WRITING

TASK 1
1. ABOUT ACADEMIC TASK 1
There are four marking criteria for Task 1:
A. TASK ACHIEVEMENT
Task Achievement refers to your ability to answer the question properly. In order to do this you
have to do all the things the question asks you to do and write a clear, well developed answer.
You will get a higher score if you:
➢ Select the main/key features of the graph, chart, map or process.
➢ Write a clear overview that includes the main/key features (main trends, differences, stages
etc.) of the graph, chart, map or process.
➢ Support them with accurate detail.
➢ Write at least 150 words.

B. COHERENCE AND COHESION

Coherence refers to your ability to connect your main ideas together so that they make sense and
are easy to understand. This is mostly done at paragraph level. Are your paragraphs in a logical
order? Is there one clear main idea in every paragraph? Is it easy to understand the main idea of
each paragraph?
You will get a higher score for coherence if you:
➢ Introduce your essay by paraphrasing the question in the first paragraph.
➢ Separate your ideas into paragraphs.
➢ Making it clear which paragraph is your overview.
➢ Having very clear ideas in your overview.
➢ Supporting the main points in your overview in separate paragraphs.
➢ Making it clear what each paragraph is about.

Cohesion refers to the connection of ideas at sentence and paragraph level. Are your sentences
and ideas linked together?
You will get a higher score for cohesion if you:
Use a range of linking words when appropriate.
➢ Use linking words accurately.
➢ Do not over-use linking words.

C. LEXICAL RESOURCE
Lexical resource refers to your ability to use vocabulary both accurately and appropriately.
You will get a higher score for vocabulary if you:
➢ Paraphrase the question correctly.
➢ Vary your vocabulary using synonyms.
➢ Avoid vocabulary mistakes.
➢ Spell words correctly.
➢ Use appropriate vocabulary to describe trends, comparisons, stages, changes etc.

D. GRAMMATICAL RANGE AND ACCURACY

This refers to your ability to write sentences with no mistakes and also use a range of grammatical
structures.
You will get a higher score if you:
➢ Do not make errors.
➢ Use a range of appropriate tenses.
➢ Use a range of appropriate structures.
➢ Use both simple and complex sentences.
➢ Use correct punctuation.
2. TYPES OF DIAGRAMS

Table Bar chart

Line graph
Mix (pie chart and table)

Map
Pie chart

Cycle Process
3. PARAGRAPH STRUCTURE
Now that we know how the exam is marked we can give the examiners exactly what they want
and prevent common mistakes that stop people getting a high score.

Writing task 1 consists of 4 paragraphs

1. Introduction (including 1 or 2 sentences)
2. Overall overview (including at least two important general points, 2-3 sentences)
3. Body paragraphs (including the details and the factual information presented in the figure
as well as relevant comparisons in 6-7 sentences)
4. Conclusion (conditional, if the general information is already written in overview, don’t
mention it again in the summary)
A. INTRODUCTION
It states:
Your own words what the graphs/tables/diagrams/processes/cycles/maps are showing.
Includes the place, time, and subject with paraphrasing.

Paraphrasing is when we rewrite phrase or sentence so that it has different words but keeps
the same meaning. We can do this in a number of different ways, but the simplest way is to
use synonyms.

For example:
Question Paraphrased
The chart below shows the changes in three The line graph displays alterations for
different areas of crime in Manchester city burglary, car theft and robbery in the centre
centre from 2003-2012. of Manchester between 2003 and 2012

Using synonyms
chart line graph
shows Displays/reveals
changes alterations
different areas of crime burglary, car theft and robbery
Manchester city centre the centre of Manchester
from between

So with a few simple synonyms we have paraphrased the sentence and shown the examiner
that we can use this skill effectively and that we have a wide ranging vocabulary, thus two
big ticks towards a high score.

Here is the sentence that might use as introduction:

1. A glance at the chart provided reveals ….
2. Given is/are one/two figure concerning …

B. OVERVIEW
The overview is the most important paragraph in the whole essay and it is impossible to get
a high score if you don’t write a good one.The question for Academic Task 1 is always the
same.

