EIKEN Grade 1 Essay Vocabulary

This EIKEN Grade 1 essay vocabulary list gives you 200 words for taking a position and developing three distinct reasons in English Composition. The examples show how to handle social issues, evidence and policy choices in a compact essay.

In Japan’s EIKEN Grade 1, English Composition asks for an essay on the given topic with three supporting reasons. The suggested length is 200–240 words. The separate English Summary is 90–110 words. The first-stage Reading and Writing block lasts 100 minutes.

The 200-word list

1–20 Public issues and competing duties · 21–40 Taking a position · 41–60 Using evidence and reasoning · 61–80 Connecting ideas · 81–100 Explaining cause and effect · 101–120 Comparing options and weighing costs · 121–140 Technology and information · 141–160 Environment and infrastructure · 161–180 Communities, health and participation · 181–200 Describing scale and change

Exam requirements · Worked response · Model analysis · Fencing Method · Practice and FAQs · Ten focused practice drills

1–20 Public issues and competing duties

stewardship — responsible care for something held for others or the future. stewardship of public land.
proportionality — the principle that a response should match the need or risk. the proportionality of the proposed penalty.
pluralism — acceptance or coexistence of differing views or groups. protect pluralism in public debate.
subsidiarity — the principle that decisions should be taken at the lowest level that can handle them effectively. apply subsidiarity to local planning.
voluntary — done by choice. voluntary participation in training.
mandatory — required under a rule or law. mandatory reporting of major failures.
redistribution — the reassignment of resources or benefits across groups. redistribution of public revenue.
accountability — the obligation to explain decisions and take responsibility for them. improve accountability through reporting.
deterrence — discouragement of an action through anticipated consequences. deterrence through a predictable penalty.
outweigh — be greater in importance or effect than something else. long-term benefits outweigh the initial costs.
resilience — the ability to withstand disruption and recover. build resilience against supply interruptions.
interdependence — a relationship in which different groups or systems rely on one another. economic interdependence across regions.
concentrate — gather something in a small area or group. concentrate investment in major cities.
fragmentation — division into separate parts that are difficult to coordinate. fragmentation of local services.
centralise — transfer control or activity to a central body or location. centralise purchasing across a public service.
decentralise — transfer control or activity away from a single centre. decentralise routine decisions.
deliberation — careful consideration and discussion before a decision. public deliberation about competing priorities.
integrity — honesty or soundness in the conduct of a process. protect the integrity of an assessment.
diversify — increase the variety of sources or options. diversify sources of energy.
legislate — make laws to regulate an issue. legislate for public disclosure.

21–40 Taking a position

claim — a statement you want the reader to accept. make a claim.
stance — your position on a question. take a clear stance.
thesis — the central position or interpretation your response develops. support the thesis.
premise — an idea the argument starts from. question the premise.
assumption — something treated as true without being established. test the assumption.
assert — state a position firmly. assert that access matters.
argue — give reasons in support of a position. argue for a trial.
maintain — continue to hold or defend a view. maintain that the policy is fair.
contend — put forward a position that can be challenged. contend that the proposal is workable.
justify — give sufficient reasons for a decision or judgement. justify the expense.
advocate — publicly support an action or change. advocate for reform.
defend — answer criticism of a view or choice. defend a decision.
qualify — limit a statement so it applies only where warranted. qualify the conclusion.
concede — acknowledge a valid point made by the other side. concede that costs may rise.
rebut — answer an opposing claim with reasoning or evidence. rebut the objection.
counterargument — a reasoned objection to a position. address a counterargument.
reservation — a concern that makes agreement incomplete. express a reservation.
distinguish — show what makes two things different. distinguish cost from value.
criteria — standards used to judge something. agree on the criteria.
verdict — a final judgement reached after consideration. reach a verdict.

41–60 Using evidence and reasoning

evidence — information that helps establish a claim. draw on evidence.
example — a specific case that makes a general point clearer. give a concrete example.
illustrate — make an idea clearer through a case or detail. illustrate the difficulty.
demonstrate — show how or why something is true. demonstrate a connection.
substantiate — support a claim with convincing information. substantiate the allegation.
corroborate — provide independent support for an existing account. corroborate the witness’s account.
infer — draw a conclusion from available clues. infer a motive from the wording.
imply — suggest a meaning without saying it directly. imply that change is possible.
interpret — explain what something means in context. interpret a figure in context.
analyse — examine how parts work together. analyse the writer’s choices.
evaluate — judge the strength, quality or value of something. evaluate the proposal.
plausible — reasonable enough to believe given what is known. a plausible explanation.
credible — worthy of belief or trust. a credible source.
relevant — directly connected to the issue being considered. relevant to the question.
sufficient — enough for the purpose or conclusion at hand. sufficient for a limited trial.
representative — typical enough to reflect a larger group. a representative sample.
anecdote — a brief account of a particular incident. open with an anecdote.
limitation — something that restricts what a method or claim can establish. acknowledge a limitation.
contradict — state or show something incompatible with another claim. contradict the earlier finding.
synthesise — combine ideas from separate sources into a new account. synthesise competing accounts.

