Ielts Writing Task 1 Lessons

Lesson 1: IELTS Writing Task 1: Describing a Graph Over Time 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 1

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 for the other product over this time frame. In week 1, purchases of ActiveX stood at around 75,000, while those for 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. (Words 198)

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:

• • • • • • • • • • •

gradually increasing a slight fall kept rising reached a peak increased at a steady rate fell increased sharply a low of finish at stood at finishing the period at

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.

Making Comparisons In IELTS task 1, you must also compare the data as you are asked to do in the rubric. 2

If you just write about what happened to ActiveX, what happened to Java, and what happened to Net, without showing any relationship between them, this won’t be enough. Here are some examples of where comparisons are made between the products in the IELTS task 1 graph, and the language of comparison is highlighted in bold / red: It can clearly be seen that ActiveX was the most popular computer package to download, whilst Net was the least popular of the three 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 for the other product over this time frame In week 1, purchases of ActiveX stood at around 75,000, while those for Java were about 30,000 lower 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 It then increased sharply over the following two weeks to finish at about 50,000, which was well below thatof ActiveX

Grouping the Data It is a good idea to divide your answer into paragraphs so it is well organized. To do this, you should group similar things together into paragraphs or sections. If you look at the chart, you will see that ActiveX and Java have a similar pattern, both steadily increasing over the period (apart from the slight fall of ActiveX in week 4), so these could be put together.

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Body Paragraph One: To begin, downloads of ActiveX and Java showed a similar trend, with both gradually increasing from week 1 to week 5. However, the purchases of Active X remained significantly higher than for the other product over this time frame. In week 1, purchases of ActiveX stood at around 75,000, while those for Java were about 30,000 lower. With the exception of a slight fall in week 4, downloading of ActiveX kept rising 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. On the other hand, Net is the lowest and it has a different pattern – falling and then rising again. So this could be described in another paragraph. Body Paragraph Two: 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 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. There is usually more than one way to group the data for an IELTS task 1, so this needs to be your decision. As long as it is logical and makes your answer easy to follow and read, this should be ok. __________________________________________________________________________________

Lesson 2: Describing an IELTS Pie Chart 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, and then answer the quiz questions. 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.

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IELTS Pie Chart Quiz 1. What is the best way to organize your answer? Write one paragraph about immigration and one about emigration Write about the pie charts together, comparing each of the reasons 2. What tense should you use to write about the IELTS pie chart? Past Present 3. Can you talk about ‘increases’ and ‘decreases’ when describing the information? Yes No

Now take a look at a 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. 5

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. 173 words _________________________________________

As you can see, the pie chart description is easy to follow. Here are some key points in organizing your answer.

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.

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.

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: A large number of people over a quarter of people a small minority 6

A significant number of people less than a fifth This table presents some examples of how you can change percentages to fractions or ratios: Percentage

Fraction

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

Practice these phrases in a quiz

If the percentages are not exact as above, then you can use qualifiers to make sure your description remains accurate. Here are some examples: Percentage 77%

Qualifier just over three quarters

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77%

approximately three quarters

49%

just under a half

49%

nearly a half

32%

almost a third

This table presents some examples of how you can change percentages to other phrases: 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 Practice these phrases in a quiz

The words above are interchangeable, though number is for countable nouns and amount is for uncountable nouns. Follow this link to the writing pages to see another IELTS pie chart: Sample IELTS Pie Chart

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Sample Pie Chart - IELTS Task 1 This is a sample pie chart for IELTS task 1. In this example, there are four pie charts that you have to compare.

Model Graph You should spend about 20 minutes on this task. The pie charts show the electricity generated in Germany and France from all sources and renewables in the year 2009. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 8

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. 191 Words __________________________________________________________________________________

Quiz 2 - IELTS Graph Data On this page you'll find further IELTS graph data for some further practice with your flexibility to write about graphs and tables. Often, data is not exact e.g. exactly a half or 50%, so you need to use phrases that show you are approximating (estimating roughly what the figure is). 9

Sometimes it is also difficult to tell from the graph picture itself in the test exactly what the data level is, so again, you will need to approximate. Drag and drop the box on the right underneath the box on the left that you think means the same thing. If it is wrong, it will show up in red. You will then need to drag it back and try again. _____________________________________________

IELTS Graph Data - Quiz Two 68% 18% 97% 85% 32% 5% 77% 49% 27% 58% almost all approximately 60% almost/nearly a third just under/nearly a fifth just under/nearly a half just over a quarter around two thirds a very small number just over three quarters a very large majority

After reset 68% 18% 97% 85% 32% 5% 77% 49% 27% 10

58% just over three quarters just under/nearly a half almost/nearly a third just over a quarter approximately 60% a very large majority a very small number around two thirds almost all just under/nearly a fifth ________________________________________________________________

Lesson 3: IELTS 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: 1. Introduce the diagram 2. Give an overview of the main point/s 3. Give the detail

Follow this link about how to write a task 1. However, there are different types of task 1 (line graphs, pie charts, maps etc) and each requires knowledge of a certain type of language. This lesson will look at how to write an IELTS process diagram for task 1.

What is an IELTS Process Diagram? To begin, look at this question: 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.

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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. In 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.

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. 12

Highlight the Main Points An IELTS process diagram is different to a line, bar, pie chart or table 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.

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): 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. 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: 13

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, the focus is on the activities, NOT the person doing them. When this is the case, we use the passive voice, not the active. 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. 14

Here is the same example description with uses of the passive highlighted: To begin, the clay (which) is used to make the bricks is dug up from the ground by a large digger. This clay is then placedonto a metal grid, 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.

Varying your Language Sometimes it may be appropriate just to use the same language that you are given in the IELTS process diagram to describe it, but you should try to vary it. You may be able to use nouns from the diagram as your verbs. For example, the noun packaging in stage seven becomes: Finally, the bricks are packed… Follow this link from the model task 1 pages to see a full IELTS process diagram model answer for this process.

IELTS Process Diagram Sample This page illustrates an example of an IELTS process. Occasionally you will have to desribe 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. This is an example of the process of making bricks. A sample answer is below the diagram.

IELTS Writing Task 1 You should spend about 20 minutes on this task. The diagram illustrates the process that is used to manufacture bricks for the building industry. 15

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

The Brick Manufacturing Process

IELTS Process Model Answer The diagram explains the way in which bricks are made for the building industry. Overall, there are seven 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. 16

Words 173

IELTS Sample Bar Chart On this page you will find a model answer for an IELTS bar chart. This chart is over time, so it uses the 'language of change'. Have a look at this lesson for more advice on describing a bar graph over time.

Gross Domestic Product in the UK You should spend about 20 minutes on this task. The chart shows components of GDP in the UK from 1992 to 2000. 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 gross domestic product generated from the IT and Service Industry in the UK from 1992 to 2000. It is measured in percentages. Overall, it can be seen that both increased as a percentage of GDP, but IT remained at a higher rate throughout this time. At the beginning of the period, in 1992, the Service Industry accounted for 4 per cent of GDP, whereas IT exceeded this, at just over 6 per cent. Over the next four years, the levels became more similar, with both components standing between 6 and just over 8 per cent. IT was still higher overall, though it dropped slightly from 1994 to 1996.

