What You’ll Learn
- Vocabulary for WAT: Why Word Choice Matters
- WAT Vocabulary Improvement: Essential Word Banks
- How to Improve Vocabulary for WAT: Practical Strategies
- WAT MBA: Language Expectations at Top B-Schools
- WAT GD PI Process: Vocabulary Consistency Across Stages
- WAT Based GD: Converting Written Skills to Verbal
- Statistics in WAT: Data Language That Impresses
- Storytelling WAT: Narrative Vocabulary That Engages
- WAT Mistakes: Vocabulary Errors That Kill Scores
- Frequently Asked Questions
Vocabulary for WAT: Why Word Choice Matters
“Vigorous writing is concise. A sentence should contain no unnecessary words, a paragraph no unnecessary sentences.” William Strunk Jr. wrote this in 1918, and it remains the golden rule for WAT essays. In the 30 seconds an evaluator spends on your essay, your vocabulary choices signal everything—your clarity of thought, your confidence, your intellectual maturity.
But here’s what most students get wrong: sophisticated vocabulary isn’t about using big words. It’s about choosing the right words. An evaluator reading “utilize” where “use” would work knows you’re trying too hard. An evaluator reading “paradigm shift” in every paragraph knows you’ve memorized phrases without understanding them.
The Vocabulary Paradox: Simple Beats Complex
Research from IIM faculty interviews reveals a counterintuitive truth: simple, clear language consistently beats complex vocabulary. Why? Because clarity reflects thinking quality. As Ratan Tata noted: “If your writing is rambling or obscure, it suggests your thinking is similarly unclear.”
WAT Vocabulary Improvement: Essential Word Banks
Vocabulary improvement for WAT isn’t about memorizing lists—it’s about building functional word banks organized by purpose. Here are the five categories every WAT writer needs.
Category 1: Power Transition Words
Transitions are the connective tissue of your essay. The right transition signals your logical structure; the wrong one (or none) makes your essay feel like a list of unconnected thoughts.
| Purpose | Basic Words (Avoid) | Power Words (Use) |
|---|---|---|
| Adding Points | Also, And, Plus | Furthermore, Moreover, Additionally, Similarly |
| Contrasting | But, Still | However, Nevertheless, Conversely, That said |
| Showing Cause | Because, So | Consequently, Therefore, As a result, Hence |
| Emphasizing | Really, Very | Significantly, Notably, Crucially, Indeed |
| Concluding | Finally, In the end | Ultimately, To synthesize, The way forward |
Category 2: Argument Vocabulary
WAT is argumentation, not article writing. Your vocabulary should reflect logical reasoning.
Instead of “I think”:
- “This analysis suggests…”
- “The evidence indicates…”
- “A closer examination reveals…”
- “It becomes apparent that…”
- “One can reasonably conclude…”
Note: “In my opinion” appears in 87% of WAT essays—evaluators dislike it. Show your opinion through argument, not announcement.
Instead of “For example”:
- “Consider the case of…”
- “This is exemplified by…”
- “A compelling illustration is…”
- “As demonstrated by…”
- “Evidence from [source] shows…”
Tip: Named examples (“Tata’s response to 26/11”) beat generic ones (“various companies”) every time.
Acknowledging opposing views:
- “Critics argue that…”
- “While some contend…”
- “Skeptics might point to…”
- “This perspective, however, overlooks…”
- “A valid concern is… yet…”
Counter-arguments show intellectual maturity. Essays with counter-arguments score significantly higher.
Instead of “In conclusion”:
- “The path forward requires…”
- “To synthesize these perspectives…”
- “What emerges is a nuanced picture…”
- “Ultimately, the solution lies in…”
- “The way forward demands…”
Strong conclusions have VERBS: “must implement,” “should mandate,” “can transform.”
