WRITING TASK 1

There are 5 types of charts

• 1. Bar chart
• 2. Pie chart
• 3. Graph
• 4. Table
• 5. Flow chart/ Diagram/Map
STRUCTURE OF TASK 1:
• INTRODUCTION: Type, topic , data
• OVERVIEW: Overall, Key trend, Key features (1 – 3)
• BODY PARA 1: Compare & Contrast
• BODY PARA 2: Compare & Contrast

Body paras (2 – 3)
Task Achievement (TA) - how well you answer the question.
• present the information accurately
• answer all parts of the task
• provide a clear overview
• highlight key features and support detail with data (Academic task 1)

Coherence and Cohesion(CC) - how well is your text structured.

• manage paragraphing
• use linking words and cohesive devices (firstly, in contrast, whereas, while, as
compared to)

Lexical Resource (LR) - how good is your vocabulary.

• use a wide range of vocabulary
• use less common lexical items
• avoid errors in spelling and word formation

Grammatical Range and Accuracy (GRA) - how good is your grammar.

• use a wide range of grammatical structures and tenses
• manage punctuation
• avoid errors in sentences
TIME MANAGEMENT (20 MINUTES):

• 2 mins – Rephrase
• 3-5 mins – Plan & Group
• 10 mins – Write
• 2 mins – count
• 3-5 mins – Read & Correct
The bar chart shows the divorce rates in two European countries from
2011 to 2015.

Summarise the information by selecting and reporting the main features,

and make comparisons where relevant.
The chart shows the divorce
rates in two European countries
from 2011 to 2015.
The introduction is 1 or 2 sentences, where you paraphrase the
information from your question.
• what your graph shows
• for what period of time

The chart shows the divorce rates in two European

countries from 2011 to 2015.
the introduction looks like this:
• The bar chart depicts the rate of divorces in Finland and Sweden
between 2011 and 2015, in percentages.
• The bar chart provides information about the percentages of
divorces in Finland and Sweden between 2011 and 2015.
synonyms to paraphrase the question:
• shows → provides information about
divorce rates → percentages of divorces
two European countries → Finland and Sweden (it’s good to be
more specific)
from 2011 to 2015 → between 2011 and 2015.
An Overview
• The second paragraph is a general overview, where you briefly
describe major trends on your graph. Ideally, you should describe 2-4
key features.
• To make major trends easier to notice, you can outline Sweden’s bars
and Finland’s bars like this:

Now it’s obvious that:

• Sweden experienced a downward trend
• Finland experienced an upward trend
• both countries showed fluctuations
• Initially Finland had a lower rate,
but in 2015 Finland outraced Sweden

Use word overall to start your overview

• Overall, Sweden experienced a downward trend, while Finland showed
an upward trend throughout the period. Both countries’ divorce rates
had some fluctuations. Although, Finland initially had a lower rate, it
outraced Sweden at the end of the period.
You can group the data as :
• Details about Sweden
• Details about Finland
Tip: When you have two countries (or two cities or any other two things depicted on the graph), the
simplest way of grouping data - is to describe each country’s trend in a separate paragraph.
When giving specific features, you have to write exact numbers/percentages due to inaccuracies of
the chart), so use words around, about and approximately when giving inexact data.

Body Para1: Sweden’s divorce rate was about 45% in 2011, being higher than Finland’s rate by
approximately 8%. Then, it rose to almost fifty percent in 2012. However, the figure showed a
gradual decrease in 2013, and continued to decline steadily to the end of the period, hitting a low-
point of about 37% in 2015.

Body Para2: Percentage of divorces in Finland was less than 40% in 2011, and it decreased in 2012,
to about one-third ( just above 30%). However, the figure experienced a steady growth during the
next two years. It rose to a little more than 40% in 2014, and remained steady for the next year,
outracing the rate of Sweden.
The bar chart provides information about the percentages of divorces in
Finland and Sweden between 2011 and 2015.

