B.U.

S WRITING

IELTS 1
WRITING

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CONTENT
Introduction to the IELTS writing section
Station 1
Sentence types

IELTS writing task 1: Visual information types

Station 2 IELTS writing task 1: Introduction sentence
IELTS writing task 1: Overview sentence

Station 3 IELTS writing task 1: Describing trends

Station 4 IELTS writing task 1: Comparing and contrasting

Station 5 IELTS writing task 1: Describing percentages

Station 6 IELTS writing task 1: Describing a process

Station 7 IELTS writing task 1: Describing a map

Station 8 IELTS writing task 1: Describing multiple diagrams

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INTRODUCTION TO THE IELTS WRITING SECTION

STATION 1 SENTENCE TYPES

INTRODUCTION TO THE IELTS WRITING SECTION

There are two compulsory writing tasks which should be answered using a formal,
academic style of English. Task 2 is worth more so it is suggested that this is written first.

Task 1

20 minutes 150 words Write a factual description of a diagram

Advice
- Summarize the main features of the diagram in 2 or 3 paragraphs.
- Don’t attempt to describe every detail.
- Describe changes and/or make comparisons where relevant.
- Don’t speculate about possible causes or reasons for trends.
- Support your points with figures from the diagram.
- Be prepared for a range of different diagrams.
- Organize for time: Think and Plan (2-3 minutes)  Write (12-15 minutes)  Check (2-3
minutes)
- The IELTS writing paper is assessed using the following four criteria:
1. Task achievement: This assesses how well you have understood the diagram and
if you have used paragraphs. It also assesses your use of linking and reference
words.
2. Coherence and Cohesion: This assesses how clear your summary is and whether
or not you have used paragraphs. It also assesses your use of linking and reference
words.
3. Lexical Resource: This assesses your vocabulary and spelling and also looks at
your word formation.
4. Grammatical Range and Accuracy: This assesses whether or not you have used a
wide range of sentence types, both simple and complex. It also tests your
punctuation.
Task 2

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Write an essay in response to a given

40 minutes 250 words
opinion or problem

Advice
- Take time to understand the question and keep every sentence focused on it.
- Introduce, develop and conclude your essay.
- Support your points with explanation, evidence or examples.
- Make your own opinion clear.
- Aim for 2 or 3 main points – with each in a separate paragraph.
- Be flexible – different questions will require different approaches so read the question
carefully.
- Organize your time: Think and Plan (5-10 minutes)  Write (25-30 minutes)  Check (5
minutes)
- The IELTS writing paper is assessed using the following four criteria:
1. Task Response: This assesses how well you have understood the question and
whether or not you have answered all the different parts.
2. Coherence and Cohesion: This assesses how logically and clearly you have linked
your ideas together and whether or not you have used paragraphs. It also assesses
your use of linking and reference words.
3. Lexical Resource: This assesses your vocabulary and spelling and also looks at
your word formation. You need to show a wide range of topic vocabulary linked to the
question.
4. Grammatical Range and Accuracy: This assesses whether or not you have used a
wide range of sentence types, both simple and complex. It also tests your
punctuation.

SENTENCE TYPES

SIMPLE SENTENCE
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A simple sentence is a complete unit of meaning which contains a subject and a verb.
Example: ‘Made in Germany’ is not a sentence because it does have a subject.

The subject may be ‘hidden’.

Example: ‘Open the door!’ (This sentence really means You open the door)

ACTIVITY 1

COMPOUND SENTENCE
1 When we join two or more simple sentences, we make a compound sentence.
For example: ‘Tome phoned. He left a message.’  ‘Tom phoned and left a
message.’

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2 The name we give to ‘joining words’ is conjunctions.

These are conjunctions we use to make compound sentences: for, and, nor, but, or,
yet.

