Academic Ielts Essay Writing Task2 24

The IELTS Writing Examination (Academic Module)
The IELTS writing examination (both the General Training Module and the Academic Module) consists of two tasks. Both tasks must be completed in 60 minutes. It is suggested that you spend about 20 minutes on task 1, and 40 minutes on task 2.
Task 1
You will be asked to describe some information presented to you in a visual format (graph, chart, table or diagram). You must write at least 150 words. If you are presented with a graph, table or chart, you will be expected to describe the information presented. This means organising the information in a logical way and possibly making comparisons or contrasts. If you are presented with a diagram, you may be expected to describe how something works, or describe the steps in a process. See Describing Graphical Information for ideas on how to approach task 1.
Task 2
In this task you will be presented with an opinion, problem or argument. You will be expected to write 250 words
presenting and justifying an opinion comparing and contrasting opinions, evidence or implications examining a problem and presenting a solution evaluating an argument
Marking
The IELTS examiners will score your essay on the basis of four criteria:

What does this mean? 1. Task Achievement
Task Achievement Coherence and Cohesion Lexical Resource Grammatical Range and Accuracy
This means answering the question. It is important to read the rubric (question) very carefully. In task 1 you must present the information given in visual format accurately and you must not give information which is not contained in the graph, chart, table or diagram. The main features given in the graph, chart, table or diagram must be present in your description or you will lose marks. You will also lose marks if you do not write the required number of words.
In task 2 you must draw on your own experience to develop the ideas presented in the question. You must give evidence or examples to support your ideas. 2. Coherence and Cohesion Coherence means connecting your ideas together in a logical way, depending on the type of essay you are writing. Cohesion means using pronouns, conjunctions and reference words to tie the ideas in your essay together. EssayBuilder can help you with this: see linking words and phrases. 3. Lexical Resource This means using a varied range of vocabulary and idiomatic English appropriate to the task. EssayBuilder can help you to choose the words and phrases you need and can help you to increase the range and accurate use of your vocabulary. 4. Grammatical Range and Accuracy This refers to how varied your knowledge of grammatical structures is and how accurately you use these structures in the sentences you write. EssayBuilder can help you check your essay and help you to revise your work.
Assess your own Essay

EssayBuilder can give you an estimate of a probable IELTS score for your essay.
Writing about Graphs and Charts

IELTS Writing task 1 (Academic Module) requires you to write a description of information given in graphical form. This could be a graph, chart, table or diagram. The following pages provide a guide to writing these descriptions.
Introduction to Line Graphs - Rising Trend Introduction to Line Graphs - Falling Trend Describing Line Graphs - Using Adverbs Describing Line Graphs - Using Verbs and Nouns Describing Line Graphs - Making Comparisons Describing Bar Charts and Column Charts Describing Bar Charts and Column Charts - Making Multiple Comparisons Describing Bar Charts and Column Charts - Observing the Axes Describing Pie Charts Describing Pie Charts - Comparing Two Charts Describing Tables Using Approximation Describing Trends Describing Projections Checklist
Describing Line Graphs (1)

Look at the following simple line graph:
It shows the population of Denmark from 1996 to 2007. You can see that in 1996 the population .was 5.25 million and that by the year 2007 it had grown to 5.45 million When you write about a line chart it is important to look first at the Chart Title. This tells you what information the graph displays and you can use this information in your description. Then look at the X and Y axes. The titles of these axes sometimes give you information you can use in your description. It is important also to look at the UNITS. On the Y-axis in this graph the units are millions. The population of Denmark in 1996 was not 5.25, but 5.25 million people. Line graphs describe change. When describing these graphs you must answer the question, "What changed?". In this case we can see that the population of Denmark increased from 1996 to 2007. We can also ask the question, "How did the population change?". Because the line is fairly smooth, we can say that the population increased steadily. Lastly, we can ask the question, "How much?". In this case, "How big was the change in population?" The population in 1996 was 5.25 million and in 2007 it was 2.45 million. So there was an increase of 0.2 million or 200,000 people.
To write a short description of this graph ask yourself (and answer!) the following questions:
1. 2. 3. 4. What exactly does the graph show? (Use the chart title to help you answer this question) What are the axes and what are the units? What changed? How much did it change?
Answering these questions will help you to write a short description of this simple graph.
Here is an example:
This graph shows population change in Denmark from 1996 to 2007. Denmark's population grew steadily from 5.25 million in 1996 to 5.45 million in 2007, an increase of 200,000 people.
Vocabulary
Other words you can use instead of increased or grew are rose and went up. Adverbs you can use with these words are:
How? dramatically, significantly, considerably, rapidly, increased substantially, steadily, sharply, markedly, greatly, slightly, exponentially, proportionally, strongly rapidly, steadily, slowly, gradually, dramatically, substantially, enormously, quickly
How much? by X% (by X per cent), by X (units), from X to Y, tenfold, fourfold ... by X% (by X per cent), by X (units), from X to Y
grew
rose
sharply, slowly, steadily, slightly, rapidly, quickly, by X% (by X per cent), dramatically, significantly, substantially, gently, fractionally, by X (units), from X to considerably, gradually Y The above adverbs are not usually used with "went up". by X% (by X per cent), by X (units), from X to Y
went up
Describing Line Graphs (2)
Look at the following simple line graph:

It
shows the population of Hungary from 1996 to 2007. You can see that in 1996 the population was more than 10.3 million and that by the year 2007 it had fallen to just over 10.05 million. What change is shown by this graph? In this case we can see that the population of Hungary decreased from 1996 to 2007. Also in this graph the line is fairly smooth, so we can say that the population decreased steadily. How big was the change in population? The population in 1996 was 10.32 million and in 2007 it was 10.07 million. So there was a decrease of 0.25 million or 250,000 people.
1. 2. 3. 4. What exactly does the graph show? (Use the chart title to help you answer this question) What are the axes and what are the units? What changed? How much did it change?
Answering these questions will help you to write a short description of this simple graph.
Here is an example:
This graph shows population change in Hungary from 1996 to 2007. Hungary's population fell steadily from 10.32 million in 1996 to 10.07 million in 2007, a decrease of 250,000 people.
Vocabulary
Other words you can use instead of fell or decreased are declined, dropped and went down . Adverbs you can use with these words are:
How? fell sharply, heavily, slightly, steadily, dramatically, significantly, considerably, quickly, rapidly, steeply,
How much? by X% (by X per cent), by X (units), from X to
gradually, gently, substantially, precipitately, fractionally, drastically, marginally, markedly, progressively, Y, tenfold, fourfold ... continuously significantly, markedly, slightly, steadily, rapidly, considerably, continuously, dramatically, by X% (by X per cent), by X (units), from X to Y, tenfold, fourfold ...
decreased
sharply, rapidly, dramatically, steadily, slightly, markedly, by X% (by X per cent), declined significantly, considerably, steeply, drastically, by X (units), from X to Y continuously, substantially, quickly dramatically, sharply, slightly, considerably, steadily, significantly, rapidly, drastically, alarmingly, noticeably, dropped markedly, radically, abruptly, substantially, gradually, gently, slowly went down by X% (by X per cent), by X (units), from X to Y
The above adverbs are not usually used with "went down by X% (by X per cent), ". by X (units), from X to Y
Describing Line Graphs (3) - Using Adverbs