It states:
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant
 We therefore need to provide a short summary of the main features. You do this in the
overview paragraph by picking out 3-4 of the most significant things you can see and writing
them in general terms. By general, I mean you do not support anything you see with data
from the graph or chart, just write about what you can see at first glance.

A problem students often have is limiting themselves to just three or four things. There is so
much information and it can all seem relevant.

When things are complicated in the IELTS exam, think of a way to simplify them. To make
this task easier, think about this way: if someone asked you to tell them three things and
three things only about the graph what would they be? Thinking this way stops you looking
at all the data and focuses your mind on picking out the most important points.

With line graphs we should look out for what happens generally between the start date and
the end date.

Let’s look at our example again and pick out the ‘main features.’
If I had to say just three general things about the
graph above, they would be:

➢ Burglary decreases dramatically.

➢ Car theft increases steadily.
➢ Robbery remains steady throughout the
period.

That’s it. You don’t need to over-complicate it.

Just find the three or four most obvious things
and pick them out.

We are now ready to take our three main features and add them to our overview paragraph.
An overview paragraph should normally be 2 sentences and state the main features in
general terms. Never support the main features with data in the overview. Dates are fine,
but don’t use any other numbers.

Here is the sentence that might use as overview:

1. It is evident that …
2. It is apparent from the information supplied that …
3. The most noticeable feature is that …
4. One particularly interesting fact highlighted by the figure is that …

OVERVIEW PARAGRAPH WILL LOOK LIKE THIS:

The most noticeable trend is that burglary fell dramatically over the period. Car theft
fluctuated until 2008, upon which it rose steadily; whereas the number of robberies
remained relatively stable between 2003 and 2012

C. BODY
It states:
 The feature of the graphs in detail. It could be trends, comparisons, percentage, fractions,
and etc, vary depending on the type of graph or diagram, and the type of language will
vary, but there is a certain structure that they all follow.

Here is the sentence that might use as starting body:

1. With regard to (topic example “yearly carrying capacity”) …
2. Of these (topic example “activities”) …..
3. Not surprisingly, …
4. From the information supplied, …
5. As shown in the figure…
6. In the first stage, …
7. According to …
8. As the diagram suggested, …
9. Turning to the details, …

How do I answer an IELTS writing task 1?

To analyse this, we’ll look at a line graph. Look at the following question and the graph.

You should spend about 20 minutes on this task.

The line graph below shows changes in the amount and type of fast food consumed by
Australian teenagers from 1975 to 2000.

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

Write at least 150 words.

There are three basic things you need

to structure an IELTS writing task 1.

➢ Introduce the graph

➢ Give an overview
➢ Give the detail

D. CONCLUSION (CONDITIONAL)
It states: summary of the additional information from the graphs. If you already write it in
the overview, you don’t need to rewrite it in the conclusion section.

Here is the sentence that might use as conclusion:

1. It is interesting to note that …
2. Also not worthy is the fact that …

EXAMPLE OF WRITING TASK 1:

Here is an example of the first paragraph:
 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.

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.

E. WRAP-UP
CONCLUSION
NO TYPE OVERVIEW BODY
(CONDITIONAL)
1 Line, Bar, Pie, • The highest Report main • Additional
Table • The lowest feature / trends / information
• Trends problem
(Avoid number)
2 Process, Cycle • How many Report all data • Additional
steps/stages information
• Simple/complex
3 Maps • Rebuilt/construction Report all data • Additional
• City plan information
• Impact

4. GRAMMAR
A. TENSES
a) PAST TENSES
Simple past:
Used for reporting consecutive events in the past:
There was a significant rise in 1964. Then the figure dipped sharply in 1980.

