YOU CAN'T GET 7+ IN WRITING WITHOUT THIS!!!
Summary
TLDRThis 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
📊 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.
📈 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.'
📉 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.
🗣️ 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.
👥 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.
🔍 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.
Mindmap
Keywords
💡Task One
💡Context
💡Data Interpretation
💡Verb Sentence Structures
💡Relative Clauses
💡Countable and Uncountable Nouns
💡Proportion
💡Figure
💡Passive Tense
💡Active Tense
💡Non-universal Ways
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
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