Overall, Sweden experienced a downward trend, while Finland showed an

upward trend throughout the period. Both countries’ divorce rates had some
fluctuations. Although, Finland initially had a lower rate, it outraced Sweden at
the end of the period.

Sweden’s divorce rate was about 45% in 2011, being higher than Finland’s rate
by approximately 8%. Then, it rose to almost fifty percent in 2012. However, the
figure showed a gradual decrease in 2013, and continued to decline steadily to
the end of the period, hitting a low-point of about 37% in 2015.
Percentage of divorces in Finland was less than 40% in 2011, and it decreased
in 2012, to about one-third (just above 30%). However, the figure experienced a
steady growth during the next two years. It rose to a little more than 40% in
2014, and remained steady for the next year, outracing the rate of Sweden.

(166 words)
Pie chart:
The two pie charts below show the percentages of industry sectors' contribution to the economy of
Turkey in 2000 and 2016.

Summarize the information by selecting and reporting the main features and make comparisons
where relevant.
Two main options to describe key features:
• find the biggest and smallest slices of each pie chart
• find which slices became bigger/smaller or didn't change
You can group data :
• Sectors that had an increase (construction; trade utilities & transportation;
manufacturing; finance, business and other services)
• Sectors that had a decrease or didn't change (agriculture; government; leisure and
hospitality; healthcare and education)
The two ________ illustrate how different industry sectors contributed to the
economy of Turkey percentagewise in the years 2000 and 2016.

__________, at the beginning of the period construction contributed the least

to the economy of Turkey and agriculture was the most significant economic
sector. In ___________ , at the end of the period healthcare and education
became the largest economic segment and the lowest contribution was made
by financial, business and other services.

Construction sector accounted for 3% of Turkey's economy in 2000, and

experienced a more than ____________ increase to one-tenth in 2016.
Economic income from trade, utilities and transportation was 14% in 2000 and
experienced a slight ____________ of 2% in 2016. At the beginning of the
period, manufacturing and finance, business and other services made up 8%
and 5% of Turkey's economy, respectively, and these figures rose to 12% and
8% in 2016.

Agriculture, which ___________ almost a quarter of Turkey's economy in 2000,

fell to 14% in 2016. In 2000 economic outputs from government and leisure and
hospitality sectors were at 12% and 17%, ____________ , and both decreased
by 3% after 16-year period. In contrast, contribution from healthcare and
education sector remained ______________ in both years at 17%.
The two pie charts illustrate how different industry sectors contributed to the
economy of Turkey percentagewise in the years 2000 and 2016.

Overall, at the beginning of the period agriculture was the most significant
economic sector and construction contributed the least to the economy of
Turkey and. In comparison , at the end of the period healthcare and education
became the largest economic segment and the lowest contribution was made
by financial, business and other services.

Construction sector accounted for 3% of Turkey's economy in 2000, and

experienced a more than three fold increase to one-tenth in 2016. Economic
income from trade, utilities and transportation was 14% in 2000 and
experienced a slight growth of 2% in 2016. At the beginning of the period,
manufacturing and finance, business and other services made up 8% and 5% of
Turkey's economy, respectively, and these figures rose to 12% and 8% in 2016.

Agriculture, which comprised almost a quarter of Turkey's economy in 2000, fell

to 14% in 2016. In 2000 economic outputs from government and leisure and
hospitality sectors were at 12% and 17%, respectively , and both decreased by
3% after 16-year period. In contrast, contribution from healthcare and
education sector remained constant in both years at 17%.
The line graph below shows the household recycling rates in three
different countries between 2005 and 2015.
Intro: The line graph illustrates the household rate of
recycling in three regions the UK, France and Germany
from 2005 to 2015.
Overview: Overall, the recycling rates of the UK and
Germany showed a steady but significant rise over the
period, while the percentage of recycled waste in
France experienced a downward trend.
Group data by some feature and give specific details
Grouping can be done in two ways:
• by country
Describe each country’s recycling rates in a separate paragraph
• by similar trend
UK and Germany followed a similar trend:
their recycling rates were increasing throughout the period, while
recycling rates of France experienced a fall.