3 We can use conjunctions to show, for example:

- addition (and): He washed the car and polished it.
- contrast (but, yet): She sold her house, but/yet can’t help regretting it.
- choice (or): You can park your car on the drive or on the road.
- result (so): He couldn’t find his pen, so he wrote in pencil.
- reason (for): We rarely stay in hotels, for we can’t afford it.

4 We do not usually put a comma in front of ‘and’, but we often use one in front of other
conjunctions:
For example: ‘He washed the car and polished it.’ (no comma before ‘and’)
‘He washed the car, but didn’t polish it. (comma before ‘but’)

5 When the subject is the same in all parts of the sentence, we do not usually repeat it:
Same subject: Tome phoned. He left a message.  Tome phoned and (he)
left a message.
Different subjects: Tom phoned. Frank answered.  Tome phoned and Frank
answered.

6 We can form compound sentences with conjunctive adverbs. Conjunctive adverbs

are used to emphasize the relationship between the two clauses. A coordinator
stands between the two clauses, after a semicolon, before a comma. There are many
conjunctive adverbs in English.
- Effect (therefore, as a result): I have a lot on my mind; therefore, I need to
concentrate.
- Addition (also, moreover): I have a lot on my mind; also, I have a lot to do.
- Contrast (still, however): I have a lot on my mind; however, I must try to
relax.
- Similarity (similarly, likewise): I have a lot on my mind; likewise, he has a lot to
think about.
- Alternative (otherwise, instead): I will try not to think; instead, I will relax.
- Explanation (for example, in fact): I have a lot on my mind; for example, I do not
know if I should attend college.

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- Time (meanwhile, afterward): I have a lot on my mind; meanwhile, I still have

work to do.

ACTIVITY 1
Compound sentences with the same subject

ACTIVITY 2
Compound sentences with the different subjects and with ‘so/for’

ACTIVITY 3

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Combine each pair of simple sentences to make a compound sentence. Use the conjunction
in parentheses.
1. A small kitten followed me home. I gave it a bowl of milk. (so)
…………………………………………………………………………………………………………..
2. We were lost in the woods. My brother had a map in his backpack. (but)
…………………………………………………………………………………………………………..
3. The girls were painting animal pictures. Katrina spilled the paint. (and)
…………………………………………………………………………………………………………..
4. Would you like to go to the movies? Would you rather stay home tonight? (or)
…………………………………………………………………………………………………………..
5. Mr. Sanchez loved his new office. He didn’t like the view. (but)
…………………………………………………………………………………………………………..
6. Ivana’s bicycle had a flat tire. She had to walk to the grocery store. (so)
…………………………………………………………………………………………………………..
7. Jose wants to be an astronaut when he grows up. Maria wants to be a nurse. (and)
…………………………………………………………………………………………………………..
8. Dr. Neu told Greg to floss his teeth every day. He didn’t listen. (but)
…………………………………………………………………………………………………………..
9. The tigers at the zoo are always sleeping. The penguins are fun to watch. (but)
…………………………………………………………………………………………………………..

COMPLEX SENTENCE
We can join two or more simple sentences to make complex sentences:
For example: The alarm was raised. The fire was discovered.
 The alarm was raised as soon as the fire was discovered.
 The alarm was raised when the fire was discovered.
 The alarm was raised after the fire was discovered.

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In a complex sentence there is one ‘main’ idea and one or more ‘subordinate’ ideas. We can
take the main idea (or clause) out of the sentence so that it stands on its own.

ACTIVITY 1
Underline the main clause in these sentences.
1 You can tell me all about the film after I’ve seen it myself.
2 When you’ve finished clearing the car, you can help me with the dishes.
3 You didn’t tell me that you were going to invite so many guests.
4 I walk to work every morning so that I can get some exercise.
5 Since no one answered my call, I left a message on the answer-phone.