The following graphs illustrate the use of some adverbs:
From 1996 to 1998, the population grew from 9.9 million to 10.25 million. From 1996 to 1998, the population grew by 0.35 million. From 1996 to 1998, the population grew by 350,000. From 1996 to 1998, the population grew by 3.535%.
From 1998 to 2007, the population grew from 10.25 million to 10.30 million. population The population rose slowly . (small increase in the population over the period) From 1998 to 2007, the grew by 0.05 million. population The population rose steadily. (little or no variation in the rate of growth) From 1998 to 2007, the grew by 50,000. population The population rose slightly. (small increase in the population over the period) From 1998 to 2007, the grew by 0.488% The population rose gently. (small increase in the population over the period) The population rose gradually. (small increase in the population over the period) From 1996 to 1998, the population increased dramatically. From 1996 1998, thewent population increased significantly. Overall, theto population up from 9.9 million to 10.3 million. From 1996 1998, thewent population increased Overall, theto population up by 0.4 million.considerably. From 1996 1998, thewent population increased rapidly. Overall, theto population up by 400,000. From 1996 to 1998, the population increased substantially. Overall, the population went up by 4.04%. From 1996 to 1998, the population increased markedly. From 1996 to 1998, the population increased greatly. After 1998, the population grew more slowly.
From 1996 to 1998, the population increased dramatically. From 1996 to 1998 there was a dramatic increase in the population. From 1996 to 1998, the population increased significantly. From 1996 to 1998 there was a significant increase in the population. From 1996 to 1998, the population increased considerably. From 1996 to 1998 there was a considerable increase in the population. From 1996 to 1998, the population increased rapidly. From 1996 to 1998 there was a rapid increase in the population. From 1996 to 1998, the population increased substantially. From 1996 to 1998 there was a substantial increase in the population. So far, we only used to describe these line .graphs but we can have From 1996 to 1998, verbs the population increased markedly From 1996 to 1998 there was a also use nouns. We change the adverbs into adjectives. dramatic increase in the population. From 1996 to 1998, the population increased greatly. From 1996 to 1998 there was a great increase in the population. After 1998, the population grew more slowly. After 1998, the population growth was slower.
Describing Line Graphs (4) - Using Verbs and Nouns
From 1996 to 1998, the population rose from 9.9 million to 10.25 million. From 1996 to 1998, there was a rise in population from 9.9 million to 10.25 million. From 1996 to 1998, the population rose by 0.35 million. From 1996 to 1998, there was a rise in population of 0.35 million. From 1996 to 1998, the population rose by 350,000. From 1996 to 1998, there was a rise in population of 350,000. From 1996 to 1998, the population rose by 3.535%. From 1996 to 1998, there was a rise in population of 3.535 per cent.
From 1998 to 2007, the population grew from 10.25 million to 10.30 million. From 1998 to 2007, there was a growth in population from 10.25 million to 10.30 million. From 1998 to 2007, the population grew by 0.05 million. From 1998 to 2007, there was a growth in population of 0.05 million. The population rosethe slowly . There was a slow rise in the population. From 1998 to 2007, population grew by 50,000. From 1998 to 2007, there was a growth The populationof rose steadily. There was a steady rise in the population. in population 50,000. The population rosethe slightly . There grew was aby slight rise From in the 1998 population. From 1998 to 2007, population 0.488%. to 2007, there was a growth in population 0.488 per cent. The populationof rose gently . There was a gentle rise in the population. The population rose gradually. There was a gradual rise in the population.
Overall, the population went up from 9.9 million to 10.3 million. Overall, there was a growth in population from 9.9 million to 10.3 million. Overall, the population went up by 0.4 million. Overall, there was an increase in population of 0.4 million. Overall, the population went up by 400,000. Overall, there was a rise in population of 400,000. Overall, the population went up by 4.04%. Overall, there was a growth in population of 4.04 per cent .
Instead of "growth in population" you can also say "population growth".
Describing Line Graphs (5) - Making Comparisons
This graph shows the change in population in two countries from 1996 to 2007. In describing this graph it is important to describe change as in any other graph, but it is also necessary to make comparisons between the two countries. What changes are shown by this graph? In this case we can see that the population of Austria increased from 1996 to 2007. Also in this graph the Austrian line is fairly smooth, so we can say that the population increased steadily. How big was the change in Austria's population? The population in 1996 was 7.95 million and in 2007 it was 8.3 million. So there was an increase of 0.35 million or 350,000 people. By contrast, the population of Bulgaria decreased from 1996 to 2007. This change did not happen at the same rate. The population declined steadily from 1996 to 2001, but from 2001 to 2002 the rate of decline was steeper. From 2002 to 2007 the population fell at a similar rate to the 1996 - 2001 period. How far did Bulgaria's population fall? The population in 1996 was nearly 8 million and in 2007 it was 7.7 million. So there was an decrease of nearly 0.7 million or 700,000 people. What similarities or differences are there between the populations of Austria and Bulgaria?
Austria
Bulgaria
Austria's population grew from 1996 to 2007. Bulgaria's population fell from 1996 to 2007. Austria's population growth was fairly steady The rate of decline in Bulgaria's population over the 1996 - 2007 period. varied over the 1996 - 2007 period. Austria's population increased by 350,000. Bulgaria's population declined by 700,000
1. What exactly does the graph show? (Use the chart title to help you answer this question) 2. What are the axes and what are the units? 3. What changed? 4. How much did it change? 5. What comparisons can you make between the two data series? Answering these questions will help you to write a short description of this graph.
Here is an example:
This graph shows population change in Austria and Bulgaria from 1996 to 2007. Austria's population grew steadily from 7.95 million in 1996 to 8.3 million in 2007, a increase of 350,000 people. By contrast, Bulgaria's population fell over the same period. The population declined steadily from 1996 to 2001, but from 2001 to 2002 the rate of decline was steeper. From 2002 to 2007 the population fell at a similar rate to the 1996 - 2001 period. While Austria's population grew by 350,000, Bulgaria's fell by twice that number, 700,000, a decline of nearly 10%.
Describing Bar Charts and Column Charts (1)

Bar charts and column charts are similar: only their orientations differ. A bar chart is orientated horizontally, whereas a column chart is arranged vertically. Sometimes "bar chart" refers to both forms.
These types of charts are usually used for comparison purposes (unlike line charts, which describe change).
Observe the following chart :

