Use ‘it’ with care

People who live in remote areas sometimes have limited access to the things they want to buy. Since it cannot be provided by retail shops, online shopping may be the solution.

To make your writing ‘flow’ so that pieces of information connect together well, use ‘itonly when ‘it‘ refers back to the subject of the previous sentence.

When you use ‘it’ then the subject will be either singular countable or uncountable:

  • My watch was expensive. It is a gold watch. I love it.
  • Beer is delicious. It is also expensive. I love it.

In the opening example the reader searches for but cannot find a subject to match ‘it‘. For a start, all of the nouns are plural!

After re-reading the text two or three times we see you are using ‘it‘ to refer to ‘the things people want to buy‘, which is rather confusing since ‘the things people want to buy‘ is not the subject of the previous sentence and it is neither singular countable nor uncountable.

This kind of mismatch interrupts the flow of information in the text and brings down your score for coherence and cohesion in IELTS writing, as well as your score for fluency in IELTS speaking.

In order to maintain ‘flow’ in the online shopping example, you need to do this:

  • People who live in remote areas sometimes have limited access to the things they want to buy. Since the things that people who live in remote areas want to buy cannot be provided by retail shops, online shopping may be the solution.

And for even better flow you can remind your reader about the context of those retail shops. After all, you’re not talking about retail shops in the middle of a large city, are you?

  • People who live in remote areas sometimes have limited access to the things they want to buy. Since the things that people who live in remote areas want to buy cannot be provided by retail shops in those areas, online shopping may be the solution.

Students often complain, “..but now there’s a lot of repetition!”

Perhaps, but your first priority is to communicate effectively. If the only way to achieve this is by repeating a few words, then you MUST repeat them.

And remember – ‘it‘ refers back to the subject of the previous sentence. Do not make the following mistake:

If your dog poos..

Noun phrase ‘__ed’ucation

Consequently, people lived in remote areas sometimes have limited access to learning resources.

Here the student wants to post-modify the noun ‘people‘ using a verb – ‘live‘. When post-modifying nouns using verbs, one option is to use a non-finite verb. Don’t worry you don’t need to google ‘non-finite’ – that’s just a fancy name for the following little group of verb forms:

  • __ing (fancy name ‘present participle’)
  • V3 (fancy name ‘past participle’)
  • to + v1 (fancy name ‘infinitive’)

If you’re using V3 to extend or ‘post-modify’ a noun, then you’re really using a kind of shortened relative clause:

  • ..people who are lived in remote areas..

In this case you end up with a passive construction (to be + V3), which obviously doesn’t make sense here because a thing or a person cannot ‘be lived‘.

Live‘ is an intransitive verb – it doesn’t take an object. But no worries, we can easily re-write the noun phrase with a relative clause and a transitive verb so that it makes sense:

  • ..people who are situated in remote areas..

Native speakers will nearly always shorten this relative clause to leave the non-finite verb only:

  • ..people situated in remote areas..

Finally, the noun phrase can now be incorporated into the sentence like this:

  • Consequently, people situated in remote areas sometimes have limited access to learning resources.

Alternatively we could stick with ‘live‘ but use __ing:

  • Consequently, people living in remote areas sometimes have limited access to learning resources.

In this case we are shortening another relative clause but we don’t have to consider whether or not the verb is transitive:

  • ..people who are living in remote areas..

When post-modifying nouns, native speakers generally use the shortened version without the relative pronoun.


To end this post, it’s worth putting non-finite verbs in context with other common methods for post-modifying nouns:

preposition phrases relative clauses __ing, V3, to+V1 time expressions

Sometimes these are interchangeable:

the number of plastic bags used by consumers in 2015 in America
the number of plastic bags used in America by consumers in 2015

And I’ll throw in a relative clause just to show off:

the number of plastic bags used by consumers in 2015 in America which are not made of biodegradable material

Notice that the __ed phrase also has a preposition phrase embedded into it:

used by consumers
used in America

And notice that time expressions are often also preposition phrases:

in 2015
on Tuesday
after I finished work
etc.

I hope all of that helps and look forward to hearing your feedback!

Close to edge(?!)

Many countries are spending a lot of money on space exploration in order to reach edge of the universe.

Unfortunately in English nouns usually need some grammar in front of them in order to answer at least one of the following questions:

  • Which one(s)?
  • Whose?
  • How many?

So let’s apply these questions to each of the five nouns in our example and make sure we have the right grammar in front of the noun. Here’s the example with the nouns highlighted:

Many countries are spending a lot of money on space exploration in order to reach edge of the universe.
  1. countries
    1. Which ones? – It doesn’t matter.
    2. Whose? – Doesn’t matter.
    3. How many? – ‘many’ answers this question. The number is not exact, but it doesn’t need to be exact. It’s enough to know that more than one country is being referred to.