Describe an “increase pattern” in the FIRST paragraph and a “decrease

pattern” in the SECOND paragraph.
The line graph illustrates the household rate of recycling in three regions the UK, France and
Germany from 2005 to 2015.

Overall, the recycling rates of the UK and Germany showed a steady but significant rise over the
period, while the percentage of recycled waste in France experienced a downward trend.

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

In early 2005, the recycling rate of France (50%) was the highest among these three countries.
However, it dramatically declined to 30% in 2013. Then, there was a growth of 10% in 2015, but
France's recycling rate was the lowest in the end of the period.
The table below gives information about consumer spending
on different items in five different countries in 2002.
 MODEL ANSWER FOR TABLE
The table below gives information about consumer spending on
different items in five different countries in 2002.

The table illustrates the proportion of national expenditure in Ireland, Italy, Spain, Sweden and Turkey on
three categories of items in 2002.

In terms of food, drinks and tobacco, Turkey spent the most at 32.14%. The expenditure of Ireland was
also high (28.91%) compared to Sweden which spent the least (15.77%). Spain and Italy spent 18.80% and
16.36% respectively.

Italy spent more than the other countries on clothing and footwear (9%) as opposed to the lowest
expenditure which could be seen in Sweden at 5.40%. The other three countries spent on average around
6.5%.

The lowest expenditure was on leisure and education which accounted for under 5% in all countries.
Turkey spent most on these items at just 4.35% of their national expenditure which is around double that
of Spain who spent the least at just 1.98%.

Overall, all countries spent most on food, drinks and tobacco, which was almost three times that of the
other items. The lowest expenditure was on leisure and education in the five countries. The expenditure
of Turkey overall was higher than the other countries.
The chart below shows the average monthly expenditure by British households in three
years.
• The chart below shows the average monthly expenditure by British households in three
years.

• Introduction and Overview for an IELTS Chart

• Fill in the gaps with no more than two words in order to complete the introduction and
overview for the above chart.
• Introduction
• The (1) ……………………… illustrates the typical (2) ……………………….. of money spent each
month on utility bills, transport, rent, entertainment (3) …………..groceries by households in
Britain in three years (1990, 2000 and 2010). Units are (4) …………………. in pounds sterling.
• Overview
• (5) …………………., the largest expenditure was on rent,, (6) ………………. the least amount of
money spent was on utility bills and entertainment. While there was a significant
(7) …………………. in spending on rent, transport and utility bills, there was little change in
the amount spent on the two other items.
• The chart below shows the average monthly expenditure by British households in three
years.

• Introduction and Overview for an IELTS Chart

• Fill in the gaps with no more than two words in order to complete the introduction and
overview for the above chart.
• Introduction
• The (1) bar chart illustrates the typical (2) amount of money spent each month on utility
bills, transport, rent, entertainment (3) and groceries by households in Britain in three
years (1990, 2000 and 2010). Units are (4) measured in pounds sterling.
• Overview
• (5) Overall, the largest expenditure was on rent, (6) whereas the least amount of money
spent was on utility bills and entertainment. While there was a significant (7) rise in
spending on rent, transport and utility bills, there was little change in the amount spent on
the two other items.
 BAR CHART
Introduction Paragraph:
• Practice writing the introduction statement. Here are
two examples.

1.Here we can see that the graph represented

information regarding the number of sales of two
companies in two years
2.The chart illustrates the number of sales of two
companies (Marks Ltd and Bumper Store) in 2000
and 2010.
Paraphrase the information for the introduction
•shows = illustrates
•average = typical
•expenditure = amount of money spent
•monthly = each month
•Give the units if necessary
•Put key features together in the overview
•The overview is usually a separate paragraph
•This IELTS chart is considered a simple chart and
all students aiming for band score 6 and above
should be able to write this report without many
errors.
The bar chart illustrates how many children, divided by gender, played six kinds of sports (tennis, badminton, cycling,
swimming, football and hockey) in a town in England in 2012.