61–80 Connecting ideas

whereas — introduces a clause that contrasts with another. whereas the first option costs less.
although — introduces a fact that qualifies the main statement. although demand may rise.
however — signals a contrast or change in direction. however, costs remain uncertain.
nevertheless — signals that a point still holds despite a difficulty. nevertheless, the trial could go ahead.
conversely — introduces a contrasting relationship in the reverse direction. conversely, lower demand can free capacity.
similarly — points out a meaningful likeness. similarly, smaller groups need space.
likewise — shows that a similar point applies elsewhere. likewise, evening users need lighting.
consequently — introduces a result of what came before. consequently, the queue grew.
therefore — introduces a conclusion or result that follows. therefore, a trial is justified.
furthermore — adds a supporting point. furthermore, the existing room is free.
specifically — narrows the discussion to a precise detail. specifically, the plan would add two sessions.
instead — signals a replacement or different choice. instead, use the current building.
alternatively — introduces another option. alternatively, change the timetable.
otherwise — indicates what happens under different conditions. book early, otherwise places may fill.
provided — introduces a condition when used with a following clause. provided that staffing is adequate.
despite — introduces something that fails to prevent the main outcome. despite the delay.
unlike — marks a difference between two things. unlike the previous scheme.
respectively — matches items with values in the same stated order. costs were $5 and $8, respectively.
overall — signals a judgement about the whole picture. overall, the benefits are modest.
ultimately — identifies what matters after other factors are considered. ultimately, the decision depends on demand.

81–100 Explaining cause and effect

cause — produce or bring about an outcome. cause avoidable delays.
contribute — play a part in bringing about an outcome. contribute to overcrowding.
trigger — set a process or reaction in motion. trigger a review.
accelerate — make a process happen faster. accelerate the transition.
intensify — make something stronger or more severe. intensify competition.
exacerbate — make an existing problem worse. exacerbate existing inequalities.
mitigate — reduce the severity or harmful effect of something. mitigate the harm.
prevent — stop something from happening. prevent further damage.
deter — discourage someone from taking an action. deter people from taking risks.
enable — make an action possible. enable students to attend.
facilitate — make an action or process easier. facilitate access to training.
reinforce — strengthen an effect, belief or behaviour. reinforce an existing pattern.
undermine — weaken something, often gradually. undermine public trust.
sustain — keep something going over time. sustain the improvement.
displace — push something or someone out of an existing place or role. displace smaller operators.
redistribute — change how something is shared. redistribute public funds.
consequence — an outcome that follows an action or event. an unintended consequence.
mechanism — the process through which an effect occurs. identify the mechanism.
correlation — a pattern in which two things vary together. observe a correlation.
constraint — a condition that limits what can be done. work within a budget constraint.

101–120 Comparing options and weighing costs

benefit — a useful or favourable effect. a long-term benefit.
drawback — a feature that makes an option less attractive. a potential drawback.
trade-off — a compromise in which gaining one thing costs another. a trade-off between cost and convenience.
priority — something that deserves attention before competing needs. give priority to public health.
alternative — another way of achieving a goal. offer an alternative to driving.
feasible — possible to carry out with the available resources. a feasible timetable.
viable — capable of working successfully over time. a viable business model.
practical — suited to what can actually be done. a practical solution.
effective — able to produce the intended result. an effective response to congestion.
efficient — able to achieve a result with relatively little waste. efficient use of limited funds.
affordable — within the means of the people expected to pay. affordable childcare.
accessible — easy or possible for the intended users to reach or use. accessible public transport.
equitable — fair in light of differing needs and barriers. equitable access to training.
proportionate — appropriate in scale to the problem. a proportionate penalty.
substantial — large enough to matter. a substantial reduction in waste.
marginal — small in size or effect. a marginal improvement.
measure — an action taken to address a problem. introduce a temporary measure.
offset — counterbalance part or all of an effect. offset part of the expense.
allocate — assign money, time or resources to a purpose. allocate funds to local schools.
compromise — an arrangement that meets competing needs only in part. reach a workable compromise.