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However, over the following four years, the patterns of the two components were noticeably different. The percentage of GDP from IT increased quite sharply to 12 in 1998 and then nearly 15 in 2000, while the Service Industry stayed nearly the same, increasing to only 8 per cent. At the end of the period, the percentage of GDP from IT was almost twice that of the Service Industry. Words 182

Comments This answer meets the requirements of the task. The introduction explains what the graph is about, and gives an overview of the main points. The body paragraphs are ordered logically and clearly. The first body paragraph discusses the first three years, where the patterns are fairly similar. This is contrasted in the second body paragraph, where the GDP of each country diverges noticably. There are a wide variety of sentence structures and the language of change is correctly used. The correct tense - the past - is used.

Sample Pie Chart - IELTS Task 1 This is a sample pie chart for IELTS task 1. In this example, there are four pie charts that you have to compare.

Model Graph You should spend about 20 minutes on this task. The pie charts show the electricity generated in Germany and France from all sources and renewables in the year 2009. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words.

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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. 191 Words _____________________________________________________________________________

Lesson 4: IELTS Bar and Line Graph 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. Take a look at the question and the graph: You should spend about 20 minutes on this task. 19

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.

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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. As with any task 1, you will need to make sure you use the right language, make comparisons, and group data appropriately. Follow this link to to the models graphs pages to view the full graph with its model answer.

IELTS Line and Bar Chart This is an example of two graphs together - a line and bar chart. View this lesson for tips and advice on how to describe two graphs together, using the example from this page.

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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.

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. (Words 171) 22

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Lesson 5: Describing Graph Trends: This exercise introduces some common vocabulary and grammar needed for describing graph trends. The language that can be used for describing graphs in IELTS is extensive. This lesson introduces some of the most common language used. It also shows you how it can be used grammatically in sentences.

Vocabulary for Describing Graph Trends Word

Part of Speech

Example Sentence

verb: to increase, is increasing, has increased, increased

Total expenditure increased from $33,611m to $39,165m from 1995 to 1996.

noun: an increase of$5,554m an increase in spending of $5,554m

From 1995 to 1996 there was an increase inexpenditure of $5,554m.

verb: to decrease, is decreasing, has decreased, decreased

Expenditure on primary education decreased from 22.2% to 21.5% from 1995 to 1996.

noun: a decrease of 0.7% a decrease in spending of 0.7%

From 1995 to 1996 there was a decrease inexpenditure of 0.7%.

verb: to rise, is rising, has risen, rose

Total expenditure rosefrom $33,611m to $39,165m from 1995 to 1996.

noun: a rise of $5,554m a rise in spending of $5,554m

From 1995 to 1996 there was a rise in expenditure of $5,554m.

verb: to fall, is falling, has fallen, fell

Expenditure on primary education fell from 22.2% to 21.5% from 1995 to 1996.

noun: a fall of 0.7% a fall in spending of 0.7%

From 1995 to 1996 there was a fall in expenditure of 0.7%.

increase

decrease

rise

fall

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verb: to drop, is dropping, has dropped, dropped

Expenditure on primary education dropped from 22.2% to 21.5% from 1995 to 1996.

noun: a drop of 0.7% a drop in spending of 0.7%

From 1995 to 1996 there was a drop in expenditure of 0.7%.

After an introductory clause that includes some analysis; e.g. 'Spending rose in all three years', an '_ing' form can be used to describe numbers and dates.

Spending rose in all three years, increasing from 17.6% to 18% from 1995 to 1996, and then risingagain to 18.2% in 1997-8.

drop

-ing forms

Practice Have a look at the table below. Then, to help you with describing graph trends, decide which word should go in the gap in the example answer. Expenditure on Education in Hong Kong 1995 to 1998 Breakdown of spending

1995-6

1996-7

1997-8

Total expenditure ($ million)

33,611

39,165

45,315

As % of government budget

17.6%

18%

18.2%

22.2% 33.7% 35.9%

21.5% 33.2% 36.7%

21.6% 33.5% 35.9%

% spent on • • •

primary education secondary education tertiary education

Describing Graph Trends - Gap Fill Public expenditure on education in Hong Kong (1) _____________continuously from 1995 to 1998. In academic year 1995-6 it (2)_________________ HK$33,611 million, (3)______________ to $39,165 million in 1996-7 and $45,315 million in 1997-8. As a percentage of the government’s budget spending on education also (4)______ each year, from 17.6% to 18% and then to 18.2%. However, the percentage of expenditure spent on primary, secondary and tertiary education did not show the same consistent (5)_______. In 1995-6 expenditure on primary education was 22.2% of the education budget, 33.7% (6)_________ on secondary, and 35.9% on tertiary.

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In 1996, (7) ____________ of 0.8% in spending on tertiary education was financed by a (8)_________ in spending of 0.7% in primary and 0.5% in secondary schooling. In 1997-8 tertiary spending as a percent of the education budget (9)_________ to its 1995-6 level. The percentage spent on primary education (10)__________ to 21.6% and that on secondary to 33.5%, both figures being less than 1995-6 levels.

Choose the correct word to fit in the gap 1. increases increased increasing

2. was rose to reached

3. increased dropping rising

4. an increase increased increasing

5. rise rose rising

6. spent spending 25

was spent

7. an increase increase was increased

8. increase drop dropped

9. dropped increased returned

10. rised rose increase

This lesson will hopefully have helped you with the basics of describing graph trends and some of the different structures you can use. Remember though this example has only used a few of the words possible for describing change. It's important to vary your language so look around the IELTS buddy site, for example on the model graphs, to see what other language you can use.

How to Write an IELTS Writing Task 1 On the following pages you can see model answers for IELTS writing task 1 questions. There are examples of all the different types of task which include line graphs, pie charts, tables, processes, diagrams and maps. First, on this page, you’ll get an overview of how to answer a task 1. 26

Answers will always 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. Once you have studied the general structure, you can view other examples by following the links in the right hand column. To get more practice on how to write a graph over time and use the language of change, follow this link.

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. 1. Introduce the graph 2. Give an overview 3. Give the detail

We’ll look at each of these in turn.

1) Introduce the Graph 27

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 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 asks. 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.

Full Model Answer:

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) 29

______________________________________________________________________________________

Lesson 6: Bar Chart Exercise This bar chart exercise is a gap fill to give you pratice with the language of comparison, contrast and percentages. Look at the graph and then read the model answer. Choose the right word to go in the gap.

Bar Chart Exercise - Gap Fill You should spend about 20 minutes on this task. The chart shows the percentage of drugs taken by girls and boys in a school in New Zealand. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words.

Place the right word into the space. Make sure you write (or copy and paste) the word exactly as it appears in the box, otherwise it will get marked as wrong. Don't look below the exercise otherwise you will see an answer key. at approximately 8% / the least / school children / are similar / gender / 30

in percentages / more than / equal / at the same level / percentages for / at only 5% / around 33% / is exactly / 4% for / bar chart illustrates The 1.

information on the quantity of drugs 2.

divided by 3.

and measured 4.

hashish or marijuana is used 5. are used 6.

in New Zealand take, . Overall, it is immediately apparent that

any of the other drugs, whereas LSD and medical drugs

. At first glance we can see that boys take more drugs than girls for 6 out of 7

of the drugs listed, however an 7.

number of boys and girls take cocaine.

To begin with, boys use more hashish or marijuana than girls at 8.

and 29%

respectively. Following this, boys take heroin, opium or morphine 9.

but

girls 10.

On the other hand, the 11.

amphetamines and solvents 12.

both boys and girls at 2% and 3% for girls and 13. pattern for LSD and medical drugs 14.

for

both drugs for boys. Next, the the same for both genders at 1% for girls

and 3% for boys. Finally, boys and girls take cocaine 15.

4%.

