars so it's a

plural countable noun it means that you

can use the number of or you can say the

figure four you can use these Universal

ways of presenting providing context in

task one if you're talking about cars

which is a countable and and plural noun

so instead of saying this yeah you would

say something like this the

number of

cars so now here's the tricky part so if

you say the number of cars increased

noticeably from X to Y again you're not

providing enough context because you're

not basically mentioning Argentina right

so to provide

context um if you are just starting to

learn task one ask this question yeah I

mean this part is easy yeah you just

identify uh if the thing that you're

talking about is accountable or

uncountable now and you will use one of

the you know um one of the options from

here from this list and then you will

just say it yeah here I did the same

thing the number of

cars and then what I will do is is that

I can say I should ask this question

which cars which cars are you talking

about answer this question so to answer

this question you can use relative

clauses so I'm just going to show you

different ways yeah which were

manufactured yeah because the context

said the question says Made yeah the

number of cars made in three countries

so instead of made I mean you could have

used made of course but to add some you

know uh to spice things up to make it

more interesting um you can use its you

know uh synonyms such as manufacturer

you can manufacture a car you can also

produce a car

so uh you can you know you should add

these

things in your sentences yeah so uh uh

here the number of cars which cars cars

which were manufactured in where

Argentina uh increased noticeably from X

to Y now that makes sense yeah I used

which were manufactured because that's

that that's a passive tense yeah cars

did not manufacture themselves yeah they

should be done by someone else so that's

why I said cars which were

manufactured okay so it's important to

be able to give context this way now I'm

going to talk about another thing uh now

if you have learned this sentence

structure now we can talk about a more

advanced way of saying this not Advanced

just a different way let's just say yeah

when you're talking about things and the

action is in a passive tense like this

uh which were manufactur yeah you can

basically edit this I mean erase this so

you can say the number of cars

manufactured in

Argentina that makes total sense the

same thing with the previous sentence

only if I'm just going

to

uh only when you are using passive

tenses with active tenses however it's

going to be different

yeah

okay uh now let's look at

um other examples yeah so here I'd say

I'm just going to give you a context

let's just say yeah so let's use Simon

again yeah imagine this yeah Simon eight

um to kill kilog of

O just say one kilogram of

o on

Monday so and then Simon ate let's just

say four kilograms of

o on

Thursday so in this context we're

talking about Ash which is food it means

that it's an

uncountable noun so we say this right

is the the

amount of O so you see like it's very

simple the amount of

O and then we will answer which o are we

talking about H so we say which was

eaten by

Simon um what happened one 4 G so it's

an increase yeah so let's use a noun

structure here yeah

saw uh

dramatic rice from Monday to

Thursday see very

simple the amount of as which as which

was eaten by Simon so again it's a

passive tense it means that we can uh

just erase this part I'm not saying that

you should erase it I'm just saying that

it's a different way of saying this yeah

imagine you use

this uh in a graph and now you want to

use uh the same s structure so in that

case you can change it a little bit and

use the second way so I'm just going to

give you another context this time I'm

try I will try to talk about uh you know

something that happens in an active

tense yeah not passive because we have

seen enough passives so we say this yeah

uh let's talk about Museum yeah so let's

say in

2000 5,000 people

visited uh

Museum in

2001 let's just say 3,000 people

visited a museum

so in this case you can see that there

was a decrease right so let's identify

the context here so what is changing

it's about people people is a countable

plural noun so we use the number of or

we can use the figure

four figure for let's just say

people so now we need to ask which

people

yeah we need to clarify this context

yeah which

people so with people we don't use which

we use who right who

visited a

museum

decreased

noticeably

from

5,000 to 3,000 between 2,000 and 2000 1

I mean it's a very simple way of saying

this Sam so I used again uh the verb

sentence structure yeah decrease

noticeably yeah remember uh this x uh

plus verb plus adverb I'm using the S

structure yeah so instead of use let me

you know include colors so that you can

understand um and this is yellow so

instead of X I use this this is

basically the the uh subject of the

sentence yeah so past simple remember

past simple yeah subject verb that's it

subject verb so that's how you do it so

let's use uh other sentence structures

as well with the same

sentence so let me just write it here so

that it will be easier to see so we can

say

this let's use there was and noun

sentencers yeah there

was uh a

noticeable

decrease

from or let's just say in

the again the same thing

yeah in the number of or the figure for

people who visited the museum Museum

from this thing so do you remember the

sentence structure yeah and there is

there was sentence structures we you we

would use the you know uh thing that

changed basically the X uh at the last

in the last part of the sentence this is

what happened

here or we can use this yeah that was

another sentence sure a noticeable

decrease yeah with a passive tense

remember that a noticeable decrease was

observed in the number of

people again the same

[Music]