It
shows the populations of various European countries in the year 2007. The populations are only for one year, 2007, and so we cannot make any comments about change in population: we can only compare one county with another. When you write about a bar or column chart it is important to look first at the Chart Title. This tells you what information the chart displays and you can use this information in your description. Then look at the X and Y axes. The titles of these axes sometimes give you information you can use in your description. It is important also to look at the UNITS. On the Y-axis in this chart the units are millions. The population of Belgium in 2007 was not 10, but 10 million people. Bar and column charts show similarities and differences. When describing these charts you need to make comparisons. You also need to group together any columns which have broad similarities.
1. 2. 3. 4. 5. What exactly does the chart show? (Use the chart title to help you answer this question) What are the axes and what are the units? What similarities are there? Is it possible to put some of the columns into one or more groups? What differences are there?
Answering these questions will help you to write a short description of this simple column chart.
Here is an example:
This chart shows the populations of some European countries in 2007. The country with the largest population is Germany, with over 80 million people whereas Estonia has the smallest population, at little more than a million. Belgium, Bulgaria, the Czech Republic, Denmark, Estonia and Ireland all have populations or ten million or less, while Greece has a population of about eleven million. Apart from Germany, the largest countries are Spain, France and Italy with populations ranging from about forty-four to sixty-three million. Together, the four largest countries account for over eighty per cent of the population of the countries shown.
Vocabulary
To make comparisons, you need to know the comparatives and superlatives of common adjectives. Here are some examples:
Adjective bad big expensive good great high large little long low many much new old poor rich short small strong weak Comparative worse bigger more expensive better greater higher larger less longer lower more more newer older poorer richer shorter small stronger weaker Superlative worst biggest most expensive best greatest highest largest least longest lowest most most newest oldest poorest richest shortest smallest strongest weakest
To signal comparison and contrast within a sentence you can use the following conjunctions: as ....... as, not as ......... as, not so ........ as, whereas, but, while, although To signal comparison and contrast between sentences you can use the following words and phrases: However, By contrast, On the other hand, In comparison
EssayBuilder gives a more extensive list of these words and phrases with examples of their use.
Bar charts and column charts are often used to make multiple comparisons.
Observe the following chart :
It shows the populations of major European countries in the years 1996 and 2007. In this case we can make two sets of comparisons. We can look at the change in population from 1996 to 2007 for each country, and we can compare the populations of the various countries in each year. Look at the Y axis. You can see that it starts at 30, not zero. Sometimes charts are formatted like this in order to make the differences more obvious. To see a comparison, see the next page. In general, when describing a chart of this type, you should describe the most important change first. Then you can compare individual items (in this case, countries). The most important information on this chart is that in all countries, except Poland, the population increased from 1996 to 2007. Now you can compare individual countries and you can compare two things: You can compare sizes of populations and you can compare the change in populations from 1996 to 2007. We'll concentrate on the change in population. You can compare the largest change and the smallest change: The largest change was in Turkey, where the population rose from about 62 to about 73 million, whereas the smallest increase was in Germany where the population of nearly 82 million rose by half a million. Spain also had a fairly large increase from 39.4 million to 44.5 million. It is important to mention any exceptions to the changes you describe. In this case, the exception is Poland where the population fell very slightly in the period described.
1. 2. 3. 4. 5. 6. What exactly does the chart show? (Use the chart title to help you answer this question) What are the axes and what are the units? What changes are there? What similarities are there? Is it possible to put some of the columns into one or more groups? What exceptions are there?
Answering these questions will help you to write a short description of this simple column chart. For example: This chart shows the populations of major European countries in 1996 and 2007. In all countries except Poland the population rose in this period. The largest rise was in Turkey where the population increased from over 62 to over 73 million, whereas the smallest increase was in Germany where the population of 82 million rose by a few thousand. Spain also had a fairly large increase from 39.4 million to 44.5 million, and France was not far behind with an increase of almost 4 million. In the other two countries, Italy and the United Kingdom, population growth was more modest with increases of about 2.3 and 2.8 million respectively. In Poland, the population fell by half a million. Poland had the smallest population in both 1996 and 2007. Although Spain and Portugal had comparable populations in 1996, Spain's population is now nearly six and a half million greater than Poland's.
Vocabulary
You can see that where there is a change over time, you need to use some of the vocabulary used to describe line graphs (rose, increased, decreased, etc). For comparing and contrasting, you need the vocabulary of comparison
It is important to look at the axes of graphs and charts
Observe the following charts:
These two charts show EXACTLY the same information. However, it is easier to see the differences in the first chart because the Y axis starts at 30, not zero. Sometimes charts are formatted like this in order to make the differences more obvious.
Describing Pie Charts (1)
Pie Charts normally illustrate proportion
Pie Charts normally show proportion, which can be measured in percentages or fractions. This chart shows the relative size of populations of countries of the European Union in 2007. So we can only make comparisons; we cannot say anything about change. We can see that the country with the largest population was Germany with 16.6% of the European Union's population. We can also see that the second largest population was that of France with 12.8% of the population. We do NOT know from this chart which country has the smallest population because the 21 smallest countries are included in one group. (If you're interested, it is Malta with less than 0.1 per cent.) You can see that the four largest countries (Germany, France, the United Kingdom and Italy) together make up more than half of the European Union's population. You CANNOT say that Poland has the smallest population: 21 other countries have populations smaller than Poland's. The twenty-one smallest countries of the European Union make up nearly 30% of the population.
Describing Pie Charts (2) - Making Comparisons
If two or more similar pie charts are displayed, you can make comparisons
This chart shows the relative size of populations of countries of the European Union in both 1998 and 2007. In this case we can make two sets of comparisons: 1. 2. We can make comparisons between the countries in each year. We can make comparisons between the two years (i.e. examine any changes from 1998 to 2007).
In this case, we'll look at comparisons between the two years. The first thing to notice is that there is very little change: all changes amount to less than 1%. The second change to notice is which countries' populations grew (as a proportion of the whole) and which countries' populations shrank. You can see that both Germany's and Poland's populations share of the European Union's Population fell from 1998 to 2007 ( from 17.1% to 16.6 % and from 8% to 7.7%, respectively). The percentage populations of the other major countries of the European Union grew in this period. The largest growth in population share was that of Spain which increased its share from 8.3% to 9%. Both the UK's and Italy's share of the EU population grew by only 0.1%. In spite of the change in Germany's population share, it remained the largest population of the European Union. Note that you CANNOT say that Germany's population fell or that France's population grew. These charts only show population share, not population numbers.
The following table shows actual population numbers:
As you can see, in all these countries except Poland, the populations increased between 1998 and 2007.
Describing Tables
This table shows the percentage of women in tertiary education in selected countries from 1998 to 2005 :
Observing trends in a table is not as easy as it is when you examine a graph, so you need to look carefully. The most striking thing to notice is that in all countries except Japan women made up significantly more than half of the student population in tertiary education. In general, the trend was for an increasing percentage of women in tertiary education. The only exception to this was Bulgaria where the trend is in reverse: in 1998, 60.9% of the tertiary student population was made up of women, whereas by 2005 this figure had fallen to 52.1%. The country with the highest percentage of women in tertiary education was Iceland and this was also the country with the largest increase, rising from from 60% to 64.9%. The largest percentage change was that of Bulgaria, from 60.9% to 52.1%, a 14.4% drop. The lowest rise was in Finland, where, although the percentage fluctuated over the period in question, the percentage rose from 53.5 to 53.6.
Using Approximation
Graphs, charts and tables often give a large number of quite precise figures (1.54379, 53.25%, 100,001, etc.). You don't always need to give the same level of precision when you write your description. However, it is important to indicate that the figures you are giving are not exact. You can do this by using words such as approximately, about, just over, just under, etc.
If you want to indicate an approximate figure you can use: about, roughly, approximately, around
Figure 100,005 60.04% 40.5C 502.02
Approximation about one hundred thousand roughly sixty per cent approximately 40 degrees Celsius around five hundred pounds
To indicate that a figure is less than your approximation you can use: under, less than, below, almost
Qualifying Adverb
Adverb
Figure
Approximation just under a hundred thousand
just, a little, slightly,
under
99,998
a little under a hundred thousand slightly under a hundred thousand
slightly, a little, just, a bit,
less than
58.4 seconds
slightly less than a minute a little less than a minute just less than a minute a bit less than a minute
just, slightly, marginally
below
9.7%
just below ten per cent slightly below ten per cent marginally below ten per cent
almost
14.9bn
almost 15 billion Euros
To indicate that a figure is more than your approximation you can use:
over, more than, above

Qualifying Adverb Adverb Figure Approximation just over one hundred thousand a little over one hundred thousand just, a little, slightly, not much, over 100,008 slightly over on hundred thousand not much over one hundred thousand a little more than twenty-four hours a little, a bit, slightly, barely 24 hours 6 minutes a bit more than twenty-four hours slightly more than twenty-four hours barely more than twenty-four hours just above thirty-two degrees Fahrenheit a little over thirty-two degrees Fahrenheit barely thirty-two degrees Fahrenheit marginally above thirty-two degrees Fahrenheit
more than
just, a little, barely, marginally
above
32.1F
Other words your can use to indicate approximation are: nearly, close to, approaching
Adverb nearly close to approaching
Figure 99,998 9.8% 14.7bn
Approximation nearly one hundred thousand close to ten per cent approaching fifteen billion Euros
To indicate precision you can use: precisely, exactly

Adverb precisely exactly Figure 32.1F 2.5 cm Approximation precisely thirty-two point one degrees Fahrenheit exactly two point five centimetres
Describing Trends
A trend is a general direction or tendency. It is important to identify trends when you write a description of graphical information.
On a simple chart like this it is easy to see that the trend was upwards (there was an upwards trend):
Similarly it is easy to see that the trend in the following graph was downwards (there was a downwards trend):
Sometimes the trend is less obvious and you have to read the graph carefully
In this case you can see that wood production in Italy from 1994 to 2005 went up and down (fluctuated). But overall production declined, from nearly 9.5 thousand cubic metres in 1995 to just over eight thousand cubic metres in 2005. The trend is downwards. Production declined over this period. A program like Microsoft Excel can provide a trendline to show the data series trend:
When describing a graph of this type you should state what the overall trend is (upwards, downward or unchanging), and mention the initial and final figures. You should also mention the lowest and highest points reached. For example, wood production in Italy reached a peak of over eleven thousand cubic metres in 1999. The lowest amount of wood produced in one year was seven and a half thousand cubic metres in 2002.
Projections
Not all graphs give information about the past: some give estimated figures of future data. For example:
This graph shows the population of the United Kingdom from the year 2005 to the year 2050 measured at five year intervals. But the only figure which we can be sure about is the one for 2005 (59.9 million). All the other figures are in the future and they are estimates (what we, or the population statisticians, think the population will be). These estimates are called projections. So we can say that the UK population is projected to rise to just under 65 million in 2035. In 2040 it is estimated to remain at just under 65 million, after which it is projected to decline. You can see that it is important to look at the axes in order to decide whether the data in the graph is a projection or not.
Sometimes projected data is indicated by a dotted or dashed line, as in the following example:
Here we can see that the population of Denmark is projected to rise to 5.5 million in 2010, after which it is projected to remain stable.
Checklist for Writing about Charts, Graphs and Tables

ASK YOURSELF (AND ANSWER!) THE FOLLOWING QUESTIONS:
1. What exactly does the chart/graph/table show?
Use the title, and possibly the axes, to answer this question. For example:
.This graph shows the price of computer memory from 1990 to 2007 .This graph illustrates the price of computer memory from 1990 to 2007 .These graphs illustrate the price of computer memory from 1990 to 2007
2. What are the axes and what are the units (for graphs and charts)?
You don't have to include this information in your description but asking yourself the question helps you to avoid errors. For example:
This X axis shows time in years and the Y axis show price per kilobyte of memory in dollars.
3. Are there any obvious trends?

If there is an obvious trend, it is important to mention this. For example:
You can see from this graph that the price of computer memory fell steadily over the period in question.
4. Is there any significant information?

Look for obvious differences such as the largest, the smallest . For example:
Sweden had the largest proportion of people using the Internet in 1999.
5. Are there any obvious exceptions to general trends?