Category 3: Replacement Word Bank
Replace weak, overused words with precise alternatives.
| Weak Word | Example | Better Alternatives | Example |
|---|---|---|---|
| Good | “This is a good policy” | Effective, beneficial, sound, prudent | “This is a sound policy” |
| Bad | “This is a bad outcome” | Detrimental, adverse, counterproductive | “This is a detrimental outcome” |
| Important | “This is important” | Critical, pivotal, essential, decisive | “This is pivotal” |
| Big | “A big problem” | Substantial, significant, considerable | “A substantial problem” |
| Show | “Studies show” | Demonstrate, reveal, indicate, establish | “Studies demonstrate” |
| Change | “Things need to change” | Transform, evolve, reform, restructure | “Systems must transform” |
Forced or misused words hurt more than simple language. “The policy proved deleterious to economic efflorescence” sounds like a thesaurus accident. “The policy damaged economic growth” is clearer and more confident. Only use words you can define, spell, and deploy naturally in conversation. When in doubt, simpler is better.
How to Improve Vocabulary for WAT: Practical Strategies
Vocabulary building isn’t a two-week crash course—it’s a sustained practice. Here are research-backed strategies that actually work for WAT preparation.
The 100 Golden Sentences Method
Instead of memorizing word lists, build a personal bank of 100 sentences that demonstrate effective vocabulary in context. This works especially well for non-native English speakers.
Step 1: Collect 100 well-constructed sentences from editorials (Economic Times, Mint, The Hindu)
Step 2: Categorize by purpose: openings (20), transitions (20), evidence (20), counters (20), conclusions (20)
Step 3: Practice rewriting each sentence with your own examples
Step 4: Use at least 3 patterns in every practice essay
Example sentence pattern: “While [Position A] has merit, a closer examination reveals [Position B]—as evidenced by [specific example].”
Your adaptation: “While privatization promises efficiency, a closer examination reveals implementation challenges—as evidenced by Air India’s post-Tata transformation struggles.”
The Daily 5-Minute Drill System
- Take one complex concept daily (e.g., “quantitative easing”)
- Explain it in one sentence to a 10-year-old
- Now make it sound sophisticated but still clear
- Record both versions; compare clarity vs. complexity
- Pick random headline from newspaper
- Set 60-second timer
- Write ONE opening sentence with clear thesis
- Focus on strong first word and action verb
- Take any WAT topic from practice bank
- Write ONLY the last 2 sentences
- Must include: specific action + memorable phrase
- Test: Would you remember this tomorrow?
- Pick abstract concept (democracy, innovation, sustainability)
- Create 3 analogies from different domains: sports, nature, daily life
- Example: “Economic recession is like cricket’s batting collapse—once panic sets, wickets fall faster”
- Use idioms/proverbs: +28% higher scores on abstract topics
Reading Strategy: Quality Over Quantity
Don’t read randomly—read strategically for vocabulary acquisition.
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Read 2 Economic Times editorials (note 5 new transitions)
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Read 1 Mint Long Story (note argument structure)
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Listen to 1 Finshots episode (note how statistics are introduced)
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Read 1 HBR article (note business vocabulary)
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Watch 1 Think School video (note example framing)
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Read 1 InsideIIM WAT experience (note what worked)
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Practice 2 timed WAT essays using new vocabulary
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Review and categorize new words by purpose
WAT MBA: Language Expectations at Top B-Schools
WAT is a core component of MBA admissions at top Indian B-schools. But language expectations vary significantly across institutions. Understanding these differences helps you calibrate your vocabulary for your target schools.
Language Expectations by School
| School | Language Focus | Vocabulary Style | What Evaluators Want |
|---|---|---|---|
| IIM-A (AWT) | Business clarity | Case-study language, recommendation-style | “Recommend Option B because…” Analytical, direct, consulting-style vocabulary |
| IIM-B | Grammar STRICT, 15% weightage | Policy language, formal | Zero grammar errors. Formal, logical connectors. No colloquialisms. |
| IIM-C | Grammar strict, academic rigor | Intellectual, well-reasoned | Strong thesis early. Academic vocabulary. Clear argumentation. |
| IIM-L | Creative expression | Metaphorical, literary | Analogies, proverbs, creative interpretation. Abstract topic mastery. |
| IIM-K | Original thinking | Creative, unconventional | Unexpected angles. Playful language acceptable. Fresh perspective valued. |
| XLRI | Values-based expression | Ethical reasoning vocabulary | Stakeholder language. Moral reasoning. Words like “responsibility,” “obligation,” “impact.” |
The MBA Communication Standard
Regardless of school, MBA programs expect a certain communication standard. Here’s the vocabulary framework that works everywhere:
Don’t use these as buzzwords—use them when they add precision.