There were four sports in which boys participated more than girls. While 60 boys played football, the number of girls
playing that sport was considerably lower (around 20). With regards to tennis, the figure for boys who played that sport
was 50 as opposed to just under 40 for girls. Similarly, more boys cycled than girls (approximately 35and 20 respectively).
The difference, in terms of hockey, was minimal with only about 5 more boys playing that sport than girls.

On the other hand, more girls took part in the two remaining sports which both showed a difference of about 10 between
the genders. As many as 50 girls preferred swimming in comparison to 40 girls for badminton.

Overall, the number of boys playing sport exceeded that of girls in the given period and the sport with the most
significant difference between the genders was football. Football was also the most popular sport for boys while the
majority of girls preferred swimming. Furthermore, both males and females least preferred playing hockey.
The two graphs show the main sources of energy in the USA in the 1980s and the 1990s.Write a report for a university
lecturer describing the changes which occurred. Write at least 150 words.

PIE CHART

Introduction
You must paraphrase the information given at the top of the charts “The graph shows the
main sources of energy for the USA in 1980 and 1990”. You cannot copy this, you must use
your own language.
Tips
the graph = the pie chart, shows = illustrates
main sources of energy = energy production from different sources
for the USA = don’t change this
in 1980 and 1990 = in two different years (1980 and 1990)
Try writing your introduction before checking the model answer. Model
The pie charts illustrate the changes in energy production from five different sources (oil,
natural gas, coal, hydroelectric power and nuclear power) for the USA in two different years
(1980 and 1990).
Body Paragraph A
This paragraph will give details about oil and hydroelectric power, which we highlighted in the overview above.
Tips
You will need to write one sentence about oil comparing the percentage each year and then one sentence about
hydroelectric power comparing the years. You must add data (percentages and dates) to support each sentence
Here are two example sentences. Fill in the gaps with the right words.
The amount of energy produced by oil in the USA 1. ………………. 42% in 1980 and this, then, 2. ………………….. to a
third (33%) in 1990. The proportion of energy from hydroelectric power, 3………………, remained constant in both
years ………a mere 5%.

Answers
accounted for / comprised of / made up / was
fell / declined / dropped / went down / decreased
on the other hand / by contrast / in contrast ( we use a linker to highlight that this is opposing information to the
previous sentence)

Body Paragraph B
This paragraph will give detail about the other sources of energy in the pie charts.
Tips
which sources increased? which sources decreased?
what were the percentages for each source?

Again, fill in the gaps in these model sentences.

The energy generated by natural gas, which was the second 1. …………… source of energy in the USA in 1980, fell 2.
………. 1% to a quarter of all energy produced in 1990. In contrast, production by coal 3. ……………… from 22% to 27%
in 1990 4. …………….. there was a 5% rise in energy from nuclear power to reach 10% in the second year.
Answers
largest / major
by (this is used when writing about differences in amounts)
increased / rose / went up / climbed / grew
while / whereas
 Overview
The overview contains the key features of the charts. Answer the
questions below to find the key features.
What was the main source of energy in 1980?
What was the main source of energy in 1990?
Which produced the least energy in 1980?
Which produced the least energy in 1990?
Did the amount of energy produced by each source change a lot or
just a little between the years?
Did all types of energy increase by 1990?
Now write your overview before you check the model.
Overall, oil constituted the main source of energy production in
both years while hydroelectric power produced the least energy.
There was a slight decrease in production from oil and natural gas
whereas an increase can be seen in the figures for coal and nuclear
power.
How to write a line graph for IELTS writing task 1
To describe a line graph, you must use give accurate descriptions of main changes over a period of
time. IELTS require you to use a range of language and sentences to relate the information given
in the graph.

Below is useful language and also a check list for you to follow to describe a line graph.

