Level 1: Foundations of Complex Writing
Level 2: Expanding Sentence Range
Level 3: Cohesion and Flow
Level 4: Advanced Structures
Level 5: Mastery and Exam Practice
Collocations and Fixed Expressions
Learn the verb-noun, adjective-noun, and adverb-adjective collocations that examiners expect at higher bands — and the errors that reveal lower proficiency.
3 lessons · 17 exercises
Lessons
3Academic Verb-Noun Collocations
5 exercises · 25 min
Key structures
conduct/undertake + research/an experiment/a survey
reach/draw/arrive at + a conclusion
pose/represent + a threat/a risk/a challenge
In academic English, certain verbs naturally pair with certain nouns. These fixed partnerships are called collocations, and they are one of the clearest signals that a writer has genuine command of the language rather than word-by-word translation.
Consider the noun 'research'. In many languages, you 'make' or 'do' research. In English, you conduct, carry out, or undertake research. Saying 'make research' is grammatically understandable, but it sounds unnatural to native speakers — and examiners notice. This is not about memorising random pairs. There are patterns. Verbs like conduct, carry out, and undertake collocate with nouns that describe processes: research, an experiment, a survey, an investigation, an analysis. You are 'carrying out' something that has a procedure and a timeframe.
Other high-frequency academic patterns include reach (or draw or arrive at) a conclusion — the verb metaphorically describes the journey of reasoning ending at a destination. Similarly, you pose (or represent) a threat, a risk, or a challenge — the verb frames the noun as something presented or introduced. You raise awareness, concerns, or an issue — the verb suggests bringing something to a higher level of visibility.
Why does this matter for your score? IELTS Lexical Resource at Band 7 requires 'flexible and precise use of vocabulary' with 'awareness of style and collocation'. PTE Academic's scoring algorithms detect collocation accuracy as part of vocabulary sophistication. Using the wrong verb with a common noun does not just sound awkward — it lowers your score.
The good news is that academic collocations repeat across topics. Whether you write about education, health, the environment, or technology, you will need the same core set of verb-noun partnerships. Learning thirty to forty of these will transform the texture of your writing from 'foreign student' to 'confident academic writer'.
Recent studies conducted at several European universities have demonstrated that regular physical exercise significantly reduces the risk of developing chronic illnesses.
The collocation 'conducted studies' signals academic formality. 'Reduces the risk of' is another high-value verb-noun pairing. Together, these collocations create a sentence that reads as naturally professional rather than translated.
The government's failure to address rising inequality has raised serious concerns among policy analysts, who argue that without immediate intervention, social cohesion could deteriorate further.
'Address rising inequality' pairs a problem-solving verb with a societal noun. 'Raised serious concerns' uses the verb 'raise' with the noun 'concerns' — a standard academic collocation. The sentence demonstrates how multiple verb-noun collocations can build a coherent, persuasive academic argument.
While some researchers have drawn the conclusion that social media has a predominantly negative effect on adolescent mental health, others maintain that the evidence remains inconclusive.
'Draw a conclusion' is a formal alternative to 'reach a conclusion'. 'Maintain' (meaning 'argue or hold the view that') is a reporting verb that collocates naturally with academic claims. The key verb-noun lesson here is 'draw the conclusion'.
Implementing such a policy would pose a significant challenge for developing nations, as they often lack the infrastructure required to carry out large-scale reforms.
'Implement a policy' and 'pose a challenge' are two distinct verb-noun collocations in a single sentence. 'Carry out reforms' follows the same pattern as 'carry out research' — the verb signals execution of a planned process. These collocations make the sentence feel authoritative and precise.
('Research' collocates with conduct, carry out, or undertake — not make or do. 'A lot of' is informal; 'a great deal of' is more academic.)
('Reach' or 'draw' collocates with 'conclusion' — not give. 'Conclusion' is an endpoint of reasoning, so the verb should reflect arrival, not transfer.)
