IELTS WRITING TASK 1 (Academic)

Basic information of IELTS WRITING TASK 1:

1. No more than 20 minutes.
2. Candidates should write at least 150 words.
3. This task is worth only about a-third (33%) of the candidates’ total writing marks.
4. Candidates will be marked on (full information: see band descriptor):
a. Task achievement (25%)
b. Coherence and Cohesion (25%)
c. Lexical Resource (25%)
d. Grammatical Range and Accuracy (25%)
5. For academic training, it is a report on certain chart (bar, line, pie, and table), maps, or diagram/
flowchart/ process. Meanwhile, in general training, it will be letter (formal-non formal letter).
6. All words will be counted and numbers count as one word.

Band Descriptor Comparison

Task
Achievement
: This criterion assesses how appropriately, accurately, relevantly the
response fulfil the requirements set out in the text

Band 5 Band 6 Band 7 Band 8

• general addresses the • addresses the • covers the • covers all requirements
task; theformat may be requirements ofthe task requirements ofthe task ofthe tasksufficiently
inappropriate in places • presents an • presents a clear • presents,highlights and
• recounts detail overview with overview of main trend, illustrates key
mechanically with no information differencesor stages features/bullets points
clear overview; there appropriately • clearly presentsand clearly and appropriately
may be no data to selected highlights key
supportthe description • presents and features/bullet points but
• presents, but adequately highlights could be more
inadequately covers, key features/bullet fullyextended
key features/bullet points but details may
points; theremay be be irrelevant,
a tendencyto inappropriate or
focus on details inaccurate

Coherence and
Cohesion : This criterion is concerned with the overall clarity fluency of the message
and links information, ideas and language

Band 5 Band 6 Band 7 Band 8

• presents information • arranges information • logicallyorganises • sequences
with some organisation and ideas coherently information and information and
but there may be a and there is a clear ideas; there is a clear ideaslogically
lack of overall overallprogression progression • manages all aspects of
progression • uses cohesive devices throughout cohesionwell
• makes inadequate, effectively, but • uses a range of • useparagraphing
inaccurate or over- use cohesionwithin cohesive devices sufficiently and
of cohesive devices and/orbetween appropriately although appropriately
sentences may be theremay
be some
 This criterion refers to the vocabulary the test taker has used and the
Lexical
Resources : accuracy and appropriacy of that use in terms of the specific task. Note
that when evaluating mistakes, intelligibility of your report is also taken into
account.

Band 5 Band 6 Band 7 Band 8

• uses a limitedrange of • uses an adequate
vocabulary, but this is range ofvocabulary for
minimally adequate for thetask
the task • attempts to use less
• may make noticeable common vocabulary but
errors in spelling and/or with someinaccuracy
word formation that may • makes some errors in
cause some difficulty for spelling and/or word
the reader formation, but they do
not impede
communication
• uses a sufficient range • uses a wide range of
ofvocabulary to allow vocabulary fluently and
some flexibility and flexibly to convey
precision precise meanings
• uses less common • skillfully uses
lexical items with some uncommon lexical
awareness of style items but there may
andcollocation be occasional
• may produce occasional inaccuracies in word
errors in word choice and collocation
choicespelling and/or • produces rare errors
word formation inspelling and/or
word formation

This criterion refers to the range and accurate use of the test taker’s
Grammatical Range
and Accuracy : grammatical resource as manifested in the test taker’s writing at the
sentence level

Band 5 Band 6 Band 7 Band 8

• uses only a limited • uses a mix ofsimple and • uses a variety of • uses a wide range
range ofstructures complex sentenceforms complexstructures ofstructures
• attempts complex • makes some errors in • Produces frequent error- • the majority of
sentences but these grammar and freesentences sentences are error- free
tend to be less accurate punctuation but they • has good controlof • makes only very
than simplesentences rarely reduce grammar and occasional errorsor
• may make frequent communication punctuation but may inappropriacies
grammatical errors and make a few errors
punctuation may be
faulty; errors can cause
some difficultyfor
the reader
Description for bands below or higher those written in this book are available at
https://takeielts.britishcouncil.org/sites/default/files/ielts_task_1_writing_band_descriptors.pdf
 Structure of Writing Task 1
There are three basic things you need to structure an IELTS writing task 1.
1. Introduction (ParaphraseSentence, this includes a total of 1-2 sentences)
2. Overview (Including at least 2 important general points in 2-3 sentences)
3. Detail (BodyParagraph, comprising details factual information presented in the figure as well as
relevant comparison in 6-7 sentences)
and the model answer structure should follow this :
Paragraph 1- Paraphrase Sentence
Paragraph 2- Overview
Paragraph 3-Details
Paragraph 4-Details
To understand this, we’ll look at a line graph. Look at the following question and the graph:

You should spend about 20 minutes on this task.