Adverbs: steadily, gradually, sharply, rapidly, steeply, slightly, dramatically, significantly,

considerably
Adjectives: steady, gradual, sharp, rapid, steep, slight, dramatic, significant, considerable

Sentences:
The number of cases in Someland increased steadily from 100 to 200 between 1983 and
1988.
There was a steady rise in the number of cases in Someland to reach 200 from 1983 to
1989.
Time phrases: over the next three days, three days later, in the following three days, the
next three days show, over the period, from…to… / between … and…, the last year, the
final year, the first year, at the beginning of the period, at the end of the period
IELTS Graph Tutorial: Writing a Complex Sentence

Sentence Content
subject
verb
adverb
difference of amounts
numbers
Dates

All sentences in the body paragraphs should be complex and must be supported by data. This
means the sentences must have numbers and dates if you wish to get a high score.

Tips for Line Graphs

•Paraphrase the line graph information for your overview

•Put main trends and highlights in an overall statement
•Write one or two sentences about each line
•Make sure each sentence in the body paragraphs have numbers and dates that
support them
A range of different words to show upward and downward trends. IELTS line graphs show change over a
period of time and you must vary your language when you write your report.

Line Graph Vocabulary

Under About Over

•under •about •over
•below •approximately •above
•less than •around •more than
•just under •just over
•slightly under •slightly over
•nearly •marginally
•almost above
•close to •well over
•well under •considerably
• considerably more than
less than
Practice
Fill in the gaps with the vocabulary from the table above. Make sure you adapt the words to
make the sentences grammatically correct. The completed paragraph below is an example of a
body paragraph for a line graph.

Fill in the gaps with the correct vocabulary. You should use no more than two words for
each gap.

The number of cases began at 100 in 1983 and then the figure 1. …………………… steadily
to reach 200 in 1987. In the following year, there was 2. …………………… back to 100 before
rising to 3. …………………….. 400 in 1989. The number4. ………… slightly to 350 in 1991 and
then 5. ……………….. dramatically to a low of 0 in 1992.
Fill in the gaps with the correct vocabulary. You should use no more than two words for each
gap.
The number of cases began at 100 in 1983 and then the figure 1. …………………… steadily to
reach 200 in 1987. In the following year, there was 2. …………………… back to 100 before rising
to 3. …………………….. 400 in 1989. The number4. ………… slightly to 350 in 1991 and then 5.
……………….. dramatically to a low of 0 in 1992.
Answers
1. rose / increased / climbed / grew / went up
2. a fall / a decline / a slump / a decrease
3. peak at
4. dropped / fell / declined / decreased
5. dropped / fell / declined / decreased (it is also possible to use “plummeted” or plunged)
Guidelines
•Have a clear introduction
•Put all main trends in an overview statement – this should be contained in one paragraph
•Don’t have a conclusion
•Make sure you are using adjective + noun or verb + adverb
•Don’t repeat language of change – use a variety of words
•Use a range of time phrases
•Don’t always give from … to … for the amounts, sometimes you can give the difference “it
increased by double..”
•Add numbers or percentages to your sentences in the body paragraph
•Organise your body paragraphs logically so it is easy for the examiner to read
•Write 150 words or more. Don’t write under the word count.
Line Graph Model
The graph illustrates the number of cases of a particular disease (disease X) in Someland over
10 years from 1983 to 1992.
In 1983, the number of cases of the disease stood at 100 which then rose steadily over the
following 4 years to reach 200 in 1987. In the following year, 1988, the figure returned to the
original number of 100.
There was a dramatic growth in cases to a peak of 400 in 1989 after which it experienced a
slight fall to 350 in 1990. Over the following year, the number remained stable at 350. In the
last year, the number of cases plummeted sharply to zero with no cases being reported.
Overall, the number of cases of disease X remained below 200 over the period given except
for a considerable surge between 1989 and 1991 when the figures doubled. The disease was
completely eradicated by the final year.
 The graph below
shows the
consumption of 3
spreads from 1981 to
2007.