Bar Chart Exercise - Answer The 1. bar chart illustrates information on the quantity of drugs 2. school children in New Zealand take, divided by 3. gender and measured 4. in percentages. Overall, it is immediately apparent that hashish or marijuana is used 5. more than any of the other drugs, whereas LSD is used 6. the least. At first glance we can see that boys take more drugs than girls for 6 out of 7 of the drugs listed, however an 7. equal number of boys and girls take cocaine. To begin with, boys use more hashish or marijuana than girls at 8. around 33% and 29% respectively. Following this, boys take heroin, opium or morphine 9. at approximately 8%, but girls 10. at only 5%. On the other hand, the 11. percentages for amphetamines and solvents 12. are similar for both boys and girls at 2% and 3% for girls and 13. 4% for both drugs for boys. Next, the pattern for LSD and medical drugs 14. is exactly the same for both genders at 1% for girls and 3% for boys. Finally, boys and girls take cocaine 15. at the same level, 4%. 31

___________________________________________________________________________________________

Lesson 7 : Line Graph Worksheet - Gap Fill This line graph worksheet helps you with the language of change that is very commonly needed to write about graphs, bar charts and tables in IELTS task 1. Firstly, take a look at the graph and check you understand it. • • •

What does it show? What are the main trends? What are some important details?

Then look at the line graph answer and carefully work out which word from the drop down menu fits in the gap.

Line Graph Worksheet - Gap Fill You should spend about 20 minutes on this task. The line graph illustrates the amount of spreads consumed from 1981 to 2007, in grams. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words.

Gap Fill - Choose the correct word The graph shows the quantity of margarine, low fat spreads and butter consumed between 1981 and 2007. The quantities are measured in grams. Over the period 1981 to 2007 as a whole, there 32

was 1. a 2.

in the consumption of butter and margarine and in the consumption of low fat-fat spreads.

Butter was the most popular fat at the beginning of the period, and consumption 3. was 4.

of about 160 grams in 1986. After this, there .

The consumption of margarine began lower than that for butter at 90 grams. Following this, in 1991, it 5.

that of butter for the first time, but after 1996 there was 6. in the amount consumed, which seemed set to continue.

Low–fat spreads were introduced in 1996, and they saw 7. consumption from that time, so that by about 2001 they were 8. either butter or margarine.

in their than

IELTS Line Graph Worksheet - Full Answer The graph shows the quantity of margarine, low fat spreads and butter consumed between 1981 and 2007. The quantities are measured in grams. Over the period 1981 to 2007 as a whole, there was 1. a significant decrease in the consumption of butter and margarine and a 2. a marked increase in the consumption of low fat-fat spreads. Butter was the most popular fat at the beginning of the period, and consumption 3. reached a peak of about 160 grams in 1986. After this, there was 4. a sharp decline. The consumption of margarine began lower than that for butter at 90 grams. Following this, in 1991, it 5. exceeded that of butter for the first time, but after 1996 there was 6. a steady downward trend in the amount consumed, which seemed set to continue. Low–fat spreads were introduced in 1996, and they saw 7. a significant rise in their consumption from that time, so that by about 2001 they were 8. more popular than either butter or margarine. ____________________________________________________________________________________________

Lesson 8 : Compare and Contrast Language for Graphs: The purpose of this lesson is to introduce you to compare and contrast language which is needed to write about graphs. To begin, take a look at the graph below. 1. Which country has the highest level of pollution? 2. Which country has the lowest? 33

The country with the higest level of pollution is USA and the country with the lowest is New Zealand.

Comparative and Superlative Adjectives Being able to compare and contrast data is an essential skill for IELTS writing, especially in Task 1. Comparatives and superlatives are one common way to do this. Comparatives are used to compare two things: Leopards are faster than tigers. Superlatives are used to compare one thing against a group of others: The leopard is the largest of the four big cats. Here are the basics of how they are formed: Example Comparative Superlative Word Words with one syllable

Words with three syllables or more

Words ending in –y Short words ending with a consonant/vowel/consonant Irregular

high

higher

the highest

more productive

the most productive

less productive

the least productive

wealthy

wealthier

the wealthiest

hot

hotter

the hottest

good

better

the best

productive

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Other Important Language Comparatives and superlatives are useful to compare and contrast, but they won't be enough. Here are some other useful words and structures: Transitions 1. The Middle East produces high levels of oil; however, Japan produces none. 2. The USA produces large amounts of natural gas. In contrast, South Korea produces none. 3. European countries make great use of solar power. On the other hand, most Asian countries us this method of power generation very little. Subordinating Conjunctions 1. The Middle East produces high levels of oil, whereas / whileJapan produces none. 2. Whereas / While the Middle East produces high levels of oil, Japan produces none. 3. Although the Middle East produced 100 tons oil, Japan produced none. Other Structures 1. Developing countries are more reliant on alternative energy production than developed countries. 2. Solar power accounts for far less of the total energy production than gas or coal does. 3. Hydropower is not as efficient as wind power. 4. Like Japan, South Korea does not produce any natural gas. 5. The Middle East produces twice as much oil as Europe. 6. Western countries consume three times more oil than the Middle East. 7. Russia consumes slightly more oil than Germany. 8. The UAE produced the same amount of oil as Saudi Arabia.

Using Approximate Data When you compare and contrast, you also need to learn phrases so you can refer to data that is not exact. For example: 7.1

“just over 7 million tonnes” “approximately 7 million tonnes”

65.6

“nearly 70 million tonnes” “almost 70 million tonnes”

Compare and Contrast Language Practice Look at the table below. What is being compared? 35

Natural Gas Consumption and Production, 2001 Consumption*

Production*

The USA

588.9

500.0

The United Kingdom

86.1

97.3

The Former Soviet Union

7.1

0.4

The UAE

30.0

35.9

Australia

19.1

28.0

Japan

68.6

0

New Zealand

4.9

5.1

South Korea

18.9

0

China

24.3

25.0

Country

*in millions of tonnes

Look at the compare and contrast language in the drop down box and choose the correct word to complete the sentences. 1. New Zealand consumed the

gas at approximately 5 million tonnes.

2. The former Soviet Union produced the 3. The USA was the 500 respectively.

amount at 0.4 million tonnes.

consumer and producer of gas at 600 million tonnes and

4. The USA consumed and produced

natural gas than any other country.

5. South Korea consumed 18.9 millions tonnes of gas; 6. China’s consumption and production of oil were respectively. 36

, it produced none. at 24.3 and 25.0

7. The USA, the Former Soviet Union, Japan and South Korea all consumed more gas

they produced.

8. Australia consumed four 9.

gas than New Zealand.

Zealand produced 5.1 million tonnes of gas, South Korea produced none.

10. New Zealand consumed

5 million tonnes of gas.

correct answers 1. least 2. lowest 3. biggest 4. far more 5. however 6. nearly the same 7. than 8. times more 9. While 10. just under __________________________________________________________________________________

Lesson 9: IELTS Graphs - A Common Mistake Look carefully at the IELTS graphs below and their titles. Underneath each is a brief descriptive sentence about the graphs. What is wrong with them?

From 1975 to 2000, hamburgers increased dramatically from 10 to 100 times per year. At the same time, fish and chips fell significantly to just under 40.

37

While buses fell from just over 25% to around 16% in 2000, cars increased dramatically to over 35%. Meanwhile, bikes fell over this time frame.

