Introduction

One the hardest part of IELTS writing module is writing the introduction. If you have a good
technique for this, then the rest of the task is easy.
The first thing to note is that writing about Tables, Graphs and Diagrams is not the same as writing an
essay in IELTS writing task 2:

You are NOT asked to give your opinion on the information, but generally to write a report
describing the information factually.

It is NOT necessary to write an introduction like in an essay for this writing task. You are writing a
report, which means that you do NOT begin with a broad general statement about the topic.

You do NOT need to write a conclusion which gives any kind of opinion about the significance of
the information.

Three steps to keep up

1. Identify the main idea behind the graph or table. This will be the focus of your first sentence.
2. Consider the details of what is being shown - the units of measurement and the time frame - and
decide how much you need to include.
3. Consider the language to use - the introductory expressions, the tenses of the verbs, the correct
expressions of time and I or measurement etc.

Three possible ways to start

1. Refer to the visual directly (e.g. This graph shows the population of Canada in from 1867 up to 2007.)
However, this method is not advisable, since the instructions in the IELIS test will normally give you just
this information. If you copy directly from the paper you are wasting time, since the examiner cannot
assess your English from a copied sentence.
2. Refer directly to the main message conveyed by the visual (e.g. There was a sharp increase in the
population of Canada from 1867 up to 2007.) This way is perfectly acceptable, and shows that you are
able to recognise the main concept or message that the graph or table shows.
3. Combine the two (e.g. The graph shows that there was a sharp increase in the population of Canada
from 1867 up to 2007.) This is also acceptable, and is often used as a convenient way to start. In order to

use this method, it is necessary to use a few fixed expressions, which refer to the text itself, like those
below.

Introductory Expression

The graph/table shows/indicates/illustrates/reveals/represents...

It is clear from the graph/table...

It can be seen from the graph/table...

As the graph/table shows,...

As can be seen from the graph/table,...

As is shown by the graph/table,...

As is illustrated by the graph/table,...

From the graph/table it is clear....

It is always best to avoid using personal pronouns. Instead of saying We can see from the graph..., it is
better to use the passive or impersonal constructions.
Most of the above expressions can be followed by a clause starting with that.
Several of the above expressions can be followed by a noun or noun phrase.
Several of the above expressions must be followed by a main clause.

Warnings
1. Avoid using the phrase: according to the graph. This is because the phrase according togenerally
means that the information comes from another person or source, and not from our own knowledge. (For
example, According to Handbook, the Archaic Period started around 7000 BCE and ended around 1200
BCE.)
In the case of a graph or table that is shown, the information is there right in front of you, the writer, and
also the reader, and so you know it does not come from another source.
2. The expressions as can be seen from the graph or as is shown/illustrated by the table do NOTcontain
the dummy subject it. Avoid these expressions if you think you are going to forget this unusual grammar.

3. Avoid using the word presents. It requires a sophisticated summarising noun to follow. (For
example: The graph presents an overview of the population growth of Canada between 1867 and 2007.)

Line Graph
Useful introductory expressions:
The graph shows / indicates / depicts / illustrates
From the graph it is clear
It can be seen from the graph
As can be seen from the graph,
As is shown / illustrated by the graph,
Example: The graph shows the percentage of children using supplements in a place over a year.
Useful time expressions:
over the next... / for the following... (for the following two months... over the next six months...)
from ... to / between ... and (from June to August... between June and August...)
during (during the first three months...)
Warning!
Per cent is the word form of the symbol %. We can write 10% or 10 per cent. Percentage is the noun
form: The percentage of children using supplements. NOT The percent of children...
Note!
You can use a combination of adjective + noun, or verb + adverb, to avoid repeating the same phrase.
Example: There was a sharp decrease in the numbers. The numbers decreased sharply.