121–140 Technology and information

innovation — a new method, idea or product put into use. encourage innovation.
adoption — the process of beginning to use something. the adoption of digital payments.
digitalisation — the introduction of digital tools into existing processes. digitalisation of public services.
connectivity — the ability to connect to a network or system. poor internet connectivity.
algorithm — a set of procedures for solving a problem or making a calculation. an algorithm for ranking results.
surveillance — systematic monitoring of people or places. limits on workplace surveillance.
consent — permission given after a person can make a choice. obtain informed consent.
privacy — control over access to personal information or life. protect user privacy.
intrusive — entering someone’s space or affairs in an unwelcome way. intrusive monitoring.
transparent — open enough for people to see how a decision was made. transparent selection criteria.
accountable — required to explain and take responsibility for actions. hold officials accountable.
reliable — able to be trusted to work or give consistent information. a reliable connection.
verify — check that something is accurate or authentic. verify a claim.
misinformation — false or inaccurate information that circulates. identify health misinformation.
bias — a tendency that can systematically skew judgement or results. reduce selection bias.
amplify — increase the reach, strength or volume of something. amplify misleading claims.
moderate — oversee content and apply rules to what can appear. moderate an online forum.
dependency — reliance on something or someone. dependency on imported technology.
obsolescence — the process of becoming outdated or no longer useful. the obsolescence of older equipment.
adaptability — ability to adjust to changed circumstances. show adaptability at work.

141–160 Environment and infrastructure

emission — the release of a substance such as a gas into the environment. cut carbon emissions.
renewable — able to be replenished naturally on relevant timescales. expand renewable energy.
depletion — the process of using up a resource. resource depletion.
conservation — protection and careful management of resources or nature. support water conservation.
biodiversity — variety of living organisms in an area or system. protect local biodiversity.
habitat — the natural home of a species. restore a damaged habitat.
pollution — contamination of the environment by harmful substances or energy. reduce air pollution.
wastewater — used water containing waste that requires treatment. treat industrial wastewater.
landfill — a place where waste is deposited and usually buried. divert waste from landfill.
consumption — the use of resources, goods or services. reduce energy consumption.
congestion — overcrowding that slows traffic or another flow. ease road congestion.
commute — regularly travel between home and work or school. commute by train.
infrastructure — basic systems such as transport, water and power networks. maintain ageing infrastructure.
retrofitting — adding updated equipment or features to an existing structure. retrofitting existing homes.
outcome — the result of an action or process. improve learning outcomes.
exposure — contact with a source of possible harm. limit exposure to extreme heat.
vulnerability — susceptibility to harm when a threat is present. reduce vulnerability to outages.
regulate — control an activity through rules. regulate industrial waste.
enforcement — action taken to make people follow a rule. improve enforcement.
compliance — the act of following a rule or requirement. monitor compliance with a standard.

161–180 Communities, health and participation

cohesion — the degree to which a group stays connected. strengthen social cohesion.
inclusion — meaningful participation by people who might otherwise be excluded. promote inclusion.
isolation — a state of being separated from other people. reduce social isolation.
inequality — an uneven distribution of resources, access or outcomes. address income inequality.
disparity — a measurable or noticeable gap between groups. a disparity in access.
discrimination — unfair treatment based on a characteristic or category. tackle workplace discrimination.
subsidy — financial support that lowers a cost or supports an activity. offer a housing subsidy.
eligibility — meeting the conditions to receive or do something. set eligibility criteria.
coverage — the extent to which a service or policy reaches its intended population. extend service coverage.
provision — the supply of a service, resource or support. improve childcare provision.
prevention — action taken before a problem occurs. invest in disease prevention.
intervention — an action taken to change an existing situation. test an early intervention.
sedentary — involving prolonged sitting or little physical activity. a sedentary lifestyle.
wellbeing — a person’s general state of health and life satisfaction. improve mental wellbeing.
autonomy — freedom and capacity to make one’s own choices. protect patient autonomy.
participation — taking part in an activity or decision. encourage public participation.
engagement — active attention or involvement. increase student engagement.
outreach — efforts to reach people who might not approach a service. expand community outreach.
reciprocity — mutual exchange of help, obligations or benefits. a culture of reciprocity.
stigma — social disapproval attached to a condition or characteristic. reduce stigma around seeking help.