Past Perfect:
Used for reporting what happened (e.g. the figure reached) by a given time in the past:
There was a significant rise in 1964. Then the figure dipped sharply and had reached 5 by 1980

b) PRESENT TENSE
Simple present:
Used for reporting diagram that have no specific time and occur regularly (e.g. every day), or
for reporting the present value or figure of a variable:
There is a significant rise at 6 am every morning. Then the figure increases sharply at 8 am.
The number of people suffering from diarrhea now stands at 158

Present perfect:
 Used for reporting diagram that started in the past and have continued until the present time
or continue into the future
There has been a significant rise since 2013, and the figure now stands at 15000
There has been a significant rise since 2013 and the figure is expected to reach 15000 in 2030

c) FUTURE
Future forms are used to describe diagram that are predicted and projected for the future
times and dates. You should note that none of these predictions are certain, and therefore a
level of uncertainty is desirable in your report.
The figure will probably likely to reach 15000 in 2045
The figure should reach 15000 in 2045
The figure is likely to reach 15000 in 2045
It seems likely that the figure will reach 15000 in 2045

Predictions
Show
Forecasts
Reveal
Estimates That the figure will increase and reach 800 in 2045
Indicate
Evaluations
illustrate
calculations

Predicted
Expected
Anticipated
It is Forecast That the figure will increase and reach 800 in 2045
Estimated
Evaluated
Calculated

Predicted
Expected
Anticipated
The figure is Forecast To increase and reach 800 in 2045
Estimated
Evaluated
Calculated

Example of how the following paragraphs have been changed from past forms into future
forms:

In 1999, the proportion of people using the internet in the USA was about 20%. The figures
for Canada and Mexico were lower, at about 10% and 5% respectively. In 2005, internet
usage in both the USA and Canada rose to around 70% of the population, while the figure
for Mexico reached just over 25%

In 2030, the proportion of people using the internet in the USA is expected to be about 20%.
The figures for Canada and Mexico are likely to be lower, at about 10% and 5% respectively.
In 2040, it is predicted that internet usage in the both USA and Canada will rise to around
70% of the population, while the figure for Mexico should reach just over 25%
B. PREPOSITIONS
It is important to use the right preposition when you are reporting the features and describing the
numbers, prepositions like to, by, with and at when describing numbers and figures. Here are some
examples to give you a basic idea of the differences:

1. Use from when describing starting number

Profits fell by 10%, from 2,000 to 1,800 in 1970s.

2. Use to when describing what happened to the number: (increase / decrease)

In 2008, the rate of unemployment rose to 10%.

3. Use by or of when describing the amount of change between two numbers

In 2009, the rate of unemployment fell by 2% (from 10% to 8%).

4. Use with to give the idea of 'having' the number:

He won the election with 52% of the vote.

5. Use at to add the number on the end of a sentence or point at particular number:
Unemployment reached its highest level in 2008, at 10%.
The number of cars sold remained unchanged in 1999 at three million.

6. Use in when describing the time/place/noun/population

In the year 2000, sales started at 10,000.
The introduction of DVDs led to a decline of 20% in video sales
The survey hopes to track trends in consumer spending

7. Use between … and … when describing range

Between 1994 and 1997, sales rose steadily to over 20,000.
Canada and Australia’s wheat exports fluctuated between 5 million and 6 million
respectively.
C. LINKING WORDS

First event Middle event Final event

a. Firstly, … a. After that, … a. Finally, …
b. Initially, … b. Further, … b. Ultimately, …
c. Primarily, …. c. Thereafter, … c. Eventually, …
d. Chiefly, … d. Thereupon, … d. Lastly, …
e. Predominantly, … e. Hereafter, … e. Concisely, …
f. Most importantly, … f. Hereinafter, … f. Conclusively, …
g. Principally, … g. Then, … g. Briefly, …
h. Substantially, … h. Forward, … h. Shortly, …
i. In essence, … i. Subsequently, … i. At last, …
j. First of all, … j. Afterwards, … j. At length, …
k. First and foremost, … k. After a bit, … k. At long last, …
l. At first, … l. Next, … l. To conclude, …
m. At the start, … m. Later, … m. To end, …
n. At the outset, … n. Later on, … n. To end with, …
o. At the dawn, … o. Following this/that, … o. To finish, …
p. To begin with, … p. Forth, … p. To be brief, …
q. To start with, … q. Eventually, … q. To cut a long story
r. In the beginning, … r. At a subsequent time, . short, …
s. In the first place, … s. Ensuing this, … r. To sum up, …
t. Above all, … t. By and by, … s. After all, …
u. u. At a later date, … t. In conclusion, …
v. At some time/point in u. In depth, …
the future, … v. In detail, …
w. w. In brief, …
x. In short, …
y. In a word, …
z. In a nutshell, …
aa. In summary, …
5. DESCRIBING TRENDS