Did you find what the errors were? Can hamburgers increase and fish and chips fall? Can a car increase, or a bus and a bike fall? No, but the consumption of hamburgers or fish and chips can fall or rise, and the use of a car, bike or bus can increase or decrease. There are a number of ways that the sentences in the IELTS graphs could have been written correctly, but here are some possibilities: From 1975 to 2000, the consumption of hamburgers increased dramatically from 10 to 100 times per year. At the same time, the number of times that fish and chips were eaten fell significantly to just under 40. While bus usage fell from just over 25% to around 16% in 2000, cars as a mode of travel increased dramatically to over 35%. Meanwhile, the use of bikes fell over this time frame.

Check Your Subject When you are analysing your task 1 before you write about it, look very carefully to identify what the subject is i.e. what is it exactly that is being measured? A common mistake when writing about IELTS graphs in task 1 of the test is to get the subject wrong. • •

The first graph is about the consumption of fast foods. The second graph is about the use of four types of transport.

Getting this wrong will significantly detract from your response to the task.

38

Practice Below are some examples of sentences taken from IELTS graphs where the subject is wrong. At the end of the sentence in brackets is a word which is missing. Have a go at writing the corrected sentence in the box using the word (you may have to add in some more information such as 'the number of' or change the form of the missing word). There are different ways that it can be corrected, but view some possible answers by clicking on the link below each question. 1. Cinema's increased from 2000 to 2005. (attendance)

Show / hide answers

Cinema attendance increased from 2000 to 2005.

The number of people attending / who attended the cinema increased from 2000 to 2005. _____________________________________________

2. Saudi Arabia fell significantly to 270 million barrels a year. (oil production).

Show / hide answers Oil production in Saudi Arabia fell significantly to 270 million barrels a year. The amount of oil produced in Saudi Arabia fell significantly to 270 million barrels a year. Saudi Arabia's oil production fell significantly to 270 million barrels a year. _____________________________________________

3. 2000 to 2010 saw DVDs drop from 70% to 60%. (purchased).

Show / hide answers 2000 to 2010 saw the number of DVDs puchased drop from 70% to 60%. 2000 to 2010 saw the purchase of DVDs drop from 70% to 60%. _____________________________________________

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There are only a few examples here, but the key point is to make sure you look at what you are being asked to describe in the graph very carefully. _______________________________________________________________________________________ _________________

Lesson 10 : IELTS 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. It does not require that you learn a new type of language or a new way to organize things. For example, take a look at this table showing the quality of life in four countries presented in a table:

Country

Bangladesh Bolivia Egypt Indonesia USA

GNP per head (1982: US dollars) 140 570 690 580 13160

Daily calorie Life expectancy supply per head at birth (years)

1877 2086 2950 2296 3653

40 50 56 49 74

If we wanted, we could present this same information as a bar chart:

40

Infant mortality (per 1000 live births 132 124 97 87 12

However, as you'll notice, it is better presented as a table because of the huge difference between the USA and the others - this is not very clear on a bar chart.

So a table looks better, but they would both be described in exactly the same way.

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.

Table: The Quality of Life in Four Countries Country

Bangladesh Bolivia Egypt Indonesia USA

•

GNP per head (1982: US dollars) 140 570 690 580 13160

Daily calorie Life expectancy supply per head at birth (years)

1877 2086 2950 2296 3653

40 50 56 49 74

What is the table measuring? 41

Infant mortality (per 1000 live births 132 124 97 87 12

• • • • • •

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?

Model Answer Country

Bangladesh Bolivia Egypt

GNP per head (1982: US dollars) 140 570 690

Daily calorie Life expectancy supply per head at birth (years)

1877 2086 2950

40 50 56 42

Infant mortality (per 1000 live births 132 124 97

Indonesia USA

580 13160

2296 3653

49 74

87 12

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.

To begin, the USA, which is a developed country, had the highestGNP 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 to78 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. Words 178 _____________________________________________________________________________________

Lesson 11: IELTS Task 1 Line Graph: In this lesson we'll look at an IELTS task 1 line graph in order to help you understand how to deal with 'age groups' and to show you how it is possible to organize an answer in different ways. There is usually more than one way to write about a graph. Each person may view it in a different way and decide on a different way to present the information. One way is not necessarily better than another. However, if one way is difficult to follow, then this is obviously not the best choice. What is important when you plan a task one is to think about how you can organize your graph in the most logical and clear way. This often means grouping the information in some way, and you can do this by looking for patterns - look for similarities and diffferences. This sample IELTS task 1 line graph is divided up into age groups. Although a graph like this is not over time as such, it can still be viewed in this way as it is showing how something changes over different ages - in this case, how certain factors in a neighbourhood when choosing a new home vary over age. Take a look at the following question, the graph below, and the model answers. You should spend about 20 minutes on this task. 43

The line graph shows the percentage of people of different age groups and how they rate a set of factors in terms of importance when buying a new home. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words.

Model Answer 1 - Organizing by Factors The line graph illustrates the importance, measured in percentages, that four ages groups place on five different factors when they move to a new home. It is immediately apparent that a low crime rate is the most important variable across all the age groups. Of all the factors, the desire for a low crime rate is by far the most important. Amongst the all the age groups this figure stands at around 80%, with the middle aged and elderly viewing it as slightly more important. Next, schools are seen as very important by a significant proportion of 25 to 44 year olds although the percentages drop markedly as people get older, with just under 25% of 55 to 64 year olds viewing this as important. Shopping facilities, being chosen by around 13%, are not viewed with such importance as schools and crime by the younger age groups. However, as people get older, this increases in importance to approximately 30%, and, as would be expected, is actually more important than schools to those over 55. Finally, although increasing in importance with age, neither parks nor public transport are viewed to be as important as the other factors by any of the groups.

Comments As you can see in this answer to the IELTS task 1 line graph, the candidate has organized the answer mainly around the 'factors'. Each one is described in turn, starting with the most important, low crime. Less is said about those that are not viewed as so important (parks and public transport).

44

Notice that the graph does not talk about each factor in isolation, but makes comparisons across the factors and groups. For example: Of all the factors, the desire for a low crime rate is by far the most important. Shopping facilities are not viewed with such importance as schools and crime by the younger age groups. With an IELTS task 1 line graph you should always avoid simply discussing each point on a graph with no reference of how it relates to the other points.

Model Answer 2 - Organizing by Age Groups The line graph illustrates the importance, measured in percentages, that four ages groups place on five different factors when they move to a new home. It is immediately apparent that a low crime rate is the most important variable across all the age groups. The factors that are very important when purchasing a new house are very similar for the first two age groups. A low crime rate represents the greatest percentage of these groups at around 80%, though it is slightly higher for those aged 35 to 44. Schools as a factor is again very similar at around 60% for the younger age group, but dropping to around 45-50% for 35 to 44 year olds. A much lower percentage rate shopping, parks and public transport as important. Turning to those aged over 45, low crime accounts for the largest proportion at approximately 80%, similar to those of a younger age. In contrast to the younger groups though, schooling was far less important, falling to below 25% for those aged over 55. This older group rate them as less important than shopping facilities. In fact, shopping facilities, parks and public transport all become more important factors as people get older.

Comments This IELTS task 1 line graph has been organized primarily around the age groups. The candidate has decided that the first two age groups are fairly similar and so can be grouped together, and the second two age group have similarities. 45

The differences between the under 44s and over 44s have also been highlighted. For example: Turning to those aged over 45, low crime accounts for the largest proportion at approximately 80%, similar to those of a younger age.