IIM-B and IIM-C especially value policy-fluent language.
This signals you think like a manager.
The Verb Test: If there’s no verb, there’s no action. No action = vague nonsense.
What Language & Communication Carries in WAT Evaluation
“A high-scoring essay is structured, logical, well-supported with examples, and easy to read—showing both knowledge and analytical thinking.” — IIM Faculty, InsideIIM AMA, 2025
WAT GD PI Process: Vocabulary Consistency Across Stages
MBA admissions at most top B-schools follow a WAT → GD (or Group Exercise) → PI sequence. Your vocabulary and communication style must remain consistent across all three stages. Schools cross-reference your performance—inconsistency raises red flags.
The WAT-PI Connection: Why Consistency Matters
| School | Do PI Panelists Read Your WAT? | Implication |
|---|---|---|
| IIM-A | Usually NO (AWT scored separately) | Focus on AWT quality; PI is independent |
| IIM-B | Sometimes YES (if time permits) | Be prepared to elaborate on WAT points |
| IIM-C | Often YES (may ask follow-up questions) | Don’t write positions you can’t defend verbally |
| XLRI | Almost ALWAYS (values consistency) | WAT and PI MUST align—vocabulary, stance, depth |
| SPJIMR | YES (integrated evaluation) | Holistic assessment across all components |
“If someone wrote brilliantly about ethical leadership but can’t discuss it in PI, that’s a red flag.” — IIM Panelist Interview, 2024-25
Vocabulary Calibration Across Stages
Vocabulary in WAT
Characteristics: Formal, structured, precise. Full sentences. Complete arguments.
Vocabulary level: Slightly elevated but natural. Academic transitions. Policy-appropriate language.
Example: “While digital payments have revolutionized financial inclusion—with UPI processing 10 billion transactions monthly—the digital divide persists, leaving rural populations vulnerable to exclusion.”
Goal: Demonstrate depth, clarity, and structured thinking through writing.
Vocabulary in GD/Group Exercise
Characteristics: Conversational but confident. Shorter phrases. Quick transitions.
Vocabulary level: Accessible but informed. Building on others. Quick pivots.
Example: “Building on Rahul’s point about digital adoption—the data shows 10 billion UPI transactions, but we must ask: who’s still excluded?”
Goal: Same ideas as WAT, but delivered for conversation, not documentation.
Vocabulary in PI
Characteristics: Authentic, thoughtful, personal. Complete sentences but conversational tone.
Vocabulary level: Natural but articulate. Should sound like you, not a performance.
Example: “In my WAT, I wrote about digital inclusion. What struck me personally was my grandmother—she still counts cash while my brother trades crypto before breakfast.”
Goal: Show the person behind the essay. Consistent ideas, authentic delivery.
The Consistency Test: Same Core, Different Delivery
Your core arguments should remain constant; only the delivery changes. Here’s how the same point adapts across stages:
| Stage | Same Point on “AI in Hiring” |
|---|---|
| WAT | “The fundamental challenge lies in accountability. When an algorithm rejects a candidate, the accountability vacuum—spanning developer, deployer, and vendor—becomes ethically untenable.” |
| GD | “The real question is accountability. When AI rejects someone, who’s responsible? The developer? The company? That’s the gap we need to address.” |
| PI | “What concerns me most about AI hiring is accountability. I wrote about this in my WAT—when an algorithm says no, there’s no one to question. As someone who’s been through job applications, that opacity feels fundamentally unfair.” |
WAT Based GD: Converting Written Skills to Verbal
Some schools (increasingly rare) conduct GDs based on or related to WAT topics. More commonly, the same frameworks that generate WAT content also generate GD points. The vocabulary connection is crucial: what you write becomes what you speak.
The Framework Connection: WAT and GD Use Same Content
WAT: Sustained argument across 250 words
GD: Points/entries of 15-30 seconds each
GD version: “7.7 million gig workers, less than 5% with social security. That’s the gap we’re discussing.”
