Ielts Writing Task 1 Academic Training

IELTS WRITING TASK 1
ACADEMIC TRAINING
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INTRODUCTION TO IELTS WRITING ACADEMIC TRAINING
*In the actual test you will do your writing in an answer booklet.
Timing
The total time allowed for the IELTS Academic Writing test is 60 minutes.
Time yourself and allow just one hour completing both parts of the test.
Task 2 contributes twice as much as task 1 to the Writing score.
Writing task 1
You should spend about 20 minutes on task 1
-write in a formal style
-write at least 150 words
Writing task 2
You should spend about 40 minutes on task 2
-write in a formal style
-write at least 250 words
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Instructions to candidates
In the actual test you will be given the following instructions:
-do not open this question paper until you are told to do so
-write your name and candidate number in the spaces at the top of this page
-read the instructions for each task carefully
-answer both of the tasks
-write at least 150 words for task 1
-write at least 250 words for task 2
-write your answers in the answer booklet
-write clearly in pen or pencil; you may make alterations, but make sure your work is easy to read
*At the end of the test, hand in both the question paper and your answer booklet.
Review
Once you have completed both tasks, review your work.
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INTRODUCTION TO IELTS WRITING TASK 1 ACADEMIC TRAINING
The Writing Task 1 of the IELTS Academic test requires you to write a summary of at least 150 words in
response to a particular graph (bar, line or pie graph), table, chart, or process (how something works,
how something is done). This task tests your ability to select and report the main features, to describe
and compare data, identify significance and trends in factual information, or describe a process.
You should write:
-A minimum of 150 words in about 20 minutes
-in a formal way
- Appropriate vocabulary and expressions
-A summary to the information by selecting and reporting the main features and make comparisons
where relevant.
Sample Task
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IELTS ACADEMIC WRITING BAND DESCRIPTORS
Band Task achievement Coherence and Lexical resource Grammatical

cohesion range and
accuracy
9 • fully satisfies all the • uses cohesion in • uses a wide range • uses a wide
requirements of the task such a way that it of vocabulary with range of
• clearly presents a fully attracts no attention very natural and structures with
developed response • skillfully manages sophisticated full flexibility and
paragraphing control of lexical accuracy; rare
features; rare minor minor errors
errors occur only as occur only as
‘slips’ ‘slips’
8 • covers all • sequences • uses a wide range • uses a wide

requirements of the task information and ideas of vocabulary range of
sufficiently logically fluently and flexibly structures
• presents, highlights • manages all aspects to convey precise • the majority of
and illustrates key of cohesion well meanings sentences are
features/ bullet points • skillfully uses error-free
uncommon lexical
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clearly and • uses paragraphing items but there may • makes only very
appropriately sufficiently and be occasional occasional errors
appropriately inaccuracies in word or inappropriacies
choice and
collocation
• produces rare
errors in spelling
and/or word
formation
7 • covers the • logically organizes • uses a sufficient • uses a variety of

requirements of the task information and ideas; range of vocabulary complex
• (A) presents a clear there is clear to allow some structures
overview of main progression flexibility and • produces
trends, differences or throughout precision frequent error-
stages • uses a range of • uses less common free sentences
• (GT) presents a clear cohesive devices lexical items with • has good
purpose, with the tone appropriately some awareness of control of
consistent and although there may style and collocation grammar and
appropriate be some under-/over- • may produce punctuation but
• clearly presents and use occasional errors in may make a few
highlights key word choice, errors
features/bullet points spelling and/or word
but could be more fully formation
extended
6 • addresses the • arranges • uses an adequate • uses a mix of
requirements of the task information and ideas range of vocabulary simple and
• (A) presents an coherently and there for the task complex sentence
overview with is a clear overall • attempts to use forms
information progression less common • makes some
appropriately selected • uses cohesive vocabulary but with errors in grammar
• (GT) presents a devices effectively, some inaccuracy and punctuation
purpose that is generally but cohesion within • makes some errors but they rarely
clear; there may be and/or between in spelling and/or reduce
inconsistencies in tone sentences may be word formation, but communication
• presents and faulty or mechanical they do not impede
adequately highlights • may not always use communication
key features/ bullet referencing clearly or
points but details may appropriately
be irrelevant,
inappropriate or
inaccurate
5 • generally addresses • presents • uses a limited • uses only a
the task; the format information with range of vocabulary, limited range of
may be inappropriate in some organization but but this is minimally structures
places • (A) recounts there may be a lack of adequate for the • attempts
detail mechanically with overall progression task complex
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no clear overview; there • makes inadequate, • may make sentences but
may be no data to inaccurate or over-use noticeable errors in these tend to be
support the description of cohesive devices spelling and/or word less accurate than
• (GT) may present a • may be repetitive formation that may simple sentences
purpose for the letter because of lack of cause some • may make
that is unclear at times; referencing and difficulty for the frequent
the tone may be substitution reader grammatical
variable and sometimes errors and
inappropriate punctuation may
• presents, but be faulty; errors
inadequately covers, key can cause some
features/ bullet points; difficulty for the
there may be a reader
tendency to focus on
details
4 • attempts to address • presents • uses only basic • uses only a very
the task but does not information and ideas vocabulary which limited range of
cover all key but these are not may be used structures with
features/bullet points; arranged coherently repetitively or which only rare use of
the format may be and there is no clear may be subordinate
inappropriate progression in the inappropriate for clauses
• (GT) fails to clearly response the task • some structures
explain the purpose of • uses some basic • has limited control are accurate but
the letter; the tone may cohesive devices but of word formation errors
be inappropriate these may be and/or spelling; predominate, and
• may confuse key inaccurate or • errors may cause punctuation is
features/bullet points repetitive strain for the reader often faulty
with detail; parts may
be unclear, irrelevant,
repetitive or inaccurate
3 • fails to address the • does not organize • uses only a very • attempts
task, which may have ideas logically limited range of sentence forms
been completely • may use a very words and but errors in
misunderstood limited range of expressions with grammar and
• presents limited ideas cohesive devices, and very limited control punctuation
which may be largely those used may not of word formation predominate and
irrelevant/repetitive indicate a logical and/or spelling distort the
relationship between • errors may meaning
ideas severely distort the
message
2 • answer is barely • has very little • uses an extremely • cannot use

related to the task control of limited range of sentence forms
organizational vocabulary; except in
features essentially no memorized
control of word phrases
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formation and/or
spelling
1 • answer is completely • fails to communicate • can only use a few • cannot use
unrelated to the task any message isolated words sentence forms at
all
0 • does not attend •
does not attempt the
task in any way • writes
a totally memorized
response
USEFUL TIPS/ DO’s AND DONT’s
*No matter what graph, diagram or table you are describing, you shouldn’t break these rules:
Your report must be of at least 150 words written in 20 minutes.
You shouldn’t write your opinion or copy words from the task prompt – rephrase and use
synonyms instead.
Never use bullets, write as if you were writing an essay or a letter.
When your Academic Writing Task 1 is graded by IELTS examiners, they look for this structure:
Introduction
Body
Conclusion
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The Introduction should describe the purpose of your report and say what overall trends you
see.
For example, if the graph is climbing up or dropping down, you should mention that. You need
to remember that you are describing a graph to someone who doesn’t see it. Write what the
graph is about, its dates and location.
The Body should describe the most important trends, while all information is summarized to
avoid unnecessary details. For example, if there is a graph that has 2 peaks, you should mention
them; tell when those peaks appeared and what the peak values are. Notice how many
distinctive features the diagram has and divide information into paragraphs, one paragraph per
feature. You should link the paragraphs by sentences that logically connect them to one
another.
Important! You need to write about all the periods of time and all the subjects of graph. If it
shows several years (1992, 1993, 1994) – write about all of them, if it is about men and women
– write about both. Remember, summarizing doesn’t mean throwing away information. The
secret here is to select what’s important, organize it, compare and contrast.
The Conclusion should sum up the global trends shown on the graph and compare them if
possible.
Sample Response
1) Introduce the Graph
You need to begin with one or two sentences that state what the IELTS writing task 1 shows. To
do this, paraphrase the title of the graph, making sure you put in a time frame if there is one.
Here is an example for the above line graph:
The line graph compares the fast food consumption of teenagers in Australia
between 1975 and 2000, a period of 25 years.
You can see this says the same thing as the title, but in a different way.
2) Give an Overview
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You also need to state what the main trend or trends in the graph are. Don’t give detail such as
data here – you are just looking for something that describes what is happening overall.
One thing that stands out in this graph is that one type of fast food fell over the period, whilst
the other two increased, so this would be a good overview.
Here is an example:
Overall, the consumption of fish and chips declined over the period, whereas
the amount of pizza and hamburgers that were eaten increased.
This covers the main changes that took place over the whole period.
You may sometimes see this overview as a conclusion. It does not matter if you put it in the
conclusion or the introduction when you do an IELTS writing task 1, but you should provide an
overview in one of these places.
3) Give the Detail

You can now give more specific detail in the body paragraphs.
When you give the detail in your body paragraphs in your IELTS writing task 1, you must make
reference to the data.
The key to organizing your body paragraphs for an IELTS writing task 1 is to group data together
where there are patterns.
To do this you need to identify any similarities and differences.
Look at the graph – what things are similar and what things are different?
As we have already identified in the overview, the consumption of fish and chips declined over
the period, whereas the amount of pizza and hamburgers that were eaten increased.
So it is clear that pizza and hamburgers were following a similar pattern, but fish and chips were
different. On this basis, you can use these as your ‘groups’, and focus one paragraph on fish and
chip and the other one on pizza and hamburgers.
Here is an example of the first paragraph:
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In 1975, the most popular fast food with Australian teenagers was fish and
chips, being eaten 100 times a year. This was far higher than Pizza and
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
chips gradually declined over the 25 year timescale to finish at just under 40.
As you can see, the focus is on fish and chips. This does not mean you should not mention the
other two foods, as you should still make comparisons of the data as the questions ask.
The second body then focuses on the other foods:
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. 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 a year.
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The line graph compares the fast food consumption of teenagers in Australia between 1975 and
2000, a period of 25 years. Overall, the consumption of fish and chips declined over the period,
whereas the amount of pizza and hamburgers that were eaten increased.
In 1975, the most popular fast food with Australian teenagers was fish and chips, being eaten
100 times a year. This was far higher than Pizza and 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 chips gradually declined over the 25 year timescale to finish at just
under 40.
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. 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 a year.
(194 words)
USEFUL VOCABULARY AND EXPRESSIONS
Expressions for the introduction
ü The graph/table shows/indicates/illustrates/reveals/represents...