Summary This lesson has been about how to write about age groups and examples of how answers may be organized differently. Although this was about an IELTS task 1 line graph, it applies to any graphs or charts in task 1, such as bar graphs or pie charts. You need to make sure that you spend a few minutes analyzing the graph and deciding on the best way to organize it so it will be easy to follow when the examiner reads it. ________________________________________________________________________________________________

Lesson 12: IELTS Table Gap Fill Exercise The aim of this lesson is to use an IELTS table gap fill exercise to improve your vocabulary knowledge and flexibility when you are describing a table. However, although the information is presented here as a table, this is the same language were it to be presented as another type of graph such as a bar chart or pie chart. So it provides you with practice generally for writing about graphs that are not over time. Read the question and look at the table. Then decide which word should be placed in the gap.

IELTS Table Gap Fill Exercise You should spend about 20 minutes on this task. The table illustrates the proportion of monthly household income five European countries spend on food and drink, housing, clothing and entertainment. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. Proportion of household income five European countries spend on food and drink, housing, clothing and entertainment.

France

Food and drink

Housing

Clothing

Entertainment

25%

31%

7%

13%

46

Germany

22%

33%

15%

19%

UK

27%

37%

11%

11%

Turkey

36%

20%

12%

10%

Spain

31%

18%

8%

15%

Word choices: it is evident that However the remaining

The table 1.

shows

a quarter on

ranging between respectively while

the largest much less on

the amount of household income that five countries in Europe

spend per month on four items. Overall, 2.

all five countries spend the

majority of their income on food and drink and housing, but 3. entertainment.

clothing and

Housing is 4. expenditure item for France, Germany and the UK, with all of them spending around one 5. third of their income on this, at 30%, 33% and 37%,

. In contrast, they spend around 6.

food and

drink. 7. , this pattern is reversed for Turkey and Spain, who spend around a fifth of their income on housing, but approximately one third on food and drink. All five countries spend much less on 8.

two items. Regarding clothes,

France and Spain spend the least, at less than 10%, 9.

the other three

countries spend around the same amount, 10. 12% and 15%. At 19%, Germany spends the most on entertainment, whereas UK and Turkey spend approximately half this amount, with France and Spain between the two.

Show / Hide a model answer:

Proportion of household income five European countries spend on food and drink, housing, clothing and entertainment. 47

Food and drink

Housing

Clothing

Entertainment

France

25%

31%

7%

13%

Germany

22%

33%

15%

19%

UK

27%

37%

11%

11%

Turkey

36%

20%

12%

10%

Spain

31%

18%

8%

15%

The table 1. shows the amount of household income that five countries in Europe spend per month on four items. Overall, 2. it is evident that all five countries spend the majority of their income on food and drink and housing, but 3. much less on clothing and entertainment. Housing is 4. the largest expenditure item for France, Germany and the UK, with all of them spending around one third of their income on this, at 30%, 33% and 37%, 5. respectively. In contrast, they spend around 6. a quarter on food and drink. 7. However, this pattern is reversed for Turkey and Spain, who spend around a fifth of their income on housing, but approximately one third on food and drink. All five countries spend much less on 8. the remaining two items. Regarding clothing, France and Spain spend the least, at less than 10%, 9. while the other three countries spend around the same amount, 10. ranging between 12% and 15%. At 19%, Germany spends the most on entertainment, whereas UK and Turkey spend approximately half this amount, with France and Spain between the two. ______________________________________________________________________________

Lesson 13: Prepositions for graphs It is very important that you know how to correctly use prepositions in the IELTS writing task 1. Certain prepostions go with certain words when you use the language of change. If you put them in the wrong place or use the wrong preposition you may confuse what you are trying to say. First, take a look at this graph model answer and notice how some of the prepositions are used. They have been highlighted.

48

Sample Task 1 Answer The line graph compares the number of car thefts for every thousand vehicles in four countries from 1990 to 1999. Overall, it can be seen that car thefts were far higher in Great Britain than in the other three counties throughout the whole time frame. To begin, car thefts in Sweden, France and Canada followed a fairly similar pattern over the first five years, all remaining at between 5 and 10 per thousand. The general trend though for France and Canada was a decline in the number of vehicles stolen over the period, with both at around 6 in 1999. In contrast, Sweden experienced an upward trend, starting the period at approximately 8, and finishing at just under 15. Interestingly, car thefts in Great Britain started at 18 per thousand, which far exceeded that of the other countries. It then fluctuated over the next nine years, reaching a peak of 20 thefts per 1000 in 1996, and ending the period slightly lower than where it began, atapproximately 17 per thousand.

Practice Now, take a look at the sentences below. Decide which prepostion from the box should go in the gap and write it in. Write in small letters and do not leave any gaps or your answer may get marked as wrong. with

at

in

by

at

to

between

from

to

of

1. In may, the price of gold rose slightly

$1,500.

49

2. Holidays to foreign destinations remained constant two months of the year. 3. Profits increased

about 85,000 per month for the last

4 million dollars to 6 million dollars last year.

4. From 2001 to 2010, the price of electricity has increased 5. Bike sales reached a peak

125%.

20,000 in September.

6. There is a sharp increase in traffic levels from 8am to 9am, on the road. 7. The last decade has seen a steep increase diabetes.

nearly 3000 cars traveling

the number of people diagnosed with

8. At the start of the year, the turnover of the company stood

£1.3 million.

9. During the summer, student numbers at the school fluctuate 10. Following this, the number then fell

150 and 170 per week.

a low of 20 per month.

Correct Answers: 1. to

2. at

9. between

3. From

4. By

5. of

6. with

7. in

8. at

10. to

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Lesson 14: A graph in the future Sometimes you may have to write about a graph in the future. When you are presented with a line graph to analyze (or a bar graph if it is over time) you should always look carefully to check what time frame is being referred to. If you get the time frame wrong, this could have a very negative impact on your score as a lot of the information will then be presented incorrectly. Take a look at the line graph below. 1. What is the timeframe? 2. What tenses will you use? 50

As you will see, it runs from 2012 until 2022. In some graphs you may be given a time frame that includes the past and the future (or possibly only the future). In this case you need to be very careful that you are using the past tense when appropriate and the future tense when appropriate. These are some common phrases you can use to discuss the future in a graph: • • •

will + infinitive is/are expected to + infinitive is/are predicted to + infinitive

Now take a look at the line graph and the model answer. In order to see clearly how the past and future time frames have been used, the past is in red, and the future is in green.

Graph in the Future - Model answer You should spend about 20 minutes on this task. The line graph shows the past and projected finances for a local authority in New Zealand. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words.

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The line graph illustrates the financial position of a New Zealand local authority from 2012 to 2022. It is measured in millions of New Zealand dollars. Overall, it can be seen that while rates revenue and user charges are predicted to increase over the period, borrowings and grants and subsidies will remain much lower. Rates revenues and user charges will follow a very similar pattern over the time frame. Rates revenue stood at just under 1.5 billion in 2012, which was the highest of the four criteria. Though they remained stable until 2013, they are expected to climb to approximately 2.4 billion dollars in 2022. Like rates revenues, use charges are predicted to continuously increase. They began the period at 1 billion and will stand at twice this level by 2022. Borrowings, on the other hand, are expected to show considerable fluctuation. Although having initially increased,they will drop to a low of 600 million in 2016, before reaching a peak of just under 1.5 billion in 2020. Borrowings will finish the period at around the same level that they began. Grant and subsidies were the lowest of the four, at under 500 million in 2012. Despite moving up to exceed borrowing briefly in 2016, this low level will continue until 2022. (209 words) ____________________________________________________________________________

Lesson 15: IELTS Pie Chart Gap Fill Exercise This IELTS pie chart gap fill exercise gives you the chance to practice the language for this type of chart. This will help to improve your vocabulary knowledge, range and flexibility when you are describing a pie chart. It will also help to improve your grammar.