ACTIVITY 2
Turn these simple sentences into complex ones, using the given words.
1 I will weigh myself. I start my diet. (when)
…………………………………………………………………………………………
2 You are ready to change your diet. I will be happy to help. (when)
…………………………………………………………………………………………
3 You will be healthier. You do more exercise. (if)
…………………………………………………………………………………………
4 The patient is very tired. The doctor refuses to check her health. (although)
…………………………………………………………………………………………
5 She feels unwell. She goes to the doctor. (since)
…………………………………………………………………………………………

COMPOUND - COMPLEX SENTENCE

Compound complex sentences are sentences that contain two independent clauses and one
or more dependent clauses.

They are more complicated than compound sentences or complex sentences as they
combine the two styles. Learning to write compound complex sentences is an advanced level
English learning task.

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For example: - I would like to read the book which was written by John Handy, but it’s not
available.
- Jane is going to a meeting after she has visited her grandparents who live in
Boston.

ACTIVITY 1
Identify the sentence types in the following task 1 answer. Write SS for simple sentence, CS
for compound sentence, CLS for complex sentence, and CCLS for compound-complex

sentence.
You should spend about 20 minutes on this task.
The graph below shows the number of books read by men and women at
Burnaby Public Library from 2011 to 2014.

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Summarise the information by selecting and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.

The graph gives information about Burnaby Public Library between 2011 and 2014. It shows
how many library books which people read over this four-year period.

As we can see from the graph, there were different trends for men and women. The number
of books read by men increased steadily between 2011 and 2012, from about 3000 to 4000.
After that, the number rose dramatically to 14000 books in 2014. This was the highest figure
in the period.

Women started off reading more books than men, but their numbers followed a different
pattern. Between 2011 and 2012, there was an increase of 3000 from 5000 books to 8000
books, and then a gradual rise to 10000 books in 2013. However, in 2014, their numbers fell
back to 8000 again.

Overall, there was a strong upward trend in the number of books read by men. Although
women read more books than men in 2011, their reading fell to below the level of men in
2014.

ACTIVITY 2
Identify the sentence types in the following task 1 answer. Write SS for simple sentence, CS
for compound sentence, CLS for complex sentence, and CCLS for compound-complex
sentence.
You should spend about 20 minutes on this task.
The diagrams below show the changes that have taken place at Queen Mary
Hospital since its construction in 1960.

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Summarise the information by selecting and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.

The diagrams show Queen Mary Hospital at three different stages in its development: 1960,
1980 and 2000.

In 1960, the hospital was built close to a main road and next to a shopping center. A large
area behind the hospital was turned into a car park, while the area behind the shopping
center was farmland.

By 1980, the shopping center had been demolished in order to make way for two additional
hospital building which became a pharmacy and a cancer center. Furthermore, the hospital
gained the farmland and converted it into a nursing school.

In 2000, the main hospital building remained unchanged but the cancer center was extended
to cover the entire nursing school. As a result of this, the original car park was divided into
two so that it provided a smaller car park and a small nursing school.

During this period, the hospital has increased in size and, in addition to a new nursing
school, a cancer center has been created and extended. Hence the capacity of the car park
has been reduced by a half.

ACTIVITY 3
Identify the sentence types in the following task 2 answer. Write SS for simple
sentence, CS for compound sentence, CLS for complex sentence, and CCLS for
compound-complex sentence.
You should spend about 40 minutes on this task.
Many high-level positions in companies are filled by men even though the
workforce in many developed countries is more than 50 per cent female.
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Companies should be required to allocate a certain percentage of these

positions to women.
To what extent do you agree?
Write at least 250 words.

In many countries these days, females make up over 50 per cent of the workforce, and
increasingly highly skilled women are taking managerial positions. However, it is still a fact
that high positions such as CEO posts are still dominated by men. Although this is not
desirable, I do not personally believe that imposed quotas are the solution.

Firstly, I believe companies have a right to choose the best person for the job, whatever their
gender, in order to contribute to the success of the business. Forcing companies to hire,
promote and appoint women could negatively affect business in the short term and even the
long term.