ü It is clear from the graph/table...
ü It can be seen from the graph/table...
ü As the graph/table shows,...
ü As can be seen from the graph/table,...
ü As is shown by the graph/table,...
ü As is illustrated by the graph/table,...
ü From the graph/table it is clear....
*In IELTS Academic Writing Task 1 you will be tested on your ability to describe and interpret
information presented in a graph, table, chart or diagram.
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You will need to describe trends, compare and contrast data or report statistical information.
Occasionally you will need to describe a process.
In order to do well in this section, you need to know specific vocabulary related to describing
trends.
Verbs to describe an upward trend

The following verbs can be used to describe a trend or pattern that goes up.
Ø climb (past: climbed)
Ø go up (past: went up)
Ø grow (past: grew)
Ø increase (past: increased)
Ø jump (past: jumped)
Ø rise (past: rose)
Ø rocket (past: rocketed)
Sentence examples using words that show an upward trend:

Ø The number of enrolments increased significantly between 2005 and 2010.
Ø Production rose from 800 units in May to 1000 units the following month.
Verbs to describe a downward trend

The following verbs can be used to describe a trend or pattern that goes down.
Ø decline (past: declined)
Ø decrease (past: decreased)
Ø drop (past: dropped)
Ø fall (past: fell)
Ø go down (past: went down)
Ø plummet (past: plummeted) = to fall or drop suddenly in amount or value
Ø plunge (past: plunged) = to fall or drop suddenly in amount or value
Ø Plunge and Plummet, when describing trends, have the same meaning.
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Sentence examples using words that show a downward trend:
Ø Prices of Model X dropped significantly once Model Y became available on the market.
Ø Company profits decreased in 2013 by 15%.
Words and phrases used to describe a stable trend

To describe a more or less stable pattern, you can use the following expressions:
Ø maintain (past: maintained)
Ø remain (past: remained)
Ø stay (past: stayed)
Ø constant
Ø stable
Ø steady
Ø unchanged
Adverbs used when describing trends

Adverbs describe HOW something happens. They usually come after a verb.
sharply, rapidly, quickly, steeply
considerably, significantly, substantially
steadily, gradually, moderately
slightly, slowly
Academic Writing Task 1 Summary Chart
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Verbs
These verbs are alternatives to the basic rise and fall vocabulary. One benefit of using them is
that sometimes they help you avoid repeating too many numbers. If you have a strong verb,
you don’t always have to give the exact figure.
Up Verbs
Verbs Example
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Soar the use of water soared in March
Leap the prices leapt to 90% in one year
Climb populations climbed to over one million by 1980
Rocket use of cars rocketed in the first decade
Surge a surge of migration is seen in November
Notes:
“Soar “and “rocket” are both very strong words that describe large rises. “Rocket” is more
sudden. You probably do not need to qualify these verbs with adverbs.
“Leap” shows a large and sudden rise. Again, you probably do not need to qualify it with an
adverb.
“Climb” is a relatively neutral verb that can be used with the adverbs below.
Down verbs
Verbs Example
Sink The cost of housing sunk after 2008
Slip back Use of electricity slipped back to 50 in May
Dip Divorce rate dipped in the 60s
Drop A drop in crime can be seen last year
Plummet Tourists to the city plummets after September
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Notes:
“Plummet” is the strongest word here. It means to fall very quickly and a long way.
“Drop” and “drop” are normally used for fairly small decreases
“Slip back” is used for falls that come after rises
“Drop” and “Dip” are also frequently used as nouns: “a slight dip” “a sudden drop”
Adjectives and adverbs

This is a selection of some of the most common adjectives and adverbs used for trend language.
Please be careful. This is an area where it is possible to make low-level mistakes. Make sure
that you use adjectives with nouns and adverbs with verbs:
a significant rise – correct (adjective/noun)
rose significantly – correct (adverb/verb)
a significantly rise – wrong
Please also note the spelling of the adverbs. There is a particular problem with the word
“dramatically:
dramatically – correct
dramaticly – wrong
dramaticaly – wrong
Adjectives of Degree
Adjective Example Adverb Example

Significant A significant change Significantly Changed significantly
Dramatic A dramatic shift Dramatically Sifts dramatically
Sudden A sudden rise Suddenly Has risen suddenly
Substantial A substantial gain Substantially Gained substantially
Sharp A sharp decrease Sharply Had decreased sharply
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Notes:
“sudden” and “sharp” can be used for relatively minor changes that happen quickly
“spectacular” and “dramatic” are very strong words only used for big changes
Steady Adjectives
Consistent A consistent flow Consistently Flowed consistently
Steady A steady movement Steadily Moved steadily
Constant Constant shift Constantly Sifted constantly
Small adjectives

Slight A slight rise Slightly Rose slightly
Gradual A gradual fall Gradually Has fallen gradually
Marginal A marginal change Marginally Had changed marginally
Modest A modest increase Modestly Increases modestly
Notes:
“marginal” is a particularly useful word for describing very small changes
Other useful adjectives
These adjectives can be used to describes more general trends
Adjective Example
Upward By looking at the five data points, there appears to be a clear upward pattern in
prices
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Downward Over the past quarter century there is a downward trend in use of pesticides
Overall The overall shift in the market seems to favour the use of nuclear power
Notes:
“overall” can be used to describe changes in trend over the whole period: very useful in
introductions and conclusions
“upward” and “downward” are adjectives: the adverbs are “upwards” and “downwards”
I. Graphs
IELTS Writing Task 1: describing a line graph
Test Tip
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,
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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.
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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.
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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.
IELTS Writing Task 1: Describing a Double-Line Graph:
Describing a double-line graph is not so different from describing single line graphs, of course, and the
language will be pretty similar. So if you have practiced the single-line graph on your own, this is going
to be easy. The difference is that you have to tie the two lines together (compare and contrast them).
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As with most IELTS Writing Task 1 essays:–
First sentence: Describe what the graph shows by rewording its title and the relevant information along
each axis. Don’t directly copy anything from the graph — reword with synonyms. Use the words
compares and contrasts instead of shows.
The graph compares the numbers of smokers among the two sexes in a place called Someland from 1960
to 2000.
Second sentence: Describe the overall change, the most striking things. What you can see “at a glance”.
The graph compares the numbers of smokers among the two sexes in a place called Someland from 1960
to 2000. At a glance we can see that although at the beginning of the period, the rates of smoking
between men and women were very different, by the end they were much closer.
Again be very careful when you say exactly what it is that is going up, reaching a peak, going down,
or reaching a low point. And make sure the subject and verb are in agreement (the first rule of
grammar)
The number of female smokers decreases steadily over the last two and a half decades.
The rate increases.

IELTS Writing Task 1: Describing a Multiple Line Graph:
You might see a line graph like this one in Task 1. The ability to describe changes over time is a key skill in
line graph tasks.
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.
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Model Answer 1:
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)
IELTS Writing Task 1: describing a Bar graph
• Leisure time enjoyed by men and women of different employment status

You should write at least 150 words.
You should spend about 20 minutes on this task.
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The chart below shows the amount of leisure time enjoyed by men and women of different employment
status.
Write a report for a university lecturer describing the information shown below.
Leisure time in a typical week in hour- by sex and employment status, 1998-99.
Model Answer 1:
The provided chart shows the number of leisure hours enjoyed by men and women in a typical week in
1998-99, according to gender and employment status. As is observed from the graph, the unemployed
and retired men and women had more leisure time than the other type of people.
Among the full-time employed people, men had about 45 hours of leisure time on an average per week
compared to the 38 hours of leisure time for women. No data is given for the part-time employed men
and women from this category enjoyed 40 hours of leisure time in a week. This figure is slightly more
than the employed women perhaps because of their employment nature.
Unemployed and retired people had the longest period for leisure activity both for men and women and
men had a bit more hours than the women. As expected the retired and unemployed people enjoyed
about 78 to 82 hours per week which is longer than people from other employment statuses. Lastly,
housewives enjoyed approximately 50 hours of leisure time which is more than the employed women
but less than the unemployed and retired women. The graph reflects that men had more leisure time
from all employment statuses than women which indicates that women spent more time working at
home than their male counterparts.
The graph summarises that the male enjoyed more leisure time than women and employed people had
less time for leisure activities than retired and unemployed people.
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Sample Answer 2:
The graph compares the amount of leisure time enjoyed by people of different employment levels in a
typical week in the year 1998-1999.
In the given column graph, no data has been provided for the part-time employed and house-staying
men. For rest of the cases, Men have more leisure time than women of the same category. The highest
amount of leisure hours is enjoyed by those, who are unemployed. Unemployed men had approximately
85 hours of spare time and women from the same category had about 83 hours. The retired people also
enjoyed the same amount of leisure activities as did the unemployed men and women. On the contrary,
full-time employed men had a total of 40 hours leisure time compared to about 37 hours of women
from the same status. Finally, women with part-time jobs had 40 hours to spend for their leisure
activities and housewives had 50 hours leisure time per week.
In conclusion, unemployed and retire people, both men and women enjoyed more leisure time than
employed people and men compared to women had more time for leisure activities.
Tips for writing answer for this Academic Writing Task 1:
1. The given bar graph compares the data for the year 1998 and 1999. So your answer should be in past
tense. For instance: Full time employed men enjoyed about 44 hours of leisure time while the female of
this category had approximately 38 hours of leisure time.
2. Notice that no data for the home staying husbands and part-time employed men are given in the
graph. So mention that fact as well. Example: No data for the part-time employed men and house-
staying men are given in the illustration....
3. Observe that men and women of retired and unemployed categories had more free times than the
employed people. This is an important fact of the graph. So mention this fact in your writing.
4. Female had less leisure time than the men in the given categories. As this is an important factor of the
graph, mention this and also give a hint that this might have happened because of the females’
engagement of household works, child rearing etc.
Summary of the graph:

Unemployed and retired people had more leisure time than the part-time and full-time employed men
and women. Also, women enjoyed less leisure time than men as they have more involvement in
household works. No data was given for the part-time job holding and house-staying male.
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Graph Answer 3:
The given graph gives information on the number of leisure hours enjoyed by male and female with
different employment status in an average week of the year 1998 and 1999. As is observed from the
graph, the male had more free times than the female and employed people enjoyed less free hours than
the unemployed or retired persons on an average.
The line graph compares the amount of leisure time enjoyed by people with different employment
statuses and also compares the leisure hours between men and women. In a typical week of 1998 -
1999, full-time employed men had more than 40 hours of leisure time compared to the 38 hours leisure
time of women. Females with part-time jobs had 40 hours of free time which is 2 hours more than the
full time employed woman which is natural considering the job natures. No data for part-time employed
and house staying men were given in the illustration. On the other hand, unemployed and retired males
had more than 80 hours of leisure time in a week while females of these 2 categories had around 78
hours of free time in a week. The amount of leisure time enjoyed by housewives was 50 hours which is
less than the unemployed and retired females but higher that employed females.
In summary, the graph depicts that the male had more leisure time to enjoy than the female possibly
because of the females involvement in household works and people without jobs had almost double
leisure times than the employed population.
Sample Answer 4:
The bar chart compares the leisure hours enjoyed by male and female based on the employment status
during the year 1998 to 1999.
It is clearly evident from the graph that female in all respective of employment status enjoys time killing
when compared to male. Men and women, who are unemployed and retired, spent more leisure hours
when compared to employed people. Unemployed males (85 hours per week) and females (78 hours
per week) only show a slight difference in hours spent for leisure time. Similarly, retired employees
(male75 hours per week, female 82 hours per week) spent almost same leisure hour irrespective of
gender.
In contrast, the number of leisure hour spent by employed males is 42 hour weekly and by female
employees, this was around 40 hours per week. Housewives spent almost 10 hours more than employed
females (50 hours per week).
Overall, the bar chart shows the number of leisure hours spent during retirement and unemployment is
high when compared to employment period. In addition, males enjoy more leisure hours per week when
compared to females.
• Average hours of unpaid work per week done by people in different

categories
You should spend about 20 minutes on this task. The diagram below shows the average hours of unpaid
work per week done by people in different categories. (Unpaid work refers to such activities as childcare
in the home, housework and gardening.)
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Describe the information presented below, comparing results for men and women in the categories
shown. Suggest reasons for what you see.
Model Answer 1:
The graph shows data between married men and women of the number of hours spent per week on
unpaid work. At first glance at the chart, it is noticeable that from all the three categories (without
children, with 1-2 children and with 3 or more children), married women spend more hours involved in
unpaid work such as housework, gardening and childcare than expected from men.
Married women with children spend more time than without children as the chart shows while having
more than three children have invested around 60 hours of unpaid work. This is probably due to the
extra load of housework and childcare that is evidently needed to run such a big family.
Furthermore, though there are visible variations of the number of hours of unpaid work carried out by
married women, there is no significant variation among all three categories for married men in terms of
work hours that is not paid (30 or fewer hours). In fact, it is observed that married men with three or
more children spent slightly less number of unpaid work hours. This might be due to the high
requirement of commitment needed for a paid job to meet financial requirements for a big family.
In conclusion, married women with three or more children spent the highest number of hours, yet
married women from all categories spent a dramatically higher number of hours for unpaid work than
married men.
Tips for answering this Academic IELTS writing task 1:
1. Look at the question carefully. It asks you to compare the result shown for men and women. So you
should not only mention the figures given in the graph. Rather you should use comparisons. An example
of comparison is: "The number of unpaid working hours increases for women with the increase of their
children's number but that does not affect the total unpaid works done by the men."
27
2. The question also asks you to suggest reasons for what you see. So you would require giving reasons
possibly why the women work more unpaid works that men do and why their working hours in unpaid
works increases with the number of total children.
3. There is an interesting fact in the result of the bar graph i.e. men with more than 3 children work even
less for the unpaid jobs. Mention this interesting fact in your writing.
4. Since no past year or month is mentioned in this bar graph, your answer should be in present tense.
Example: Women spend more time on such unpaid household works than men do.
Summary of the bar graph:

This graph shows the total hour of unpaid jobs like child rearing, household works, cooking, cleaning,
gardening etc done by male and female per week. The result of this graph is not related to the paid job
of men of women. The result suggests that females spend more time on such jobs than men do. Again,
female with more children works more hours than other females. Interestingly the numbers of hours
men work in such unpaid works remain almost same regardless of their children number.
Model Answer 2:
The given column graph elucidates the unpaid work done by both married men and women having
different numbers of children. A cursory glance is adequate to mention that most women, with or
without children, have to do the unpaid household works more than men and more children means
more work for women.
As is seen in the given illustration, married females who do not have any child do around 30 hours of
unpaid work weekly, while, male from the same category do only 18 hours of such work. Whilst, men
who have one or two children spend an equal amount of time for household works as do the males
without children, this is in contrast nearly fifty hours for women. In the case of women, who nurture
more than three offspring, spend the highest hours on unpaid works -58 hours per week. Men on the
other hand, surprisingly do fewer household works with the increase of their child number.
Sample Answer 3:
The given column graph shows information on the amount of unpaid works done by men and women of
different categories.
As is presented in the illustration, married women who don't have children do the unpaid-works
(gardening, child care and household works) 30 hours per week whereas married men do the similar
unpaid jobs for about 18 hours per week. Women, who have one or two children do such work for 50
hours/week but the men from the same category do only 17hours (approximately) each week. The
women who have more than 3 kids seem to work the highest amount of unpaid works per week and
that is nearly 60 hours. Surprisingly male from the same category work even less; amounting only 16
hours (approximately) of unpaid works.
In summary, women do the most of the unpaid jobs compared to men and with the increased number
of children this workload for women increases. This is possibly because more men than women get busy
at paid job and women stay home more than men do. As a consequence, women have to do more
unpaid jobs like childcare, gardening, cooking and household tasks than men.
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Sample Answer 4:
The given line graph compares the hours of non-paid jobs done by male and female with different
numbers of children in an average week. As is observed from the graphs, women worked significantly
more hours than men for the household works like child caring, gardening etc. Also, the number of
hourly works done as unpaid works got higher with the increase of child number.
As is presented in the line graph, married women work around 30 hours per week for household unpaid
works while the men from same category work for only 18 hours. The works done by females with 1-2
children per week is more than 50 hours and with 3 plus children the work done by females is 60 hours.
Interestingly, the volume of unpaid jobs done by males does not change with the number of kids they
have except for the men with more than three kids who works even less unpaid household works.
In conclusion, we can say that the volume of unpaid works like household works and child caring
increases for women with the increase of their children's number but for men, this remain the same.
And female works significantly more hours for that type of household works than the men do.
Sample Answer 5:
The given bar graph depicts the average hours of unpaid work done in a week by different categorised
people such as married women and men without children, with 1-2 children and with more than 3
children. The first point to note is that men do almost an equal number of hours of work in all three
categories.
Men occupied with unpaid works around 18 hours per week in the given groups. On the other hand,
women of the given two categories were engaged with 3 fold hours of men’s unpaid work. That is, 50
and 55 hours per week by married women with 1-2 children and with more than 3 children respectively.
Interestingly, married women without children have done almost half of it that is 30 hours per week.
To sum up, it is clear from the graph that married women were doing more hours of unpaid work
compared to married men irrespective of their number of children.
Model Answer 6:
The given diagram presents information on average weekly unpaid working hours of married men and
women according to their family members’ number (without children, 1-2 children, with 3 children). It is
clear that women spend more time doing the unpaid works than men do. The unpaid works mainly
involve household and child upbringing works like housework, taking care of children, and gardening.
As is illustrated in the diagram, more the number of children the more unpaid working hours could be
observed in the case of women and the reverse scenario is true for unpaid working hours of men.
Women without children work about 30 hours of unpaid works per week while it is about 17 hours for
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men without children. The unpaid working hours increases significantly when a married woman has
children. For 1-2 children this working hour stands at over 50 hours per week and for 3+ children it
reaches to about 60 hours. Interestingly, the weekly unpaid working hours for married men decrease
very slightly with the increase of children in the family. While a man works for about 17 hours of unpaid
tasks weekly if has no child this working hour decreases to nearly 16 when he has children.
This is a possibility because women most of the time stay at home and do more household and child-
rearing tasks than men do. Men, on the other hand, works outside and do less household related tasks.
Again married women with children need to work more on such tasks than married women without
children.
Model Answer 7:
The given graph compares the average time spend on unpaid works per week by married men and
married women having a different number of children. This nonpaid works mostly involve activities and
tasks like cooking, cleaning, taking care of children, housework, and gardening.
Now turning back to the details, women without children spend 30 hours per week on unpaid activities,
while men, from this category, do around 18 hours unpaid tasks in seven days. It is noticeable that with
the increasing number of children the unpaid working hours for women increase significantly while it
remains almost the same for men. This difference between the duration of nonpaid household works
done by men and women largely rises with the number of offspring. Women do about 52 and 58 hours
of unpaid activities respectively per week, while, men do fewer hours, approximately 18 and 16 hours a
week.
In conclusion, it is clear that women dedicate far time on unpaid work than men. In addition, the higher
the number of offspring, bigger the amount of work for women. However, it does not influence the
average hours of men. In fact, it drops a little, as the number of children increases.
• Mobile phones and landlines per 100 people in selected countries