Sample Answer
The line graph illustrates the amount of three kinds of spreads (margarine, low fat and
reduced spreads and butter) which were consumed over 26 years from 1981 to 2007. Units are
measured in grams.
With regards to the amount of butter used, it began at around 140 grams and then peaked at
160 grams in 1986 before falling dramatically to about 50 grams in the last year. Likewise,
approximately 90 grams of margarine was eaten in the first year after which the figure
fluctuated slightly and dropped to a low of 40 grams in 2007.
On the other hand, the consumption of low fats and reduced spreads only started in 1996 at
about 10 grams. This figure, which reached a high of just over 80 grams 5 years later, fell
slightly in the final years to approximately 70 grams in 2007.
Overall, the consumption of margarine and butter decreased over period given while for low
fat and reduced spreads, it rose. At the start of the period, butter was the most popular
spread, which was replaced by margarine from 1991 to 2001, and following that low fat and
reduced spreads became the most widely used spread in the final years
Tips for IELTS Tables

•Put all your key features in the overview.

•Be selective. Don’t put too many details in your report.

•Make sure you write over 150 words but aim for less than 200.

•Use a range of linking devices eg compared to / as opposed to / in terms of / while etc

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.

The diagram explains the way in which bricks are made for the building industry.
Overall, there are eight stages in the process, beginning with the digging up of clay and
culminating in delivery.
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 bricks 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.
 Diagram Structure & Organisation

1. There should be 4 paragraphs for this report.

2. You should put the following information in each paragraph:

Introduction: You need to introduce the content of the diagram (the process of the water
cycle).
For the body paragraphs, you need to describe each stage in detail using full sentences
linked together. You should divide the stages into two paragraphs:
Body paragraph A: Water in the ocean, evaporation, condensing water vapour and cloud
formation.
Body Paragraph B: Precipitation, rain or snow, lakes, surface run off, ground water,
impervious layer and salt water intrusion. You also need to note that at the water cycle
starts again as the water returns to the ocean.
Overview: Put the key stages in this statement (a continual cycle of evaporation, cloud
formation, rain and water returning to the sea).
The chart illustrates the circulation of water in nature.

At the first step of the process, as a result of the sun ‘s heat, water evaporates
into the air. It is estimated that 80% of total water vapour is taken from the
ocean. Following this, a cloud is formed by the condensation of water vapour.

In the next stage, the heavy clouds cause rain or snow. Water from the
precipitation partly pours into the lakes or can be absorbed into the ground.
The surface runoff which is made from rainwater creates the groundwater and
then flows back to the ocean without reaching the impervious layer. The final
stage of the process is the salt water intrusion where water from the ocean
moves to the freshwater aquifers.

Overall, it is clear that there are three main stages in this process, beginning
with the evaporation of water and the formation of a cloud. The next step
shows the water‘s journey after falling to the ground and the process ends with
salt water intrusion.
The diagrams show a structure that is used to generate electricity from wave power.
Test Tip
1) Describe key stages in the process in a
logical order, making comparisons where
appropriate.
2) Use suitable words and phrases to
structure and link the process clearly.
3) Remember to include an overview
summerising the main features of the
process.
4) Vary your vocabulary and use your own
words as far as possible.
Model answer
The two diagrams show how electricity can be
generated from the rise and fall of water caused by
sea waves.
The process involves a structure which is mounted on
the side of a cliff or sea wall. This structure consists
of a large chamber. One end is open to the sea, and
the other leads into a vertical column, which is open
to the atmosphere. A turbine is installed inside this
column and this is used to generate the electricity in
two phases.
The first diagram indicates that when a wave
approaches the device, water is forced into the
chamber, applying pressure on the air within the
column. This air escapes to atmosphere through the
turbine, thereby producing electricity.
The second diagram illustrates the next part of the
process when wave retreats. As the water level falls,
the air from outside the column is sucked back in
through the turbine. As a result, electricity continues
to be generated. The turbine rotates only in one
direction, regardless of the direction of the air flow.
In conclusion, we can see that this structure is useful
as electricity is generated in both phases: entering
and retreating of water.
The flowchart illustrates the production of coloured plastic paper clips in a small factory. Write a report for
a university tutor describing the production process

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 sorted 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 colour and mixed colours batches.

