# Lexical Resource: How Collocations Boost Your IELTS Writing Score > Learn how using natural collocations in IELTS Writing can lift your Lexical Resource score — with real examples and common mistakes to avoid. Source: https://toey.app/en/blog/lexical-resource-collocations-ielts-writing Published: 2026-08-29T12:01:34.054+00:00 Updated: 2026-09-17T23:46:10.485405+00:00 Category: vocabulary Tags: ielts writing, lexical resource, collocations, vocabulary, ielts band 7, task 2 --- # Lexical Resource: How Collocations Boost Your IELTS Writing Score If you've ever had an IELTS examiner mark your writing down for vocabulary — even though you used "difficult" words — collocations are almost certainly the reason why. This is one of the most misunderstood parts of the Lexical Resource criterion, and getting it right can meaningfully move your band score. Let me break down exactly what collocations are, why examiners care about them, and how to start using them naturally in both Task 1 and Task 2. --- ## What Lexical Resource Actually Measures Writing is scored on four equally weighted criteria: Task Achievement/Response, Coherence & Cohesion, Lexical Resource, and Grammatical Range & Accuracy. Lexical Resource looks at the *range*, *accuracy*, and *appropriacy* of your vocabulary — not just whether you used a long word. The official IELTS band descriptors (published by Cambridge) describe a Band 7 writer as someone who uses "a sufficient range of vocabulary to allow some flexibility and precision" with "less common lexical items" used with "awareness of style and collocation." Band 6, by contrast, shows "some awareness of style and collocation errors." That word — *collocation* — sits right there in the official descriptors. It is not a bonus skill. It is a scored requirement. --- ## What a Collocation Is (and Why Your Brain Gets It Wrong) A collocation is a pair or group of words that native speakers habitually use together. The combination sounds natural not because of a grammar rule, but because of convention built up over centuries of usage. The classic learner trap: you know the meaning of each word individually, so you combine them logically — and produce something that is technically understandable but sounds wrong to a native ear. Here is a concrete example. Both "make" and "do" mean to perform an action. So why is one correct and the other not? > ❌ "The government should *do* efforts to reduce pollution." > ✅ "The government should *make efforts* to reduce pollution." There is no grammar rule that explains this. "Make efforts" is simply the collocation — the word pair that has become fixed through use. An examiner reading the first version will register it as a collocation error, which directly lowers your Lexical Resource score. This is why memorising vocabulary lists word-by-word is an inefficient strategy for IELTS Writing. You need to learn words *in their natural company*. --- ## The Four Collocation Types That Matter Most in IELTS Writing Not all collocations are equally useful for IELTS. Based on the kinds of topics that appear in Task 2 (education, technology, environment, health, society) and the descriptive demands of Task 1, here are the four types you will get the most mileage from. ### 1. Verb + Noun Collocations These are the most common source of errors. The verb choice is where learners make or break the naturalness of a sentence. > ✅ "Governments need to *take measures* to *address* the growing problem of urban congestion." Note: you *take* measures (not *do* measures), and you *address* a problem (not *resolve* or *solve* a problem — both are possible, but *address* is the most academic-register collocation here). Other high-frequency verb + noun pairs for IELTS Task 2: - *raise awareness* (not *increase awareness* — both exist, but *raise* is more idiomatic) - *draw a conclusion* - *pose a threat* - *bridge the gap* - *fulfil a role* ### 2. Adjective + Noun Collocations These shape how precisely you describe data in Task 1 and how you qualify arguments in Task 2. > ✅ "The chart shows a *sharp decline* in renewable energy costs between 2010 and 2020." You would not say a *strong decline* or a *heavy decline* — even though "strong" and "heavy" are intensifiers in other contexts. *Sharp* is the collocate for a sudden, steep drop. Key adjective + noun pairs for Task 1 data description: - *gradual increase / steady rise / dramatic surge* - *marginal difference / significant proportion* - *negligible change* ### 3. Adverb + Adjective Collocations These add precision to your claims without inflating word count. > ✅ "Access to quality education is *widely regarded* as a fundamental human right." You would not say *largely regarded* or *broadly regarded* in this context — *widely* is the natural partner. Similarly: *deeply concerned*, *highly unlikely*, *closely linked*. ### 4. Noun + Noun (Compound) Collocations Academic writing uses compound noun phrases heavily. Getting these right signals that you can handle formal written register. - *health care system* (not *health system care*) - *carbon footprint* - *income inequality* - *decision-making process* --- ## How to Apply This in Task 2: A Real Example Here is a common Task 2 prompt type: *"Some people believe that the government should invest more in public transport. To what extent do you agree or disagree?"