The chart shows the number of mobile phones and landlines per 100 people in selected countries.
Write a report for a university lecturer describing the information given.
30
Model Answer 1:
The supplied bar graph shows data on the number of cell phone and land phone users in 6 countries in
the Europe and the American regions. As is observed from the presentation, the number of landline
users in Denmark, US and Canada are higher than the number of cell phone users in these countries. On
the contrary, in Italy, Sweden, Denmark and Germany the cell phone users are higher in number than
that of land phone users.
In Italy, Sweden, UK and Denmark almost 80-90 percent people use the cell phone. Among these six
countries, Italian people are highest in percent in terms of cell phone usages whereas the highest
percentages of land phone users are found in Denmark which is almost 90%.
The difference between cell phone and land phone users is highest in Italy and in Denmark these two
types of users are almost similar. The lowest number of land phone users can be found in Canada.
In summary, North America has more Land phone users than their cell phone users and most of the
European people prefer to use mobile phones over land phones.
Tips for answering this writing question:
1. The graph does not mention any year from past so your answer should be in present tense. Example:
Around 70% German people use mobile phones whereas the land phone users of this country are 60%.
31
2. Notice the fact that, in USA, Canada and Denmark, the number of land phone users are higher than
the mobile phone users. In other four European countries, the opposite trends can be observed where
cell phone users are more than the land phone users.
3. The data are given in percentage so mention them as percentages, not in an absolute value.
4. No past year is mentioned in the illustration, so use present tense to present your writing. Example:
90% Italian people use cell phone whereas only 41% of them use the land lines.
5. Mention which countries have the highest and lowest land phone and cell phone using percentage in
your answer as these are two important facts are present in the graph. For instance: The highest
percentage of cell phone users are Italian whereas their percentage of using the land phone is lowest
among the given countries. On the contrary, Denmark has the highest percent of land phone users and
this percentage is lowest in Canada.
Summary of the bar graph:

The given graph compares the percentages of land phone and cell phone users in 7 different European
and American countries. As is given in the illustration, the numbers of cell phone users are higher than
the land phone users are in Italy, Sweden, UK and Germany. On the contrary, the land phone users are
higher than cell phone users are in Canada, US and Denmark. Also, Italy has the highest percentage of
mobile phone users and also the lowest land phone users. Finally, Denmark has the highest percentage
of landline users and Canada has the lowest percentage of land phone users among the given 7
countries.
Sample Answer 2:
The given illustration gives data on the number of mobile and land phone users in six different countries
namely: Canada, US, Germany, UK, Sweden and Italy.
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As is presented in the chart Canada, US and Denmark have more land line users than the cell phone
users while the opposite is true for Germany, UK, Sweden and Italy where the cell phone users exceed
the number of land phone users. In Canada, the US and Denmark the numbers of cell phone users per
100 are consecutively 38, 48 and 71 while the landline users are 61, 38 and 87. On the other hand, the
remaining 4 countries have much more mobile phone users than the land line users. The Italian people
use the highest percentage of land phones and lowest percentage of cell phones on an average. On the
contrary, Canadians use the lowest number of cell phones per 100 people while the mobiles phone
users are almost half of the total land phone users.
In summary, US and Canada have higher land phone users than the cell phone users while the European
prefers to use cell phones than the land phones.
Sample Answer 3:
The given bar graph depicts the mobile or land phone numbers per 100 people in different seven
countries. The first point to note is that highest number of phones used by the people in Denmark.
It occupied almost an equal number of mobile and land phones that is 82% and 86% respectively.
Canada and the USA have almost half of it users of mobile phones which are 38% and 48% respectively.
70% German people has mobile phones while other British countries like UK, Sweden and Italy has more
than the number of Denmark with 85%, 88% and 90% respectively. In the case of land phones, the
lowest number was in Italy with 42% and the UK with 58%. Whereas Germany, Canada and Sweden
have almost equal numbers with 60%, 62% and 65% respectively.
To sum up, it is clear from the graph that, the number of mobile phones has variations, whereas land
phones have average use in all the given countries.
II. Charts
33
Bar Charts
34
Write a 150-word report for a university lecturer explaining the data and making comparisons
where relevant.
IELTS Writing Task 1: Model Answer

The bar chart compares the energy consumption and expense of operating 16 different items of
household equipment. Overall, we can see significant differences in both cost and consumption.
To begin with, there are some common household items which consume relatively little energy. These
include an electric blanket (approx. $10 or 100kwh/year), a microwave oven (approx. $15 or
150kwh/year) and a television (approx. $17 or 170kwh/year).
By contrast, devices that might be classified as ‘luxury’ items such as a pool pump or spa are
comparatively expensive and energy-intensive, at nearly $125 or 1500kwh/year and around $190 or
2225kwh/year respectively.
It is interesting to note that even among household items normally considered alike, such as a
microwave and refrigerator, there are enormous discrepancies in cost and energy use. The former uses
only around $15 or 150kwh/year, while the latter consumes at least six times that amount at $90 or
1150kwh/year.
In conclusion, it appears that there is no clear pattern in the relative energy consumption of domestic
equipment, although households had better be aware of the high running costs of luxury items such as a
pool pump and spa.
35
Pie Chart
36
The following pie charts show the results of a survey into the most popular leisure activities in the
United States of America in 1999 and 2009.
Summarize the information by selecting and reporting the main features, and make comparisons where
relevant.
Step 1: seeing the big picture

The first step is to identify the main points of the two charts. This is not just an important part of the
task and your band score, it will also help you write your description. The main points are normally
obvious. Sometimes they are so obvious that candidates ignore them. Look at these questions:
1. How many activities are there in each chart? – Just count

2. Are the activities the same in each chart? – Read the key
3. Are there any changes in popularity between the two years? – Look at the colours
You should get these answers:
1. There are 8 activities for each year

2. 7 of 8 activities are the same
3. There are a number of differences in popularity between the two years.
37
All you need to do now is put that into English and you have the main points of the report. Adding in a
short description of the task we have:
These two pie charts show the changes in popularity of different leisure activities in the United States of
America between 1999 and 2009. We can see that the most popular leisure activities were almost the
same in both periods, but there were a number of differences in popularity between the various
activities.
Step 2: choose the details to include

There are 16 different figures you can include. This is too many. The task is to select and report the most
important details. This will include naming all the activities, but not all the numbers. To do this, try
looking for:
1. the biggest number

2. the smallest number
These are generally important details to include. You should also consider what changes between the
two charts, not least because the task asks you to make comparisons. So, ask yourself:
1. what’s gone up
2. what’s gone down
3. what hasn’t changed
4. what’s new
Putting this together, we need these details:
1. walking is most popular in both periods

2. yoga disappears and weightlifting is new
3. swimming doubles
4. aerobics, jogging and cycling all fall
5. soccer and camping don’t change much
Step 3: organize your report

This will vary from task to task, but typically you will be looking at two content paragraphs. As you write
your paragraphs, you want to think of three key ideas:
• highlight the main points – they come first