You won't normally see a graph with a straight line; most will fluctuate in some way or another. Once you have identified a trend, point out the exceptions. For example:
Although the number of cinema goers increased from 1990 to 1998, there were slight falls in 1992 and 1995.
6. What conclusions can you draw from the information presented in the graphs / tables / charts?
Be careful not to draw conclusions which are not supported by the information in the graphs / charts / tables. For example:
It is clear from the information presented in these charts that Internet use is increasing worldwide and will probably continue to do so as the price of Internet access falls.
Other language you could use:

The data suggest / show that ... The most significant fact is that ... In spite of this increase / decrease, ..... This could well be due to ... This is supported by the fact that ... An important point to note is that ... It is quite clear form this data that ... The chart indicates that ...
Write a report for a university lecturer describing the information shown below.
CO2 emissions per passenger kilometre
EU Funds for transport 2007-2013
You should spend about 20 minutes on this task. The graph and table below give information about water use worldwide and water consumption in two different countries. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. (Write at least 150 words).
Country Brazil
Population 176 million
Irrigated land 26,500 km
Water consumption per person 359 m
Democratic Republic of Congo
5.2 million
100 km
8 m
model answer:
The graph shows how the amount of water used worldwide changed between 1900 and 2000. Throughout the century, the largest quantity of water was used for agricultural Purposes, and this increased dramatically from about 500 km to around 3,000 km in the year 2000. Water used in the industrial and domestic sectors also increased, but consumption was minimal until mid-century. From 1950 onwards, industrial use grew steadily to just over 1,000 km, while domestic use rose more slowly to only 300 km, both far below the levels of consumption by agriculture. The table illustrates the differences in agriculture consumption in some areas of the world by contrasting the amount of irrigated land in Brazil (26,500 km) with that in the D.R.C. (100 km). This means that a huge amount of water is used in agriculture in Brazil, and this is reflected in the figures for water consumption per person: 359 m compared with only 8 m in the Congo. With a population of 176 million, the figures for Brazil indicate how high agriculture water consumption can be in some countries. (180 words)
The charts below show the main reasons for study among students of different age groups and the amount of support they received from employers. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. You should write at least 150 words. You should spend about 20 minutes on this task.
model answer: The first graph shows that there is a gradual decrease in study for career reasons with age. Nearly 80% of students under 26 years, study for their career. This percentage gradually declines by 10-20% every decade. Only 40% of 40-49yr olds and 18% of over 49yr olds studing for career reasons in late adulthood. Conversely, the first graph also shows that study stemming from interest increases with age. There are only 10% of under 26yr olds studing out of interest. The percentage increases slowly till the beginning of the fourth decade, and increases dramatically in late adulthood. Nearly same number of 40-49yr olds study for career and interest. However 70% of over 49yr olds study for interest in comparison to 18% studing for career reasons in that age group. The second graph shows that employer support is maximum (approximately 60%) for the under 26yr students. It drops rapidly to 32% up to the third decade of life, and then increses in late adulthood up to about 44%. It is unclear whether employer support is only for career-focused study, but the highest level is for those students who mainly study for career purposes.
This is an answer written by a candidate who achieved a Band 8 score. Here is the examiner's comment: This answer summarises the key features of both charts and integrates them well. Clear trends are identified and supported with appropriately-selected figures. The answer could only be improved by adding an introduction to the general topic of the charts. The information is well organised, with a clearly-signalled progression. Linking words are used accurately and precisely, although there is occasional omission. Paragraphing is used well initially, but lapses in the later section. A very good range of vocabulary is used to convey the information concisely and accurately with only occasional inappropriacy. Words are used precisely and there are no errors in spelling or word form. A wide range of structures is used and most sentences in this answer are accurate. Errors are rare and do not affect communication in this answer.
IELTS Writing task 2
You should spend about 40 minutes on this task. Write about the following topic: Using a computer every day can have more negative than positive effects on your children. Do you agree or disagree? Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 250 words.
model answer: I tend to agree that young children can be negatively affected by too much time spent on the computer every day. This is partly because sitting in front of a screen for too long can be damaging to both the eyes and the physical posture of a young child, regardless of what they are using the computer for. However, the main concern is about the type of computer activities that attract children. These are often electronic games that tend to be very intense and rather violent. The player is usually the hero of the game and too much exposure can encourage children to be selfcentred and insensitive to others. Even when children use a computer for other purposes, such as getting information or emailing friends, it is no substitute for human interaction. Spending time with other children and sharing nonvirtual experiences is an important part of a child's development that cannot be provided by a computer. In spite of this, the obvious benefits of computer skills for young children cannot be denied. Their adult world will be changing constantly in terms of technology and the Internet is the key to all the knowledge and information available in the world today. Therefore it is important that children learn at an early age to use the equipment enthusiastically and with confidence as they will need these skills throughout their studies and working lives. I think the main point is to make sure that young children do not overuse computers. Parents must ensure that their children learn to enjoy other kinds of activity and not simply sit at home, learning to live in a virtual world. (273 words)
You should spend about 40 minutes on this task. Write about the following topic:
Successful sports professionals can earn a great deal more money than people in other important professions. Some people think this is fully justified while others think it is unfair. Discuss both these views and give your own opinion. Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 250 words.
model answer: As a result of constant media attention, sports professionals in my country have become stars and celebrities, and those at the top are paid huge salaries. Just like movie stars, they live extravagant lifestyles with huge houses and cars. Many people find their rewards unfair, especially when comparing these super salaries with those of top surgeons or research scientists, or even leading politicians who have the responsibility of governing the country. However, sports salaries are not determined by considering the contribution to society a person makes, or the level of responsibility he or she holds. Instead, they reflect the public popularity of sport in general and the level of public support that successful stars can generate. So the notion of fairness is not the issue. Those who feel that sports stars salaries are justified might argue that the number of professionals with real talent are very few, and the money is a recognition of the skills and dedication a person needs to be successful. Competition is constant and a player is tested every time they perform in their relatively short career. The pressure from the media is intense and there is little privacy out of the spotlight. So all of these factors may justify the huge earnings. Personally, I think that the amount of money such sports stars make is more justified than the huge earnings of movie stars, but at the same time, it indicates that our society places more value on sport than on more essential professions and achievements.
(251 words)
If you could change one important thing about your hometown, what would you change? Use reasons and specific examples to support your answer. Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 250 words.
model answer: If I could change one thing about my hometown, I think it would be the fact that theres no sense of community here. People dont feel connected, they dont look out for each other, and they dont get to know their neighbors. People come and go a lot here. They change jobs frequently and move on. This means that they dont put down roots in the community. They dont join community organizations and theyre not willing to get involved in trying to improve the quality of life. If someone has a petition to put in a new street light, she has a very hard time getting a lot of people to sign. They dont feel it has anything to do with them. They dont get involved in improving the schools because they dont think the quality of education is important to their lives. They dont see the connection between themselves and the rest of their community. People dont try to support others around them. They dont keep a friendly eye on their children, or check in on older folks if they dont see them for a few days. Theyre not aware when people around them may be going through a hard time. For example, they may not know if a neighbor loses a loved one. Theres not a lot of community support for individuals. Neighbors dont get to know each other. Again, this is because people come and go within a few years. So when neighbors go on vacation, no one is keeping an eye on their house. No one is making sure nothing suspicious is going on there, like lights in the middle of the night. When neighbors children are cutting across someones lawn on their bikes, theres no friendly way of casually mentioning the problem. People immediately act as if its a major property disagreement. My hometown is a nice place to live in many ways, but it would be much nice if we had that sense of community. (331 words)
A company has announced that it wishes to build a large factory near your community. Discuss the advantages and disadvantages of this new influence on your community. Do you support or oppose the factory? Explain your position. Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 250 words.
model answer: New factories often bring many good things to a community, such as jobs and increased prosperity. However, in my opinion, the benefits of having a factory are outweighed by the risks. That is why I oppose the plan to build a factory near my community. I believe that this city would be harmed by a large factory. In particular, a factory would destroy the quality of the air and water in town. Factories bring smog and pollution. In the long run, the environment will be hurt and peoples health will be affected. Having a factory is not worth that rise. Of course, more jobs will be created by the factory. Our population will grow. To accommodate more workers, more homes and stores will be needed. Do we really want this much growth, so fast? If our town is going in growth, I would prefer slow growth with good planning. I dont want to see rows of cheaply constructed townhouses. Our quality of life must be considered. I believe that this growth will change our city too much. I love my hometown because it is a safe, small town. It is also easy to travel here. If we must expand to hold new citizens, the small-town feel will be gone. I mould miss that greatly. A factory would be helpful in some ways. However, I feel that the dangers are greater than the benefits. I cannot support a plan to build a factory here, and hope that others feel the same way. (251 words)
It has been said, Not every thing that is learned is contained in books. Compare and contrast knowledge gained from experience with knowledge gained from books. In your opinion, which source is more important? Why? Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 250 words.
model answer: Experience is the best teacher is an old clich, but I agree with it. The most important, and sometimes the hardest, lessons we learn in life come from our participation in situations. You can learn everything from a book. Of course, learning from books in a formal educational setting is also valuable. Its in schools that we learn the information we need to function in our society. We learn how to speak and write and understand mathematical equations. This is all information that we need to live in our communities and earn a living. Nevertheless, I think that the most important lessons cant be taught; they have to be experienced. No one can teach us how to get along with others or how to have self-respect. As we grow from children into teenagers, no one can teach us how to deal with peer pressure. As we leave adolescence behind and enter adult life, no one can teach us how to fall in love and get married. This shouldnt stop us from looking for guidelines along the way. Teachers and parents are valuable sources of advice when were young. As we enter into new stages in our lives, the advice we receive from them is very helpful because they have already bad similar experiences. But experiencing our own triumphs and disasters is really the only way to learn how to deal with life. (232 words)