Secondly, to my mind the solution to this problem should be solved outside the workplace.
Girls need to be encouraged to take more male-dominated subjects at school and later at
university, and to aspire to do well in their careers. Girls and boys also need to be taught
equality from an early age. This education can take place in schools and career programmes
and in the home.

To those who argue that quotas are a good way to initiate this change, I would like to point
out that artificially imposing rules has not always had the desired effect. When governments
required males and females to receive the same pay for the same jobs, employers simply
changed job titles to ensure that women were still paid less than men. It is my belief that
employers will simply try to find loopholes to get around any such law.

In summary, I do not believe that forcing companies to allocate jobs to women is the best
way to address the imbalance. Rather, it is a question of education and of changing mindsets
so that those who deserve to be at the top will earn it and be appropriately appointed.

ACTIVITY 4
Identify the sentence types in the following task 2 answer. Write SS for simple sentence, CS
for compound sentence, CLS for complex sentence, and CCLS for compound-complex
sentence.
You should spend about 40 minutes on this task.
As the number of private cars has increased, so too has the level of pollution in
many cities. What can be done to tackle this increasingly common problem?

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Write at least 250 words.

As the number of private cars has increased, so has the level of pollution. Overreliance on
cars at the expense of public transport has made this problem even worse, causing many
concerned citizens to look for a solution to the problem.

One potential solution to this problem is to discourage the use of private cars by raising
taxes. If the cost of petrol was increased, then many people would consider using alternative
forms of transport or even walking. Admittedly, there would be a number of complaints from
car drivers, but these would not be of much importance when balanced against the
environmental benefits.

Another solution could be to look at more specific causes of the problem. Modern cars are
fitted with cleaner burning engines and catalytic converters. Accordingly, they do not cause
as much of an environmental hazard as some older cars. In Japan, for example, cars are
heavily taxed once they have been on the road for three years or more, encouraging people
to buy new cars which pollute less. By heavily taxing older vehicles from the road, some of
the worst-polluting vehicles would be taken off the road. However, this would not really be fair
to those who cannot afford a new car with such regularity.

An improvement in the quality and efficiency of public transport would also encourage people
to use their cars less. In London, for example, a system has been operating for some time in
which people are allocated days of the week when they can use their cars. On days that they
are not allowed to drive, public transport is taken.

Although these are potential solutions to the problem, none of them are perfect. Only by a
concerted effort by both the government and the public can this situation truly be resolved.

IELTS WRITING TASK 1:

STATION 2 - VISUAL INFORMATION TYPES

- INTRODUCTION SENTENCE
- OVERVIEW SENTENCE

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IELTS WRITING TASK 1: VISUAL INFORMATION

TYPES
There are five different ways of showing information: line graph, bar chart, pie chart, diagram,
and table.

ACTIVITY 1
Match the pictures (A - E) below with their names (1 – 5)

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IELTS WRITING TASK 1:

WRITING AN INTRODUCTION SENTENCE
SAMPLE STRUCTURES
The line graph Provides the number of noun from… to…
bar chart illustrates the amount of phrase between… and….
pie chart shows figure for over a period of …. years
table reveals information on over a …-year period
diagram indicates data on over a … years period
gives the percentage of
compares the proportion of
presents the rate of
the share of
the contribution of

ACTIVITY 1
Write the introduction sentence for the following task
The chart below shows information about the problems people have when they go to live in
other countries.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

ACTIVITY 2
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Write the introduction sentence for the following task

The graph below shows information about the languages that 13-year-old students in one
school chose to study.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

ACTIVITY 3
Write the introduction sentence for the following task
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The graph below shows information about the recruitment of teachers in Ontario between
2001 and 2007.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

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IELTS WRITING TASK 1:

OVERVIEW SENTENCE
SAMPLE STRUCTURES
The following phrases can be used to introduce the overview statement:
- Overall,…
- As an overall view,…
- As a general trend,…
- As a general feature,…
- As is shown/illustrated/presented by the line graph/bar chart,…
- It is clear from the graph/chart that…
- It can be seen from the graph that…
- From the line graph/bar chart, it is clear that…
- The most outstanding/unique feature of the line graph/bar chart is that…

ACTIVITY 1
Write the overview sentence for the task in ‘Activity 1’ in the section of ‘IELTS Writing Task 1:
Introduction sentence’ above.