• group similar ideas together
• find a logical structure to present the points
38
In this case, I would go with this structure:
Paragraph 1
walking is much the biggest slice of the pie in both years
weightlifting is new and yoga has gone
It is clear that walking was the most popular activity in both 1999 and 2009 with around 30% of
Americans saying that they preferred it. Also, yoga was no longer among the preferred activities in 2009,
but weightlifting was chosen by 10% of people.
Paragraph 2
refer to the other activities in order of popularity in 2009 – soccer and swimming first, jogging and
aerobics last
note the biggest changes – cycling, jogging and aerobics all big fallers, swimming the big riser.
The second most popular activity was soccer at just under 20% in both years, a figure that was matched
by swimming in 2009, having almost doubled in popularity over the previous decade. Most of the other
activities became less popular over the same period of time, with cycling, jogging and aerobics all falling
by at least a half to under 10%. The one exception to this trend was camping which stayed almost
unchanged at around 9%.
Step 4: get the vocabulary right
This is the big one and will take time to learn. To help you on your way, I show you two model answers
with extensive vocabulary notes. My suggestion is start with the first one. Don’t be worries that it looks
too simple. It isn’t. It is in fact extremely good – band score 9. The when you have that right, take a look
at the second version which has some more advanced vocabulary.
A good version
This is the final report
These two pie charts show the changes in popularity of different leisure activities in the United States of
America between 1999 and 2009. We can see that the most popular leisure activities were almost the
same in both periods, but there were a number of differences in popularity between the
various activities.
It is clear that walking was the most popular activity in both 1999 and 2009, with around 30% of
Americans saying that they preferred it. Also, yoga was no longer among the preferred activities in
2009, but weightlifting was chosen by 10% of people.
The second most popular activity was soccer at just under 20% in both years, a figure that was matched
by swimming in 2009, having almost doubled in popularity over the previous decade. Most of the other
activities became less popular over the same period of time, with cycling, jogging and aerobics all falling
39
by at least a half to under 10%. The one exception to this trend was camping which stayed almost
unchanged at around 9%.
v The above report is exceptionally good. It covers all the right details (Task response), has
a good range of grammar with relative clauses (Range and accuracy of grammar), is very
coherent (well organized and linked) and has some range of vocabulary, even if some
words are repeated (Lexical resource). This answer can help you by extending the range
of vocabulary you use for:
• general words
• dealing with numbers
• linking
These two charts illustrate how the preferred leisure activities of Americans changed between 1999 and
2009.Generally speaking, while the list of activities remained almost identical over the decade, there
were a number of changes in their relative popularity.
It is immediately evident that walking was by some distance the most popular pastime in both years,
accounting for just under a third of the preferences expressed. Of equal note is that by 2009, yoga had
disappeared from the list of preferred activities and had been replaced by weightlifting, which was
chosen by one in ten Americans.
Among the less popular activities, the most notable development was that the proportion of people
who went swimming doubled, making it equal second in popularity with soccer at 18%. In stark
contrast, around as half as many Americans went cycling in 2009 as compared to ten years earlier, with
the result that it became less popular than camping, at 7% and 9% respectively. Likewise, the number of
people who went jogging and did aerobics also dropped significantly, with less than 5% of respondents
to the survey choosing them.
40
The pie chart shows the amount of money that a children's charity located in the USA spent and
received in one year.
Summarize the information by selecting and reporting the main features and make comparisons where
relevant.
Write at least 150 words.
Revenue Sources and Expenditures of a USA Charity in one year
Model Answer:
The pie charts show the amount of revenue and expenditures over a year of a children’s charity in the
USA. Overall, it can be seen that donated food accounted for the majority of the income, while program
services accounted for the most expenditure. Total revenue sources just exceeded outgoings.
In detail, donated food provided most of the revenue for the charity, at 86%. Similarly, with regard to
expenditures, one category, program services, accounted for nearly all of the outgoings, at 95.8%.
The other categories were much smaller. Community contributions, which were the second largest
revenue source, brought in 10.4% of overall income, and this was followed by program revenue, at 2.2%.
Investment income, government grants, and other income were very small sources of revenue,
accounting for only 0.8% combined.
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There were only two other expenditure items, fundraising and management and general, accounting for
2.6% and 1.6% respectively. The total amount of income was $53,561,580, which was just enough to
cover the expenditures of $53,224,896.
In this example, there are four pie charts that you have to compare.
Model Graph
The pie charts show the electricity generated in Germany and France from all sources and renewables
in the year 2009.
relevant.
42
Sample Pie Chart - Model Answer:
The four pie charts compare the electricity generated between Germany and France during 2009, and it
is measured in billions kWh. Overall, it can be seen that conventional thermal was the main source of
electricity in Germany, whereas nuclear was the main source in France.
The bulk of electricity in Germany, whose total output was 560 billion kWh, came from conventional
thermal, at 59.6%. In France, the total output was lower, at 510 billion kWh, and in contrast to Germany,
conventional thermal accounted for just 10.3%, with most electricity coming from nuclear power (76%).
In Germany, the proportion of nuclear power generated electricity was only one fifth of the total.
Moving on to renewables, this accounted for quite similar proportions for both countries, ranging from
around 14% to 17% of the total electricity generated. In detail, in Germany, most of the renewables
consisted of wind and biomass, totaling around 75%, which was far higher than for hydroelectric (17.7%)
and solar (6.1%). The situation was very different in France, where hydroelectric made up 80.5% of
renewable electricity, with biomass, wind and solar making up the remaining 20%. Neither country used
geothermal energy.
Tables
IELTS Writing Task 1 Table
The table shows the Proportions of Pupils Attending Four Secondary School Types Between Between
2000 and 2009.
Summarize the information by selecting and reporting the main features and make comparisons
where relevant.
Secondary School Attendance

2000 2005 2009
Specialist Schools 12% 11% 10%
Grammar Schools 24% 19% 12%
Voluntary-controlled Schools 52% 38% 20%
Community Schools 12% 32% 58%
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Model Answer:
The table illustrates the percentage of school children attending four different types of secondary school
from 2000 to 2009. It is evident that the specialist, grammar and voluntary-controlled schools
experienced declines in numbers of pupils, whereas the community schools became the most important
providers of secondary school education during the same period.
To begin, the proportion in voluntary-controlled schools fell from just over half to only 20% or one fifth
from 2000 to 2009. Similarly, the relative number of children in grammar schools -- just under one
quarter -- dropped by half in the same period. As for the specialist schools, the relatively small
percentage of pupils attending this type of school (12%) also fell, although not significantly.
However, while the other three types of school declined in importance, the opposite was true in the
case of community schools. In fact, while only a small minority of 12% were educated in these schools in
2000, this figure increased to well over half of all pupils during the following nine years.
Sample task
Write a report for a university lecturer describing the information in the table below.
44
Your task
Complete the Task One report exercise above. Spend only 20 minutes. Then look at the notes and the
sample answer below.
Guidelines for a good answer:
Does the report have a suitable structure?
• Does it have an introduction, body and conclusion?

• Does it include connective words to make the writing cohesive within sentences and
paragraphs?
Does the report use suitable grammar and vocabulary?
• Does it include a variety of sentence structures?

• Does it include a range of appropriate vocabulary?
Does the report meet the requirements of the task?
• Does it meet the word limit requirements?

• Does it describe the whole graph adequately?
• Does it focus on the important trends presented in the table?
Sample Answer:
The table shows how people in different age groups spend their leisure time in Someland over the course of a year.
It can be clearly seen that the amount of leisure time available varies considerably across the age groups and that
people of different age levels have very different ways of spending their leisure time.
According to the figures, as people age in Someland their social lives reduce. Teenagers and people in their
twenties spend on average 500 hours per year on socializing and 350 hours of that time is with a group of more
than 4 people. Although the total hours of socializing in their 30s, 40s, 50s and 60s is fairly constant (between 300-
350), socializing with more than 4 people drops dramatically to 50 hours in the 30s and 40s age groups and only 25
from 50 years old. Group and individual exercise follow a similar pattern.
People of all ages spend a good part of their leisure time on entertainment such as TV/video viewing and cinema.
In both cases, teenagers and retired people spend around twice as much time as those who are at working age.
Home entertainment ranges from just over a thousand hours for teenagers and retired people and an average of
600 hours for everyone else. Cinema accounts for 100 hours of the teenagers and retired people’s leisure time and
25-50 hours for the rest.
In conclusion we can see there is a significant trend towards solitary and smaller group activities as people grow
older and that teenagers and retired people spend a lot more time on entertainment than those of working age
do.
45
The table below gives information on consumer spending on different items in five different countries
in 2002.
Percentage of national consumer expenditure by category - 2002
The table shows percentages of consumer expenditure for three categories of products and services in
five countries in 2002.
It is clear that the largest proportion of consumer spending in each country went on food, drinks and
tobacco. On the other hand, the leisure/education category has the lowest percentages in the table.
Out of the five countries, consumer spending on food, drinks and tobacco was noticeably higher in
Turkey, at 32.14%, and Ireland, at nearly 29%. The proportion of spending on leisure and education was
also highest in Turkey, at 4.35%, while expenditure on clothing and footwear was significantly higher in
Italy, at 9%, than in any of the other countries.
It can be seen that Sweden had the lowest percentages of national consumer expenditure for
food/drinks/tobacco and for clothing/footwear, at nearly 16% and just over 5% respectively. Spain had
slightly higher figures for these categories, but the lowest figure for leisure/education, at only 1.98%.
Note:
- Which information did I choose to include in my 'summary' paragraph?
- Why did I use past and present tenses in paragraph 2?
- How did I group the information for paragraphs 3 and 4?
46
The table below presents the number of children born to women aged 40-44 years in Australia for
each year the information was collected since 1981.
Summarize the information by selecting and reporting the main features, and make comparisons where
relevant.
You should write 150 words
The chart gives information about the percentage of childbirth among female Australians between the
ages 40 and 44 from 1981 to 2006. It shows that as the years progressed, the percentage of Australian
women who gave birth to two or less children increased, while those who gave birth to three or more
decreased.
As seen in the table, the percentage of Australian women who didn’t have any children nearly doubled
from 8.5% in 1981 to 15.9% in 2006. The same trend was observed among those who had only one child,
which grew from 7.6% to 13.2% in the same years mentioned. Women who had two children composed
the largest group from the beginning of the period to the end at 29% and 38.3% respectively.
On the contrary, the percentage of women from Australia who had three children went down from
27.4% in 1981 to 21.5% in 2006. However, a much bigger decline was observed among women who had
four or more children, from 27.6% down to only 11% in the span of 35 years.
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III. Combination
IELTS Line and Bar Chart

This is an example of two graphs together - a line and bar chart.
The line graph shows visits to and from the UK from 1979 to 1999, and the bar graph shows the most
popular countries visited by UK residents in 1999.
relevant.
48
IELTS Line and Bar Chart - Model Answer
The line graph illustrates the number of visitors in millions from the UK who went abroad and those that
came to the UK between 1979 and 1999, while the bar chart shows which countries were the most
popular for UK residents to visit in 1999. Overall, it can be seen that visits to and from the UK increased,
and that France was the most popular country to go to.
To begin, the number of visits abroad by UK residents was higher than for those that came to the UK,
and this remained so throughout the period. The figures started at a similar amount, around 10 million,
but visits abroad increased significantly to over 50 million, whereas the number of overseas residents
rose steadily to reach just under 30 million.
By far the most popular countries to visit in 1999 were France at approximately 11 million visitors,
followed by Spain at 9 million. The USA, Greece, and Turkey were far less popular at around 4, 3 and 2
million visitors respectively.
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IELTS Pie and Bar Chart
This model answer is for an IELTS Pie and Bar Chart combined. .
Model Graph
The pie chart shows the percentage of persons arrested in the five years ending 1994 and the bar
chart shows the most recent reasons for arrest.
relevant.
50
IELTS Pie and Bar Chart - Model Answer
The pie chart illustrates the percentage of males and females who were arrested from 1989 to 1994,
while the bar chart compares the main reasons that the different genders were arrested most recently.
It is evident from the charts that males were arrested more than females and that public drinking was
the most common reason for arrest for both.
To begin, the proportion of males arrested was much greater than for females. 32% were arrested
compared to only 9% for women. Turning to the reasons for the most recent arrests, there were some
clear differences between men and women. Men were twice more likely to be arrested for drunk driving
than women, at 26% and 14% respectively. Breach of order, theft, and other reasons were also slightly
higher for men, with all these offences standing in the range of 12-18% for both sexes. Interestingly
though, women experienced a higher percentage of arrest rates for assault and public drinking. The
figures for assault were fairly similar at approximately 18%, whereas public drinking represented the
main reason for arrest, with women at a massive 38%, compared to 31% for men.