The line graph below shows changes in the amount and type of fast food consumed by
Australian teenagers from 1975 to 2000.
Summarize the information by selecting and reporting the main features and make
comparisons where relevant.
Write at least 150 words.

Model Answer Sample:

Introduction The line graph compares the fast food consumption of teenagersin
(Paraphrase) Australia between 1975 and 2000, a period of 25years.

Overview Overall, the consumption of fish and chips declined over the period,whereas
the amount of pizza and hamburgers that were eaten increased.

In1975, themostpopularfastfoodwithAustralianteenagerswasfishand chips,

being eaten 100 times a year. This was far higher than Pizza and
Detail 1 hamburgers, which were consumed approximately 5 times a year. However,
apart from a brief rise again from 1980 to 1985, the consumption of fish and
chipsgraduallydeclinedoverthe25yeartimescaletofinishatjustunder40.

In sharp contrast to this, teenagers ate the other two fast foods at much
higher levels. Pizza consumption increased gradually until it overtook the
consumption of fish and chips in 1990. It then levelled off from 1995 to 2000.
Detail 2
The biggest rise was seen in hamburgers as the occasions they were eaten
increased sharply throughout the 1970’s and 1980’s, exceeding that of fish
and chips in 1985. It finished at the same level that fish and chips
began,with consumption at 100 times ayear.
Note that it is alsoimportant to use the right form of tense, therefore based on the aformentioned example,
it is obvious that the candidate uses past form to describe the figure along with the details. For every time
stamp (information that tells us whether the graph or figures are reporting past, present or future data), test
takers should follow the appropriate form of tense consistently. However, when there is no time stamp as in
some graphs and figures, the present tense must be used.
Look at these steps on how to write task 1 as your starting point to strengthen your understanding and help
you acquire the writing skill effortlessly.

1. Writing Introduction
You should start your task 1 answer by introducing the graph from your question. Just write 1-2 sentences
to paraphrase the question or say what your graph shows and for what period of time and unit of
measurement (if there is one).
Here is the structure commonly used in generating good introductory paragraph
Sentence 1 : Paraphrase question or write what your graph shows
Sentence 2 : Write period of timeand unit of measurement (if any)

To write a “good paraphrase”, follow these techniques

a. Change introductory expressions
the graph/chart/table/diagram: can be replaced using these alternatives,
gives information about/on provides information about/on
shows
illustrates
represents
depicts
gives reason why (only if graph provides reasons for smth)
explains why (only if graph provides explanation for smth)
compares (only if several items are compared)
b. Rewrite a phrase by using synonym
Examples :
number of = quantity of (not interchangeable with amount of)
spending = expenditure
rate = percentage
ratio = proportion information = data
change can be sometimes replaced by increase, decrease or variation
share = portion
place = site
Note that it is important to check whether the substitution are relevantor not to the context.
c. Time periods
from 1985 to 1995 = between 1985 and 1995
in 1985 = in the year 1985
in 1985 and 1995 = in 1985 and 1995 respectively = in the years 1985 and 1995

Example of good introduction:

Question:
The graphs below give information about computer ownership as a percentage of the
populationbetween 2002 and 2010, and by level of education for the years 2002 and 2010.

Introduction:
The bar chartsshow data about computer ownership, with a further classification by level of
education, from 2002 to 2010.
*Bold words indicate where the changes occur
 Challenge! Make a good introduction of this question:
The line graph below shows the household recycling rates in three different countries (United Kingdom,
France, and Germany) from 2005 to 2015.
Summarise the information by selecting and reporting the main features, and make comparisons
where relevant. (Note: this typical question for academic task 1 is always the same)

2. Writing Overview
An overview is simply a summary of the main or most important points in a graph, chart, process or map
–also known as main features. It is normally 2-3 sentences long and should be the second paragraph you
write in your essay.
Overview’s general structure :
Sentence 1 : Main feature 1
Sentence 2 : Main feature 2
Sentence 3 : Comparison or exception (if any)
However, there are three types of data and each type has different strategy as following:
For the graphs/charts questions - You give the examiner a clear overview of the main features and
you can make comparisons if you can see any. You don't have to mention any numbers/data/stats
here; this information should be in the next two paragraphs.