Nowadays, food has become easier to prepare. Has this change improved the way people live? Use specific reasons and examples to support your answer. Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 250 words.
model answer: The twentieth century has brought with it many advances. With those advances, human lives have changed dramatically. In some ways life is worse, but mostly it is better. Changes in food preparation methods, for example, have improved our lives greatly. The convenience of preparing food today is amazing. Even stoves have gotten too slow for us. Microwave cooking is much easier. We can press a few buttons and a meal is completely cooked in just a short time. People used to spend hours preparing an oven-cooked meal, and now they can use that time for other, better things. Plus, there are all kinds of portable, prepackaged foods we can buy. Heat them in the office microwave, and lunch at work is quick and easy. Food preparation today allows for more variety. With refrigerators and freezers, we can preserve a lot of different foods in our homes. Since technology makes cooking so much faster, people are willing to make several dishes for even a small meal. Parents are more likely to let children be picky, now that they can easily heat them up some prepackaged macaroni and cheese on the side. Needless to say, adults living in the same house may have very different eating habits as well. If they dont want to cook a lot of different dishes, its common now to eat out at restaurants several times a week. Healthful eating is also easier than ever now. When people cook, they use new fat substitutes and cooking sprays to cut fat and calories. This reduces the risk of heart disease and high cholesterol. Additionally, we can buy fruits and vegetable fresh, frozen or canned. They are easy to prepare, so many of us eat more of those nutritious items daily. A hundred years ago, you couldnt imagine the process of taking some frozen fruit and ice from the freezer, adding some low-fat yogurt from a plastic cup and some juice from a can in the refrigerator, and whipping up a low-fat smoothie in the blender! Our lifestyle is fast, but people still like good food. What new food preparation technology has given us is more choices. Today, we can prepare food that is more convenient, healthier, and of greater variety than ever before in history. (376 words)
Do you agree or disagree with the following statement? Parents are the best teachers. Use specific reasons and examples to support your answer. Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 250 words.
model answer: Throughout my life, I have been lucky enough to have a very good relationship with my parents. They have supported me, given me necessary criticism, and taught me a great deal about how to live my life. Parents can be very important teachers in our lives; however, they are not always the best teachers. Parents may be too close to their children emotionally. Sometimes they can only see their children though the eyes of a protector. For example, they may limit a childs freedom in the name of safety. A teacher might see a trip to a big city as a valuable new experience. However, it might seem too dangerous to a parent. Another problem is that parents may expect their childrens interests to be similar to their own. They cant seem to separate from their children in their mind. If they love science, they may try to force their child to love science too. But what if their childs true love is art, or writing, or car repair? Parents are usually eager to pass on their value to their children. But should children always believe what their parents do? Maybe different generations need different ways of thinking. When children are young, they believe that their parents are always rights. But when they get older, they realize there are other views. Sometimes parents, especially older ones, cant keep up with rapid social or technology changes. A student who has friends of all different races and backgrounds at school may find that her parents dont really understand or value the digital revolution. Sometimes kids have to find their own ways to what they believe in. The most important thing to realize is that we all have many teachers in our lives. Our parents teach us, our teachers teach us, and our peers teach us. Books and newspapers and television also teach us. All of them are valuable. (316 words)
People attend college or university for many different reasons (for example, new experiences, career preparation, increased knowledge). Why do you think people attend college or university? Use specific reasons and examples to support your answer. Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 250 words.
model answer: People attend colleges or universities for a lot of different reasons. I believe that the three most common reasons are to prepare for a career, to have new experiences, and to increase their knowledge of themselves and the world around them. Career preparation is becoming more and more important to young people. For many, this is the primary reason to go to college. They know that the job market is competitive. At college, they can learn new skill for careers with a lot of opportunities. This means careers, such as information technology, that are expected to need a large workforce in the coming years. Also, students go to colleges and universities to have new experiences. This often means having the opportunity to meet people different from those in their hometowns. For most students, going to college is the first time theyve been away from home by themselves. In additions, this is the first time theyve had to make decisions on their own. Making these decisions increases their knowledge of themselves. Besides looking for self-knowledge, people also attend a university or college to expand their knowledge in subjects they find interesting. For many, this will be their last chance for a long time to learn about something that doesnt relate to their career. I would recommend that people not be so focused on a career. They should go to college to have new experiences and learn about themselves and the world they live in. (243 words)
In many countries today, the eating habits and lifestyle of children are different from those of previous generations. Some people say this has had a negative effect on their health. To what extent do you agree or disagree with this opinion? Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 250 words.
model answer: It has recently been suggested that the way children eat and live nowadays has led to a deterioration in their health. I entirely agree with this view, and believe that this alarming situation has come about for several reasons. To begin with, there is the worrying increase in the amount of processed food that children are eating at home, with little or none of the fresh fruit and vegetables that earlier generations ate every day. Secondly, more and more young people are choosing to eat in fast-food restaurants, which may be harmless occasionally, but not every day. What they eat there is extremely high in fat, salt and sugar, all of which can be damaging to their health. There is also a disturbing decline in the amount of exercise they get. Schools have become obsessed with exams, with the shocking result that some pupils now do no sports at all. To make matters worse, few even get any exercise on the way to and from school, as most of them go in their parents cars rather than walk or cycle. Finally, children are spending far more time at home, playing computer games, watching TV or surfing the Internet. They no longer play outside with friends or take part in challenging outdoor activities. To sum up, although none of these changes could, on its own, have caused widespread harm to childrens health, there can be little doubt that all of them together have had a devastating effect. This, in my opinion, can only be reversed by encouraging children to return to move traditional ways of eating and living. (267 words)
The number of overweight children in developed countries is increasing. Some people think this is due to problems such as the growing number of fast food outlets. Others believe that parents are to blame for not looking after their children's health. To what extent do you agree with these views? Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 250 words.
model answer: There is plenty of evidence to suggest that children are overweight and the situation is getting worse, according to the medical experts. I feel there are a number of reasons for this. Some people blame the fact that we are surrounded by shops selling unhealthy, fatty foods such as chips and fried chicken, at low prices. This has created a whole generation of adults who have never cooked a meal for themselves. If there were fewer of these restaurants, then children would not be tempted to buy take-away food. There is another argument that blames the parents for allowing their children to become overweight. I tend to agree with this view, because good eating habits begin early in life, long before children start to visit fast food outlets. If children are given chips and chocolate rather than nourishing food, or are always allowed to choose what they eat, they will go for the sweet and salty foods every time, and this will carry on throughout their lives. There is a third factor, however, which contributes to the situation. Children these days take very little exercise. They do not walk to school. When they get home, they sit in front of the television or their computers and play video games. Not only is this an unhealthy pastime, it also gives them time to eat more junk food. What they need is to go outside and play active games or sport. The two views discussed play an equal role in contributing to the problem, but I think we have to encourage young people to be more active, as well as steering them away from fast food outlets and bad eating habits. We need to have a balanced approach. Position: Writer refers to a number of reasons in the introduction, and to the need for a balanced view in the conclusion. Main ideas: First sentence of the second paragraph; first and second sentences of the third paragraph; second sentence of the fourth paragraph. Linkers: and, according to, some people, such as, if, then, there is another argument, because, or, there is a third factor, however, not only, also, the two views discussed, but, as well as Reference words: the, this, who, themselves, these, this view, they, their, them Topic vocabulary: medical experts, shops, unhealthy, fatty foods, chips, cooked, take-away food, chocolate, sweet and salty, exercise, walk, television, computers, video games, unhealthy pastime, junk food, active games, sport, fast food outlets Sentence types: A wide range of complex structures and sentences is used. Length: 286 words
You should spend about 40 minutes on this task. Write about the following topic: Nowadays we are producing more and more rubbish. Why do you think this is happening? What can governments do to help reduce the amount of rubbish produced?
Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 250 words.
model answer: I think it is true that in almost every country today each household and family produces a large amount of waste every week. Most of this rubbish comes from the packaging from the things we buy, such as processed food. But even if we buy fresh food without packaging, we still produce rubbish from the plastic bags used everywhere to carry shopping home. The reason why we have so much packaging is that we consume so much more on a daily basis than families did in the past. Convenience is also very important in modern life, so we buy packaging or canned food that can be transported from long distances and stored untill we need it, first in the supermarket, and then at home. However, I think the amount of waste produce is also a result of our tendency to use something once and throw it away. We forget that even the cheapest plastic bag has used up valuable resources and energy to produce. We also forget that it is a source of pollution and difficult to dispose of. I think, therefore, that governments need to raise this awareness in the general public. Children can be educated about environmental issues at school, but adults need to take action. Governments can encourage such action by putting taxes on packaging, such as plastic bags, by providing recycling services and by thing households and shops that do not attempt to recycle their waste. With the political will, such measures could really reduce the amount of rubbish we produce. Certainly nobody wants to see our resources used up and our planet poisoned by waste. (270 words)
You should spend about 20 minutes on this task. The graph below gives information about the preferred leisure activities of Australian children. Write a report for a university lecturer describing the information shown.
You should write at least 150 words.
model answer: The graph shows the preferred leisure sctivities of Australian children aged 5-14. As might be expected, it is clear from the data that sedentary pursuits are far more popular nowadays than active ones. Of the 10,000 children that were interviewed, all the boys and girls stated that they enjoyed watching TV or videos in their spare time. In addition, the second most popular activity, attracting 80% of boys and 60% of girls, was playing electronic or computer games. While girls rated activities such as art and craft highly just under 60% stated that they enjoyed these in their spare time only 35% of boys opted for creative pastimes. Bike riding, on the other hand, was almost as popular as electronic games amongst boys and, perhaps surprisingly, almost 60% of girls said that they enjoyed this too. Skateboarding was relatively less popular amongst both boys and girls, although it still attracted 35% of boys and 25% of girls. (157 words)
You should spend about 20 minutes on this task. The table below provide information on rental charges and salaries in three areas of London. Write a report for a university lecturer describing the information shown below.

