Writing Task 1 Line Graph

Writing Task 1 Line Graph

Writing Task 1 questions:

IELTS Writing Task 1 and Task 2 scores are calculated using 4 criteria:

1. Task Achievement (TA) = how well you answer the question.

To increase score for TA:
○ present the information accurately
○ answer all parts of the task
○ provide a clear overview
○ highlight key features and support detail with data (Academic task 1)
○ give a clear position, have a definite opinion (Task 2 and General
task 1)
2. Coherence and Cohesion (CC) = how well is your text structured.
To increase score for CC:
○ manage paragraphing
○ make sure that each paragraph has a central idea
○ use linking words and cohesive devices (firstly, in contrast, thus, in
my opinion, to sum up etc)
3. Lexical Resource (LR) = how good is your vocabulary.
To increase score for LR:
○ use a wide range of vocabulary
○ use less common lexical items
 ○ avoid errors in spelling and word formation
4. Grammatical Range and Accuracy (GRA) = how good is your
grammar.
To increase score for GRA:
○ use a wide range of grammatical structures and tenses
○ manage punctuation
○ avoid errors in sentences

Steps to Respond to a 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.

IELTS Academic Writing Task 1

There are three basic things you need to structure an IELTS writing task 1.

1. Introduction
2. Overview
 3. Body paragraph 1: Give the detail
4. Body paragraph 2: Give the detail

We’ll look at each of these in turn.

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.

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.

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.

Group 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:

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 food

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)
Key Vocabulary for Describing Trends:

1. Describing Increases:
○ Verbs : increase, rise, climb, go up, grow, soar, surge, shoot up
○ Nouns : increase, rise, growth, surge, upswing

Examples:

○ The number of tourists increased gradually from 1 million to 2 million.

○ There was a steady rise in the number of visitors over the decade.

2. Describing Decreases:
○ Verbs: decrease, decline, drop, fall, go down, plummet, plunge
○ Nouns: decrease, decline, drop, fall, downturn

Examples:

○ The population of the town declined sharply between 2010 and 2015.
○ There was a slight drop in the number of participants.
3. Describing Stability:
○ Verbs: remain steady, stabilize, remain constant, plateau
○ Nouns: stability, no change, plateau

Examples:

○ The level of production remained steady at around 5,000 units.

○ After a sharp rise, sales stabilized in 2010.
4. Describing Fluctuations:
○ Verbs: fluctuate, vary, be erratic, zigzag
○ Nouns: fluctuation, variation

Examples:
 ○ The stock prices fluctuated throughout the year.
○ There was a marked fluctuation in the number of students attending.
5. Describing Rates of Change:
○ Adverbs: sharply, rapidly, quickly, dramatically, significantly, steadily,
gradually, slowly, slightly
○ Adjectives: sharp, rapid, dramatic, significant, steady, gradual, slight

Examples:

○ The unemployment rate rose sharply in 2008.

○ There was a gradual decline in the number of vehicles produced.

Key Grammar Structures:

1. Tense:
○ Use the past tense if the time period has finished.
○ Use the present perfect when the data is still relevant to the present.

Example:

○ "The number of tourists increased significantly in 2010."

○ "The population has risen steadily over the last decade."
2. Comparative and Superlative Forms:
○ To compare data, use comparatives and superlatives.

Examples:

○"The number of visitors to the British Museum was higher than that of the
Natural History Museum."
○ "The Louvre attracted the most visitors over the period."
3. Prepositions:
○ For dates: "in" (for years), "from... to..." (for a period), "between... and..." (for
comparing periods)

Examples:
 ○ "In 2010, sales peaked at 3 million."
○ "Between 2000 and 2010, the population decreased."
4. Complex Sentences:
○ Use conjunctions to link different ideas and data points.

Examples:

○ "While the number of tourists to the UK increased, the number of visitors to

France remained stable."
○ "Although sales initially dropped, they eventually recovered."

Exercise 1:

Fill in the Blanks with Appropriate Trend Expressions

Choose the correct word or phrase from the box below to complete each
sentence:

Word Bank:
increased, decreased, fluctuated, remained steady, dropped, rose , leveled off, fell
sharply, climbed , peaked

1. The number of passengers using the subway ________ during the morning
rush hour before stabilizing in the afternoon.
2. Between 2005 and 2010, the sales of smartphones ________ from 1 million
units to 5 million units.
3. After a sharp rise, the figures ________ at approximately 3,000 units from
2018 to 2020.
4. The unemployment rate ________ to its lowest point in 2009, reaching just
2%.
5. In 2015, the number of international students ________ slightly, declining
from 10,000 to 9,500.
6. Over the ten-year period, the population of the city ________, showing both
rises and falls.
7. Profits ________ dramatically in the first quarter, increasing by over 50%.
8. From 2010 to 2012, the average price of housing ________ gradually,
reaching a new high in 2012.
9. Energy consumption ________ sharply during the winter months due to
higher heating needs.
10. In 2020, the company’s revenue ________ at $5 million before declining in
the following months.
Exercise 2 :
Paraphrase each sentence to create a new version of the introduction. Focus
on using synonyms and changing the sentence structure where appropriate.