For the maps questions - You give a general overview of the most noticeable changes that have
occurred/will occur in thefuture.

For the process questions - You state how many stages the process has, how it begins andhow
itends.

Below is the sample for overview paragraphfor the information provided in the line graph:

Overall, the recycling rates of the UK and Germany showed a steady but significant rise over the
period, while the percentage of recycled waste in France experienced a downward trend.
(introduction challenge, the graph>see body paragraphs)

These phrases are also helpful as alternatives to “overall”

One particularly interesting fact highlighted by the figure is that...
It can be clearly seen from the graph that …
From the figures/statistics, it can be inferred that…
It is noticeable that …
It is immediately evident that …
At first glance, it is clear that...

Note worth to remember: writing an “overview” not a conclusion

You don't need to write a conclusion for IELTS writing task 1. You need to write an "overview" of the
information. But why don't you need to write a conclusion? What's the difference between a conclusion and
an overview?
A conclusion is really a final judgment, decision or opinion. This is perfect for the task 2 essay, but task
1 asks you to write a description without opinions. On the other hand, an "overview" is a simple
description of the main points. Therefore, it is a summary of the information shown in the graph or chart.

3. Organizing Body Paragraphs

The important point to take is to find the most logical and clear way to present the information so it will be
easy for someone reading it to follow, but making sure when you do this you don't forget to compare and
contrast the data.
Body paragraph’s general structure:
Sentence 1: Link to the previous paragraph: By contrast, turning to, finally, etc.
Sentence 2:Topic sentence: Describe the main point, change or comparison in general terms without
giving specific information.
Sentence 3: Supporting sentence(s): Quote a figure or other evidences that support the claim made in
the topic sentence.
Sentence 4: Supporting sentence(s)

In order to organize your body paragraphs well, you should group your data by some feature; describe each
similar feature in a separate paragraph. To understand this, look at the examples below:

The line graph below shows the household recycling rates in three different countries.

In this line graph you can group data in two ways:

1) by country
Describe each country’s recycling rates in a separate paragraph
2) by similar trend
As you can see, the UK and Germany followed a similar trend: their recycling rates were increasing
throughout the period, while recycling rates of France experienced a fall.So you can describe an
“increase pattern” in the first paragraph and a “decrease pattern” in the second paragraph.

These two ways are good, but the last option is better. Here's an example of providing specific data:

In 2005 the recycling rates of UK and Germany were nearly 35% and 20% respectively. Germany's
rate increased sharply throughout the period, exceeding France's rate in 2009 and reaching almost
60% in the end of the period. In the meantime, the percentage of recycled waste in UK grew to 40%
in 2007, and then remained steady until 2009. During 2009-2011 it experienced a rapid surge to
more than 50% and continued with a gradual increase to 60% in 2015.

In early 2005 the recycling rate of France was the highest among these three countries. However,
itdramatically declined to 30% in 2013. Then, there was a growth of 10% in 2015, but France's
recycling rate was the lowest in the end of the period.
In the academic part of the IELTS test you will have to describe one of the following things:

Table

Line Graph

Analytical 1. Static
Data Pie Chart
2. Dynamic

Bar Graph

Type of Data Multiple Data

Manufacture
Process
Descriptive Nature
Data
Map Comparative

A. Analytical Data
1. Static Data
Static data shows 1 timescale only, In a STATIC chart, you describe how things are similar or
different, bigger or smaller INSIDE ONE TIME PERIOD. For example, a static data chart may
show the population of 5 different cities in 2002, and you need to compare the numbers.
Here is the example of static data displaying five cities, each with different number of inhabitants.

As mentioned above, static data are described using typical sentences containing key
languange. It is also necessary to vary your sentences using common phrases based on the
data. For example, key language for pie charts isproportions and percentages, therefore while
describing the data, make sure include some phrases such as “the proportion of..” or “the
percentage of..”. However, you can also use other structures such as
 The share/contribution of..
The contribution of consumer expenditure in this category was almost similar in 3
countries, namely Turkey, Spain and Ireland.
  X accounted for/formed/was responsible for/comprised Y% of...
Money spent on leisure and education in Turkey accounted for just below 4.5% of
spending there, which was the largest proportion among the five countries .
 The remaining X%..
The remaining 40% was allocated to a variety of other items.