ACTIVITY 2
Write the overview sentence for the task in ‘Activity 2’ in the section of ‘IELTS Writing Task 1:
Introduction sentence’ above.

ACTIVITY 3
Write the overview sentence for the task in ‘Activity 3’ in the section of ‘IELTS Writing Task 1:
Introduction sentence’ above.

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IELTS WRITING TASK 1: DESCRIBING

STATION 3 TRENDS

IELTS WRITING TASK 1: DESCRIBING TRENDS

VERBS AND NOUNS FOR DESCRIBING TRENDS

Trend Verbs Nouns
- rose - a rise
- increased - an increase
- went up - an upturn
- climbed - a climb
- grew - a growth

- doubled/trebled - a doubling/trebling
- boomed - a boom
- surged - a surge
- soared
- rocketed
- fell - a fall
- declined - a decline
- decreased - a decrease
- dipped - a dip
- dropped - a drop
- went down - a downturn
- reduced - a reduction

- halved
- plunged - a plunge
- slumped - a slump
- plummeted
- dove
- deteriorated
- did not change - no change
- leveled out/off - a leveling out/off
- plateaued - a plateau

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- stabilized - a period of stabilization

- remained/stayed + stable/steady/
constant/static/unchanged
- maintained the same level

- fluctuated - a fluctuation
- varied - a variation

- reached a peak/high
- hit the top/highest point

- reached a low
- hit the bottom/lowest point

ADJECTIVES AND ADVERBS FOR DEGREE OF CHANGE

Degree Adjective Adverb
Very extensive change - dramatic - dramatically
- enormous - enormously
- tremendous - tremendously

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- huge
- substantial - substantially
- considerable - considerably
Extensive change
- significant - significantly
- remarkable - remarkably
- noticeable - noticeably
Average change - marked - markedly
- moderate - moderately
- slight - slightly
Small change - minimal - minimally
- small

ADJECTIVES AND ADVERBS FOR SPEED OF CHANGE

Degree Adjective Adverb
- rapid - rapidly
- quick - quickly
Quick change - sharp - sharply
- swift - swiftly
- steep - steeply
- steady - steadily
Slow change - gradual - gradually
- slow - slowly
- sudden - suddenly
Unexpected change - unexpected - unexpectedly
- abrupt - abruptly

LINKING
First event Middle events Final event
At/in the beginning,… …and/but… Finally,…
At first,… However/Nevertheless,… Ultimately,…
In the first year,… Then/Next,…
After this/that,…
Following this/that,…
Afterwards,…
This is followed by…

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During/over the next… years

… years later,…
ACTIVITY 1
Match each graph (a – h) with the most appropriate description below (1 – 10)
1 Sales of audio cassettes fell steadily. ………g………….
2 iPod sales rose gradually. ……………………..
3 Plasma TV sales fluctuated dramatically, but the trend was upward.
……………………..
4 Sales of video cassettes fluctuated, and the trend was downward. ……………………..
5 Total digital camera sales dropped slightly. ……………………..
6 Sales of audio cassettes fell and then leveled off. ……………………..
7 The sales of MP3-players rose gradually and then climbed sharply.
……………………..
8 Purchases of video cassette recorders declined dramatically. ……………………..
9 Sales of games consoles decreased and then leveled off. ……………………..
10 CD sales dropped suddenly. ……………………..