* A Band 5–6 response might write: > "The government should do more things to help people use buses and trains because it is good for the environment." This sentence has no errors, but it has no collocations either. It reads as basic. A Band 7+ response uses collocations to carry the argument: > "Governments should *allocate greater funding* to public transport infrastructure, as this would *significantly reduce* the carbon footprint of urban areas and *ease the burden* on private vehicle owners." The difference is not vocabulary size — it is vocabulary precision. *Allocate funding*, *reduce the carbon footprint*, *ease the burden*: each of these is a collocation, and each one signals to the examiner that you have genuine command of English lexis. --- ## The Pitfall: Forced Collocation Looks Worse Than Simple Language Here is something I want to be direct about: using a collocation incorrectly is worse than using a simple, correct phrase. Examiners are trained to spot "collocation errors" — where a learner has clearly attempted a sophisticated phrase and got the word combination wrong. > ❌ "This issue has *taken* a significant *consideration* in recent years." This is an attempt at a formal collocation that has gone wrong. The correct form would be *received significant attention* or *attracted considerable interest*. The failed attempt actively signals a gap in lexical knowledge. The practical rule: if you are not sure which verb or adjective pairs with a noun, use a simpler, accurate phrase. *This issue has become increasingly important* is Band 6 language — but it is correct, and correct beats ambitious-but-wrong every time. --- ## How to Build a Collocation Bank (Without Wasting Time) The most efficient method I've found from researching how high scorers prepare: learn collocations *from IELTS topics*, not from a general dictionary. Step one: take the six core IELTS Writing topics (environment, education, technology, health, crime, globalisation) and for each one, build a list of 10–15 collocations that naturally appear in essays about that topic. For **environment**, your list might include: - *combat climate change* - *deplete natural resources* - *impose stricter regulations* - *renewable energy sources* - *carbon emissions* - *environmental degradation* Step two: when you encounter a collocation in a model essay or official Cambridge practice material, do not just underline it — write a sentence of your own using it immediately. This active production step is what moves a collocation from recognition to retrieval under exam pressure. Step three: review your own practice essays specifically for verb + noun combinations. Ask: did I choose the most natural verb here? If you wrote *do a decision*, flag it, find the correct form (*make a decision*), and add it to your bank. --- ## A Quick Note on Task 1 Task 1 (Academic) asks you to describe visual data, and collocations are just as important here — particularly for describing trends. Examiners see thousands of scripts that all say "increased" and "decreased." Using precise collocations for data description is one of the clearest ways to stand out. > ✅ "The proportion of households owning a smartphone *rose sharply* between 2012 and 2016, before *levelling off* at around 85 per cent." The collocations *rose sharply* and *levelled off* are both precise and natural. Compare that to "went up a lot and then stopped going up" — same meaning, but a fraction of the Lexical Resource score. --- ## The Bottom Line The Lexical Resource criterion is not a reward for knowing long words. It rewards knowing how words behave together. Collocations are the mechanism by which native-sounding, precise academic English is built — and they are explicitly named in the official IELTS band descriptors from Band 6 upward. The most actionable shift you can make right now: stop learning vocabulary as isolated words. Every new word you add to your preparation should come with at least two collocates — the verb it pairs with, or the adjective that modifies it, or the noun it typically precedes. That is how Lexical Resource scores move from 6 to 7 and beyond. ## FAQ ### What is Lexical Resource in IELTS Writing? Lexical Resource is one of four equally weighted criteria used to score both IELTS Writing tasks. It assesses the range, accuracy, and appropriacy of your vocabulary — including how naturally you use collocations, not just whether you use long or rare words. ### Why do collocations matter for IELTS Writing scores? The official IELTS band descriptors published by Cambridge explicitly mention 'collocation' from Band 6 upward. Errors in collocation — such as 'do efforts' instead of 'make efforts' — are directly penalised under Lexical Resource, even if the rest of the sentence is grammatically correct. ### What are some common collocation errors in IELTS Writing? Common errors include: 'do efforts' (correct: make efforts), 'strong decline' (correct: sharp decline), 'take a consideration' (correct: receive attention / attract interest), and 'increase awareness' where 'raise awareness' is more idiomatic. These errors signal to the examiner a gap in lexical knowledge. ### How should I study collocations for IELTS? The most efficient method is to organise collocations by IELTS topic — environment, education, health, technology, crime, globalisation — and learn 10–15 key collocations per topic. Crucially, write your own sentence using each collocation immediately after learning it, rather than just recognising it passively. ### Do collocations matter in Task 1 as well as Task 2? Yes. In Academic Task 1, precise collocations for describing data trends — such as 'rose sharply', 'levelled off', 'gradual increase', 'significant proportion' — distinguish a Band 7 response from a Band 5–6 one. Lexical Resource is scored on both tasks, so collocation accuracy matters throughout the full 60 minutes.