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There is no time change in the chart, so the focus is on the language of comparison and contrast. Although the information is presented here as a pie chart, it is similar to language you would use for other charts where you compare or contrast. Some language that is particularly common to pie charts though is using the the proportion of. When you learn language for a task 1, it is a good idea to look at 'chunks' of language rather than single words, or in other words collocations. This will improve your writing skills. So for example, you would learn the phrase accounted for rather than just accounted or the proportion of rather than the proportion. Read the question and look at the table. Then decide which word should be placed in the gap. You can also follow the link at the bottom to see the full chart and model answers and to do some more quizzes to improve your writing

IELTS Pie Chart Gap Fill Exercise You should spend about 20 minutes on this task. The pie charts show the electricity generated in Germany and France from all sources and renewables in the year 2009. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words.

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Words choices: was lower

was very different

at the remaining compare approximately

the proportion of was far higher

accounted for one fifth

whereas

IELTS pie chart gap fill exercise The four pie charts 1. 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, 2. main source in France.

nuclear was the

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 3.

, at 510 billion kWh, and in

contrast to Germany, conventional thermal 4.

just 10.3%, with most electricity

coming from nuclear power (76%). In Germany, 5. electricity was only 6.

nuclear power generated

of the total.

Moving on to renewables, this accounted for quite similar proportions for both countries, 7. 15% of the total electricity generated. In detail, in Germany, most of the renewables consisted of wind and biomass, totaling around 75%, which 8. situation 9.

than for hydroelectric (17.7%) and solar (6.1%). The in France, where hydroelectric made up 80.5% of renewable

electricity, with biomass, wind and solar making up10.

20%.

You can check out a full answer on our Model Graphs pages Here are some more quizzes to practice phrases common to pie and other charts: Quiz 1 Quiz 2 ____________________________________________________________________________________________

Quiz 1 - IELTS Graph Language When you write about a graph or chart and use IELTS graph language, you need to be flexible with the data you describe. You will achieve a higher score if you are able to show that you can use a variety of vocabulary. 54

This sample pie chart lesson shows how a mix of language is used. The quizzes on the following pages are designed so that you can improve your flexibiliy or test what you know from your own knowledge. Drag and drop the box on the right underneath the box on the left that you think means the same thing. If it is wrong, it will show up in red. You will then need to drag it back and try again. _____________________________________________

IELTS Graph Language - Quiz One 80% 60% 20% 25% 40% 5% 50% 10% 66% 75% one in twenty four-fifths half one in ten a fifth three-quarters a quarter two-thirds three-fifths two-fifths 55

After reset:

IELTS Graph Language - Quiz One 20% 75% 10% 40% 80% 25% 50% 66% 60% 5% three-quarters two-thirds a quarter one in ten a fifth two-fifths half one in twenty four-fifths three-fifths

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Quiz 2 - IELTS Graph Data On this page you'll find further IELTS graph data for some further practice with your flexibility to write about graphs and tables. 56

Often, data is not exact e.g. exactly a half or 50%, so you need to use phrases that show you are approximating (estimating roughly what the figure is). Sometimes it is also difficult to tell from the graph picture itself in the test exactly what the data level is, so again, you will need to approximate.

Drag and drop the box on the right underneath the box on the left that you think means the same thing. If it is wrong, it will show up in red. You will then need to drag it back and try again. _____________________________________________

IELTS Graph Data - Quiz Two 85% 32% 27% 97% 58% 49% 77% 5% 18% 68% a very small number almost all almost/nearly a third just under/nearly a fifth around two thirds a very large majority just over a quarter just under/nearly a half just over three quarters approximately 60%

After Reset: 57

IELTS Graph Data - Quiz Two 85% 32% 27% 97% 58% 49% 77% 5% 18% 68% just over three quarters just under/nearly a half almost/nearly a third just over a quarter approximately 60% a very large majority a very small number around two thirds almost all just under/nearly a fifth

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Model 1: How to Write an IELTS Writing Task 1 On the following pages you can see model answers for IELTS writing task 1 questions. There are examples of all the different types of task which include line graphs, pie charts, tables, processes, diagrams and maps. First, on this page, you’ll get an overview of how to answer a task 1. 58

Answers will always 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. Once you have studied the general structure, you can view other examples by following the links in the right hand column. To get more practice on how to write a graph over time and use the language of change, follow this link.

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. 1. Introduce the graph 2. Give an overview 3. Give the detail 59

We’ll look at each of these in turn.

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 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. 60

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.

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 asks. 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.

Full Model Answer:

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. 61

(194 words) _____________________________________________________________________________________

Model 2 : IELTS Writing Task 1 Sample: Pie Chart This IELTS writing task 1 sample is a pie chart. Below the pie chart is a model answer. With pie charts you are usually given 2, 3, or 4 to compare. In this case there are 2. Take a look at the question and chart first. Which is the best way to compare the information? Make a decision then look at the model answer. Comments are provided so you can see why the response would achieve a high IELTS score.

IELTS Writing Task 1 Sample 2 You should spend about 20 minutes on this task. The pie chart shows the amount of money that a children's charity located in the USA spent and received in one year, 2016. 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, 2016.

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Model Answer The pie charts show the amount of revenue and expenditures in 2016 for 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. 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. 161 Words

Comments The response achieves the task because the data from the pie chart is selected and summarised appropriately. Also, it can be seen that comparisons are made, which you are told to do in the rubric. The comparisons are clear from language such as 'similarly', 'much smaller', and 'largest revenue source'. Those are all language of comparison and contrast. The summary is also well-organised. The writer decides first to compare the two largest items in each pie chart in the first paragraph, then go on to summarise the smaller items of expenditure, each in a separate paragraph. It is therefore easy to follow the description. There is not one right way to organise the pie chart. You could for example discuss each chart in turn as they are about different categories. However, you should compare across categories if each pie chart is about the same thing. There is a lesson about that here: IELTS Pie Chart _______________________________________________________________________________________

Model 3: IELTS Writing Task 1 Table Below is an IELTS Writing Task 1 Table. Below the table is a model answer.

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With a table, you need to do much the same as you would for any other question that requires you to write about data. In this case, the table is over time, so you would treat it like a line graph and describe the changes. Follow this link to the 'lesson' pages for more information on writing about tables. Follow this link for a lesson on writing about changes over time.

IELTS Writing Task 1 Table You should spend about 20 minutes on this task. 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. Write at least 150 words.

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%

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 64

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. 170 Words ______________________________________________________________________________

Model 4 : IELTS Map - Model Task 1 Answer 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 You should spend about 20 minutes on this task. 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. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words.

Map of Brandfield with two proposed sites for a shopping mall

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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 centre, 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 centre. 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 centre, 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. 190 words _____________________________________________________________________

Model 5: IELTS Process Diagram Sample This page illustrates an example of an IELTS process. Occasionally you will have to desribe 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. This is an example of the process of making bricks. A sample answer is below the diagram.

IELTS Writing Task 1 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.