ACTIVITY 2
Sentences containing verb phrases such as ‘fell steadily’ can often be rewritten using the
correct form of ‘there is/are’ and a related noun. Read the examples. Then rewrite sentences
1 – 10 below.
Examples:
The consumption of chocolate fell steadily. (verb + adverb)
→ There was a steady fall in the consumption of chocolate. (there was a + adjective + noun)
There has been a dramatic rise in the production of films. (there has been a + adjective +
noun)

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→ The production of films has risen dramatically. (verb + adverb)

1 Spice exports from Africa fluctuated wildly over the period.
There were ……………………………………………………………………………….
2 The development of new products fell gradually.
There was ……………………………………………………………………………….
3 There has been a noticeable decrease in research investment.
Research ……………………………………………………………………………….
4 The purchases of tickets dropped significantly last month.
There was ……………………………………………………………………………….
5 On the Internet, the number of sites rose significantly.
There was ……………………………………………………………………………….

6 There was a sudden decrease in the sale of mangos.

The sale ……………………………………………………………………………….
7 At the theme park, there were very slight fluctuations in the number of visitors.
The number ……………………………………………………………………………….
8 There was a gradual decline in sugar imports.
Sugar ……………………………………………………………………………….
9 The quality of food in supermarkets has increased slowly.
There has ……………………………………………………………………………….
10 The number of air travellers fluctuated remarkably.
There ……………………………………………………………………………….

ACTIVITY 3
Complete the phrases that describe the trends on the line graph below.

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Now complete this paragraph about the graph using words and phrases above.
The graph shows the changes in student numbers at Lees College over a one-year period.
Over the year, there was a lot of fluctuation in the numbers. Between January and March,
there was 1 a slight increase in student numbers. This was followed by a 2 ………………….
in numbers over the next three months. In June, enrolments reached a 3 …………………..
After that, there was a 4 …………………. in numbers. Finally, there was a 5 ………………….
in numbers from August to December.

ACTIVITY 4
The graph below gives information about Dubai gold sales in 2002.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.

ACTIVITY 5
The graph below gives information about the number of cases of diarrhea in Mashhad
between 1983 and 1992.
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Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.

ACTIVITY 6
The chart below gives information about the number of books rented in a British local library
in 2009.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.

ACTIVITY 7
The graph below shows information about the languages that 13-year-old students in one
school chose to study.

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Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Language options selected by 13-year-old students in a school in England

ACTIVITY 8
The diagram below gives information about the number of parcels delivered by two major
mail services companies from 1920 to 2000.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.

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ACTIVITY 9
The chart below gives information about birth and death rates in Switzerland from 1970 to
2020 according to United Nations statistics.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.

IELTS WRITING TASK 1: COMPARING

AND CONTRASTING
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STATION 4
IELTS WRITING TASK 1: COMPARING AND
CONTRASTING
COMPARISON LANGUAGE
A. INTRODUCING DIFFERENCES

B. COMPARATIVE STRUCTURES

C. SUPERLATIVE STRUCTURES

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D. COMPARISON AND CONTRAST LINKERS

ACTIVITY 1

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The chart below shows the different levels of post-school qualifications in Australia and the
proportion of men and women who held them in 1999.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.
Post-School Qualifications in Australia 1999

ACTIVITY 2

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The chart below shows the amount spent on six consumer goods in four European countries.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.
Amount spent on consumer goods

ACTIVITY 3

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The chart below shows information about the problems people have when they do to live in
other countries.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

ACTIVITY 4
The chart below gives information about the level of education of Bulgarian people who
wanted to go and live in another country in 2002, 2006, and 2008.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Level of education of Bulgarians planning to leave Bulgaria

IELTS WRITING TASK 1: DESCRIBING

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STATION 5 PERCENTAGES

IELTS WRITING TASK 1: DESCRIBING

PERCENTAGES
LANGUAGE OF PROPORTION
75% a significant majority three-quarters

66% a large proportion two-thirds

50% a noticeable amount a half

33% a good proportion a third

25% a small number a quarter

10% a small minority a tenth

APPROXIMATION

- about
Indicate an
- roughly 100,005:
approximate
- approximately about one hundred thousand
figure
- around