So far, so good!

  1. money
    1. Which? – It doesn’t matter.
    2. Whose? – We can assume the money is being spent by the ‘countries’.
    3. How much? – ‘a lot of’ serves the same function as ‘many’.
  2. exploration
    1. Which? We don’t need any grammar to tell us which ‘exploration’. The word ‘space’ already answers that question. We know that it’s ‘space exploration’, and NOT ‘jungle exploration’ or ‘ocean exploration’.
    2. Whose? – We can assume the countries.
    3. How much? – Not important at this stage.
  3. edge
    1. Which one? – There is some text immediately after ‘edge’ that tells us exactly which edge – the edge of the universe (NOT the edge of the table). However, if it’s clear to both writer and reader exactly which noun is being referred to then in English we have to use the definite article ‘the’ in front of the noun. This was the grammatical error in the sentence – a missing ‘the’: the edge of the universe.
    2. Whose? – Irrelevant.
    3. How many? – Also irrelevant.
  4. universe
    1. Which one? – This is a special use of ‘the’ to tell us which one – when there is only one in the writer and reader’s shared context of reference! (Like the moon, the kitchen, etc.)
    2. Whose? – Irrelevant, although it would make for an interesting philosophical discussion!
    3. How many? – Irrelevant, but also interesting from a scientific / philosophical perspective!

Indonesian flag Indonesian students are generally clear about whose and how many. However, they often forget to use articles to communicate which one(s).

Note that when a noun is followed by a preposition phrase (e.g. of the universe), that phrase usually tells exactly which noun you’re talking about. Next time you write a preposition phrase after a noun, especially one beginning ‘of’, think about using ‘the’ in front of the noun!


There is an idiom – ‘Close to the edge’ whose idiomatic meaning is perhaps best communicated in the song The Message by Grandmaster Flash:

Don’t push me, ‘coz I’m close to the edge
I’m tryin’ not to lose my head
It’s like a jungle sometimes
It makes me wonder how I keep from going’ under

You can listen to The Message here and follow the lyrics, but be warned – it’s full of other less useful idioms!

And while we’re talking about music, back in 1972 British prog rock band Yes made an album called Close to the edge!

In terms of

Google also increased steadily, although not as significantly as Facebook.

You make us extremely curious. Did Google and Facebook get bigger? Did they multiply? Or is it something more subtle that ‘increased’?

There’s a magic phrase you can use in IELTS Task 1 writing that will help you to make yourself clear:

in terms of

One more time:

in terms of

One mo, one more time:

in terms of

  • Google also increased steadily in terms of the number of users, although not as significantly as Facebook.

How to use it?

in terms of + the statistical unit being described

(In IELTS Task 1 writing the statistical units are usually given on the x and y axes of a graph, or somewhere close to a chart or table).

In terms of‘ is a lexical phrase in which all three words collocate strongly. In terms of IELTS vocabulary this is high band territory! And since it makes your writing clearer, your scores for Task Achievement (TA) and also for Coherence and Cohesion (CC) will also increase!

How low can you go?

Women having a first child was low in both years (1995 and 2005).

Women was low(?!) Here we have some subject/verb disagreement, and so I’m guessing that it was actually a different singular countable noun that was low, and not ‘women‘!

  • The percentage of women having a first child was low in both years (1995 and 2005).

Your opening theme was ‘women‘. If the women you mention were indeed low then this could mean several things (click for captions):

When you’re describing numbers, you must describe numbers. Remember that numbers are represented by statistics words: number, amount, percentage,rate, ratio, etc. If you do not use one of these words then your writing becomes very difficult to follow, and obviously this affects your IELTS score.

Be a people person!

The event was extremely successful. It was attended by more than a thousand persons.

The only time I ever use this word (‘persons‘) is in the classroom. Outside the classroom – 99.9% of the time – the plural of ‘person‘ is ‘people‘.

  • The event was extremely successful. It was attended by more than a thousand people.

Only use ‘persons‘ in extremely formal, especially legal situations. I’m such a nice teacher that I’ve prepared some examples (with captions!) for you to click through. This will be followed by some music.

Hope you enjoyed the gallery!

And now, before the music, an idiom. Perhaps you saw the featured image for this post? The ‘people person‘ mug? If you’re a ‘people person‘ then basically you much prefer to be with other people than to be alone.

Well, you’ve had a gallery, and an idiom. Now some music – a song about ‘people‘ from two famous ‘people persons’Barbara Streisand and Stevie Wonder!

Is it worth it?

This post comes with a fun challenge. Continue reading or jump straight to the challenge!