Finally, the clips are packed and dispatched to the markets.

The maps below show the changes that have taken place in Meadowside village and and
Fonton, a neighbouring town, since 1962.

Model Writing Task 1: Map Comparison

The maps illustrate how Meadowside village and Fonton, which is a neighboring town, have developed
over three different time periods (1962, 1985 and the present).

In 1962, both Meadowside and Fonton were completely separate with no roads or rail connecting them.
While Fonton had a railway line running through it to the north, Meadowside, located to the west of
Fonton, only had a small road from the west

By 1985, there was a considerable growth in the size of Meadowside village and Fonton. The small road in
Meadowside village had been converted into a main road and was also extended to the east to connect
with Fonton. Meadowside, moreover, had also developed a housing estate in the west, a leisure complex
and a supermarket in the south.
Currently, both Meadowside, which is now a suburb, and Fonton are joined. The railway line, which runs
through Fonton, has been extended to the west where a train station has been built. To the north of the
station, a hotel has been constructed and opposite the station, to the south, there is now a business park.
Overall, Meadowside village increased in size and has become Meadowside Suburb as it merged together
with Fonton. Furthermore, there have been significant changes in infrastructure, housing and facilities
over the period given.
Introduction and Overview
paraphrase the information given about the diagram for the introduction
choose the main stages for the overview ( eggs, water, tadpole, land, adult frogs)

Model Introduction and Overview

The diagram illustrates the different stages involved in the life of a frog.

Overall, tadpoles, which emerge from eggs in the water, pass through a number of
phases before going on to land and maturing into adult frogs.
 WRITING TASK 1 TIPS (ACADEMIC)
Make the most of your Writing test:
•analyse each task properly and spend some time making notes
•highlight or underline key words in the tasks to make sure that you focus on what you have
to do
•plan your answers
•use paragraphs clearly; put one idea in each paragraph
•do not repeat ideas using different words
•do not copy whole sentences from the question – you will receive no marks for this
•keep to the topic; do not write about unrelated subjects
•manage your time; remember, Task 2 is worth twice as much as Task 1
•spend approximately 20 minutes on Task 1 and approximately 40 minutes on Task 2
•pay attention to the number of words required for each task; you will lose marks if you do
not write at least 150 words for Task 1 and at least 250 words for Task 2
•learn to recognize how long 150 and 250 words look in your handwriting; you will not have
time to count during the test
•you must write your answers in full; answers written in note form or in bullet points will
lose marks
•pay attention to spelling, grammar and punctuation; you will lose marks for mistakes
•avoid informal language
•do not memorise model answers; examiners are trained to recognise them and your test
will be invalid
•spend several minutes re-reading and correcting your answers
• Academic task 1 – trend vocabulary
• Tip: if you find yourself repeating a word, try changing the form of it from a verb to a noun
• You should also note that, even with this basic language, there are a variety of grammar
problems that cause many candidates problems.
• Up variations
• Down variations
• Up and down

• Preposition problem 1 – by and to

• Prepositions are horrid in English. Have another look at the graph:
• Note how these two sentences mean exactly the same:
• The rate of unemployment rose to 12% in 2010.
• The rate of unemployment rose by 5% in 2010.
• Preposition problem 2 – in and of
• This one is harder. We use “in” to describe changes in things and “of” to describe changes
in number or amount. For example,
• There was a rise in the rate of unemployment
• There was a rise of 5% in the rate of unemployment.
 • IELTS General Writing Task 1
You should spend about 20 minutes on this task.
You are a current student of Loren Brusque University, studying Business
Administration. You want to apply for the post of Quality Assurance Manager you
have recently seen on the university's notice board.
Write a letter to Mr. Walker, and
• Give your reason for writing
• Tell about your education
• Describe your work experience and explain why you would be suitable for the
job.
Write at least 150 words.