thing so

uh now I'm going to show you another

thing as well with passives if you just

uh paid attention we did this yeah the

number of cars which were manufactured

and instead of saying that we said the

number of cars manufactured in Argentina

yeah we can do the same thing with

active tenses but it's going to look a

little different so we say this instead

of saying the number of people uh who

visited we can say this the number of

people we emit uh omit the uh relative

clause and say

visiting the number of people visiting a

museum yeah this is

only uh

when uh the action is

in an active

tense that's how you do it I mean uh it

may not be you

know easily understandable if you're

seeing this for the first time but we're

going to write many many many uh graphs

together and then uh I hope you will be

easily able to pick this up learn this

and use them in your uh reports as well

so uh we're done with the universal ways

of you know giving context we need to

use the number of the figure for the

proportion and remember this yeah always

after writing a particular sentence read

your uh sentence and ask this am I

giving enough context for the reader uh

will the reader be able to understand

the context from these sentences that

I'm providing you need to ask these

questions all the time so that you can

provide good context and so we're done

talking about the universal ways of you

know giving context now we're going to

talk about non-universal ways of giving

context as just say yeah

so um let's you know use this graph as

well I almost forgot that we had this

graph as

well so what's this the number of

international conferences in cities yeah

the universal I mean it's about the

number of International conferences yeah

so it's a plural uh accountable noun it

means that if you wanted to describe

this using Universal ways of giving

context you would say something like

this yeah the number of

international

conferences let's look at the city c

yeah because uh it increased from uh

1965 to

1995 so in order let say row

dramatically

from Zer

to how

many let's just say 28 around

28 from or

between

1965 and

1990 five so again I use the verb

sentence structure and I also use the

universal ways of

uh you know

giving giving context yeah so

um you can sometimes use nonuniversal

ways of giving context but it's just

going to be dependent on the graph

itself yeah for example here I can use

the word

host yeah um

for example look at this yeah in

1965 yeah the

city I mean I forgot to include the full

context here yeah the number of

international conferences because I

didn't mention the city yeah held in

which were held

in held in the

city C Rose dramatically yeah so now I

provided a full context now uh if I

wanted to use let's just say

nonuniversal ways of providing context

I'd say something like this here the

city

C uh

hosted in 1995 I's talk about there

around

28 conferences

International Conference

in uh

1995 so instead of saying this yeah the

number of

conferences so we can basically you know

emit uh

emit uh which word here because it's a

passive tense held

in

city the city

C was around 28 in 1995 yeah now let's

compare

these I mean both sentences express the

same thing which is you know good yeah

uh but the first one uses a more

original way of presenting the context

but the second one uses the universal

way I'm not not saying that one is

better than the other I'm just saying

that you can do these things um and if

you can do both I mean it's great but if

you cannot do the first one which is in

my opinion more challenging than the

second one it's all right as well I

think it's going to come with experience

with exposure if you keep learning and

learning and learning analyzing more

essays uh and and improving your General

English level as well so it's it's going

to come to you naturally yeah so

um so yeah that's it so here's well yeah

then instead of saying this yeah look at

this instead of saying uh the number of

cars produced by

Argentina uh increased over the years

imagine you're describing the overview

yeah for this graph which we're going to

learn in detail in the next videos so

instead of saying this let's write this

sentence let's include it

here instead of saying the number of uh

cars which were produced by Argentina or

in

Argentina uh Rose

over the years

yeah you can say this I mean it's

completely okay it's it uses a universal

way of giving context and instead of

saying this you can do this yeah

artina

increased its car

manufacturer

manufacture over the years it's okay or

uh you can you know describe it even

more simply yeah

Argentina produced more and more cars

over the years so here I don't use the

word uh words like the number of the

figure four uh and I added some

originality uh to my reports so what I'm

trying to say is I'm not saying the

second approach is the better is better

than the first one because both are okay

yeah you should you know try to include

both types of sentences in your reports

and yes I understand that the second

type is more challenging but again I

repeat it should come with uh experience

it should come with uh more exposure to

the language so uh that's it I'm going

to attach the you know tasks under this

video and you're going to try uh try it

out for yourself so thank you guys for

your attention see you in the next

videos