Language for graphs

This exercise focuses on some basic language, which you need to describe graphs. Look at
the graph below. Following the graph, there are 25 statements about the data.

remain (-ed, -ed)

unchanged, steady, stable, constant, plateau, fixed/static
From January to March the percentage of children using supplements remained fairly static at
approximately 10%.
The percentage of children taking dietary supplements was relatively stable during the first two months
of the year.
During the first two months, supplement use remained fairly unchanged.

fall (fell, fallen), decrease (-ed, -ed), drop (dropped, dropped), plunge (-ed, -ed), decline (-ed, -ed)
slight (slightly), steady (steadily), gradual (gradually), gentle (gently), slow (slowly)
downward trend
It then fell gradually in March.
There was a slight decrease in the use of dietary supplements in March.
The graph shows a slight decrease in March.
Supplement use experienced a steady decrease in March.
Supplement use decreased slightly in March.

fluctuate (-ed, -ed)

wildly
It went up and down widely over the next two months.
It fluctuated for the following two months.

rise (rose, risen), grow (grew, grown), climb (-ed, -ed), shoot up (shot up, shot up)
dramatic (dramatically), sharp (sharply), significant (significantly), rapid (rapidly)
upward trend
There was a significant increase in the percentage of children taking dietary supplements between
June and August.
The period between June and August saw a dramatic growth in the use of dietary supplements.
Between June and August, the percentage of children taking dietary supplements shot up dramatically.
The greatest rise was from June to August when it rose by 22% for two consecutive months from June
to August.

peak (-ed, -ed), reach (-ed, -ed)

The percentage of children taking dietary supplements was at its highest level in April.
Supplement use peaked at close to 25% in April.
It reached a peak of 25% in April.

fall (fell, fallen), decrease (-ed, -ed), drop (-ed, -ed)

dramatic (dramatically), sharp (sharply), significant (significantly), rapid (rapidly)
Between August and October, this figure dropped dramatically to 11%.
From August to October, there was a drop of 14% in the percentage of children taking dietary
supplements.
Between August and October, There was a considerable fall in the percentage of children using
supplements.
This was followed by a sharp drop of 14% over the next two months.
Supplement use experienced a dramatic fall between August and October.

fall (fell, fallen), decrease (-ed, -ed), drop (dropped, dropped), plunge (-ed, -ed), decline (-ed, -ed),
reach (-ed, -ed) its lowest point

slight (slightly), steady (steadily), gradual (gradually), gentle (gently), slow (slowly)
downward trend
Between October and December, the decrease in the use of dietary supplements was at a much slower
pace than in the previous two months.
Supplement use continued to fall steadily over the next two months until it reached its lowest point in
December.
It fell to a low of only 5% in December.

Introducing the topic

The graph shows / The table reveals

The chart displays / The diagram illustrates
Some interesting facts concerning are revealed in the diagram.
Several key trends are revealed by the graph showing

Introducing the first set of data

Beginning with the

To begin with the
Let me begin by describing the

Introducing the second set of data

Meanwhile, the shows that

As for the , it shows that
Turning to the , it can be seen that

Introducing the first major trend

First of all, it is clear that

Most noticeably of all, it can be seen that
The first result worth pointing out is that

Introducing lesser trends

Another trend that can be observed is that

It is also worth pointing out that
Also worth noting is that

Exceptions to the main trend

However, this was not always the case.

However, it should be pointed out that
There was one noticeable exception, however.

Comparing and contrasting

Similarly, / By contrast,
A similar trend can be observed in
The results for , however, reveal a markedly different trend.

Adding figures

The figures were X and Y respectively.

, at X. / , with Y. (Usage note: use at when you mean the figure
was'; use with when you mean something had)
, at/with X and Y respectively.

Concluding and summarising

To sum up, / In summary, / In short,

Overall, / On the whole,
The main thing that can be observed here is that

Pie Chart
Look at the following pie charts and decide if the sentences are true or false.

1) The pie charts show how many people listened to music in 2000 and 2010. ......
2) The pie charts show the proportion of songs played on different formats in 2000 and 2010. ......
3) More people listened to music on radio in 2010 than in 2000. ......
4) In 2000 nearly a third of songs were played on cassette tape but this amount decreased to about two
per cent in 2010. ......
5) The proportion of people listened to music on CD was about the same in 2000 and 2010. ......
6) There was a slight increase in the number of people listening to music on MP3 player from 2000 to
2010. ......
7) In 2000 no one used the Internet to listen to music but in 2010 people used the Internet to listen to a
quarter of the total songs. ......
8) In 2010 approximately half of the songs were played using two formats: MP3 player and CD. ......
9) From 2000 to 2010 the number of people listening to music on radio decreased by just over 25
percent. ......
10) From 2000 to 2010 the number of people listening to music on radio decreased to approximately
half. ......