('Pose a risk' is the standard academic collocation. 'Create' does not collocate with 'risk' in formal English. 'Big' is informal; 'significant' or 'considerable' is preferred.)
('Implement solutions' is the correct collocation — not do or make. 'Address a problem' is more academic than 'solve a problem', though 'solve' is not incorrect.)
Exercises
Scientists have <u>done a lot of research</u> into renewable energy sources.
→ Use: Use 'conduct' with 'research'The report <u>gives the conclusion</u> that urbanisation is accelerating.
→ Use: Use 'reach' or 'draw' with 'conclusion'Social inequality <u>creates a big challenge</u> for governments worldwide.
→ Use: Use 'pose' with 'challenge' and an academic adjectiveThe organisation <u>did an experiment</u> to test the new vaccine.
→ Use: Use 'conduct' or 'carry out' with 'experiment'1. The government wants to reduce carbon emissions.
2. The government introduced a new tax.
1. The researchers analysed the survey responses.
2. They analysed the responses over a period of six months.
1. Poverty affects educational outcomes.
2. Poverty has a severe effect.
Adjective-Noun and Adverb-Adjective Collocations
5 exercises · 25 min
Key structures
widespread/considerable/growing + concern/debate/issue
compelling/convincing/conclusive + evidence/argument
highly/deeply/widely + unlikely/concerned/accepted
If verb-noun collocations are the engine of academic writing, adjective-noun and adverb-adjective collocations are the paintwork. They are what make your writing sound precise, authoritative, and fluent rather than vague and generic.
Compare two sentences about the same topic: 'There is big concern about pollution' versus 'There is widespread concern about pollution.' Both are grammatically correct. Both communicate the same idea. But the second sentence uses a collocation — widespread concern — that signals to the examiner this writer has a sophisticated vocabulary. At Band 7, IELTS examiners look for 'less common lexical items' and 'awareness of style and collocation'. Using 'big' where 'significant', 'considerable', or 'substantial' would be appropriate is one of the most common ways B2 writers stay stuck at Band 5.5 to 6.
The patterns are learnable. Adjectives like widespread, considerable, growing, and mounting collocate with abstract nouns of concern: concern, debate, issue, controversy. Adjectives like compelling, convincing, and conclusive collocate with evidence and argument — words about proof. Adjectives like dramatic, sharp, and unprecedented collocate with change words: increase, decrease, decline, shift.
Adverb-adjective collocations follow similar logic. Certain intensifiers are reserved for formal registers. In conversation, you might say 'very unlikely'. In academic writing, 'highly unlikely' is the standard pairing. You would say 'deeply concerned' (not 'very concerned' in formal prose), 'widely accepted' (not 'very accepted'), and 'strongly supported' (not 'very supported'). The pattern is: a specific adverb replaces the generic intensifier 'very' and pairs naturally with a particular adjective.
Learning these pairings is not about memorising lists in isolation. It is about training your ear to recognise which words belong together — the same way you learn that 'salt and pepper' sounds right but 'pepper and salt' sounds slightly off, even though both are technically correct.
There is widespread concern that the rapid expansion of artificial intelligence could lead to significant job losses in sectors that have traditionally relied on human labour.
'Widespread concern' pairs an adjective meaning 'existing over a large area or among many people' with the noun 'concern'. This is far more precise than 'big worry' or 'large concern'. 'Rapid expansion' and 'significant job losses' are further adjective-noun collocations that build academic credibility.
Compelling evidence from longitudinal studies suggests that early intervention programmes yield the most substantial benefits for children from disadvantaged backgrounds.
'Compelling evidence' is one of the highest-value adjective-noun collocations in academic English. 'Compelling' means 'convincing in a way that forces you to accept it' — far stronger and more academic than 'strong evidence'. 'Substantial benefits' follows the same pattern: a precise adjective paired with an abstract noun.
It is highly unlikely that governments will achieve their carbon reduction targets without implementing policies that are deeply unpopular with certain industries.