As for static data, it is important for you to build variety of sentence forms to improve your
correlation and grammatical range.Three common patterns used when describing changes are:

There + be + adjective + noun + in + noun

1 There was a gradual rise in the number of arrests.
Noun + verb + adverb
2
The number of arrests rose gradually.
Time + see/experience/witness + adjective + noun + in + noun
3
1952 saw a gradual rise in the number of arrests.
Example:
The consumption of oil rose steadily in 2008
There was asteady rise in the consumption of oil in 2008
2008 saw a steady rise in the consumption of oil

2. Dynamic Data
Dynamic data shows a number of different timescales, In a DYNAMIC chart, you describe how
things go up and down, change or stay the same OVER DIFFERENT TIME PERIODS. For
instance, A dynamic data chart would show the 5 cities in 2002 and 2012, and you need to
compare the changes in the situation from one timescale to the other.
Here is the example of dynamic data showing population in five cities, each with different
observable changes

3. Tense Transition (Past-Present-Future)

It is possible that the graphs/diagrams even maps provide data from different time scale.
Usually, two or more tenses are employed to describe the data. While it is relatively easy to report
the figures using simple or past tense, it is not the case for future tense. Rather than using
repeating structure such as “will”, here are some worth-trying alternatives:

Structure ver 1
 Predictions
That the number of students
Expectations Show
applying to foreign
Anticipations Reveal
universities will drop
Forecasts Indicate
dramatically
Estimates
Structure ver 2
Predicted
Expected The number of people
It is Forecasted residing in Bandung will rise
Estimated significantly
Calculated
Structure ver 3
Predicted
Expected
To rise gradually during the
Temperature is Forecasted
summer season
Estimated
Calculated

In case of using multiple tenses, transition between tenses should be taken into consideration in
order to generate logically-structured report. It is up to your preference whether data are group
based on different time frame or other variables. However, whatever the grouping is based on, the
description should be written using appropriate tense form without changing the overall
coherence. Therefore adverbs and cohesive devices are your perfect choice when dealing with
figures comprising multiple tenses.

B. Descriptive Data
This type of data differs from the analytical data by the fact that it does not contain numerical or
measurable figures. Therefore, the approach for answering this task is quite different to some
extent, but the general structure (where we arrange introduction, overview and body paragraphs)
remains the same.

1. Maps
Maps have usually been displayed by comparing two different visuals. The former picture usually
reflects the initial condition while the latter one depicts the condition after some changes have
occurred. As there are two different layouts, each with different time stamp, any sentences aimed
to describe the maps should follow the tense form based on the observable year, month or
dates available.

Look at these steps to help you quickly understand and plan to answer the maps task
a. Understand the maps task by finding out differences between layouts (which one has
become available, remained unchanged or dissapeared during time scale).
b. As there is no numerical figures within, overview for this type of data consists of sentences
mentioning most notable changes that significantly contribute to the layout differences.
c. Organize the body paragraph neatlyeither using time frame or other variables then
compose the topic and supporting sentences strictly following the grouping type.

Example:
The maps below show the center of a small town called Islip as it is now, and plans for its
development.

The maps illustrate some proposed changes to the central area of the town of Islip.It is clear
that the principal change to the town will be the construction of a ring road around the center.
Various other developments with regard to shops and housing will accompany the building of
this road.

Looking at the map of Islip as it is now, we can see that a main road runs through its center
from east to west. The second map shows the planned pedestrianisation of this road. Traffic will
be diverted on to a dual carriageway that will form a ring around the town center.

Currently, there is a row of shops along either side of the main road. However, it appears that
the shops along the north side of the new pedestrian street will be demolished to make way for
a bus station, shopping center, car park and new housing area. The shops along the south side
of the street will remain, but it seems that the town’s park will be reduced in size so that more
new houses can be built within the ring road.(187 words)

2. Diagram/Process
There are generally two different types of process question: natural and man-made. Natural
processes include things like the life cycle of a butterfly or frog, pregnancy, the water cycle or how
cows produce milk, and man-made diagram commonly given as machinery/factory process. This
needs various sequencers to describe the whole step-by-step process correctly.

Look at these easy to follow advices to help you quickly understand and plan to answer the task
d. Understand the process by finding out starting and ending point of the process.
e. As there is no numerical figures within, overview for this type of data consists of brief
description about type of process (natural or artificial), starting and ending point as well as the
type of cascade (cyclical or linear).
f. Detail each step of the process using sequencers and passive form of sentences.