Weekly rents per property (/w) Area Notting Hill Regent's Park Fulham 1 bed 375 325 215 2 bed 485 450 390 3 bed 738 650 600 Salaries needed (/year) 1 bed 98,500 85,500 56,500 2 bed 127,500 118,000 102,500 3 bed 194,000 170,500 157,500
model answer: The table shows two sets of related information: the relative cost, in pounds, of renting a property with one, two or three bedrooms in three different suburbs of London and an indication of the kind of annual salary you would need to be earning to rent in these areas. Of the three areas mentioned, Notting Hill is the most expensive with weekly rents starting at 375 (salary approximately f 100,000) and rising to 738 per week for a 3-bedroom property. To afford this, you would require a salary in the region of 200,000 per annum. Alternatively, Fulham is the cheapest area shown with rents ranging from 215 per week for a one bedroom property to 600 per week for a 3-bedroom property. To rent in this area, salaries need to be somewhere between 85,000 and 170,000 depending on the number of bedrooms required. For those able to pay in the middle price range for accommodation, Regent's Park might be a more suitable district. (163 words)
You should spend about 20 minutes on this task. The diagrams below give information about the Eiffel Tower in Paris and an outline project to extend it underground. Write a report for a university lecturer describing the information shown.
model answer:
The Eiffel Tower is situated close to the Seine River in Paris. It is a metal structure that is 1,063 feet high and weighs 7,417 tonnes. The tower has been a tourist attraction since 1889, when it was built, and there are 1,665 steps that can be climbed in order to reach the two viewing platforms. There are now plans to build below the foundations of the tower. These plans include the development of five underground levels that will incorporate the tower's ticket office, shopping facilities, a cinema and museum and two floors of underground parking. Although details have yet to be finalised, the principle is that the five floors will be connected by two vertical passenger lifts on either side of the tower. In addition, the floor immediately below the tower, which is planned to house the ticket office, will also consist of a large atrium with a glass ceiling so that visitors can look directly up at the tower itself. (162 words)
You should spend about 20 minutes on this task.
The diagram below gives the information about the Hawaiian island chain in the centre of the Pacific Ocean. Write a report for a university lecturer describing the information shown. You should write at least 150 words.
model answer: The Hawaiian island chain, in the centre of the Pacific Ocean, is approximately 2,700 km in length. It is formed of volcanoes and the active ones are at the south-east tip of the archipelago, where Hawaii itself is located. It is believed that the chain began to form nearly 80 million years ago. Each island started to evolve after an eruption on the sea floor. First, a `hot spot' existed on the ocean bed, which let out a plume of material called magma. This magma may originate as deep as 2,883km below the ocean bed. Next, further eruptions took place, which built up the volcano. Eventually, it emerged above the surface of the ocean. Since that time, the spume of magma has remained static as the Pacific tectonic plate moves in a north-west direction across it at a speed of 7-9cm per year. As it moves, a volcano forms as it passes over the hotspot and then become inactive when it has passed it. (164 words)
The bar chart below shows the results of a survey conducted by a personnel department at a major company. The survey was carried out on two groups of workers: those aged from 18-30 and those aged 45-60, and shows factors affecting their work performance. Write a report for a university lecturer describing the information shown below. You should write at least 150 words.
model answer: The bar chart indicates a survey on two different age groups on the factors contributing to make their environment pleasant for working. These factors are divided into external and internal factors. The internal factors are team spirit, competent boss, respect from colleagues and job satisfaction. The external factors are chance for personal development, job security, promotional prospects and money. On the internal factors above 50% in both age groups agreed that team spirit, competent boss and job satisfaction are essential to make their environment pleasant. Whereas on the external factors, there are contrasting results. On the chance for personal development and promotional aspects, 80% to 90% of the younger groups were in favor while only less than 50% of the older group thought so. A similar pattern is also noted on job security. With regards to money, 69% to 70% on both age group said it is essential.
In conclusion, the internal factors have similar responses from the two age groups while they had dissimilar responses on the external factors. (170 words)
This is an answer written by a candidate who achieved a Band 7 score. Here is the examiner's comment: The information contained in the bar chart has been described accurately and concisely and follows a clear progression. There is a clear introduction followed by effective comparisons between the age groups and a valid conclusion. Good formulaic phrases (the bar chart indicates, these factors are divided), although the candidate uses the same language to describe the factors in the bar chart and does not attempt to rephrase them in any way.
The graph below compares the number of visits to two new music sites on the web. Write a report for a university lecturer describing the information shown below. You should write at least 150 words.
model answer: The graph shows people using new music places on the Internet in fifteen days period of time namely personal choice and trendy pop music. The overall trend shows fluctuation with slight Increased towards the end of the period. Starting with Music Choice websites; 40,000 poeple went on this new site on first-day. Half of them backed out the next day. In Contrast to this Pop Parade net sites were visited by 120,000 music lovers on day one which decreased slightly on the next day thereafter regaining the same fame on 3rd day. After 3rd day the enthusiasm for both music lines on Internet dropped slowly- reaching maximum fall of 40,000 on 7th day. Whereas Music choice gained popularity, slightly Improoving to get the original strength of 30,000 viewers on screen, but was getting still less visiters than their opponent Pop group i.e. 40,000 on day 7. In the biegining of the next week both gained remarkable recovery after a few fluctuations for 8th and 9th day having 40,000 and 50,000 visiters respectively, reaching to their peaks of one and a half thousand new viewers for Pop Parade on 11th day showing a contrast of very few people visiting Music choice for the same day. Thereafter Music choice gained popularity on 12th day for having more than 120,000 new visiters on web. In the end of the period Pop sites were visited by maximum viewers of 180,000 whereas sites located to Music choice were not explored by more than 80,000 explorers on the last day of the report. (257 words)
This is an answer written by a candidate who achieved a Band 6 score. Here is the examiner's comment: Well organized with some good linking devices and collocations (gain popularity, remarkable recovery, decrease slightly) and some valid comparison of the music sites. However, some sentences are long and confusing (paragraph 5), some collocations are inaccurate (slight increased, reaching to their peaks) and there is some repetition (7th day, 3rd day, 11 th day). Some words are spelt incorrectly (poeple, Improoving, visiters, biegining).
You should spend about 20 minutes on this task. The charts below show the percentage of their food budget the average family spent on restaurant meals in different years. The graph shows the number of meals eaten in fast food restaurants and sit-down restaurants. You should write at least 150 words. Give reasons for your answer and include any relevant examples from your own knowledge or experience.
model answer: Over the past 30 years, the average family has dramatically increased the number of meals that they eat at restaurants. The percentage of the family's food budget spent on restaurant meals steadily climbed. Just 10 percent of the food budget was spent on restaurant meals in 1970, and 15 percent in 1980. That percentage more than doubled in 1990, to 35 percent, and rose again in 2000 to 50 percent.
Where families eat their restaurant meals also changed during that 30-year period. In 1970, families ate the same number of meals at fast food and sit-down restaurants. In 1980, families ate slightly more frequently at sit-down restaurants. However, since 1990, fast food restaurants serve more meals to the families than do the sit-down restaurants. Most of the restaurant meals from 2000 were eaten at fast food restaurants. If this pattern continues, eventually the number of meals that families eat at fast food restaurants could double the number of meals they eat at sit-down restaurants. (164 words)
You should spend about 20 minutes on this task. The take below gives information about the underground railway systems in six cities. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. You should write at least 150 words.
Underground Railways Systems
City
London Paris Tokyo Washington DC Kyoto Los Angeles
Date opened
1863 1900 1927 1976 1981 2001
Kilometres of route
394 199 155 126 11 28
Passengers per year (in millions)