Here is an IELTS pie and bar chart and it is another example of two charts that need to be explained
together.
The graphs represent poverty rates in the US in 2008.
When you describe two graphs together it is better to describe one first in one paragraph and the next
in the following paragraph.
Avoid trying to cross reference the information - this is usually not necessary and is quite complex to do.
When you have a chart like this you will need to select the information carefully as there may be a lot of
information.
You should not try and write about everything - you have to show the examiner that you can select and
highlight the important points.
51
The pie chart shows the percentage of women in poverty and the bar chart shows poverty rates by sex
and age. They are from the United States in 2008.
relevant.
52
Model Answer:
The pie chart illustrates the proportion of women in poverty by household composition in the United
States in 2008 and the bar graph indicates the differences in rates of poverty by sex and age. At first
glance it can be seen that single women with no dependent children made up the largest group in
poverty and that poverty was highest for women and children.
The pie chart shows that single women suffered from poverty the most. Single women without children
represented 54% of the total in poverty, and poverty for those with dependent children stood at just
over a quarter. Married women with and without children accounted for the remaining fifth, or 20%.
Turning to the bar chart, poverty rates were highest amongst children, and the rates were roughly equal
for males and females, at around 21% for under 5s and 15% for 5-17 year olds. However, from ages 18-
24, the gap between men and women widened significantly, with approximately 14% of men in poverty
compared to over 20% for women. Poverty declined throughout the adult years for both sexes, but a
gap remained and this gap almost doubled in old age.
IELTS Line Graph and Pie Chart
Sometimes in the IELTS Academic Task 1 you have to describe two graphs together.
It is usually best to describe each graph separately rather than attempting to describe them together.
Trying to link them can be difficult to do (remember you only have 20 minutes) and can also get
confusing to read.
Often the data is not directly linked anyway, and separate descriptions are more suitable.
IELTS Line Graph and Pie Chart Question

The line graph shows the number of books that were borrowed in four different months in 2014 from
four village libraries, and the pie chart shows the percentage of books, by type, that were borrowed
over this time.
relevant.
53
54
Model Answer :
The line graph depicts the number of books that were loaned out from four libraries over a four month
period and the pie chart illustrates the proportions of books borrowed in terms of genre. It is
immediately apparent that the borrowing patterns for each library were quite varied, and that fiction
was by far the most popular type of book.
The borrowing of books at Sutton Wood and Ryeslip began fairly high, at 250 and 300 per month in June
respectively. However, while book borrowing at Ryeslip fell steadily to around 175 at the end of the
period, borrowing at Sutton Wood followed a much more erratic pattern. It plummeted to 100 in
August, before then rising steeply to finish at 300, which represented the highest level of borrowing of
the four.
Borrowing at West Eaton and Church Mount, meanwhile, followed very similar patterns, with both
starting quite low at 50 per month, but then gradually increasing to finish at 150.
Moving on to the types of books borrowed, fiction was in demand the most, at 43%. The next most
popular books were biographies, accounting for around a fifth of the total. The borrowing of science and
history were identical, at 14% each, leaving self-help as the least popular at 10%.
55
IV. Diagram
IELTS Writing Task 1: flow chart essay
The chart below shows the process of waste paper recycling.
Model Answer:
The flow chart shows how waste paper is recycled. It is clear that there are six distinct stages in this
process, from the initial collection of waste paper to the eventual production of usable paper.
At the first stage in the paper recycling process, waste paper is collected either from paper banks, where
members of the public leave their used paper, or directly from businesses. This paper is then sorted by
hand and separated according to its grade, with any paper that is not suitable for recycling being
removed. Next, the graded paper is transported to a paper mill.
Stages four and five of the process both involve cleaning. The paper is cleaned and pulped, and foreign
objects such as staples are taken out. Following this, all remnants of ink and glue are removed from the
paper at the de-inking stage. Finally, the pulp can be processed in a paper making machine, which makes
the end product: usable paper.
(160 words, band 9)
56
The diagram below shows the typical stages of consumer goods
manufacturing, including the process by which information is fed back to
earlier stages to enable adjustment.
Write a report for a university lecturer describing the process shown.
» You should write at least 150 words.

» You should spend about 20 minutes on this task.
57
Sample Answer 1:
This provided flow chart illustrates the process of consumer goods production in an orderly manner and
includes various stages of production and sales together with the feedback supplied towards the earlier
stages which allows improvements and modifications throughout the process.
The product manufacturing process is initiated with the purchase of raw materials and manufactured
components which are kept in storage until production process is planned. Production planning involves
product research and design. The process is carried through the stages of assembly, inspection, testing and
packaging of the final product sequentially which is then dispatched for sale.
Production planning provides feedback for storage. Likewise, sales provide feedback for both production
planning and market research, which in turn provides feedback for advertising and packaging. Similarly, both
market research and testing provide feedback for design.
In summary, this flowchart illustrates the production process and the feedback provided at various stages of
goods manufacturing.
Sample Answer 2:
The given diagram shows the stages of manufacturing and process adjustment of the consumer goods. As is
observed from the flow chart, the goods manufacturing is a complex process which is done in several stages
and information is sometimes fed back to earlier stages to make some adjustments.
Firstly, raw materials and other components are stored together and production planning is done. Two major
process involves in the overall manufacturing process: one is manufacturing process itself and another one is
the information feedback process with which the adjustment of the manufacturing is done. After the product
research, the design part is done and this input is used in product planning stage. After the production
planning is complete the assembly, inspection, testing and packaging stages are done sequentially. Feedback
from testing phase is used in the design stage and which led back to product planning stage. Again, the
market research affects the design and advertising stages and inputs from the market research stage are
used in the packaging stage. The final two stages are dispatch and sales. The information flow stage gives
feedback to other stages to refine and adjust the process.
In summary, the consumer goods manufacturing process involves both the multi-staged manufacturing and
research methods. The manufacturing stages involve the storage, assembly, inspection, packing to the sales
methods whereas the research stages include market & product research, design and advertisement.
Sample Answer 3:
The given diagram shows the steps of the consumer products manufacturing process, as is clearly show in the
diagram that goods manufacturing is a complex process from collection of raw materials to the end product.
As the process clearly shows the first stage of product development is collection and storage of raw materials
and manufacturing components. The second stage is designing of the products and production planning and
it’s a lengthy process which includes supervision and monitoring designing progress frequently, and before
market surveys, it is necessary to test the product to being aware the quality of the product. If the product is
quality wise good then the next stage is packing of the products and make advertise for sale. In this
production and manufacturing process, there are mainly two types of processes- flow of manufacturing
process and flow of information feedback.
In summary, it is value chain development process that starts from collection of raw materials to the end or
final product for sale, in each stage of this manufacturing process value is added to products.
58
The flowchart illustrates the production of colored plastic paper clips in a
small factory.
Write a report for a university tutor describing the production process.
Model answer:
There are four main stages in the production of plastic paper clips from this small factory. Two of these
stages involve actual preparation of the clips, while the other two consist of quality control before the
clips are sent out from the factory to the retailers to be sold to the public.
To begin with, molten plastic is poured into three different moulds depending on the colour required;
the colours are red, blue and yellow. Once these clips emerge from the moulds a quality control
machine checks them for strength. Unsatisfactory clips are rejected. In the third stage in the process the
clips are stored by hand into two groups, mixed and single colours. When this stage is complete the
groups are checked a second time to ensure that the colour mixtures are divided correctly into single
colours and mixed colour batches. Finally, the clips are packed and dispatched to the markets.
59
IELTS Task 1- Process
This is another example of an IELTS task 1 process.
This is a fairly simple example so it is good if you are new to processes. In the actual test it is likely to be
a bit more difficult.
The important things to remember when you write about a process are:
1. Use the passive