Sequencers
First of all/to begin with/at this point/then/after that/following this/after which/ the
next step is../subsequently/finally/the last step is…

In the first four stages cows graze in the fields.

After that the cows are put into a milking machine twice a day.
Following this, the milk is put into refrigeration storage, after which it is transferred to a tanker.
Subsequently it is pasteurized, processed and made into cheese.
The last step is the milk and dairy products are sent out to supermarkets.

Tenses use:
Passive form
Present Simple Passive
 Thecowsaremilkedbyamilkingmachinetwiceaday.
 The milk is put into refrigerationstorage.
 The milk is delivered by tanker to the dairy.
Present Perfect Passive
 Once the milk has been transferred to a tanker, it is then delivered to the dairy. When the
milk has been delivered to the dairy, it is subsequently put through a pasteurization
process…
 Assoonasthemilkanddairyproductshavebeenprocessedandpackaged,they arethensentout
to supermarkets where they are then stacked onto shelves ready forpurchase.

Example:
 Given is a diagram illustrating the process by which the electricity is produced by using
geothermal power plant. This is man-made linear process that consists of five main stages,
starts fromprocessing the cold water and ends with steaming process.

First of all, the process so called injection process is started by pumping down the cold water
for about 4.5 km depth into injection well. Afterwards, the water goes into a geothermal zone
which contains hot rocks and is being heated. Finishing these stages, the hot water resulted
from prior stage then being pumped up with same depth with first stage.

In the fourth and final stage, the hot water is condensed in a square-typed condenser and
afterwards the steam from condensation process is transferred into the last stage. The steam
first produces power to rotate the turbine, and the energy resulted from this process then
enters the generator powered by turbine, producing the electricity. The electricity then being
connected with a particular tower and the energy is ready to be transferred and used.

*Other examples are available online (some are unlocked upon payment but others are freely
accessed) or offline (as part of IELTS textbook displayed in your nearby bookshops)
 APPENDIX
SUMMARY OF TASK 1 STRUCTURE

Type

Topic

Introduction Place (If Any)

Time(If Any)
Writing Task 1

Unit of Measurement
(If Any)