Converting WAT Vocabulary for GD Use
| WAT Phrase | GD Adaptation | Why It Works |
|---|---|---|
| “Furthermore, the evidence suggests…” | “Adding to that point…” | Natural, conversational, builds on others |
| “Critics might argue that…” | “Playing devil’s advocate here…” | Shows critical thinking in real-time |
| “To synthesize these perspectives…” | “If I can summarize what we’ve discussed…” | Positions you as synthesizer—evaluators notice |
| “The data from [source] demonstrates…” | “The numbers are striking—[stat]…” | Same data, conversational delivery |
| “This raises a fundamental question about…” | “Here’s what I think we’re really asking…” | Elevates discussion, shows depth |
GD Survival Vocabulary: When You Have Zero Content
Even if you know nothing about a GD topic, frameworks + vocabulary can generate points:
PESTLE entry: “Let’s consider the economic dimension—who benefits and who bears the cost?”
Stakeholder entry: “We haven’t discussed the impact on [employees/consumers/communities]…”
Synthesis entry: “I notice we’re debating X vs Y, but perhaps the real question is Z…”
Reframe entry: “Building on Priya’s point, if we look at this from a long-term perspective…”
Data request: “Does anyone have data on the scale of this? Numbers would help ground our discussion.”
These phrases work even with minimal content knowledge because they demonstrate structured thinking.
The Two GD Nightmares: Vocabulary Solutions
- “Can we pause and structure this discussion?”
- “I think we’re conflating two separate issues…”
- “Let me try to bring this back to the core question…”
- “We’ve covered X and Y—what about Z?”
- Even if ignored, attempting structure gets noticed by evaluators
- “What I’m hearing from both sides is…”
- “Rahul raised an interesting point about X that connects to Priya’s concern about Y…”
- “The trade-off seems to be between A and B…”
- “If I can summarize where we’ve landed…”
- Active listening + reframing = contribution without deep content
Statistics in WAT: Data Language That Impresses
Essays with specific data, facts, and years score 38% higher on average. But how you introduce statistics matters as much as the statistics themselves. Here’s the vocabulary that makes data sing.
The Statistics Introduction Formula
Never drop a statistic naked. Always wrap it in context and significance.
Template 1 – Scale revelation:
“[Specific number]. This striking figure reveals [interpretation].”
Example: “7.7 million workers. This striking figure reveals the true scale of India’s gig economy—and the social security gap that accompanies it.”
Template 2 – Comparison hook:
“While [expected belief], [surprising data] tells a different story.”
Example: “While space missions seem astronomically expensive, Chandrayaan-3’s ₹615 crore budget—less than Hollywood’s Avatar-2—tells a different story about Indian innovation.”
Template 3 – Change over time:
“From [X] to [Y] in just [timeframe]—this trajectory [interpretation].”
Example: “From 45% to 62% abstract topics in just three years—this trajectory confirms that IIMs increasingly test thinking, not news awareness.”
Template 4 – Reality check:
“[Popular claim]. Yet [data] suggests otherwise.”
Example: “Startups are India’s growth story. Yet with 92% failing within five years, the 110 unicorns mask a harsher reality.”
High-Value Statistics for WAT: Ready to Deploy
| Topic Area | Statistic | How to Introduce It |
|---|---|---|
| Digital India | UPI: 10+ billion transactions/month (2024) | “Ten billion monthly transactions—UPI has transformed how India pays.” |
| Economy | India: 5th largest economy, $3.7 trillion GDP | “At $3.7 trillion, India’s economy ranks fifth globally—yet per capita tells a different story.” |
| Gig Economy | 7.7 million workers, <5% social security | “7.7 million gig workers, fewer than 5% with social security—this is the flexibility-security trade-off.” |
| Innovation | Chandrayaan-3: ₹615 Cr (less than Hollywood films) | “At ₹615 crore—less than one Hollywood blockbuster—Chandrayaan-3 proved frugal innovation works.” |
| AI Adoption | ChatGPT: 100 million users in 2 months | “100 million users in 60 days—no technology has been adopted faster than generative AI.” |
| Environment | Delhi AQI exceeded 400 for 11 consecutive days (Nov 2024) | “Eleven consecutive days above AQI 400—Delhi’s air crisis isn’t seasonal anymore; it’s structural.” |
| Startups | 110 unicorns, but 92% failure rate in 5 years | “110 unicorns headline the story; the 92% failure rate within five years is the footnote we ignore.” |
| Digital Payments | 72% of all transactions now digital | “72% of transactions are now digital—India has leapfrogged the credit card era entirely.” |
Statistics Vocabulary: Words That Add Authority
“A staggering 72% of transactions are now digital.”