➢ GM car sales increased significantly from

EXAMPLE: $5,000 to $105,000 between 1960 and
2010
➢ There was a significant increase of
$100,000 in GM car sales, from $5,000 to
$105,000 between 1960 and 2010
➢ GM car sales saw a significant growth,
from $5,000 to $105,000 between 1960
and 2010
➢ GM car sales registered a significant rise
between 1960 and 2010
➢ GM car sales reached a peak at $105,000
in 2010
➢ GM car sales had an enormous climb of
$100,000 between 1960 and 2010

Use past tense because the data is taken in

1960 to 2010
LANGUAGE OF CHANGE
As you can see, there are several examples of this in the graph, so it is important to learn how to use
these correctly in order to successfully write an IELTS task 1 chart over time. Here are some examples:
a. Gradually increasing
b. A slight fall
c. Kept rising
d. Reached a peak
e. Increased at a steady rate
f. Fell
g. Increased sharply
h. A low of
i. Finish at
j. Stood at
k. Finishing the period at

A. SIMPLE TRENDS
Exercise 1: Describing Simple Trends
Describe the graphs below.
Note: use past tense
Exercise 2: Describing Simple Trends
Describe the graphs below.
Note: use future tense

Exercise 3: Connecting Trends

Determine the point where you start and end, and describe the trends below
Exercise 4: Write a Trends using the given vocabularies

Sample answer 1:

The graph shows the number of hits to two new music sites on the web, measured in thousands
over a period of fifteen days. As far as Music Choice is concerned, the number of visits to the Site
fluctuated between 20,000 and 40,000 in the first eleven days, except for Day 3 when they reached
60,000. By contrast, visits to the Pop Parade Site fell erratically from approximately 120,000 hits on
Day 1 to around 40,000 on Day 7.

Between days 11 and 15 visits to Music Choice fluctuated dramatically, hitting a peak of over
120,000 on Day 14. Despite a drop to less than 40,000 hits, Pop Parade Saw a huge increase in the
number of hits between Days 9 and 11, reaching a total of over 150,000 hits on Day 11. At the end
of the fifteen-day period the number of hits to Pop Parade peaked at around 170,00, whereas those
for Music Choice Showed a marked decline to around 70,000.
(163 words)

Sample answer 2:

The graph shows people using new music places on the Internet in fifteen days period of time
namely personal choice and trendy pop music.

The overall trend shows fluctuation with slight Increased towards the end of the period.

Starting with Music Choice websites; 40,000 poeple went on this new site on first-day. Half of them
backed out the next day. In Contrast to this Pop Parade net sites were visited by 120,000 music
lovers on day one which decreased slightly on the next day thereafter regaining the same fame on
3rd day.
 After 3rd day the enthusiasm for both music lines on Internet dropped slowly- reaching maximum
fall of 40,000 on 7th day. Whereas Music choice gained popularity, slightly Improoving to get the
original strength of 30,000 viewers on screen, but was getting still less visiters than their opponent
Pop group i.e. 40,000 on day 7.

In the biegining of the next week both gained remarkable recovery after a few fluctuations for 8th
and 9th day having 40,000 and 50,000 visiters respectively, reaching to their peaks of one and a half
thousand new viewers for Pop Parade on 11th day showing a contrast of very few people visiting
Music choice for the same day. Thereafter Music choice gained popularity on 12th day for having
more than 120,000 new visiters on web.

In the end of the period Pop sites were visited by maximum viewers of 180,000 whereas sites
located to Music choice were not explored by more than 80,000 explorers on the last day of the
report.
(257 words)

This is an answer written by a candidate who achieved a Band 6 score. Here is the examiner's
comment:

Well organized with some good linking devices and collocations (gain popularity, remarkable recovery,
decrease slightly) and some valid comparison of the music sites. However, some sentences are long
and confusing (paragraph 5), some collocations are inaccurate (slight increased, reaching to their
peaks) and there is some repetition (7th day, 3rd day, 11 th day). Some words are spelt incorrectly
(poeple, Improoving, visiters, biegining).