'Highly unlikely' replaces the informal 'very unlikely'. In academic English, 'highly' collocates with adjectives like unlikely, probable, controversial, and significant. 'Deeply unpopular' follows the same pattern — 'deeply' intensifies adjectives expressing emotion or opinion in formal registers.
The proposal has been widely criticised by environmental groups, who argue that it fails to address the most pressing issues facing the region.
'Widely criticised' is an adverb-adjective collocation where 'widely' means 'by many people across a broad area'. 'Most pressing issues' uses 'pressing' — a more academic synonym for 'urgent' — with the noun 'issues'. These collocations elevate a sentence from competent to confident.
('Big' is informal and vague. In academic English, 'debate' collocates with considerable, intense, heated, or ongoing — not big or large.)
('Very strong evidence' is not wrong but is generic. 'Compelling evidence' or 'convincing evidence' is the academic collocation and scores higher for Lexical Resource.)
(In formal writing, 'very' is often replaced by a more precise intensifier. 'Deeply concerning' is the standard academic collocation.)
('Increase' collocates with dramatic, sharp, rapid, significant, or substantial — not fast. Also, 'has had' is awkward with 'increase'; 'has experienced' or 'has seen' is more natural.)
Exercises
There is <u>a big concern</u> about the safety of genetically modified food.
→ Use: Use 'widespread' or 'considerable' with 'concern'The government's decision was <u>very criticised</u> by the opposition.
→ Use: Use 'widely' with 'criticised'Scientists have found <u>very strong proof</u> that the climate is warming.
→ Use: Use 'compelling' or 'conclusive' with 'evidence'Poverty remains <u>a really big problem</u> in developing countries.
→ Use: Use 'significant' or 'pressing' with 'issue' or 'challenge'1. Many people are worried about the rise in antibiotic resistance.
2. The worry is shared across many countries.
1. The experiment produced results.
2. The results were convincing and left little room for doubt.
1. The policy was unpopular.
2. Many different groups opposed it.
Collocations in Exam Writing
3 exercises · 25 min
Key structures
Collocations checklist for IELTS Task 2 and PTE essay
You have now learned two major categories of academic collocations: verb-noun partnerships and adjective-noun and adverb-adjective partnerships. The question is: how do you use them naturally in an exam essay without sounding like you are forcing vocabulary into every sentence?
The answer is deliberate practice under realistic conditions. In IELTS Task 2 and PTE Write Essay, you have limited time — 40 minutes for IELTS, 20 minutes for PTE. You cannot pause to look up collocations. They need to be part of your active vocabulary, ready to use when the right context appears.
A useful approach is the 'collocation anchor' technique. Before you start writing, identify five to seven collocations from your repertoire that are likely to fit the essay topic. For an essay on education, you might plan to use: conduct research, raise awareness, implement a policy, compelling evidence, widespread concern, significant impact, and highly effective. These become anchors — you know where they fit in your argument, and you build your sentences around them naturally.
The danger at this stage is overuse. Some students, having learned a set of impressive collocations, insert them into every sentence regardless of whether they fit. This creates writing that feels 'stuffed' — technically correct but unnatural. Examiners can tell the difference between a writer who uses collocations because they genuinely fit the meaning and one who is decorating their essay with vocabulary. Quality matters more than quantity. Five accurate, natural collocations will score higher than fifteen forced ones.
Use the collocations checklist below as a self-assessment tool after every practice essay. Over time, these patterns will become automatic — you will reach for 'compelling evidence' instead of 'strong proof' without thinking about it, the same way you reach for 'salt and pepper' without deciding which to say first.
Collocations Checklist:
1. Have I used at least five academic collocations?
2. Is every collocation accurate?
3. Does any collocation feel forced or unnatural in context?
4. Have I avoided informal alternatives where academic collocations would be more appropriate?
5. Have I varied my collocations rather than repeating the same ones?
It is widely acknowledged that access to quality education is one of the most significant factors in reducing poverty. Governments around the world have implemented various policies aimed at improving educational outcomes, yet compelling evidence suggests that considerable disparities persist between urban and rural areas. Unless policymakers address this issue with more effective strategies, the gap is likely to widen further.