2. Use time connectors
3. Change the word forms of the vocabulary given in the process diagram
v Chocolate Production
The illustrations show how chocolate is produced.
relevant.
60
Model Answer:
The diagram explains the process for the making of chocolate. There are a total of ten stages in the
process, beginning with the growing of the pods on the cacao trees and culminating in the production of
the chocolate.
To begin, the cocoa comes from the cacao tree, which is grown in the South American and African
continents and the country of Indonesia. Once the pods are ripe and red, they are harvested and the
white cocoa beans are removed. Following a period of fermentation, they are then laid out on a large
tray so they can dry under the sun. Next, they are placed into large sacks and delivered to the factory.
They are then roasted at a temperature of 350 degrees, after which the beans are crushed and
separated from their outer shell. In the final stage, this inner part that is left is pressed and the
chocolate is produced.
v 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.
» Write at least 150 words.
61
Sample Answer 1:
The given diagram shows the process of brick manufacturing in different stages for the building
industries. As is presented in the diagram, brick manufacturing involves about 7 steps including the
digging stages to delivery stage.
As is given in the graph, the first step of brick manufacturing is digging the clay with a large digger. This
clay is then filtered and processed in a roller machine and then mixed with sand and water. In the third
stage, the mixture is either kept in a mould or cut in a wire cutter to make the raw shape of the bricks. In
the next stage, the shaped raw bricks are dried for 24 to 48 hours in drying oven. After that, the dried
raw bricks are kept in kiln both in moderate and high temperature in up to 1300 degree centigrade and
then placed in a cooling chamber for about 48 to 72 hours. This process makes the brick to be packed
and delivered in the final two steps. The delivery process is the final process of brick manufacturing and
as it is observed, brick making is a moderately complex process that requires some predefined stages to
make it deliverable.
Model Answer 2:
The provided diagram gives information about the manufacturing process of bricks for construction.
To begin with, a certain amount of clay is collected by a digger and then this goes through a metal grid
and large parts of clay become small ones. They are transported to the next stage by a roller during
which sand and water are added and mixed together. The mixture later either moves through a brick
cutter which cuts it into many parts of the shape of brick or is placed into a mould in which the shape of
a brick is formed. Afterwards, these brick-shaped parts are put into a drying oven and stay there for 24
to 48 hours. Next, they are transferred to the first kiln for heating, whose temperature is moderate, 200
to 980 C. After this, they are heated in the second kiln under the high temperature from 870-1300C.
Subsequently, in a cooling chamber, they are cooled for two to three days before they are packaged and
delivered to the construction sites.
To sum up, the whole process consists of generally seven steps during which the raw material is dried,
heated, cooled and packaged.
Sample Answer 3:
This supplied diagram illustrates the brick manufacturing process in an orderly manner starting from the
digging of clay up to the bricks ready to be delivered into the market. As is seen in the given illustration,
brick manufacturing is a complex process and involves 7 stages until they are ready to be sold in the
market.
The process is initiated by digging clay with the help of a heavy machinery digger. This clay is then
refined through the metal grid which throws the refined clay on the rollers. Sand and water are mixed
and this mixture is either moulded or cut using a wire cutter to give the bricks a raw shape. These bricks
are put in a drying oven for 24-48 hours. The dried bricks are then passed to kilns with moderate (200 to
980 degree C) and high temperature (870 – 1300 degree C) and finally placed in a cooling chamber for
48-72 hours. After cooling down the bricks, they are placed on a pallet for packaging and to be loaded
on a lorry for delivery.
In conclusion, the process of manufacturing bricks is a complex process which passes through several
stages before the bricks are ready for use.
62
v Tea production
A process diagram is different to a graph or chart and requires some different language structures
(though you still need to compare and contrast the various stages in the process where possible).
The diagram shows how tea leaves are processed into five tea types.
Summarize the information by selecting and reporting the main features and make comparisons
where relevant.
Particular language structures that you need to be aware of are the passive and time phrases.
63
Model answer:
The diagram presents the manufacture of five different types of tea. It is immediately apparent that
although all the teas are produced from the same leaf, the differences in the manufacturing process
result in five different types of tea.
The first three stages of manufacture are the same for all of the five teas. The leaves are grown, they are
then plucked, and following this withering of the leaves occurs. The final stage is also the same, which
sees all the leaves dried in an oven. However, in the stages in between this, differing methods of
production are employed.
To begin, white tea is unique as it involves no other processing. In contrast, green, oolong and large leaf
black tea are all rolled as part of the process. However, while green tea is steamed before being rolled
but is not fermented, the other two teas are first rolled and then both fermented (oolong only slightly
but large leaf black completely). Finally, small leaf black tea is neither steamed nor rolled, but is crushed
before being fully fermented.
IELTS Map – Development of an area

Below is a Writing Task 1 IELTS map. Below the map is a model answer that has been written by an IELTS
instructor.
When you write about a map, you need to focus on describing where things are in location to each
other.
Language such as 'to the left', 'next to', 'north of', 'behind' etc will be important.
IELTS Map - Writing Task 1

Ø Below is a map of the city of Brandfield. City planners have decided to build a new shopping
mall for the area, and two sites, S1 and S2 have been proposed.
relevant.
64
Map of Brandfield with two proposed sites for a shopping mall
Model Answer:
The map illustrates plans for two possible sites for a shopping mall in the city of Brandfield. It can be
seen that the two sites under consideration are in the north and the south east of the town.
The first possible site for the shopping mall, S1, is just north of the city center, above the railway line,
which runs from the south east of the city to the north west. If it is built here, it will be next to a large
housing estate, thus providing easy access for those living on the estate and in the city center. It will also
be next to the river, which runs through the town.
The site in the south east, S2, is again just by the railway line and fairly close to the city center, but it is
near to an industrial estate rather than housing.
There is a main road that runs through the city and is close to both sites, thus providing good road
access to either location. A large golf course and park in the west of the town prevents this area from
being available as a site.
65
Ø The map below is of the town of Garlsdon. A new supermarket (S) is planned for the town.
The map shows two possible sites for the supermarket.
Summarise the information by selecting and reporting the main features, and make comparisons
where relevant.
66
Sample Answer 1:
The given map shows two possible locations for the planned supermarket in the Garsdon city. As is
presented in the illustration, the city has a population of more than 65 thousand and the two possible
locations for the supermarket are near Hindon and in the middle of the industrial area.
According to the map, the railway surrounds the city and intersects the city almost in the middle. There
are main roads for transportation and countryside surrounds the main housings and industries of the
city. The housing of the city is mainly in the North and South sides of the city and the town center is in
the middle of the industrial area. The first possible location for the planned supermarket is near the
Hindon area where almost ten thousand inhabitants live and the location is in the north-west corner.
This location would be ideal for the Hindon people for shopping but the people of Crandon and
Brandon, which have great more population, would be far away from this supermarket. The second
possible location which is almost in the centre of the city would be surrounded by industrial zones and
housings in North and South sides of the city. This would be an ideal place as it would connect all the
shoppers in the three parts of the city. Since the railway passes near this location, this would be a better
place in terms of communication as well.
In summary, the second location (S2) would be a better place for the supermarket between the possible
two locations though the first location would be advantageous for the people of Hindon area and would
be out of crowd.
Sample Answer 2:
The illustration gives information on the possible places to construct a supermarket in Garlsdon. Overall,
it is clearly shown that one of the possible site of supermarket is in the countryside while the other in
the town centre.
Firstly, it is apparent that the first site of supermarket (S1) is located in the countryside where it is far
away from the town centre and residential places. However, it is reachable by the public from town
centre and their housing areas by train and other transports on roads as there is a railway track and a
main road connect the supermarket and town centre. In addition, although it is located near to Hendon,
its location is far away from Bransdon and Cransdon which have a higher population than Hindon.
Turning to the second possible site of supermarket (S2), it is apparent that it situated in the centre of the
town where every citizens in the town can easily accessed. It is fairly convenient for those live in Hindon
and Cransdon as there are two ways to reach it, either by train or through the main roads. On the other
hand, those from Bransdon can only visit to supermarket through main road.
67
Ø Share Village of Chorleywood showing development between 1868 and 1994
Chorleywood is a village near London whose population has increased steadily since the middle of the
nineteenth century. The map shows the development of the village.
Write a report for a university lecturer describing the development of the village.
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68
Sample answer:
The map shows the growth of a village called Chorleywood between 1868 and 1994.
It is clear that the village grew as the transport infrastructure was improved. Four periods of
development are shown on the map, and each of the populated areas is near to the main roads, the
railway or the motorway.
From 1868 to 1883, Chorleywood covered a small area next to one of the main roads. Chorleywood Park
and Golf Course is now located next to this original village area. The village grew along the main road to
the south between 1883 and 1922, and in 1909 a railway line was built crossing this area from west to
east. Chorleywood station is in this part of the village.
The expansion of Chorleywood continued to the east and west alongside the railway line until 1970. At
that time, a motorway was built to the east of the village, and from 1970 to 1994, further development
of the village took place around motorway intersections with the railway and one of the main roads.
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IELTS Map – Comparison
ü The diagram shows proposed changes to Foster Road.