- just
Indicate that a - a little
- under
figure is less - slightly
- less than 9.7%: just below ten per cent
than your - a bit
- below
approximation - marginally
- barely

Indicate that a - over 100,008: just over one hundred

figure is more - just - more than thousand
than your - a little - above
approximation - slightly

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- a bit
- marginally
- barely

Indicate - precisely 2.5 cm: exactly two point five

precision - exactly centimeters

SENTENCE STRUCTURES
1
share
proportion
noun was
The contribution of X%
noun phrase stood at
percentage
level

Example: the proportion of tourists from Asia stood at 45%.

2
accounted for
formed
was responsible for
Noun comprised
X% of the
Noun phrase made up
constituted
occupied
shared

Example: Tourists from Asia comprised 45% of the total travellers to the UK.

ACTIVITY 1
The charts below show the results of surveys in 2005 and 2009 asking workers about their
relationships with their supervisors and their co-workers.
Summarise the information by reporting the main features, and make comparisons where
relevant.

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ACTIVITY 2
The charts below give information about world spending and population.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.

ACTIVITY 3
The charts below show the changes in annual spending by a particular UK school in 1981,
1991, and 2001.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

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Write at least 150 words.

ACTIVITY 4
The charts below show how dangerous waste products are dealt with in three countries.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.

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IELTS WRITING TASK 1:

STATION 6 - DESCRIBING A PROCESS

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IELTS WRITING TASK 1: DESCRIBING A PROCESS

TENSES
Generally, the present simple is used to report actions which regularly happen in a process
For example: the larvae feed on mulberry leaves for up to 6 weeks.

Sometimes, the present perfect may also be used to signify the completion of a stage.
For example: Once the electricity has been generated, it is transmitted to the station.

PASSIVE VS. ACTIVE FORM

1 Natural events
For events which happen autonomously in nature, such as rain, formation of clouds
or erosion of mountains, generally use the active form unless you need to shift focus
from the subject to the object of the stage.
For example: The larvae begin forming cocoons around themselves using silk
threads.
Numerous eggs are laid by a moth and hatch after 10 days.

2 Artificial events
In artificial stages, the human subjects are usually ignored so use the passive to
focus on what is being done. If the subject has also been mentioned in the diagram,
add it as an ‘agent’.
For example: Energy is sent to the substations by means of transmission lines.

LINKING
The first stage Middle stages The last stage
- First,… - Next,… Finally,…
- Firstly,… - Then,… Ultimately,…
- First off,… - After this/that,… Eventually,…
- First of all,… - Afterwards,… The last/final stage is when…
- In the first stage,… - In the following stage,… The process ends when…
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- At/In the beginning,…
- The first stage is when…
- The process
begins/starts/commences
when…
- The process begins with…
- In the stage after/following The process ends with…
this,…
- In the stage that follows,…
- During the next/following/
second/third stage,…
- When/Once this stage is
complete,…

ACTIVITY 1
The diagrams below show the stages and equipment used in the cement-making process,
and how cement is used to produce concrete for building purposes.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.

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ACTIVITY 2
The diagram below shows the process of using water to produce electricity.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.
Hydro-electric power generation

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ACTIVITY 3
The diagram below shows the life cycle of the honey bee.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.

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ACTIVITY 4
The diagram below shows the process by which bricks are manufactured for the building
industry.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

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Write at least 150 words.