Show Answers - Hide Answers

Test Tip
Note the way we use prepositions with numbers and dates:
2000 40%
2010 25%
In 2010 the number decreased to 25 per cent. (40 -> 25)
In 2010 the number decreased by 15 per cent. (40 15 = 25)
In 2010 the number decreased from 40 per cent. NOT in 40 per cent.
The number dropped to 25 per cent between 2000 and 2010. (40 -> 25)
By 2010 the number had fallen to 25 per cent.

Task 1 Question
The diagram shows how electricity is generated by a hydroelectric
dam.
Write a 150-word report for a university lecturer explaining how the
process works.

Model Answer
The diagram illustrates the basic principles of hydroelectric power. The process requires
the construction of a large dam connected to a powerhouse. The dam creates a large
reservoir and the powerhouse is where the electricity is generated.
First of all, water trapped in the reservoir behind the dam is forced through an intake. It
then flows into a narrow chamber called a penstock, where the resulting high pressure
turns a turbine. The turbine is connected to a generator in the powerhouse above, and
this is where the movement of the turbine is converted into electricity. The resulting
electricity leaves the powerhouse via cables that carry it over long distances to where it
can be used.

It is interesting to note that a hydroelectric dam creates no harmful byproducts and

relies entirely on natural forces to produce electricity. After the turbine stage, water flows
out through a second channel and into a river. The process is renewable, thanks to the
water cycle in nature.
(163 words, IELTS 8.0)

Why does this Task 1 answer get an IELTS Band 8 score?

Task achievement: The introduction paraphrases the question and describes the
constituent parts of the process. The body describes each stage of the process in
sequence.
Coherence and cohesion: The model answer has an introduction, body and
conclusion. Sequencing expressions such as first of all, then and after are used
appropriately. The articles a and the are used effectively to introduce and refer back to
different elements of the process.
Lexical resource: The labels in the diagram are well integrated into the model
answer and appropriate verbs such as converted, flows and leaves are used
throughout. Less-common words such as byproductsand renewable are introduced
by the writer. Spelling is always accurate.
Grammatical range and accuracy: The writer uses the present simple tense
and has good control of subject-verb agreement and active/passive forms. A good
balance of simple and complex sentences is used throughout.

Task 1 Question
The diagram below illustrates the carbon cycle in nature.
Write a 150-word description of this diagram for a university
lecturer.

The
National Center for Atmospheric Research

Model Answer

The diagram shows how carbon moves through various stages to form a complete
cycle. This report will give a brief description of the main stages in this cycle.
First, we can see that energy from the sun is transformed into organic carbon through a
process in plants known as photosynthesis. This organic carbon is then transferred
underground when plants, and the animals that feed on them, die and decay. Some of
this carbon is trapped underground in the form of fossils and fossil fuels.
Carbon is also released back into the atmosphere, however, through various means.
One is when animals and plants respire, and another is when humans burn fossil fuels
in cars and factories. All this carbon enters the atmosphere as CO2. It is then
reabsorbed by plants, and the cycle begins again.
Overall, we can see that carbon moves in a natural cycle, although human factors may
now be affecting the balance.
(154 words, IELTS 8.0)

Why does this Task 1 answer get an IELTS Band 8 score?

Task achievement: The model answer selects and describes most components of
the diagram except for waste products and ocean uptake. There is an overall
description of the cycle followed by a clearly sequenced and divided description of the
stages. The summary identifies something noteworthy about the diagram. The length is
sufficient.
Coherence and cohesion: The model answer is divided into clear paragraphs with
a logical separation between the body paragraphs and connective
markers first, then, however, and overall. There is a general overview in paragraph
1 and a summary in paragraph 4. Referencing techniques such as ellipsis (one is)
are used to avoid over-repetition of key words.
Lexical resource: The writer makes good use of the language in the diagram and is
also able to change forms in the case of respiration > respire. The writer also
introduces a range of verbs for describing a process or cycle such
as transform, transfer and release.