Write a 150-word report describing the proposed changes for a local committee.
70
Model Answer:
The diagram shows proposals to transform Foster Road between SE 84th and 85th Avenue into a tree-
lined avenue that is safer for pedestrians and cyclists.
First of all, the planners propose to widen the sidewalk on both sides of the road and add bicycle lanes.
This will mean reducing the number of lanes for cars and other vehicles. A pedestrian crossing will also
be installed at the lower end of the street, near the gas station. This crossing will include an island in the
middle where people can wait in safety.
In addition to the safety measures above, planners also want to plant trees along both sides of the road.
These trees will transform the appearance of the neighbourhood as well as provide vital extra shade for
pedestrians.
To summarise, under these proposals, the needs of local residents will be better served by making
Foster Road a safer and more pleasant environment.
ü The two maps below show an island, before and after the construction of some tourist
facilities.
Summarize the information by selecting and reporting the main features, and make
comparisons where relevant.
71
Sample Answer 1:
The given picture compares an island before and after some contractions of tourists facilities and
compares the changed made on the island for the contractions. As is observed from the given
illustration, many new facilities have been constructed for the tourists’ including accommodations,
restaurant, swimming facilities etc. and those have been constructed without affecting the natural
resources that much.
Before the facilities were constructed, there were only trees and beach on the island and most of the
places were empty. In this island, many new tourists’ facilities have been made including the many
accommodation facilities, restaurant, reception centre, pier for boating, swimming facility on the beach.
Interestingly plants and trees were not cut to build these constructions and most of the constructions
were made near the beach. Beside, Footpaths and roads for automated transportation have been done
to facilitate the tourists. The footpaths were made to walk between the residing places and the beach
while the motor tracks were created to visit the restaurant, reception area, and pier for boating.
In summary, the construction was mainly made to facilitate the tourists' stay, visit and amusement and
for that, no plants or trees were cut. Furthermore, roads have been made for walking as well as vehicles
and the whole contractions seem like has been made with a good planning.
Sample Answer 2:
Two given maps illustrate the changes which took place on an island after the construction of some
tourist facilities. As we can see in the first map, the island was deserted as there was nothing there
except some trees. But after the renovation, some tourist facilities like the pier, restaurant, several
accommodations, reception and so on the island looks much different now.
The first map shows nothing on the island except some trees but the second map illustrates the changes
after the construction of many facilities. A pier for the boats to land could be seen and from there, a
vehicle track leads to the reception area and then the restaurant. Vehicle track ends near the restaurant
and the footpath leads tourists to the accommodation areas and to the beach. Residential areas are
located on both sides of the reception with footpath connecting them. Trees have not been cut down as
they are present in both maps. On the left side of reception, the residential area is connected to a beach
via the footpath. Swimming facility is available there as well.
To summarise, a deserted island had been turned into a tourist spot for the recreation and amusement
of people without destroying natural beauty i.e. trees etc.
Sample Answer 3:
The given picture compares two stages of an island - before and after the construction for tourism.
According to the map before construction, there were only a few trees and a beach which was not
enough to facilitate the tourists. Therefore most of the area of the island was empty. There wasn't any
special facility to provide to the tourists.
According to the map, after the construction, it can be seen very clearly that, significant changes have
been done to increase the attraction of island while trees and plants were not removed to establish an
island for tourism.
72
Many facilities were established to provide the tourists like accommodation, restaurants, reception
centre, pier for boating, beach, footpaths and vehicle tracks. All the developments were made near the
beach area.
Beside, footpaths were made to access the accommodation area and beach area while road tracks were
made to drive through restaurants, reception centre and pier for boating.
In conclusion, after construction the island got ready to provide numerous facilities to tourists.
Furthermore, trees and plants were present to give pleasure to its tourists and not cutting them was a
good idea for a tourist place like this island. The whole construction feels like has been made with a
good planning.
Sample Answer 4:
Given are two maps of an island illustrating the differences before and after it was constructed for
tourism
In the first map, we can see that the total length of the island is 200 metres, there are trees on several
parts of it and to the left of the map there is a beach.
Moving on to the second atlas, it can be seen that many tourist facilities were added onto the surface of
the island. Starting from the west, it is now available for every tourist to go swimming near the beach by
walking on the footpath that connects the seashore with the accommodation and an area closed to the
centre. Next to that area, there is a reception block which lies between a restaurant that is in the north
of the island and the vehicle track that leads to the pier where people can go sailing boats. As seen right
in the centre, there is nothing but the accommodation, and similarly, in the east of the island, there is
not a single thing but trees and an empty sheet.
Overall, after the facilities addition, we can see a very obvious development of the island without
removing anything.
Sample Answer 5:
The two figures illustrate the development of an island in terms of tourist facilities. Overall, it is clearly
shown that there are big changes before and after the construction while the surface area of the island
remains unchanged.
First of all, it is apparent that most of the area of the island is occupied by accommodation which it was
not exist before the construction. In addition, a reception has been built in the centre of the island
which is surrounded by the vehicle track. Not forgetting to mention that a restaurant has also been
added to the island which is located just behind the reception and they are linked by a vehicle track.
Furthermore, a pier is constructed in front of the reception and connected by a vehicle track so as to
provide some leisure activities to the tourists. Last but not least, the beach located to the west of
reception is now opened for the tourist to swim.
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Sample Answer 6:
The two maps present the development of an island, alongside with the new special organisation after
some tourist facilities have been built.
At the first glance, it is easy to notice that two groups of cottages have been constructed in the centre
and to the west of the island, serving as accommodation. Between them, a reception appeared. As
compared to the cottages, which were connected through footpaths, the reception has two vehicles
tracks, one surrounding the reception and one from north to south. The last one has at the north end a
restaurant and at the south end a special designed Pier. Here, boats come ashore.
Finally, at less than 50 metres from the west cottages, a swimming area has been designed. Overall,
although not populated in the past, the island faced a significant development with the tourism
industry. In the same time, it kept the palm trees population, which were spread through the whole
island.
Sample Answer 7:
These two maps illustrate the difference in an island between the times before and after the building of
certain tourist facilities.
According to the two maps, we can immediately see that there are many buildings in the island for
recreations now but those were not present on the old map. First, a pier was constructed so that people
can visit this island by boat. Second, lots of accommodations were built around the trees, which were
already present on the island. A reception was built in the middle of all accommodations, and a new
restaurant is now located behind the reception. Third, on the left corner of the island, people can now
go swimming near the beach. The swimming area was designed for visitors. Last but not least, travellers
can now walk around the island on the built footpath. Meanwhile, vehicle tracks have connected the
pier to the reception and ended at the restaurant.
In summary, many tourist facilities were built on the island for the entertainment and tourist facilities.
Sample Answer 8:
The two presented maps depict the transformation of an island after being constructed and
accomplished by various tourist infrastructures. In general, the island is more crowded and fascinating
after being reconstructed with several prominent changes.
Looking at the details, before being established, the island was certainly a vacant lot with a beach on the
west side.
In contrast, after reconstruction, the plain island is transformed into an attractive tourist destination.
There are, however, some accommodation buildings, food court, reception, and a dock and the dock
enables ships to stand in. Furthermore, the beach turns to swimming area that was not utilised before
establishment. Footpath and vehicle tracks also outline a noticeable difference in fact. There were no
such tracks before renewal development yet, several tracks had been built during reconstruction
time. These improvements make the view of the island looks more promising and fascinating. They
certainly notice a massive change over the island before and after rebuilding.
74
Sample Answer 9:
The two diagrams illustrate the changes on an island due to the constructions and adaptations made for
the tourism activities.
In general, the island became more crowded with entertainment facilities after the introduction of
tourism. The total length of an island is 100 meters.
In the first picture before the construction of tourist facilities, there were no accommodation area and
the whole island had almost nothing except few trees. Furthermore, the area was completely calm and
quiet.
However, turning to the second picture, this island provides a lot of accommodation facilities and a large
restaurant. Reception block is located close to the restaurant and these buildings are linked through
vehicle track. From the reception centre, people can go to pier through the vehicle track. Moreover,
swimming area is also available near the beach for those visiting tourists. Tourists can walk on the
footpath to reach the beach from their living places.
Overall, tourism facilities made greater development on this island, while it became congested.
75
ü The maps below show the village of Stokeford in 1930 and 2010.
Summarise the information by selecting and reporting the main features, and make comparisons
where relevant.
» Write at least 150 words.
Sample Answer:
The pictures illustrate the development of the village of Stokeford that have taken place over a period of
80 years. In general, it is clearly shown that River Stoke and a bridge remained unchanged throughout
the given period of time and many more houses had been constructed in 2010.
There were major changes in the village of Stokeford over the years. First of all, the shops located in the
east of River Stoke were destroyed and more houses were built in 2010. The next noticeable feature is
that the farmland in 1930 was demolished and it was converted into residential places with new roads
being constructed. Furthermore, primary school was developed in 2010 and it was almost doubled in
2010 compared to 1930. Part of the gardens in 1930 was used for the residential purpose by building
more rows of houses near the main road. The left-over garden with a large house was then developed
into a retirement home in 2010.
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Ielts Writing Task 1 Academic Training

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IELTS WRITING TASK 1

Task 2 contributes twice as much as task 1 to the Writing score.

-write in a formal style

-write at least 150 words

-write in a formal style

-write at least 250 words

-read the instructions for each task carefully

-answer both of the tasks

-write at least 150 words for task 1

-write at least 250 words for task 2

-write your answers in the answer booklet

You should write:

-A minimum of 150 words in about 20 minutes

-in a formal way

- Appropriate vocabulary and expressions

Band Task achievement Coherence and Lexical resource Grammatical

8 • covers all • sequences • uses a wide range • uses a wide

7 • covers the • logically organizes • uses a sufficient • uses a variety of

2 • answer is barely • has very little • uses an extremely • cannot use

USEFUL TIPS/ DO’s AND DONT’s

Here is an example for the above line graph:

3) Give the Detail

USEFUL VOCABULARY AND EXPRESSIONS

Expressions for the introduction

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

Verbs to describe an upward trend

Sentence examples using words that show an upward trend:

Verbs to describe a downward trend

Words and phrases used to describe a stable trend

Adverbs used when describing trends

Academic Writing Task 1 Summary Chart

Adjectives and adverbs

Adjective Example Adverb Example

Adjective Example Adverb Example

These adjectives can be used to describes more general trends

IELTS Writing Task 1: describing a line graph

Useful time expressions:

Language for graphs

It then fell gradually in March.

It went up and down widely over the next two months.

Between August and October, this figure dropped dramatically to 11%.

IELTS Writing Task 1: Describing a Double-Line Graph:

The rate increases.

(184 words, IELTS 8.0)

IELTS Writing Task 1: describing a Bar graph

• Leisure time enjoyed by men and women of different employment status

Tips for writing answer for this Academic Writing Task 1:

Summary of the graph:

• Average hours of unpaid work per week done by people in different

You should write at least 150 words.

Tips for answering this Academic IELTS writing task 1:

Summary of the bar graph:

• Mobile phones and landlines per 100 people in selected countries

You should write at least 150 words.

Tips for answering this writing question:

Summary of the bar graph:

IELTS Writing Task 1: Model Answer

(187 words, IELTS 9.0)

Step 1: seeing the big picture

1. How many activities are there in each chart? – Just count

You should get these answers:

1. There are 8 activities for each year

Step 2: choose the details to include

1. the biggest number