General Trend/Change

Overview Contrasting Points

Main Stages

Topic Sentence
Body Paragraphs
Supporting Sentences
Analytical Data
1. Varying words for numerical expression
This is important as static data comprises details with no changing trend and adding words before data
will keep the report at length and appealing. Hence, using different kinds of vocabulary items will attract
the examiners to keep their eye on your report and can possibly boost your score.
The list below presents some examples on how you can change precentages to fractions or ratios as
way to vary your sentence.
Percentage Fraction Percentage Fraction
80% four-fifths 40% two-fifths
75% three-quarters 35% more than a third
70% seven in ten 30% less than a third
65% two-thirds 25% a quarter
60% three-fifths 20% a fifth
55% more than half 15% less than a fifth
50% Half 10% one in ten
45% more than two fifths 5% one in twenty
If the percentages are not exact as above, then you can use qualifiers or to make description remains
accurate. Here are some examples:
Percentage Qualifiers Percentage Qualifiers
77% Just over three-quarters 75-85% a very large majority
77% Approximately three- 65-75% a significant proportion
quarters
49% Just under a half 10-15% a minority
49% Nearly a half 5% a very small number
32% Almost a third
These words are also common for estimating or rounding numerical expressions
1. Almost, Roughly, Nearly, Approximately, Around, About,Etc.
2. Well Below/Under, Well Above/Over, Just Below/Under, JustOver/Above
3. A Little/Slightly More Than, A Little/Slightly LessThan
2. Comparing data
Being able to compare and contrast data is an essential skill for IELTS writing, especially in Task 1.
Comparatives and superlatives are one common way to do this. But using those structures alone will
never be enough, therefore you might have to compare using these:
 Developing countries are more reliant on alternative energy production than developed countries.
 Solar power accounts for far less of the total energy production than gas or coal does.
 Like Japan, South Korea does not produce any natural gas.
 The Middle East produces twice as much oil as Europe.
 Western countries consume three times more oil than the Middle East.
 The UAE produced the same amount of oil as Saudi Arabia.
It is also useful to add explanation after comparing the data, however it is important to minimize the
sentence structure and make sure that all sentences are effectively structured using your
grammatical resource such as “reducing”.
  Gold bar prices experienced a spectacular rise in November, which climbed to a new peak of $625.
Reduced Form: Gold bar prices experienced a spectacular rise in November, climbing to a new
peak of $625.
 In the first half of 2009, the attendance at the museum went into free fall, which nose-dived to
approximately 300,000 visitors.
Reduced Form: In the first half of 2009, the attendance at the museum went into free fall, nose-
diving to approximately 300,000 visitors.
3. Ways to link sentences
Aside from the common pronoun (eg : it or they) to refer previous sentence, linking sentences can be
performed using either transitions or subordinating conjuctions.
Transitions
 The Middle East produces high levels of oil; however, Japan produces none.
 The USA produces large amounts of natural gas. In contrast, South Korea produces none.
 European countries make great use of solar power. On the other hand, most Asian countries use
this method of power generation very little.
Subordinating Conjunctions
 The Middle East produces high levels of oil, whereas / while Japan producesnone.
 Whereas / While the Middle East produces high levels of oil, Japan producesnone.
 Although the Middle East produced 100 tons oil, Japan produced none.
4. Using the right prepositions
It is important to use the right preposition when you are reporting the features and describing the
numbers, prepositions like to, by, with and at when describing numbers and figures. Here are some
examples to give you a basic idea of the differences:
1) Use to when describing what happened to the number:
In 2008, the rate of unemployment rose to 10%.
2) Use by when describing the amount of change between two numbers:
In 2009, the rate of unemployment fell by 2% (from 10% to 8%).
3) Use with to give the idea of 'having' the number:
He won the election with 52% of the vote.
4) Use at to add the number on the end of a sentence:
Unemployment reached its highest level in 2008, at 10%.
Last, here are 3 easy to follow techniques for describing percentages (knowledge worth for elaborating
analytical data).
 English speakers usually put the percentage at the start of the sentence.
 Use while, whereas or compared to (after a comma) to add a comparison.
 Use "the figure for" to add another comparison in the next sentence.
Below are the examples >>>
 In 1999, 35% of British people went abroad for their holidays, while only 28% of Australians spent
their holidays in a different country. The figure for the USA stood at 31%.
 Around 40% of women in the UK had an undergraduate qualification in 1999, compared to 37% of
men. The figures for the year 2000 rose slightly to 42% and 38% respectively.
5. Describing Trend
Here is list of most popular vocabulary worth for describing trends. We usually use combinations of
verbs and adverbs and adjective/nouns to mention change in graphs.
Trend Verbs Nouns
An upward Trend - Boomto - Aboom
Ceiling Trend - Climbto - A doubling in +noun
Ascending Trend - Double - Agrowth
- Inclineto - AProgress
- Increaseto - Arise
- Jumpto - Asurge/upsurge
- Peaked at / plateauedat - A trebling in +noun
- Riseto - AnIncline
- Rocketto - AnIncrease
- Soarto - Anuplift
- Surge
- Treble
- Upliftto
Downward Trend - Declineto - Afall
Descending Trend - Fallto - Adecline
- decrease - Adecrease
- Shrinkto - Anreduction
- Dropto - Tailoff
- Reduceto - Adrop
- Diveto - Aslump
- Dipto - Aplunge
- Slumpto
- Plunged to (largedrop down)
- Go downto
- Tailing offto
- Plummetedto
Steadiness - Remained (Steady, the same. -
Constant,stable, static, unchanged)at
- Prevailedconsistency
- Evened out at (rata)
- Stayed constantat
- Maintain the same levelat
Position - Standat - A levellingoff
- Leveloff - Aplateau
- Plateau - Hit/ reach a lowof
- Levelout - Hit/reach a high/peak
- Peak - Reached a troughof
- Reach
Constant Change - Fluctuatearound - Dissimilarity
- Oscillate - Erratic
- Palpitate - Fluctuation
- Vacillate - Oscillation
- Wave - Vacillation
 Adjective for degreeofchange Adjectives for speed ofchange
Degree Adjective Degree Adjective
Dramatic Rapid
Very extensive Huge Quick
change Enormous Quick change Sharp
Tremendous
Swift
Substantial
Considerable Steep
Extensive change
Significant Steady
Slow change
Remarkable Gradual
Noticeable Slow
Average change
Marked
Sudden
Moderate Unexpected change
Unexpected
Slight
Small change Abrupt
Small
Minimal

Vocabulary for Describing Time

1. From (time 1) to (time 2)
2. Between (time 1) and (time 2)
3. During the period (time 1) to (time2)
4. During (month oryear)
5. In (month or year)
6. On (day)
7. On the (date)
8. At (time: hours/minutes)