IELTS WRITING TASK 1:

STATION 7 - DESCRIBING A MAP

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IELTS WRITING TASK 1: DESCRIBING A MAP

DESCRIBING POSITION AND LOCATION

… is situated/located/sited/positioned + around/above/below/inside/next to…
… is situated/located/sited/positioned + to the right of/to the north of…
… is connected to… via/through/by means of…

At the top/bottom
On the right/left side
In the top/bottom right/left hand corner
10 miles from
10 miles to the right
10 miles north of

In the middle
At the center
Along
Off
Across from
Opposite
Close to
Adjacent to
Beside

… is covered with…

USEFUL VOCABULARY FOR DESCRIBING MAPS

Residential area: an area that has lots of houses and some schools.
Industrial area: an area that has lots of factories
Commercial area: an area that has lots of stores

Hospital: a health facility where patients receive treatment

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Zoo: a place where people can go and see many kinds of animals
Post office: a place where you can send mail (letters and packages)
Fire station: a station housing fire apparatus and firemen
Airport: an airfield equipped with control tower and hangers as well as
accommodations for passengers and cargo
Park: a recreational area where people can play football and have picnics
Skyscraper: a very tall building

Warehouse: a building where things are kept until they are sold.
Parking lot: an area where people can park cars
Museum: a place that displays things of scientific or historical or artistic value
Supermarket: a large store that sells mostly food but sometimes other items such as
clothes and furniture.
Factory: an industrial plant, a production facility,

Woodland: an area with lots of trees

River: a large natural stream of water (larger than a creek)
Street: the place where cars drive
Intersection: the point where several streets meet.

Remove: remove something concrete, as by lifting, pushing, taking off, etc.

Develop: to make
Change: modify
Construct: to build
Relocate: to move a structure or facility to a different location
Demolish: to destroy a building or other structure completely
Replace: to take the place of or substitute for somebody or something
Expand: to become or make something become larger

ACTIVITY 1
The map below is of the town of Garlsdon and shows two possible sites for a new
supermarket.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.

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ACTIVITY 2
Chorleywood is a village near London whose population has increased steadily since the
middle of the nineteenth century. The map below shows the development of the village.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.

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ACTIVITY 3
The diagrams below show the site of a school in 2004 and the plan for changes to the school
site in 2024.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.

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ACTIVITY 4
The diagrams below show the changes that have taken place at West Park Secondary
School since its construction in 1950.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.

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ACTIVITY 5
The two maps below show an island, before and after the construction of some tourist
facilities.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.

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IELTS WRITING TASK 1: DESCRIBING

STATION 8 MULTIPLE DIAGRAMS

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IELTS WRITING TASK 1: DESCRIBING MULTIPLE

DIAGRAMS
RECOMMENDED APPROACH
1 Introduction paragraph: Introduction sentence for both diagrams
2 Body paragraphs
Body paragraph 1: Describing the first diagram:
- Overview sentence
- Key features
- Linking: + Regarding the line graph/bar chart/diagram
+ With regards to the line graph/bar
chart/diagram
+ With respect to the line graph/bar
chart/diagram
+ As can be seen from the line graph/bar
chart/diagram
Body paragraph 2: Describing the second diagram:
- Overview sentence
- Key features
- Linking: + Moving to the line graph/bar chart/diagram
+ As for the line graph/bar chart/diagram
+ As shown in the line graph/bar chart/diagram
3 Concluding paragraph (Optional): Relationship between the two diagrams

ACTIVITY 1
The graph and the chart below show the answers people gave about the extent to which they
are satisfied with their lives and what they think would make them happiest.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
How satisfied are you with your life?

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ACTIVITY 2
The charts below show the results of a survey on happiness ratings for married and
unmarried people in the US, and the effect of children on the overall ratings of married
couples.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Happiness ratings: married and unmarried people

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Happiness ratings: married couples

ACTIVITY 3
The table and the bar chart below give information about travelling to work in Houston,
Texas.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

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ACTIVITY 4
The charts below show information about animals and rainfall at the Nboro Nature Reserve.
Summarise the information by selecting and reporting the main features and make
comparisons where relevant.

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ACTIVITY 5
The charts below show information about honey-bee colonies and honey production in the
US.

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Summarise the information by selecting and reporting the main features and make
comparisons where relevant.

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