This paragraph uses seven academic collocations: widely acknowledged, significant factors, implemented policies, compelling evidence, considerable disparities, address this issue, and effective strategies. Each collocation is chosen because it precisely fits the meaning — none feels forced. The paragraph reads as naturally fluent rather than artificially decorated.
Some people argue that governments should raise the retirement age to address the growing financial burden of an ageing population. However, this approach poses a considerable risk to older workers, particularly those in physically demanding occupations. A more viable alternative might be to implement flexible working arrangements that allow employees to remain in the workforce on their own terms.
Collocations here include: raise the retirement age, growing financial burden, ageing population, poses a considerable risk, physically demanding occupations, viable alternative, and implement flexible working arrangements. The paragraph models how collocations function within an argumentative structure — they support the logic, not just the vocabulary score.
In conclusion, while technological innovation has yielded substantial benefits for modern society, it has also raised serious concerns about data privacy and employment. Drawing on the evidence presented above, it is clear that a balanced approach is needed — one that encourages progress without overlooking the potential risks.
Collocations in the conclusion: yielded substantial benefits, raised serious concerns, drawing on the evidence, balanced approach, encourages progress, potential risks. A strong conclusion uses collocations to create a confident, authoritative tone that summarises the argument effectively.
(In English, 'actions' collocates with take (not do or make). 'Decisive action' is the academic collocation. 'Solve a crisis' is less natural than 'address a crisis'.)
('Impact' collocates with have (not give). The adjective should be significant, profound, considerable, or major — not big.)
('Evidence' is the standard academic noun — not 'proofs' (which is not used in this way in academic English). 'Evidence' is uncountable, so it takes 'there is' and 'supports' (singular).)
('Very successful' can be upgraded to 'highly effective' for a more academic register. 'Brought advantages' should be 'yielded benefits' — a stronger academic collocation.)
Exercises
In recent years, there has been growing concern about the impact of social media on young people's mental health. While some argue that platforms such as Instagram and TikTok provide valuable opportunities for creative expression, others maintain that the evidence points to a more troubling reality.
A considerable body of research has demonstrated that excessive social media use is closely linked to anxiety and depression among adolescents. A study conducted by the University of Cambridge found that teenagers who spend more than three hours a day on social platforms are significantly more likely to report feelings of isolation. These findings raise serious questions about the responsibility of technology companies to safeguard the wellbeing of their youngest users.
1. List at least ten academic collocations from this text, categorising each as verb-noun, adjective-noun, or adverb-adjective.
2. Why does the writer use 'considerable body of research' instead of 'a lot of research'?
3. Replace the word 'valuable' in 'valuable opportunities' with another academic adjective that would collocate naturally with 'opportunities'.
Nowadays, a lot of people think that social media is bad for children. Many studies have made research about this topic and they give the conclusion that spending too much time on phones is a big problem. Children who use social media a lot can have very bad effects on their mental health. Some experts do a strong argument that parents should make rules about screen time. I believe that this is a very important issue that governments should make something about.
Unit Assessment
4Test your understanding of this unit before moving on.
Scientists have done a lot of research into the causes of obesity.
→ Use: (conduct research)The report says that many people are very worried about air pollution.
→ Use: (widespread concern)The government's plan to build a new airport was very disliked by local residents.
→ Use: (widely opposed)The experiment gave very strong proof that the treatment works.
→ Use: (compelling evidence)Some people believe that the best way to improve public health is to increase the number of sports facilities. Others believe that this would have little effect and that other measures are needed. Discuss both views and give your opinion.
conduct research
compelling evidence
pose a risk
raise awareness
implement policies
significant impact
widespread concern
highly effective
considerable benefits
address the issue
viable alternative
substantial improvement
growing body of evidence
widespread access
detrimental effects