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The Brick Manufacturing Process

IELTS Process Model Answer The diagram explains the way in which bricks are made for the building industry. Overall, there are seven 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. Words 173 __________________________________________________________________________________________

Model 6: IELTS Sample Bar Chart On this page you will find a model answer for an IELTS bar chart. This chart is over time, so it uses the 'language of change'. Have a look at this lesson for more advice on describing a bar graph over time. 67

Gross Domestic Product in the UK You should spend about 20 minutes on this task. The chart shows components of GDP in the UK from 1992 to 2000. 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 gross domestic product generated from the IT and Service Industry in the UK from 1992 to 2000. It is measured in percentages. Overall, it can be seen that both increased as a percentage of GDP, but IT remained at a higher rate throughout this time. At the beginning of the period, in 1992, the Service Industry accounted for 4 per cent of GDP, whereas IT exceeded this, at just over 6 per cent. Over the next four years, the levels became more similar, with both components standing between 6 and just over 8 per cent. IT was still higher overall, though it dropped slightly from 1994 to 1996. However, over the following four years, the patterns of the two components were noticeably different. The percentage of GDP from IT increased quite sharply to 12 in 1998 and then nearly 15 in 2000, while the Service Industry stayed nearly the same, increasing to only 8 per cent. At the end of the period, the percentage of GDP from IT was almost twice that of the Service Industry. Words 182

Comments This answer meets the requirements of the task. 68

The introduction explains what the graph is about, and gives an overview of the main points. The body paragraphs are ordered logically and clearly. The first body paragraph discusses the first three years, where the patterns are fairly similar. This is contrasted in the second body paragraph, where the GDP of each country diverges noticably. There are a wide variety of sentence structures and the language of change is correctly used. The correct tense - the past - is used. ____________________________________________________________________________

Model 7: Sample IELTS Bar Graph This is a model of an IELTS bar graph. The topic is team scores. Follow this link to learn more about how to respond to a graph over time. As with all graphs and charts, you will also need to make sure you are comparing and contrasting the data.

Example 7 You should spend about 20 minutes on this task. The bar chart shows the scores of teams A, B and C over four different seasons. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words.

IELTS Bar Graph - Model Answer The bar chart shows the scores of three teams, A, B and C, in four consecutive seasons. It is evident from the chart that team B scored far higher than the other two teams over the seasons, though their score decreased as a whole over the period. 69

In 2002, the score of team B far exceeded that of the other two teams, standing at 82 points compared to only 10 for team C and a very low 5 for team A. Over the next two years, the points for team B decreased quite considerably, dropping by around half to 43 by 2004. In contrast, team A’s points had increased by 600% to reach 35 points, nearly equal to team B. Team C, meanwhile, had managed only a small increase over this time. In the final year, team B remained ahead of the others as their points increased again to 55, while team A and C saw their points drop to 8 and 5 respectively. (Words 164) _________________________________________________________________________

Model 8: Sample Pie Chart - IELTS Task 1 This is a sample pie chart for IELTS task 1. In this example, there are four pie charts that you have to compare.

Model Graph You should spend about 20 minutes on this task. The pie charts show the electricity generated in Germany and France from all sources and renewables in the year 2009. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words.

Sample Pie Chart - Model Answer 70

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. 191 Words ________________________________________________________________________________

Model 9 : Sample IELTS Bar Graph Here is an IELTS sample bar graph on the topic of British emigration. This chart is over time, so it uses the language of change as well as language of comparison and contrast.

IELTS Writing Task 1 - Example 9 You should spend about 20 minutes on this task. The chart shows British Emigration to selected destinations between 2004 and 2007. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words.

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IELTS Bar Chart Model Answer The bar chart shows the number of British people who emigrated to five destinations over the period 2004 to 2007. It is evident from the chart that throughout the period, the most popular place to move to was Australia. Emigration to Australia stood at just over 40,000 people in 2004, which was approximately 6,000 higher than for Spain, and twice as high as the other three countries. Apart from a jump to around 52,000 in 2006, it remained around this level throughout the period. The next most popular country for Britons to move to was Spain, though its popularity declined over the time frame to finish at below 30,000 in 2007. Despite this, the figure was still higher than for the remaining three countries. Approximately 20,000 people emigrated to New Zealand each year, while the USA fluctuated between 20-25,000 people over the period. Although the number of visitors to France spiked to nearly 35,000 in 2005, it was the country that was the least popular to emigrate to at the end of the period, at just under 20,000 people. (Words 179) ____________________________________________________________________________

Model 10 : IELTS Line and Bar Chart This is an example of two graphs together - a line and bar chart. View this lesson for tips and advice on how to describe two graphs together, using the example from this page. 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.

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

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. (Words 171) _______________________________________________________________________________

Model 11: IELTS Line Graph Examples Continuing with the sites IELTS line graph examples, this is an example of a line graph comparing car theft. 73

You should spend about 20 minutes on this task. The line graph shows thefts per thousand vehicles in four countries between 1990 and 1999. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words.

IELTS Line Graph Examples - Model Answer The line graph compares the number of car thefts, measured in thousands, in four countries from 1990 to 1999. Overall, it can be seen that car thefts were far higher in Great Britain than in the other three counties throughout the whole time frame. To begin, car thefts in Sweden, France and Canada followed a fairly similar pattern over the first five years, all remaining at between 5 and 10 per thousand. The general trend though for France and Canada was a decline in the number of vehicles stolen over the period, with both at around 6 in 1999. In contrast, Sweden experienced an upward trend, starting the period at approximately 8, and finishing at just under 15. Interestingly, car thefts in Great Britain started at 18 per thousand, which far exceeded that of the other countries. It then fluctuated over the next nine years, reaching a peak of 20 thefts per 1000 in 1996, and ending the period slightly lower than where it began, at approximately 17 per thousand. (Words 173) _______________________________________________________________________________________

Model 12: IELTS Pie and Bar Chart This model answer is for an IELTS Pie and Bar Chart combined. 74

For a lesson on how to write about two charts together in one question, follow this link.

Model Graph You should spend about 20 minutes on this task. 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. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words.

IELTS Pie and Bar Chart - Model Answer 75

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 as likely to be arrested for drink 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. (188 Words) ________________________________________________________________________________

Model 13: Sample IELTS Bar Chart This is a sample IELTS bar chart showing the different transport modes used in a European city. You will notice that there is a time frame. This means that you will need to use the language of change and the language of comparison and contrast.

Model Graph 13 You should spend about 20 minutes on this task. The following bar chart shows the different modes of transport used to travel to and from work in one European city in 1960, 1980 and 2000. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words.

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IELTS Bar Chart - Model Answer The bar chart shows the changing patterns of transport use in a European city during the period from 1960 to 2000. In brief, the chart shows that the use of the car as a means of transport dramatically increased over the period shown, while the others fell. In detail, in 1960 the motor car was used least as a method of transport with only about 7% of the population using this method but car use grew steadily and strongly to finally reach about 37% of the population by 2000. This was a massive 5-fold increase in use. Over this same period, however, the popularity of walking, which had been the most popular means of transport with 35% of the population in 1960 having it as their preferred way of getting around, fell to 10%. Bicycle use also fell from a high of about 27% in 1960 to just 7% in 2000. On the other hand, bus use was more erratic being popular with almost 20% of the population in 1960 and rising to a peak of about 27% in 1980 before falling back to about 18% in 2000. (188 Words) _______________________________________________________________________________________

Model 14: IELTS Tables IELTS tables are another way of visually displaying comparative data. This sample is comparing the spending of five countries in Europe. What you should notice is that the table is not over time. This means that you need to focus on the language of comparing and contrasting. Remember to also see if there is any way that you can group the data - this will help you to write a well organized response.