181–200 Describing scale and change

widespread — present across many places or groups. widespread smartphone use.
prevalent — common in a particular group or setting. prevalent among younger adults.
persistent — continuing over a period despite efforts or change. a persistent shortage.
gradual — happening in small steps over time. a gradual decline.
incremental — proceeding through successive small additions or changes. incremental improvements.
temporary — lasting for a limited period. a temporary measure.
permanent — intended or expected to continue indefinitely. a permanent change.
systemic — rooted in the workings of a whole system. a systemic failure.
structural — arising from the organisation of institutions or systems. structural barriers to employment.
localised — limited to a particular area or group. a localised shortage.
uneven — distributed or developing differently across a group. uneven growth across regions.
disproportionate — too large or too small relative to a comparison. a disproportionate burden.
unintended — occurring without being planned. an unintended effect.
preventable — capable of being stopped before it happens. preventable injuries.
measurable — able to be assessed in observable terms. a measurable improvement.
threshold — a point at which a rule, effect or condition begins to apply. reach a minimum threshold.
trajectory — the direction in which change is moving over time. alter the long-term trajectory.
fluctuate — rise and fall irregularly. prices fluctuate over time.
stabilise — become or make something more steady. stabilise demand.
reverse — change an earlier direction or outcome. reverse the decline.

What Grade 1 English Composition requires

The Eiken Foundation of Japan publishes Grade 1 as a separate level of its English proficiency test. In the paper-based past-paper instructions, you write on the assigned topic, support your answer with three reasons and organise it into an introduction, main body and conclusion. The writing section also requires a separate summary, so preserve time for both tasks in the shared Reading and Writing block.

Plan three reasons that can stand apart. If the question is about requiring food waste reporting, changing purchasing, creating accountability and informing a public collection plan are three possible jobs for paragraphs. Three sentences saying that reporting reduces waste would develop one reason three times.

Eiken Foundation of Japan Grade 1 test format · Official EIKEN Grade 1 past papers · Grade 1 English Composition sample instructions

Word list · Worked response

A Grade 1 model with three reasons

Original practice topic. Should large food businesses be required to report the amount of food they waste?

Large food businesses should be required to report their food waste. A reporting rule could improve purchasing decisions, increase accountability and give local authorities better information for planning services.

First, measurement can reveal where waste occurs. A supermarket that regularly discards unsold bread can adjust orders or change when it marks products down. Without consistent records, staff may see each day’s waste as an isolated problem and miss a recurring pattern.

Second, disclosure would make management more accountable. If businesses report the same categories, customers and investors can ask why similar companies produce different amounts of waste. Reports should include context such as business size so that readers can make fair comparisons.

Third, reliable reporting could help local authorities plan collection and treatment. A district that learns when large quantities of waste are generated can assess whether a shared collection route is feasible. This benefit depends on firms using a common reporting method and authorities checking data quality. Smaller businesses could join voluntarily once the reporting system is established.

For these reasons, reporting should be mandatory for large businesses. A common standard would make the information more useful while keeping the requirement focused on organisations with the resources to carry it out.

Word list · Exam requirements · Model analysis

How the three reasons stay separate

The first reason concerns a decision inside the supermarket. The second concerns the ability of people outside the company to ask questions. The third concerns planning a local service. All three follow from reporting, but each describes a different effect and names a different user of the information.

The essay qualifies the proposal by restricting it to large businesses and asking for a common method. It does not spend a full paragraph on an alternative policy. Within the suggested word range, the limit is useful because it affects the feasibility of the recommendation.

Word list · Worked response · Fencing Method

How to fence a Grade 1 essay word

1. Base. Reporting improves accountability. 2. Detail. Food waste reporting can improve accountability for supermarket managers. 3. Tone. Consistent reporting can make managers more accountable for waste. 4. Logic. Reporting makes comparison possible, giving investors a reason to ask about recurring losses. 5. Transfer. Publishing service delays can improve accountability when travellers know which agency is responsible.

Practise both forms. Accountability names the duty to explain or answer for decisions. Accountable describes the person or organisation with that duty. Write one sentence using accountable to and one with accountable for.

The eduKate Fencing Method for Vocabulary

Word list · Model analysis · Practice and FAQs

Timed practice and FAQs

How many reasons? The Grade 1 essay instructions ask for three. How long? The suggested essay range is 200–240 words, separate from the 90–110-word summary. Is this an official EIKEN vocabulary list? It is a practice list. Use the foundation’s official papers for the task wording and answer instructions.

Write a plan on requiring large businesses to publish energy use. Test whether each of your three reasons involves a different decision, outcome or group. If the same example fits two paragraphs without changes, check whether those reasons overlap.