“Despite substantial investment, returns remain marginal.”
“Deepfake complaints have surged 400% in 2024.”
“After initial growth, user engagement has plateaued.”
“UPI adoption has eclipsed all predecessors.”
“India’s per capita income still lags behind the global average.”
“Evidence suggests that…” (when confident)
“Early data indicates that…” (when emerging)
“I Google suspicious numbers. Fabrication = automatic fail.” — IIM Evaluator
If you’re unsure of exact numbers, use qualifiers: “Research suggests that a significant majority…” or “Studies indicate that nearly…” A vague accurate statement beats a precise fabrication.
Storytelling WAT: Narrative Vocabulary That Engages
“One personal story beats ten statistics.” — IIM Faculty. Essays with personal stories in the first 50 words score 5.2× higher. But storytelling in WAT requires specific vocabulary that creates vivid, memorable moments without wasting words.
The Personal Story Opening: Vocabulary Framework
A strong personal opening has three elements: specific detail + tension/contrast + bridge to topic.
“My father runs a kirana store in Gorakhpur. Last Diwali, a customer asked if he accepts Paytm. He smiled—because he’d been accepting it for two years. Rural India isn’t waiting for digital transformation; it’s already there.“
Specific detail (father, kirana store, Gorakhpur) → Tension (question/smile) → Bridge (rural India, digital transformation). This opening converted at IIM-A.Storytelling Vocabulary: Words That Create Scenes
| Purpose | Generic (Forgettable) | Vivid (Memorable) |
|---|---|---|
| Setting a scene | “In my workplace…” | “On the factory floor at 6 AM…” |
| Introducing tension | “There was a problem…” | “The deadline was 48 hours away when we discovered…” |
| Showing contrast | “Things changed…” | “Six months ago, I lost my job to AI. Today, I train that same tool.” |
| Personal observation | “I noticed…” | “My grandmother still counts cash for vegetables while my brother trades crypto before breakfast.” |
| Resolution/insight | “I learned…” | “That moment crystallized something…” |
Story Types That Work in WAT
Personal Experience Story
Best for: Topics on technology, change, personal values, workplace
Vocabulary signals: “When I…”, “My first…”, “I remember…”, “The moment I realized…”
Example: “When I joined my first job, my manager’s feedback was brutal: ‘Your ideas are good; your communication is not.’ That one sentence launched three years of deliberate practice.”
Bridge to topic: “This personal journey illuminates why communication skills remain irreplaceable in an AI age.”
Observed Reality Story
Best for: Social issues, policy, inequality, rural-urban divide
Vocabulary signals: “In my hometown…”, “I witnessed…”, “What struck me was…”, “The contrast is visible…”
Example: “In my village in Bihar, the government school has a computer lab. The computers have been ‘arriving next month’ for three years. Meanwhile, every teenager has a smartphone.”
Bridge to topic: “This gap between official infrastructure and ground reality defines India’s digital story.”
Contrast Story
Best for: Change, generational shifts, before/after, transformation
Vocabulary signals: “Then vs now…”, “My grandmother… my brother…”, “A decade ago… today…”, “While X…, Y…”
Example: “My grandmother still distrusts banks; she hides cash in sarees. My sister, 15, has never touched physical currency. Three generations, three financial realities, one household.”
Bridge to topic: “India’s financial inclusion must bridge all three.”
Business Case Story
Best for: Strategy, ethics, leadership, management topics
Vocabulary signals: “When [company] faced…”, “The decision to…”, “What [leader] did next…”, “The turning point came when…”
Example: “When Tata Steel faced the 2008 financial crisis, Ratan Tata didn’t cut jobs. He cut his own salary. That single decision defined trust-based leadership.”
Bridge to topic: “In an era of ‘move fast and break things,’ such principled leadership feels both radical and necessary.”
WAT Mistakes: Vocabulary Errors That Kill Scores
20% of candidates are rejected for generic essays. 18% for ignoring the prompt. 16% for lack of clarity. Many of these failures are vocabulary failures—using the wrong words, overused phrases, or language that signals lazy thinking.