How to answer this task?

• Introduce yourself (if required) and state your reason for writing.
Start letter in a formal style (it's a job application letter!) and dedicate first paragraph
to the letter opening.
• Write body paragraphs.
Tell about your education and work experience in separate paragraphs. Make some
details if you need and use linking structures.
• Write a polite letter closing.
Thank your future employer for his consideration and mention that you are ready for
the interview.
You are a current student of Loren Brusque University, studying Business Administration. You want to apply for
the post of Quality Assurance Manager you have recently seen on the university's notice board.
Write a letter to Mr. Walker, and
• Give your reason for writing
• Tell about your education
• Describe your work experience and explain why you would be suitable for the job.

Model answer
Dear Mr. Walker,

I am writing to apply for the post of Quality Assurance Manager, which was advertised on the Student Affairs Office
notice board on 2 September 2016.

I believe that my qualifications, personal character and work experience make me a perfect candidate for this job.

Currently, I am studying M.B.A. at the Loren Brusque University, graduating in 2018. My core subjects are relevant
to the offered post. Moreover, I constantly perfect my management skills by taking various additional courses.

During my studies I have held the post of Junior Executive at Hansel's Corporation and improved my leadership
skills, communication competences and ability to work in a team. While leading and supervising subordinates, I
gained a valuable experience for the post of Quality Assurance Manager. I am available for interview at any time.

I look forward to meeting you in the nearest future.

Thanking you.

Yours sincerely,
Paul Carter
Common Phrases for an IELTS Complaint Letter
Reason for writing:
I am writing in order to complain about
I am writing to complain about
I am writing regarding
I am writing to express my dissatisfaction with
Introducing the complaint:
Topic sentence stating the positive point. + However, + problem….Example:
We thoroughly enjoyed the first week of the holiday. However, after that we experienced a number of problems.
I am (extremely) dissatified / dissapointed with the service / goods that I received / bought because
First complaint:
Firstly, First of all, The first problem is / was, My first complaint is, My first concern is, The first thing I would like to draw
your attention to is
Further complaints:
Secondly, Also, In addition, In addition to this, Added to this, …… is / was also unsatisfactory / unacceptable, Not only ……,
but also, To make matters worse, Furthermore
Mentioning negative consequences:
I'm afraid that…, Unfortunately,
Expressing Dissatisfaction:
It is not acceptable to / that, I am not at all pleased that, I am disappointed because,
Demanding action:
I suggest that you replace the item, I therefore suggest that I be given a full refund, I would be grateful if my money was
refunded, I would be grateful if you could give me a full refund, I would like to request that, To resolve the problem, I would
appreciate it if you could
Ending the letter:
I look forward to hearing from you, I look forward to receiving a full refund, I look forward to receiving a replacement, I look
forward to receiving your explanation, I look forward to your reply and a resolution to my problem
You have bought a new camera but when you got it home you found it had some problems. You returned the
camera and spoke to the company representative a week ago but the camera has still not been repaired.
Write a letter to the company.
• Introduce yourself
• Explain the situation
• Say what action you would like the company to take

Dear Sir / Madam,

My name is Mark and I am writing to you regarding a Nokia camera that I bought at your department store on
Sunhill Road, Dewsbury, on the 5th September.

The camera seemed to work fine in the shop. However, upon returning home, it became clear that the shutter
mechanism was not functioning properly. In addition to this, there was a small scratch on the lens.

I therefore returned to the shop the following day, on the 6th September, and spoke to a company representative
about the issue. I left the camera with the assistant and they assured me that they would look into the problem
with a view to repairing the camera and get back to me a few days later.

However, it has now been one week and when I contacted the shop again they said that the camera has still not
been fixed and they do not know how long it will be.

As I am sure you will understand, it is not acceptable to be waiting for such a long time for it to be repaired. I would
therefore like to request that I be given a full refund should I not receive the repaired camera by the end of this
week.

I look forward to hearing from you.

Thanking you.

Yours faithfully,
Mark