After writing, review the introduction and conclusion for the same position. Then mark each reason and underline its explanation. If a sentence states a benefit without showing what produces it, add a short mechanism and remove an introductory phrase to stay within range.

Word list · Fencing Method

Ten focused practice drills

1. Translate a broad value into a specific duty. If a question concerns stewardship, name what must be protected and who is responsible. A paragraph can then explain what that organisation should do and how the action would benefit people now or in the future.

2. Give your position a clear scope. A reporting requirement might cover large firms first because they have better resources to collect data. State that limit in the introduction if it shapes all three reasons. Leave room to explain the reasons in the body.

3. Distinguish evidence from illustration. An invented supermarket can illustrate how repeated waste becomes visible. A measured decline in waste would need real evidence. Use a hypothetical example openly and explain the step it demonstrates.

4. Use a new paragraph when the reason changes. Connect reasons by identifying a change in actor or outcome. Public reporting also helps local authorities tells the reader who uses the information. A connector alone does not establish a third reason.

5. Explain one causal mechanism per paragraph. If disclosure improves accountability, say who sees the records and what they can do with them. If it improves purchasing, show how records inform orders. These mechanisms distinguish the reasons.

6. Compare the size of a benefit with its implementation cost. In a short essay, one sentence can name the group affected and one can state why the cost is manageable. Use outweigh after explaining what you are weighing.

7. For a technology topic, identify a practical condition. Publishing records online can improve access when people can find, read and compare them. A sentence about transparent reporting becomes stronger when it names a common standard or a clear format.

8. Make an environmental consequence concrete. Distinguish reducing waste at its source from treating waste after collection. A reason about ordering changes belongs to the first. A reason about designing a collection route belongs to the second.

9. Check a fairness claim by naming the comparison. If one obligation applies to firms of very different sizes, consider whether the same rule creates a different burden. A narrower recommendation can preserve the benefit while making the requirement workable.

10. Save time to count and check the essay and the separate summary. If a draft goes over its suggested range, cut repetition before cutting a reason. If a paragraph is too thin, add a short explanation of the effect.

A second three-reason plan

Original practice topic. Should cities require large new buildings to include spaces that the public can use? A possible position is to require public access where a building adds significant demand to an area and the owner can manage the space safely.

Your first reason could concern access to space. An indoor seating area could offer shelter when parks are unusable in severe weather. Your second could concern accountability. Clear opening hours and a contact for complaints can make it easier to tell whether the promised benefit is being delivered. Your third could concern how the city uses its land. Putting public space close to transport can make it useful to people who already pass through the area.

Test the three reasons for overlap. The shelter example explains why a space is useful. The accountability point explains how residents can rely on it. The planning point explains why location matters. If two reasons start to sound alike, revise one until it would need a different example or a different condition.

Choose vocabulary after the plan. Use mandatory for an obligation imposed by a rule, accessible for a space that intended visitors can reach or use, and accountability for a duty to explain or answer for performance. Check the noun each word describes. A word that fits one paragraph may add nothing to another.

Draft within the suggested range and reserve time for the separate summary. In your essay, mark the three reasons with different colours. Read one sentence after each reason and check that it explains what the policy does. Then look for two places where you can replace general wording with a particular action, actor or result.

Transfer a word between issues

Try using resilience in an essay about public transport and in another about food supply. The transport example could concern running a replacement route during repairs. The food example could concern buying from several suppliers. In each case, identify the disruption and how the system continues or recovers.

A short editing exercise on scope and degree

Compare The law will prevent waste with The reporting rule may reduce avoidable waste in businesses that use the figures to adjust orders. The first statement claims a much larger effect. The second names the part of waste affected and the decision that could produce the reduction. Use this pattern to revise a claim about reducing congestion or improving workplace safety.

Distinguish obligation from incentive. A mandatory rule requires firms to submit records. An incentive may encourage them to reduce the amount they discard. One policy can create both effects, but the essay should say how. If a reader cannot tell whether your reason concerns what is required or what people choose to do, name the two actions separately.

For a final exercise, write one sentence about who checks compliance, one about how information is published and one about who can use it. Select only the sentence that adds a new reason or improves the explanation of an existing reason. This keeps a short essay focused while showing that you understand how a policy would work.

Next reading

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IB English A: Language and Literature essay vocabulary · ACT Writing essay vocabulary · Back to the 200-word list

Top 200 Vocabulary Word List for EIKEN Grade 1 | Essay Writing