The Vocabulary Hall of Shame
1. Dictionary Openings (Instant eye-roll)
“According to the Oxford Dictionary, corruption is defined as…”
“We reject essays that start with dictionary definitions of ‘corruption’, ‘women empowerment’, or ‘digital India’.” — IIM-B AdCom2. “In my opinion” (Appears in 87% of essays)
“In my opinion, I personally feel that technology is important…”
Everything you write is your opinion. Stop announcing it. Show opinion through argument.3. Overused Openings
“In today’s fast-paced world…” “From time immemorial…” “As we all know…”
“In today’s fast-paced world” appears in 90% of WAT essays. It’s invisible to evaluators.4. Fence-Sitting Conclusions
“Only time will tell…” “There are pros and cons to both sides…” “It depends on the situation…”
“Analysis without opinion is Wikipedia, not an essay.” — IIM Evaluator5. Empty Intensifiers
“Very important,” “really significant,” “extremely crucial,” “absolutely essential”
These add nothing. “Important” or “crucial” alone is stronger.Common Vocabulary Mistakes: Do’s and Don’ts
- Start with a specific detail, not a definition
- Show opinion through argument, not “I think”
- Use active voice (“The company implemented…”)
- End with action verbs (“must,” “should,” “can”)
- Use words you can spell and define
- Keep sentences under 20 words average
- Use specific numbers when you have them
- Open with “According to Oxford Dictionary…”
- Overuse “In my opinion” or “I personally feel”
- Use passive voice (“Implementation was done…”)
- End with “Only time will tell”
- Use thesaurus words you’ve never used before
- Write 50-word sentences
- Fabricate statistics
Vocabulary Mistakes by Profile
| Profile | Common Vocabulary Mistake | Solution |
|---|---|---|
| Engineers | Writing reads “dry”—sounds like project report. Bullet-point thinking. Panic on abstract topics. | Add human impact to every data point. Practice metaphors and analogies. Memorize 10-15 quotes from non-tech thinkers. |
| Non-Engineers | Essays sound too “literary.” Lack structure. Missing data-driven vocabulary. | Use rigid structure templates. Memorize 20-25 key statistics. Learn business framing vocabulary. |
| Freshers | Overuse college project examples. Sound theoretical, not practical. | Use current affairs as examples. Frame academic experiences professionally. Observer perspective for business topics. |
| Non-Native English | Trying to sound impressive with unfamiliar words. Complex sentence structures that break. | Build 100 Golden Sentences bank. Target 95% active voice. Keep sentences to 7-8 words average. |
The Grammar Mistakes That Cost Marks
“If you don’t know the difference between ‘their’ and ‘there,’ I will assume you don’t know the difference between an asset and a liability.” — Corporate Recruiter (widely cited by IIM panelists)
| Error Type | Wrong | Correct |
|---|---|---|
| Subject-verb agreement | “The data shows…” (data is plural) | “The data show…” or “This data shows…” |
| Their/There/They’re | “Companies must protect there interests” | “Companies must protect their interests” |
| Affect/Effect | “The policy will effect growth” | “The policy will affect growth” / “The effect on growth” |
| Its/It’s | “India must realize it’s potential” | “India must realize its potential” |
| Tense consistency | “The company launches… and increased sales” | “The company launched… and increased sales” |
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1Simple Beats ComplexClear, precise language consistently scores higher than impressive vocabulary. 16% of rejections are for lack of clarity. Complexity of thought, simplicity of expression.
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2Verbs Over AdjectivesThe Verb Test: If there’s no action verb, there’s no action. “Schools must integrate” beats “Education is important.” Conclusions need verbs: implement, mandate, reform, transform.
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3Statistics Need IntroductionNever drop statistics naked. Use templates: “[Number]. This striking figure reveals [interpretation].” Essays with specific data score +38% higher.
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4Personal Stories WinEssays with personal stories in first 50 words score 5.2× higher. One specific detail (“kirana store in Gorakhpur”) beats three paragraphs of background.
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5Avoid the Hall of ShameDictionary openings, “In my opinion,” “In today’s fast-paced world,” and “Only time will tell” appear in majority of essays. Evaluators are tired of them.
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6Consistency Across WAT-GD-PIYour vocabulary must remain consistent across all stages. Schools cross-reference. If your WAT sounds sophisticated but PI sounds basic, the gap is noticed. Write like you speak, just slightly more formal.