Model Graph You should spend about 20 minutes on this task. The table illustrates the proportion of monthly household income five European countries spend on food and drink, housing, clothing and entertainme Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words.

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Proportion of household income five European countries spend on food and drink, housing, clothing and entertainment Food and drink

Housing

Clothing

Entertainment

France

25%

31%

7%

13%

Germany

22%

33%

15%

19%

UK

27%

37%

11%

11%

Turkey

36%

20%

12%

10%

Spain

31%

18%

8%

15%

IELTS Tables - Model Answer The table shows the amount of household income that five countries in Europe spend per month on four items. Overall, it is evident that all five countries spend the majority of their income on food and drink and housing, but much less on clothing and entertainment. Housing is the largest expenditure item for France, Germany and the UK, with all of them spending around one third of their income on this, at 30%, 33% and 37%, respectively. In contrast, they spend around a quarter on food and drink. However, this pattern is reversed for Turkey and Spain, who spend around a fifth of their income on housing, but approximately one third on food and drink. All five countries spend much less on the remaining two items. For clothing, France and Spain spend the least, at less than 10%, while the other three countries spend around the same amount, ranging between 11% and 15%. At 19%, Germany spends the most on entertainment, whereas UK and Turkey spend approximately half this amount, with France and Spain's spending between those other three nations. (180 Words) __________________________________________________________________________________

Model 15 : 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: 78

1. Use the passive 2. Use time connectors 3. Change the word forms of the vocabulary given in the process diagram

Here is a lesson on decribing a process if you need more help.

IELTS Process - Chocolate Production You should spend about 20 minutes on this task. The illustrations show how chocolate is produced. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words.

IELTS Task 1 Process - 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 79

crushed and separated from their outer shell. In the final stage, this inner part that is left is pressed and the chocolate is produced. (152 Words) ___________________________________________________________________

Model 16: IELTS - Example of a bar chart Here you can view an example of a bar chart for the IELTS test. This bar chart shows the levels of spending of a family on three household items - gas, food and clothing. You should note first of all that the bar chart is over time which means you need to use the language of change. You should also make sure that you are comparing and contrasting the items too. Take a look at the graph and model answer, then view the comments below on the response in order to see how you can improve your answers.

Example of a bar chart You should spend about 20 minutes on this task. The bar chart shows the monthly spending in dollars of a family in the USA on three items in 2010. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words.

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Model Answer The bar chart depicts the monthly expenditure on food, gas and clothing of a family living in the USA in 2010. Overall, it can be seen that levels of expenditure fluctuated over the period. To begin, in January the most money was spent on food, at approximately $500 per month. Although expenditure on food increased slightly the following month, it then fell to account for the lowest expenditure of all the items at the end of the period at just over $300. Gas appeared to follow the opposite pattern to food spending. It started lower at about $350 per month, falling in the following month, and then increasing significantly to finish at just under $600 in April. Clothing, which at just over $200 accounted for the lowest expenditure at the beginning of the period, fluctuated dramatically over the time frame. After reaching around the same levels as food in February (nearly $600), it dropped markedly in March, then jumped to just under $700 in the final month. With the exception of an increase in March, average spending decreased slightly over the four months. (183 words)

Comments This example of a bar chart satisfies the requirements of the task. The first paragraph introduces the graph (without copying from the rubric) and then identifies the main trends. It is clearly organized, with each item clearly explained in each paragraph. Importantly however, even though each item is described in turn, the description does not just describe each item in isolation. You will notice that comparisons are made between the items throughout the description. For example: ...it then fell to account for the lowest expenditure of all the items at the end of the period... Gas appeared to follow the opposite pattern to food spending. Clothing, which at just over $200 accounted for the lowest expenditure at the beginning of the period,... There is also evidence that the candidate knows how to write complex sentences: Although expenditure on food increased... Clothing, which at just over... After reaching...

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There is also a good mix of comparison / compare sentence structuresand language of change. The correct tense is used (past simple) as the graph is referring to completed actions in the past. __________________________________________________________________________

Model 17: IELTS Process Writing Sample In this IELTS process writing sample, the manufacture of tea is described. 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). Particular language structures that you need to be aware of are the passive and time phrases. You can view a lesson on writing about a process and use of the passive and time phrases here. Now, take a look at this question and the tea process below, and then study the model answer and comments below.

IELTS Process - Tea Production You should spend about 20 minutes on this task. 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. Write at least 150 words.

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IELTS process writing sample 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 occures. 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.

Comments This IELTS process writing sample is a well-organized response that covers all the important features of the diagram. It is easy to follow as it discusses each tea in turn, but not only this, it also groups similar processes together and identifies the differences. For example: Similarities: The first three stages of manufacture are the same for all of the five teas. …green, oolong and large leaf black tea are all rolled as part of the process. Differences: …white tea is unique as it involves no other processing. However, while green tea is steamed before being rolled but is not fermented, the other two teas are first rolled and then both fermented. The candidate decides to mention the first three stages and the last one together in one paragraph as they are exactly the same for every tea, and the differing stages in the middle following this. This may seem odd to mention the stages in this order, and it is likely that when you describe a process you will discuss each stage in turn, but for this particular process it works well as the candidate can then focus on the differences. The appropriate voice is also used in the description, which is thepassive. When we write about a process, we are interested in the actions, NOT who is doing them. In this case we use the passive voice. Here are some examples of the passive voice from this IELTS writing sample process: 83

...the teas are produced from the same leaf The leaves are grown, they are then plucked ...differing methods of production are employed It may not always be possible, but if you can you should also try to use synonyms for some of the words from the diagram rather than copying them all. For example, ‘completely’ fermented is used instead of ‘fully’. Make sure you also make use of a mix of ‘time’ transitions to guide the reader through the description: …they are then plucked, and following this withering of the leaves occures. …the other two teas are first rolled and then both fermented The candidate also demonstrates the ability to accurately use a mixof complex structures necessary to achieve above a band 6 for ‘grammatical range and accuracy’: Noun Clauses: It is immediately apparent that although all the teas are produced from the same leaf... Relative Clauses: The final stage is also the same, which sees all the leaves dried in an oven. Adverbial Clauses: …although all the teas are produced from the same leaf …white tea is unique as it involves no other processing. …while green tea is steamed before being rolled but is not fermented, See the IELTS grammar page for an explanation of what is required for grammar in writing task 1 and 2. _______________________________________________________________________________

Model 18: IELTS Pie and Bar Chart 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. 84

You can view a lesson on how to describe two charts together here.

IELTS Pie and Bar Chart You should spend about 20 minutes on this task. 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. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words.

Model Answer The pie chart ilustrates 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. 85

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. 192 Words ____________________________________________________________________________________________

Model 19 : IELTS Line Graph and Pie Chart Sometimes in the IELTS Academic Task 1 you have to describe two graphs together. You can read more about how to tackle two graphs together in this lesson: How to write about 2 graphs 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 You should spend about 20 minutes on this task. 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. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words.

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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%. (211 Words) ____________________________________________ 87

Comments Task Achievement The graph covers all the requirements of the task, which are to describe both of the diagrams, highlight the main features and make comparisons. There is not any irrelevant information and the data is referred to in order to support the description. Coherence and Cohesion The ideas are arranged in a logical way so the graph description is easy to read and follow. Paragraphing is used well as there is an introduction and then separate pargraphs with the various patterns. Lexical Resource There is a sufficient range of vocabulary used with precision and flexiblity. Grammatical Range and Accuracy There are wide range of sentence structures used, demonstrating that the writer can use a mix of simple and complex sentence forms.

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