775 1191 1927 144 45 50
model answer: The table shows the details regarding the underground railway systems in six cities. London has the oldest underground railway systems among the six cities. It was opened in the year 1863, and it is already lye years old. Paris is the second oldest, in which it was opened in the year 1900. This was then followed by the opening of the railway systems in Tokyo, Washington DC and Kyoto. Los Angeles has the newest underground railway system, and was only opened in the year 2001. In terms of the size of the railway systems, London, For certain, has the largest underground railway systems. It has 394 kilometres of route in total, which is nearly twice as large as the system in Paris. Kyoto, in contrast, has the smallest system. It only has 11 kilometres of route, which is more than 30 times less than that of London. Interestingly, Tokyo, which only has 155 kilometres of route, serves the greatest number of passengers per year, at 1927 millions passengers. The system in Paris has the second greatest number of passengers, at 1191 millions passengers per year. The smallest underground railway system, Kyoto, serves the smallest number of passengers per year as predicted. In conclusion, the underground railway systems in different cities vary a lot in the site of the system, the number of passengers served per year and in the age of the system. (233 words)
This is an answer written by a candidate who achieved a Band 7 score. Here is the examiner's comment: This answer selects and describes the information well. Key features are clearly identified, while unexpected differences are highlighted and illustrated. The answer is relevant and accurate with a clear overview. Information is well-organised using a good range of signals and link words. These are generally accurate and appropriate, although occasional errors occur. The writer successfully uses some less common words. There is a clear awareness of style but there are occasional inaccuracies and there is some repetition. Grammar is wellcontrolled and sentences are varied and generally accurate with only minor errors.
You should spend about 20 minutes on this task. The map below is of the town of Garlsdon. A new supermarket (S) is planned for the town. The map shows two possible sites for the supermarket. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. You should write at least 150 words. Give reasons for your answer and include any relevant examples from your own knowledge or experience.
model answer: The first potential location (S1) is outside the town itself, and is sited just off the main road to the town of Hindon, lying 12 kms to the north-west. This site is in the countryside and so would be able to accommodate a lot of car parking. This would make it accessable to shoppers from both Hindon and Garlsdon who could travel by car. As it is also close to the railway line linking the who towns to Cransdon (25 km to the south-east), a potentially large number of shoppers would also be able to travel by train. In contrast, the suggested location, S2, is right in the town centre, which would be good for local residents. Theorically the store could be accessed by road or rail from the surrounding
towns, including Bransdon, but as the central area is a no-traffic zone, cars would be unable to park and access would be difficult. Overall, neither site is appropriate for all the towns, but for customers in Cransdon, Hindon and Garlsdon, the out-of-town site (S1) would probably offer more advantages. (179 words)
You should spend about 20 minutes on this task. In June 1996, an experimental flu vaccine was trialled in a large country town on females only. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. You should write at least 150 words. Give reasons for your answer and include any relevant examples from your own knowledge or experience.
model answer: The diagrams show data for a flu epidemic which hit a large country town in 1996. Figure 1 gives the number of persons who died; Figure 2 shows the percentage breakdown of females who received a new flu vaccine; and Figure 3 gives the number of cases of flu before and during the epidemic. In Figure 1 it can be seen that the flu was responsible for the deaths of 2 females but no males in the period from March to May. However, from June to August, there were 4 female deaths and 1 male death. According to the pie chart in Figure 2, only those females most at risk were given the new flu vaccine; 28% did not take part in the trial. Of those females who took part, 35% were aged (over 65 years old); 24% were babies or children; and 13% were either hospitalised or receiving other medical attention. From Figure 3 it is clear that the new vaccine had a positive effect on the number of new cases of flu reported in females. There were just over 1000 cases reported in March, climbing rapidly to a peak of 3500 in June. Thereafter, the number of cases dropped slowly to about 2800 in August, before levelling off at 2500 for the rest of the year. For males, the figures were lower but showed a similar trend throughout the epidemic. (232 words)
You should spend about 20 minutes on this task. The table below shows CO2 emissions for different forms of transport in the European Union. The Pie Chart shows the percentage of European Union funds being spent on different forms of transport. You should write at least 150 words. Give reasons for your answer and include any relevant examples from your own knowledge or experience.
model answer: The chart shows CO2 emissions per passenger kilometre for variuos methods of transport in the European Union while the pie chart shows European Union spending on transport. Flying by air produces by far the greatest CO2 emissions, approximately three times as much as passenger cars which are the next largest producers. Very little is spent by the EU on air travel while roads make up more than half of the EU transport budget. Trains produce about three times less CO2 emissions per passenger kilometre than passenger cars and eight times less than air travel. Nearly a third of EU transport funds are spent on railways. Ships are a clean form of transport and produce about the same amount of CO2 per passenger kilometre as trains do. However, only 2 percent of EU funds are spent on ports. A further one percent is spent on inland waterways. Coaches are the cleanest form of transport. Emissions of CO2 per passenger kilometre from coaches are half those of buses. Buses emit less than half as much CO2 per passenger kilometre as cars. The European Union spends 10 percent of its transport budget on public transport, such as buses and coaches. (197 words)
You should spend about 20 minutes on this task. The table below shows the sales at a small restaurant in a downtown business district. Summarize the information by selecting and reporting the main features, and make comparisons where relevant. You should write at least 150 words. Give reasons for your answer and include any relevant examples from your own knowledge or experience. Sales: week of October 7-13 Mon. Lunch Dinner $2,400 $3,623 Tues. $2,450 $3,850 Wed. $2,595 $3,445 Thurs. $2,375 $3,800 Fri. $2,500 $4,350 Sat. $1,950 $2,900 Sun. $1,550 $2,450
model answer: The sales at this small restaurant during the week of October 7 to 13th followed a fairly set pattern from Monday to Friday, and then showed notable shift on the weekend. The lunch and dinner sales during the week peaked on Friday and then dipper down as the weekend set in. During the week of October 7-14th, the lunch sales averaged at approximately $2,400. The highest lunch sales occurred on Friday, and the lowest occurred on Sunday. Sunday's lunch sales were approximately $1,000 less than the average lunch sales during the rest of the week. Dinner sales, which generated at least $1,000 to $1,500 more a day than lunch sales, also remained steady during the week. Just like the lunch sales, the dinner sales peak on Friday and dipped down for the weekend. Excluding Wednesday and Thursday, the lunch and dinner sales from October 7-11 rose gradually until the end of the business week. Midweek, on Wednesday and Thursday, the sales were slightly lower than they were on Tuesday. According to the sales report, this restaurant has a steady lunch and dinner crowd. The most profitable day during the second week of October was Friday. Sunday, was the least profitable day, with the full day's sales totaling/totalling less than the Friday dinner sales. These numbers are reflective of a restaurant that is located in a business/financial district where business hours are Monday through Friday. (234 words)
You should spend about 20 minutes on this task. The chart shows the number of mobile phones and landlines per 100 people in selected countries. Write a report for a university lecturer describing the information given. You should write at least 150 words.
model answer: The graph shows the number of mobile phones and landlines per 100 users, for selected countries. Overall, most of the countries included in the graph have more mobile phones subscribers than landlines. Most European countries have high mobile phone use. The biggest users of mobile phones are the Italians, with 88 cell phones per 100 people. For example, Italy has twice as many mobile phones as landlines, with 88 mobiles per hundred people compared to 45 for landlines. Mobile phone use is low in Canada, with fewer than 40 phones per 100 people. Denmark is also unusual because it has slightly more landlines than mobile phones. However, in some countries, the number of landlines is higher than the number of mobile phones. One example is the USA, where the number of mobiles, at 50 per 100 people, is much lower than the number of landlines, at almost 70 per hundred. A similar pattern can be seen in Canada. The highest number of landlines in the graph is in Denmark, with about 90 per 100 people. In contrast, the lowest figures for fixed lines are in Italy and the UK. In conclusion, it seems that mobile phone use is higher in Europe than in North America.
You should spend about 20 minutes on this task. The table below shows the figures for imprisonment in five countries between 1930 and 1980. Write a report for a university, lecturer describing the information shown below. You should write at least 150 words.
model answer: The table shows that the figures for imprisonment in the five countries mentioned indicate no overall pattern of increase or decrease. In fact there is considerable fluctuation from country to country. In Great Britain the numbers in prison have increased steadily from 30 000 in 1930 to 80,000 in 1980. On the other hand in Australia, and particularly in New Zealand the numbers fell markedly from 1930 to 1940. Since then they have increased gradually, apart from in 1980 when the numbers in prison in New Zealand fell by about 30,000 from the 1970 total. Canada is the only country in which the numbers in prison have decreased over the period 1930 to 1980, although there have been fluctuations in this trend. The figures for the United States indicate the greatest number of prisoners compared to the other four countries but population size needs to be taken into account in this analysis. The prison population in the United States increased rapidly from 1970 to 1980 and this must be a worrying trend.
You should spend about 20 minutes on this task. The graphs show enrolment in different colleges in the Higher Colleges of Technology in 1999. Write a total of 150 - 200 words about the information in the three graphs. Write a report for a university lecturer describing the information given. You should write at least 150 words.
model answer: The charts shows student enrolment by gender and level in different colleges of the Higher Colleges of Technology colleges in the UAE. There are clear differences in male and female enrolment. Females outnumber men in all the colleges, with almost 25% more students in Dubai Women's college than in Dubai Men's. Ras Al-Khaimah Women's College has almost 180 students, compared to only 100 in the Men's college. Females also outnumber males by level, with almost double the number of men at Higher Diploma level (330 compared to 181). Only at Diploma level does the number of men slightly exceed that of women. Over half the students are in Certificate level, with less than a quarter at Higher Diploma or Bachelor level. In conclusion, most students in the Higher Colleges are enrolled at Diploma level or below, and the majority of students are women. (143 words)
You should spend about 20 minutes on this task. The line graph below shows the number of annual visits to Australia by overseas residents. The table below gives information on the country of origin where the visitors came from. Write a report for a university lecturer describing the information given. You should write at least 150 words.
NUMBER OF VISITORS (million) 1975 SOUTH KOREA JAPAN CHINA USA BRITAIN EUROPE Total 2.9 3.2 0.3 0.4 0.9 1.1 8.8 2005 9.1 12.0 0.8 1.1 2.9 4.5 30.4
model answer: The given line graph illustrates information on the number of overseas visitors traveling to Australia in millions of people. Overall, one notable trend seems to be that Australia has steadily become more popular as a destination spot. For example, there were 20 million more visitors to Australia in 2005 than in 1975. That's a jump from 10 million to 30 million in 20 years. The second table gives statistics showing the countries whose residents went to Australia between 1975 and 2005. In both years, the largest number of visitors came from Japan,
followed by South Korea and Europe. Britain, the United States and China also had many people traveling to Australia in these years. In fact, the number of people visiting Australia grew in every one of these countries. For example, in 2005, 12 million people went there from Japan compared with only 3.2 million in 1975. (147 words)
You should spend about 20 minutes on this task. The table below shows the consumer durables (telephone, refrigerator, etc.) owned in Britain from 1972 to 1983. Write a report for a university lecturer describing the information shown below. You should write at least 150 words.
Consumer durables Percentage of households with: central heating television video vacuum cleaner refrigerator washing machine dishwasher telephone 1972 1974 1976 1978 1979 1981 1982 1983
39 93 87 73 66 42
43 95 89 81 68 50
48 96 92 88 71 54
52 96 92 91 75 3 60
55 97 93 92 74 3 67
59 97 94 93 78 4 75
60 97 95 93 79 4 76
64 98 18
94 80 5 77
model answer: The chart shows that the percentage of British households with a range of consumer durables steadily increased between 1972 and 1983. The greatest increase was in telephone ownership, rising from 42% in 1972 to 77% in 1983. Next came centralheating ownership, rising from 37% of households in 1972 to 64% in 1983. The percentage of households with a refrigerator rose 2 1% over the same period and of those with a washing machine by 14%. Households with vacuum-cleaners. televisions and dishwashers increased by 8%, 5% and 2% respectively. In 1983. the year of their introduction, 18% of households had a video recorder. The significant social changes reflected in the statistics are that over the period the proportion of British houses with central heating rose from one to two thuds, and of those with a phone from under a half to over three-quarters. Together with the big increases in the ownership of washing machines and refrigerators, they are evidence of both rising living standards and the trend to lifestyles based on comfort and convenience.
The graph shows Internet Usage in Taiwan by Age Group, 1998-2000.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant. You should write at least 150 words. You should spend about 20 minutes on this task.
model answer: The graph shows changes in the age profile of Internet users in Taiwan between 1998 and 2000. The main users of the Internet in Taiwan are young adults between 16 and 30 years old. In 1998, they accounted for more than half of all users. In 1999 the number dropped slightly to 45%, but even in 2000 they were the biggest group. The second biggest group of users is aged between 31 and 50. They made up 41% in 1998, falling slightly to 37% in 2000. When combined with the 16-30 age group, over 94% of users in 1998 were between 16 and 50. However this number is dropping steadily as more children and older users log on. In 1999, the number of children online quadrupled from 2% to 8%, and it continued to increase in 2000. There were similar increases for older users, rising from 4% in 1998 to 10% in 2000. In summary, while adults between 16 and 50 still represent the great majority of Internet users in Taiwan, their share is declining as more children and older users join the web.
Write a report for a university lecturer describing the information below. You should write at least 150 words. You should spend about 20 minutes on this task.
model answer: The graph shows weekly expenditure on fast food in Britain by food and income group. There are two main trends. First, the expenditure is directly related to income. Secondly, there are differences in the types of fast food eaten by each group. The amount of money spent on fast food is related to income. People in the highincome group spent the most - over 85 pence per person per week. People in the low-income group spent the least - less than half of what the high-income earners spent. The type of fast food eaten also depends on the group. High-income earners spent 3 times more on hamburgers than people in the low-income group. Pizza was generally the least favorite food. Fish and chips was the most popular food with the low-income group but consumption was fairly similar among all groups.