B. GRAPH OVERTIME
This lesson explains how to describe a line graph or bar chart for IELTS task 1 that is over time. This
uses an example of a bar chart, but it will be the same for a line graph. When you get a chart or graph
to describe, it is always important to check whether there is a time frame or not.

If there is, you will need to use the language of change. However, it is not enough just to describe the
changes of each element (ActiveX, Java and Net in this case) on their own and ignore how they relate
to each other. Look at the question – you are asked to compare the data as well. So you must also
compare the elements where relevant in your IELTS task 1. You must also group data together to make
sure you have a well organized and coherent answer. To do this, you need to look for similarities and
differences when you first analyze the graph for IELTS task 1, and decide what can be logically put
together or not.

Now look at the bar chart below and read the IELTS task 1 model answer.

You should spend about 20 minutes on this task.

The bar chart shows the number of times per week (in 1000s), over five weeks, that three computer
packages were downloaded from the internet.

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

Write at least 150 words.

 Model Answer

The bar chart illustrates the download rate per week of

ActiveX, Java and Net computer packages over a period of
five weeks. It can clearly be seen that ActiveX was the most
popular computer package to download, whilst Net was the
least popular of the three.

To begin, downloads of ActiveX and Java showed similar

patterns, with both gradually increasing from week 1 to
week 5. However, the purchases of Active X remained
significantly higher than that of the other product over this
time frame. In week 1, purchases of ActiveX stood at around
75,000, while those of Java were about 30,000 lower. With
the exception of a slight fall in week 4, downloading of ActiveX kept increasing until it reached a peak
in the final week of just over 120,000. Java downloads also increased at a steady rate, finishing the
period at 80,000.

The product that was downloaded the least was Net. This began at slightly under 40,000, and, in
contrast to the other two products, fell over the next two weeks to reach a low of approximately
25,000. It then increased sharply over the following two weeks to finish at about 50,000, which was
well below that of ActiveX.

You will need to practice this type of language, and also make sure you know a variety of structures
to get a better score – if you keep repeating the same kind of phrases this will show you have a more
limited range of lexis and grammar.

Question 1 : Poverty Rates By Sex And Age

Write the Introduction and Overview from this questions below!
Question 2: Radio and television audiences in UK 1992
Question 3: Destination of UK graduates 2008

Question 4: Overweight Australian men and women

6. DESCRIBING COMPARISONS
A. NUMBERS, PERCENTAGE, AND FRACTIONS
In some graphs, esp. tables, there are some especial numbers, fractions e.g. 1/3 (one third) and
percentages e.g. 50%. Look at the following table which shows a number in different years, 1990-
1995:

USE NUMBERS, FRACTIONS OR PERCENTAGES:

1990 1995
1,200 1,800

1. The number went up by 600 from 1,200 to 1,800. (Number)

2. The number went up by one third from 1,200 to 1,800. (Fraction)
3. The number went up by 50% from 1,200 to 1,800. (Percentage)

USE THE WORDS DOUBLE, TREBLE, QUADRUPLE, -FOLD AND TIMES:

1992 1994 1996 1998
500 1,000 3,000 12,000

1. The number doubled between 1992 and 1994.

2. The number trebled between 1994 and 1996.
3. The number quadrupled from 1996 to 1998.
4. There was a two-fold increase between 1992 and 1994.
5. The number went up six times between 1992 and 1996.
6. The figure in 1996 was six folds the 1992 figure.
7. The figure for 1996 was six times higher than that of 1992.
8. The figure for 1998 was four times greater than that of 1996.

USE FRACTIONS
1992 1994 1996 1998
1,000 800 400 100

1. Between 1992 and 1994, the figure fell by one fifth.

2. Between 1994 and 1996, the figure dropped by half.
3. The figure in 1998 was one tenth the 1992 total.

USE PERCENTAGE EITHER AT THE BEGINNING OF THE SENTENCE OR AT THE END OF THE
SENTENCE:
Family Type Proportion of people living in poverty
Single aged person 6%
Aged couple 4%

1. 6% of single aged people were living in poverty.

