# IELTS Academic Writing Task 1 – Common mistakes

Being able to use appropriate vocabularies, presenting the main trend, comparing & contrasting data and presenting the logical flow of the graph ensure a high band score in your Academic IELTS writing task 1.

## 1. Amount vs number

** Amount **is used with mass nouns. In other words,

*amount*should be used with nouns that cannot be counted individually, also called non-count nouns.

When ** amount **is used as a verb, it means

*to become*or

*to equal*.

**Examples:**

- 2016 has seen an increase in
web traffic devoted to travel research.*the amount of* - Our expenditures for the fiscal third quarter
$34,000.**amount to**

Like *amount*, as a noun * number* refers to the

*quantity*of something. Unlike

*amount*, however,

**is used with count nouns.**

*number*** Number **can also be a verb, where it means

*to count*or

*to add up to*.

**Examples:**

- The government in recent months also has enforced curfews to reduce electricity use—a practice that has trimmed operating hours at malls and therefore cut back
screenings a cinema can squeeze in during a day.*the number of* - To number the stars is not a trivial undertaking.

Use * the number of people*, however

**the size of the population*** In order to catch the difference, complete these tasks IELTS Academic Writing Task 1 – Common mistakes practice

## 2. Percent vs percentage

* Percentage *is not used with a number, just with an ordinary adjective.

**Examples:**

- Test results showed
in most subjects, sometimes up to 20 percent higher.*higher percentages* - Rates went down by
.*a large percentage*

* Percent* is generally used with a number.

**Examples:**

- More than
of the participants who responded to the survey reported positive results.**95%** of the chocolate was missing.**Forty percent**

* In order to catch the difference, complete these tasks IELTS Academic Writing Task 1 – Common mistakes practice

## 3. Percentage vs percentages

Percentages are used in these ways as a simplified means of conveying size or scale or value

**Examples:**

- Jimmy and Sean had the highest field goal
**percentages**for the night, shooting 63 and 68 percent, respectively. - The data shows the difference between the
of male and female employees doing part-time jobs.**percentages** - The higher
reported above may present two major risks.*percentages* - Recommends approval provided the
are reasonable and fixed.*percentages* - A comparison with previous years can thus only be made on the basis of
.*percentages* - Proposals with concrete numbers are listed from lowest to highest
.*percentages* - The dependent variables for the linear regression models are the
of expected corn and soybean production forward priced.**percentages**

* In order to catch the difference, complete these tasks IELTS Academic Writing Task 1 – Common mistakes practice

## 4. Percentage vs amount

* Percentage *is not the same as

*amount** Percentage *is % or proportion, so use

*«a higher percentage of», «a large percentage of».*** Amount **is an exact number in units, thousands, millions, etc. so use e.g.

*«more people», «many people»*

#### Exercise to check yourself

- In Britain, people spent the smallest
*number/amount* - Going out to restaurants decreased dramatically to ten
.*percentage/percent* - The graph shows that the
of 15 to 30-year-olds who are theatre-goers is higher than other groups.*percentage/percent*

2. percent

3. percentage

4.

* In order to catch the difference, complete more tasks IELTS Academic Writing Task 1 – Common mistakes practice

## 5. Million vs millions

*Million*

*Million*

When we have large numbers or a specific number, we do NOT put an S at the end of hundred, thousand, and million.

We say five thousand (correct)

NOT five thousands (incorrect).

Sometimes we say a hundred instead of one hundred and a thousand instead of one thousand (and the same for a million).

Remember, when we are talking about an exact number (e.g. one million, eight thousand, two hundred and sixty-four), **we do not put an S on the end of any of the numbers.**

**Millions**

**Millions**

We can use an S at then of hundreds, thousands, millions etc. to express an approximate figure.

This gives people an idea of quantity but not a precise amount.

In addition, hundreds/thousands/millions, etc are often followed by of + countable noun

As we are using plurals here, you should never put A in front of hundreds, thousands or millions.

Add ‘s’ if you don’t give an exact number:

**hundreds**of people**thousands**of years**millions**of dollars.

## 6. Digit vs figure vs number

*Difference between number and digit:*

*Difference between number and digit:*

- Digits are single and individual. They are the participants of number. For example, 345 is a number. But the digits are 3,4,5. If your salary is 30,000 dollar, we can say it a 5-digit number. On the other hand, the number is formed with digit or digits.
- Digit can never be more than one at once. Like 10 is not a digit. There are two digits: 1 and 0.

*Differences between number and numerals*

*Differences between number and numerals*

- The difference between number and figure is that
is (countable) an abstract entity used to describe quantity while the**number**is a drawing or representation conveying information.**figure** - Number is a counting process. For example, there are two boys. But when we symbolize it, it’ll be 2. 2 is numerals.
- If I have a litter of 7 kittens, then the “number” of kittens is seven, but the “numeral” is 7 or VII or any other number (heh) of symbols that express that amount.

*Difference between number and figure:*

*Difference between number and figure:*

is an amount which is countable.**Number**is expressing the amount on a chart or box.**Figure**- A
can be anything numerical. A**number**must be the result of a calculation.**figure**

*Difference between digit and figure:*

*Difference between digit and figure:*

- The difference between figure and digit is that figure is a drawing or diagram conveying information while digit is a finger or toe.

* The figure for *is useful if you want to reduce repetition in your writing instead of constantly using

*‘*or

**the number of**’*‘*

**the proportion of’**- uncountable nouns:
*the figure for unemployment.* - countable nouns:
*the figure for students* - countries:
*the figure for India.* - percentages:
*the figure for…… rose by 25%.*

1. **The figure for** people entering University peaked by 2019

2. **The figure for** CO2 emissions in the USA dipped slightly by the end of the 20 year period.

3. **The **population** figures for** India rose by 10% over the two decades.

4. **The figure for** unemployment dropped to 10% in 2019.

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