Grammatical range and accuracy: The model answer demonstrates accurate

usage of a wide range of forms including countable/uncountable nouns, active/passive
structures, and transitive/intransitive verbs.

Writing Task 1
You should spend about 20 minutes on this task.
The illustration below shows the process of tying a bow tie.
Write a report explaining to a university lecturer how to tie his bow
tie.
Write at least 150 words.

Model Answer
The diagram illustrates how to knot a bow tie in eight stages.

To begin with, the tie should be placed around the neck, with one end slightly longer
than the other. Then place the longer end over the other and pass it upwards and
behind the point where the two ends cross.
Next, take the other end of the tie and bend it twice to form an S shape. Bring the
longer end down and in front, so that it holds the S curve in place. Now comes the
trickiest part of the process. Take the long end of the tie and form a similar S shape
before passing it through the narrow gap behind the other end. This creates a knot and
the bow should now be held securely in place.
Finally, adjust both sides of the bow to make it symmetrical and prepare to be the envy
of your friends.
(152 words, IELTS 9.0)
Why does this Task 1 answer get an IELTS Band 9 score?
Task achievement: The model answer fully satisfies all requirements of the task by
describing each stage in the process.
Coherence and cohesion: The model answer uses a range of sequencing
expressions to describe the order in which the actions should be carried out. The
answer is divided into several paragraphs for ease of understanding, with the inclusion
of a general sentence Now comes the trickiest part of the process to aid
coherence.
Lexical resource: A range of appropriate vocabulary is introduced, including action
verbs such as knot,bend, pass and adjust.
Grammatical range and accuracy: The correct forms imperatives, modals
are used to give instructions. Sentence patterns vary and are always grammatically
accurate.

Task 1 Question
The diagram shows the consumption of renewable energy in the
USA from 1949-2008.
Write a 150-word report for a university lecturer identifying the
main trends and making comparisons where relevant.

Model Answer
The line graph shows growth in the consumption of renewable energy during
the period 1949-2008 in the USA. The results are also broken down by
source.
The first thing to note is that renewable energy use more than doubled over
the period, with particularly strong growth in biofuels. This sector did not
exist in 1980 but experienced a steep rise during the 2000s to over one
quadrillion Btu per year. This made biofuels a serious challenger to both
wood and hydroelectric power, which both saw only limited growth overall.
The former grew steadily between 1975 and 1985, but then slipped back to
around its original level of 1.8 quadrillion Btu. The latter began the period at
the same level as wood but experienced more substantial growth. However,

it also fell back to around 2 quadrillion Btu, with a particularly sharp drop in
the late 1990s.
Finally, wind power emerged late in the period but showed a gradual rise to
around 0.5 quadrillion Btu, suggesting that it, along with biofuels, will replace
wood and hydroelectricity as the main sources of renewable every in the
future.
(184 words, IELTS 8.0)

Why does this Task 1 answer get an IELTS Band 8 score?

Task achievement: The model answer describes the overall trend first, followed by
an analysis of the different energy sources. Numerical evidence is used sparingly to
illustrate the trends. The main trends are used as the basis of a prediction in the final
sentence.
Coherence and cohesion: Trends are explained in general terms first, followed by
supporting figures. Some energy sources are grouped together for ease of
understanding. It and this are used throughout as cohesive devices, and the writer
uses the former and the latter to refer back to information in a previous sentence.
Lexical resource: The writer uses a wide range of vocabulary to describe change,
including adjectives and adverbs such as limited, substantial and particularly
sharp, and verbs such as doubled, slipped andemerged.
Grammatical range and accuracy: The model answer is free from grammatical
errors. Sentence forms are complex and include relative clauses and linking words such
as with. The candidate makes use of past, present and future tenses. Punctuation is
also used carefully and accurately throughout.

Tips
Writing Tip
Make good use of modal verbs to frame your ideas.