2. The level of poverty among single aged people stood at 6%.

USE COMPARISON:
1. 6% of single aged people were living in poverty, compared to only 4% of aged couples.
2. There were twice as many unemployed people in 2009 as in 2005.
3. Twice as many people were unemployed in 2009 compared to 2005.
 4. There was a twofold increase in the number of unemployed people between 2005 and 2009.
(adjective with the noun 'increase')
5. The number of unemployed people increased twofold between 2005 and 2009. (adverb with
the verb 'increase')

USE PERCENTAGE- FRACTION

• A large number of people
• Over a quarter of people
• A small minority
• A significant number of
people
• Less than a fifth
• 80% four-fifths
• 75% three-quarters
• 70% seven in ten
• 65% two-thirds
• 60% three-fifths
• 55% more than half
• 50% half
• 45% more than two fifths
• 40% two-fifths
• 35% more than a third
• 30% less than a third
• 25% a quarter
• 20% a fifth
• 15% less than a fifth
• 10% one in ten
• 5% one in twenty
• 77% just over three quarters
• 77% approximately three quarters
• 49% just under a half
• 49% nearly a half
• 32% almost a third
• Percentage proportion / number /
• amount / majority / minority
• 75% - 85% a very large majority
• 65% - 75% a significant proportion
• 10% - 15% a minority
• 5% a very small number

B. PIE CHART

As you can see, the pie chart description is easy to follow. Here are some key points in organizing your
answer.
1) Choose the most important points to write about first,
These will be the largest ones. As you can see in the model answer, definite job, looking for
work, and formal study were all written about first, in order of importance, as these are the
main reasons that were chosen for moving.Items such as ‘other’ are usually less important
and account for small amounts, so can be left till the end.
2) Make it easy to read
When you write a task 1, you should always group information in a logical way to make it easy
to follow and read. With an IELTS pie chart, the most logical thing to do is usually to compare
categories together across the charts, focusing on similarities and differences, rather than
writing about each chart separately.If you write about each one separately, the person
reading it will have to keep looking between the paragraphs in order to see how each category
differs.
3) Vary your language
As with any task 1, this is important. You should not keep repeating the same structures. The
key language when you write about pie charts is proportions and percentages. Common
phrases to see are "the proportion of…" or "the percentage of…"However, you can also use
other words and fractions. These are some examples from the model answer:

This lesson will provide you with tips and advice on how to write an IELTS pie chart for task 1.
To begin, take a look at the pie chart below!
 You should spend about 20 minutes on this task.

The pie charts show the main reasons for migration to and from the UK in 2007.

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

Write at least 150 words.

Model Answer
The pie charts illustrate the primary reasons that people came to and left the UK in 2007. At first
glance it is clear that the main factor influencing this decision was employment.

Having a definite job accounted for 30 per cent of immigration to the UK, and this figure was very
similar for emigration, at 29%. A large number of people, 22%, also emigrated because they were
looking for a job, though the proportion of people entering the UK for this purpose was noticeably
lower at less than a fifth.

Another major factor influencing a move to the UK was for formal study, with over a quarter of people
immigrating for this reason. However, interestingly, only a small minority, 4%, left for this.

The proportions of those moving to join a family member were quite similar for immigration and
emigration, at 15% and 13% respectively. Although a significant number of people (32%) gave ‘other’
reasons or did not give a reason why they emigrated, this accounted for only 17% with regards to
immigration.
Question 1

Question 2
C. TABLE
Describing an IELTS table is similar to describing charts or graphs. The same structures of comparison
and contrast are used or language of change if the table is over time. A table is just another way to
present information.

▪ Analysing the IELTS Table

As with all graphs and charts, when describing tables:
Do not describe all the data presented - present the main points of each feature (you should make
sure you mention each feature though)
Look for significant data; e.g. the highest, the lowest etc
Try and group the data. This may require you to use some general knowledge about the world, such
as recognising developed and developing countries

▪ Practice
Look at the IELTS table that you looked at above and answer the questions that follow:

You should spend about 20 minutes on this task.

The following table gives statistics showing the aspects of quality of life in five countries.

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

Write at least 150 words.