Is it worth to spend large amounts of money on space exploration?

Indonesian flag This is an expression that doesn’t really have a nice translation in Bahasa Indonesia, (closest equivalent = layak) and so I seldom hear it from students. But it’s extremely common in spoken and written English, and so it’s one you should learn to use.

This is the correct collocation:

  • Is it worth spending large amounts of money on space exploration?

Possible answers include..

  • Yes, it’s (it is) worth it.
  • Yes, it’s (it is) worth spending money on space exploration.
  • No, it isn’t (it is not) worth it.
  • No, it’s (it is) not worth it.
  • No, it isn’t (is not) worth spending money on space exploration.

When you ask “Is it worth it?” you’re asking..

  • Is it basically more advantageous than disadvantageous?
  • Is the extra expense justified?
  • Is the additional time investment justified?

And so we have the idiom “If a job’s worth doing, it’s worth doing right!” If you’re investing extra time and/or money into a job or task, then it would be a sin to put in less than 100% effort:

one job to do - school

And now for the challenge. Can you think of 5 activities that require additional time, effort and expense but are still worth it? Comments below! 🙂

Dogs don’t have voices

Moving on to look at the various factors irritating theatregoers, six include undesirable voice including sneezing, whispering, snoring, rustling sweet papers, mobile phones and coughing.

Indonesian flag Indonesians stop and think the next time you want to translate ‘suara‘!

None of the sounds in the above example represent an attempt to ‘voice’ (v) speech or song, and so they are not examples of voice‘ (n), they are simply examples of ‘sounds‘. Note that whispering, which is a form of speech, is nevertheless notvoiced‘ (your larynx does not vibrate when you whisper):

  • Moving on to look at the various factors irritating theatregoers, six include undesirable sounds including sneezing, whispering, snoring, rustling sweet papers, mobile phones and coughing.

When you are sick with a heavy cold or flu you sometimes ‘lose your voice‘, so that people cannot hear very easily what you are saying, and singing becomes impossible. However, only humans can lose their voices. All other animals, vegetables and minerals simply make ‘sounds‘.

Opinion in topic sentences

A student recently asked what is the difference between..

  • the topic sentence of a body paragraph
  • the main claim of the paragraph

Many students have read about topic sentences and believe that it’s essential to make a separate sentence to introduce the topic before making any kind of argumentative claim:

(sample body paragraph #1)

The first issue to discuss relates to the use of police time in the enforcement of marijuana laws. If marijuana is legalised then valuable police time will be saved. First of all, supporting idea one blah blah blah blah blah. In addition, supporting idea two blah blah blah blah blah. Furthermore, supporting idea three blah blah blah blah blah. Finally, supporting idea four blah blah blah blah blah.

  • sentence 1: topic only (saving police time), no opinion
  • sentence 2: topic (saving police time) plus opinion (valuable police time will be saved)

This is unnecessary repetition. The second sentence already contains the topic AND the main claim of the paragraph, and so it already behaves like a topic sentence:

(sample body paragraph #2)

If marijuana is legalised then valuable police time will be saved. First of all, supporting idea one blah blah blah blah blah. In addition, supporting idea two blah blah blah blah blah. Furthermore, supporting idea three blah blah blah blah blah. Finally, supporting idea four blah blah blah blah.

In academic writing it is generally a good idea to get to the point as quickly and concisely as possible. This kind of writing is much easier to read and is more likely to result in a good score in IELTS Task 2 for task response (TR) and coherence and cohesion (CC).

The percentage (raised/rose)

The percentage of Australians holding a maths, science, or computing degree raised quite significantly from 10 to 18.

It’s an easy mistake to make. There are 2 verbs with similar meanings. One is transitive (must have an object), the other intransitive (no object).

Indonesian flag Indonesians need to consider the difference between naik and menaikkan.

In your example you use ‘to raise‘, as in ‘raise the titanic’ (V2: raised). However, you have no object, and so what you need is ‘to rise‘ (V2: rose):

  • The percentage of Australians holding a maths, science, or computing degree rose quite significantly from 10 to 18.

Let me try to make a sentence using ‘to raise‘:

A combination of improved teaching methods, widespread availability of courses, student interest and governmental commitment raised the percentage of Australians holding a maths, science, or computing degree quite significantly from 10 to 18.

Possibly you were looking for a synonym for ‘to increase‘ in the hope of avoiding repetition. OK, well the synonym you’re looking for is ‘to rise‘. But ‘increase‘ is a very effective word in Task 1 writing. To avoid repetition, use ‘increase‘ both as a verb and as a noun:

  • The percentage of Australians holding technical degrees increased.
  • At the same time there was an increase in the percentage of women joining the  Australian workforce.