Use:
1) "will" to state your intention: In this essay I will outline three measures that can be taken to reduce
the risk of violent behavior.
2) emphatic modal verbs such as "must" and "should" to express a necessity: In my view, the
government must bear some of this responsibility.
3) "can" and "could" to make suggestions: Firstly, the government can ensure that its policies take the
interests of children into account.
4) "would" to indicate the consequences of implementing a suggestion: This wouldensure that the
particular circumstances of each case are properly identified and taken into account.

Writing Tip
Make sure you complete your essay by writing a conclusion, even if this consists of only one sentence.
If you are running short of time, it is better to shorten or omit one of your body paragraphs than to fail to
complete the task.

Writing Tip
One of the most useful strategies for linking points between sentences is to use the
demonstrative this or these.
This or these can be used either on its own or followed by a summary word which captures the main point
of the preceding sentence.
Study the example bellow:
In the past, many people believed that people over the age of sixty-five were too old to work.This view is
no longer widely held.

Writing Tip
In IELTS Writing tasks, dont copy information from the question paper, use your own words. Make sure
that you describe the most important information and that your figures are accurate.
Check your spelling when you have finished and make sure you have written at least 150 words for Task
1 and at least 250 words for Task 2.

Writing Tip
In Academic Writing Task 1, dont forget that you are not expected to give your opinion on the information
you are given.
You should merely describe the information factually.

Writing Tip
In Writing Task 2, if the question asks you to discuss both views then you need a balanced argument,
so make a list of ideas for and against the issue, and then give your opinion (I believe; I think).
Note that Task 2 counts for twice the marks of Task 1 so spend twice the amount of time on it. It is
important to write at least 150 words for Task 1 and 250 words for Task 2.

Timing and word length in the writing module

The writing module contains two compulsory tasks, namely Task 1 and Task 2. In Task 1, you must
summarise and compare information from a graph, chart, table or diagram, or a combination of these, and
Task 2 is a topic on which you have to write a discursive essay. The topic may be in the form of a
statement or a question.
Task 1 tests your ability to analyse data objectively without giving an opinion, whereas Task 2 usually
requires a subjective piece of writing on a fairly general topic. In addition, it is worth noting that the exam
is not testing knowledge of English language, but rather competence in using English. In other words, it is
not testing memory. Awareness of this might help reduce some of the problems that many candidates
have in the IELTS exam.
In the exam, the minimum word limit for Task 1 is 150 words and you need to spend about 20 minutes on
this part of the test. Task 2 must be at least 250 words, on which you need to spend about 40 minutes. In
both Tasks, there is no upper word limit.
Many candidates frequently exceed the minimum amounts by a very wide margin, which creates several
problems. Rather than concentrating on producing a good essay, candidates write beyond what is
necessary, thinking that there are extra marks for writing more. This is usually not the case.
It is very important that you try to keep the word limits, and perhaps write just a little more. You could write
between 150 and 180 words for Task 1 and 250 and 300 for Task 2. If you write too few words, you will
lose marks. While practising for the IELTS exam, count the number of words you write per line and then
work out how many lines you need to reach the 150/250 word limit. It may surprise you how little you have
to write! You could draw a line to mark the word limits when you are writing your homework. This will help
train you to keep to the limits and help you to focus on where you are going and what you are aiming for.
One important reason for writing just a little more than the word limit is to give yourself enough time to
check what you have written. During the actual exam, you should spend 6-7 minutes analysing the
question, about 30 minutes writing your essay, and 3-4 minutes checking your essay for mistakes.
Task 1 or Task 2 first? Students frequently ask whether they should do Task 1 first or Task 2. This
obviously depends on the individual. It is probably wise, however, to do Task 1 first. From the
psychological point of view, it gives you a sense of accomplishment when you have finished it.
Note that the value of the marks given to each Task is reflected in the time. There are twice as many
marks for Task 2 as for Task 1. The marks are combined to produce one Band Score from 1 to 9 for the
whole test. Note also that if you write less than 150 words for Task 1 and less than 250 for Task 2, you will
lose marks.