✓ What is the table measuring?

✓ What type of language do you need to use (Change? Comparing and contrasing?)
✓ What tense would you use?
✓ Which country has the best quality of life and which has the worst?
✓ What information could you use for an overview / conclusion?
✓ How could you group the information?
✓ How many paragraphs would you have and what you would write about in each one?

▪ Making a Plan
You should always ask yourself these kind of questions before you write your task one. You can then
use the answer to these questions to make yourself a quick plan.
Here are some notes made by a student during the planning stage:

PLAN
Topic – standard of living, 5 countries
Language – comparison
Time / tense – 1982 = past
Overview – USA far higher
Groups – USA = highest
Egypt, Indo, Bol = similar
Bangladesh = very low

Now, take a look at this IELTS table model answer and notice how the organization matches the plan.
The groups chosen that are similar are grouped together into paragraphs. The language is focused on
the language of comparison and contrast as the table is not over time. The compare and contrast
structures have been highlighted so you can see how they are used.Is it similar to the way you would
have organized the information?

The table uses four economic indicators to show the standard of living in five selected countries in
1982. Overall, it can be seen that the quality of life in the USA was far higher than the other four
countries.

Model Answer
To begin, the USA, which is a developed country, had the highest GNP at 13,160 dollars per head. It
also had a much higher daily calorie intake and life expectancy, and the lowest rate of infant mortality.

The other developing countries had quality of life ratings that were significantly lower. The range of
indicators for Egypt, Indonesia and Bolivia were similar, with Egypt having the highest quality of life
amongst the three. However, the infant mortality rate in Egypt’s was slightly higher than Indonesia’s
at 97 deaths per 1000 compared to 87 in Indonesia.

Bangladesh had by far the lowest quality of life in all the indicators. Its GNP was one hundred times
smaller than the USA’s. Its calorie intake and life expectancy were about half those of the USA, and
its infant mortality rate was 10 times greater.

Question 1
D. MAPS

Occasionally, you will have to describe a process in the test instead of a graph. Although this type
of diagram is less common to see in the test, it is still important to have an understanding of how
to tackle this should it arise. Maps in IELTS writing task 1 show either the development of an area
or a comparison. 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.

Model Answer
Village of Chorleywood showing development between 1868 and 1994
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. (174 Words)
Question 1
7. DESCRIBING PROCESS DIAGRAM
It is less common in the writing test, but sometimes you will get an IELTS process diagram to describe.
This should follow the same format as any task 1:
✓ Introduce the diagram
✓ Give an overview of the main point/s
✓ Give the detail
However, there are different types of task 1 (line graphs, pie charts, maps etc) and each requires
knowledge of a certain type of language.
You should spend about 20 minutes on this task.

The diagram illustrates the process that is used to manufacture bricks for the building industry.

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

Write at least 150 words.

A process will have a number of stages that are in time order. So you should start at the beginning,
and describe each stage through to the last one. Introduce the example above, this is fairly clear. It
begins with the digging of the clay, and ends with delivery.Processes are not always this clear, and you
may have to look more carefully to spot the beginning, and there may also be two things happening
at the same time. So it is important that you look at other sample processes to get a good
understanding of how they can vary.

1. Introduce the Diagram As with any task 1, you can begin by paraphrasing the rubric:
The diagram explains the way in which bricks are made for the
building industry.
As you can see, this has been taken from the question, but it has not
been copied. You need to write it in your own words.
2. Highlight the Main An IELTS process diagram is different to a line, bar, pie chart or table
Points in that there are not usually key changes or trends to identify.
However, you should still give an overview of what is taking place.
 The ‘public band descriptors’ state that to achieve a band 6 or more
for ‘task response’ the student must provide an overview in a task
1. As there are no trends to comment on, you can make a comment
on, for example, the number of stages in the process and how it
begins and ends:

Overall, there are eight stages in the process, beginning with the
digging up of clay and culminating in delivery.
3. Give the Detail Now you need to explain the IELTS process diagram, and there are
two key aspects of language associated with this:

1) Time Connectors
A process is a series of events, one taking place after the other.
Therefore, to connect your stages, you should use ‘time
connectors’.
Here is the rest of the answer with the time connectors highlighted
(notice that you simply go from the beginning to the end of the
process):
These connectors are the same you would use to write a graph over
time when you explain a series of changes. These are some common
IELTS process diagram connectors:

To begin Following this Next Then

After After that Before** Subsequently
Finally
** If you use before, this means that you will be mentioning a later stage
before an earlier stage, so you need to use it carefully. If you can use it
properly though, it will get noticed.