Academic Ielts Essay Writing Task2 24

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Academic Ielts Essay Writing Task2 24

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The IELTS Writing Examination (Academic Module)

Assess your own Essay

Writing about Graphs and Charts

Describing Line Graphs (1)

Describing Line Graphs (2)

Look at the following simple line graph:

How much? by X% (by X per cent), by X (units), from X to

Describing Line Graphs (3) - Using Adverbs

Describing Line Graphs (4) - Using Verbs and Nouns

Instead of "growth in population" you can also say "population growth".

Describing Line Graphs (5) - Making Comparisons

Describing Bar Charts and Column Charts (1)

Observe the following chart :

Describing Bar Charts and Column Charts (2)

Observe the following chart :

Describing Bar Charts and Column Charts (3)

It is important to look at the axes of graphs and charts

Observe the following charts:

Describing Pie Charts (1)

Pie Charts normally illustrate proportion

Describing Pie Charts (2) - Making Comparisons

The following table shows actual population numbers:

Figure 100,005 60.04% 40.5C 502.02

Approximation just under a hundred thousand

just, a little, slightly,

a little under a hundred thousand slightly under a hundred thousand

slightly, a little, just, a bit,

just, slightly, marginally

almost 15 billion Euros

over, more than, above

just, a little, barely, marginally

Adverb nearly close to approaching

Figure 99,998 9.8% 14.7bn

To indicate precision you can use: precisely, exactly

Checklist for Writing about Charts, Graphs and Tables

3. Are there any obvious trends?

4. Is there any significant information?

5. Are there any obvious exceptions to general trends?

Other language you could use:

CO2 emissions per passenger kilometre

EU Funds for transport 2007-2013

Population 176 million

Irrigated land 26,500 km

Water consumption per person 359 m

Democratic Republic of Congo

IELTS Writing task 2

You should write at least 150 words.

You should write at least 150 words.

You should write at least 150 words.

You should spend about 20 minutes on this task.

You should spend about 20 minutes on this task.

You should spend about 20 minutes on this task.

Passengers per year (in millions)

The graph shows Internet Usage in Taiwan by Age Group, 1998-2000.

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