Here is an example using stages four and five:

Before being dried in the oven, the mixture is turned into bricks by
either placing it into a mould or using a wire cutter.

2) The Passive
When we describe an IELTS process that involves humans (a man-
made process as opposed to a natural one), the focus is on the
activities, NOT the person doing them. When this is the case, we use
the passive voice, not the active. For a natural process, such as the
life-cycle of a frog, we use active as there is not a person doing the
activity in the diagram. This is a brief explanation of how to use the
passive voice, but if you are new or unsure about using it, you should
do some further study and practice.

Most sentences use this structure:

Subject + Verb + Object
A large digger digs up the clay in the ground.
In the active voice (as above), the digger is doing the verb i.e. the
digger is doing the digging.
When we use the passive voice, we make the object (the clay) the
subject, and make the subject (the digger) the object. We also add
in the verb ‘to be’ and the past participle (or Verb 3).
 (S) The clay in the ground (V) is dug up (O) by the digger.
So throughout most of your description for your IELTS process
diagram, you should be using the passive voice.

This is difficult as some verbs cannot take the passive. For example,
'to go' cannot be passive, so it is kept in the active voice:

...the bricks go through a heating and cooling process.

This is why you need to make sure you practice the passive so you
know exactly how to use it.

Also, as you will see from the description, it is more usual to to

comment on who or what is doing the action so the 'by...." phrase
is excluded.

Model Answer
To begin, the clay used to make the bricks is dug up from the ground by a large digger. This clay is then
placed onto a metal grid, which is used to break up the clay into smaller pieces. A roller assists in this
process.

Following this, sand and water are added to the clay, and this mixture is turned into two differing types
of brick by either placing it into a mould or using a wire cutter. Next, these bricks are placed in an oven
to dry for 24 – 48 hours.

In the subsequent stage, the bricks go through a heating and cooling process. They are heated in a kiln
at a moderate and then a high temperature (ranging from 200c to 1300c), followed by a cooling
process in a chamber for 2 – 3 days. Finally, the bricks are packed and delivered to their destinations.
Question 1
Try to make a sentence from the pictures below with using the time connector!

Question 2

Using a fraction to build your sentences based on the figures!

8. DESCRIBING TWO DATA
This is an example of an IELTS bar and line graph together. It is not uncommon to get two graphs to
describe at the same time in the IELTS test. It can look a bit scary at first. However, when you look
more closely, you'll see it is probably no more difficult than having one graph.

You should spend about 20 minutes on this task.

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.

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

Write at least 150 words.

These are the steps you need to take to describe a bar and line graph together (or any two graphs)
that may differ slightly from when you describe one graph.

• Introduction
When you state what the graph shows, mention both of them. Here is a sample first sentence of the
introduction:
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.
Remember to write this in your own words and not to copy from the question.
Next you need to mention the key points from the graph. When you do this, mention the most
interesting things from each:
Overall, it can be seen that visits to and from the UK increased, and that France was the most popular
country to go to.

• Body Paragraphs
If there are two graphs and a lot of information, you will have to be careful not to describe everything
as you may then have too much information. Also, the examiner is looking to see that you can select
the important things and not describe every single detail. So the key skill when you have two graphs
is being able to pick out the important information or summarize things in a concise way, otherwise
you will end up writing too much and probably run out of time. Here is an example description for the
bar and line graph:
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.

As you can see, the first paragraph discusses the line graph, and the second the bar chart.
You will not usually need to mix up the descriptions. This will only make things complicated and
difficult to follow. Writing about the first one and then the second one is ok for a bar and line graph
or any others that appear together. As with any task 1, you will need to make sure you use the right
language, make comparisons, and group data appropriately.

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.

Question 1