1. The line chart shows the number of people who visited three different tourist attractions
in a city from 2000 to 2020.

answer: The line graph illustrates the number of visitors to three distinct tourist
destinations in a city over the period from 2000 to 2020.

2. The graph illustrates the percentage of students who graduated from university in three
countries between 2010 and 2020.

3. The line chart compares the amount of electricity consumed in residential areas over a
ten-year period from 2005 to 2015.

4. The chart provides information about the sales of four types of books in a bookstore from
2000 to 2010.

5. The line graph shows changes in the price of three different food items over a 20-year
period, starting in 1990.

6. The graph illustrates the trends in car production in Japan and the USA from 1980 to
2010.

7. The chart shows the number of international tourists who visited five countries in Europe
between 2015 and 2020.

Here are paraphrased versions of each sentence with varied vocabulary and structure:

2. The graph illustrates the percentage of students who graduated from university in
three countries between 2010 and 2020.
→ The chart depicts the proportion of university graduates across three nations over
the period from 2010 to 2020.

3. The line chart compares the amount of electricity consumed in residential areas over
a ten-year period from 2005 to 2015.
→ The line graph presents a comparison of household electricity usage during the
decade spanning 2005 to 2015.

4. The chart provides information about the sales of four types of books in a bookstore
from 2000 to 2010.
→ The chart outlines data on the sales figures for four categories of books in a
bookstore between 2000 and 2010.
 5. The line graph shows changes in the price of three different food items over a 20-year
period, starting in 1990.
→ The line graph illustrates fluctuations in the prices of three food products over a
20-year timeframe beginning in 1990.

6. The graph illustrates the trends in car production in Japan and the USA from 1980 to
2010.
→ The graph highlights production trends of automobiles in Japan and the United
States between 1980 and 2010.

7. The chart shows the number of international tourists who visited five countries in
Europe between 2015 and 2020.
→ The chart displays the figures for international tourist arrivals in five European
countries from 2015 to 2020.

Exercise 3 :

Complete these sentences with a preposition from the box. Use a dictionary to help
you if necessary.

at (x2) between by of to

1. Profits rose from 2 billion dollars ............ 5 billion last quarter.

2. Since 1985, the price of houses has increased ............ 200%.

3. Road accidents reached a peak ............ 50,000 in November.

4. Car sales remained constant ............ around 75 per month for the rest of the
period.

5. During the summer, temperatures fluctuate ............ 20 and 30 degrees.

6. By close of business, the value of the company's shares stood ............ $25.

Exercise 4
Two common patterns used when describing changes in academic English
are:
noun + verb + adverb
There+Vbe+ adjective + noun+in+ noun

Rewrite these sentences, using one of these patterns.

Example: The consumption of fruit has risen steadily. (S V Adv)
There has been a steady rise in the consumption of fruit.
1 Meat consumption has fallen sharply.
There........

2 There was a brief dip in share prices at the start of the year.
Share prices.........

3 Her fitness level improved dramatically.

There was........

4 There will be a rapid recovery in share prices next year.

Share prices........

5 The use of GM foods has grown steadily in some countries.

There..............

Test Exercise.

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.

How to Paraphrase
1. Purpose of Paraphrasing in the Introduction
In IELTS Writing Task 1, the introductory paragraph has one clear goal:

Restate (paraphrase) the question prompt in your own words to show you
understand it and can use a range of vocabulary and grammar.

This is typically 1–2 sentences long and does not include data or opinions.

🧱 2. Structure of the Introduction

👉 Sentence 1: Paraphrase the task statement (the question).
👉 (Optional Sentence 2:) Give an overview sentence if you prefer to combine it
with the introduction, though it’s often better to write the overview separately.

🧠 3. How to Paraphrase Effectively

You can paraphrase by using these techniques:

A. Change the Sentence Structure

● Original: The chart shows the percentage of households that owned

cars in three countries from 2000 to 2020.

● Paraphrased: The chart illustrates how car ownership rates varied

among households in three different countries between 2000 and
2020.

✅ You changed:

● “shows” → “illustrates”

● “percentage of households that owned cars” → “car ownership rates among

households”

● “from 2000 to 2020” → “between 2000 and 2020”

B. Use Synonyms and Related Phrases
Common Word Possible Paraphrase

shows illustrates, depicts, presents, compares, provides

information about
the percentage of the proportion of, the rate of, the share of

people individuals, citizens, residents, the population

from 2000 to 2020 between 2000 and 2020, over a period of 20 years

the amount of the quantity of, the volume of

the number of how many, the figure for, the total of

C. Change Word Form (noun → verb, etc.)

● Original: The table gives information about the amount of energy produced
by five countries in 2010.

● Paraphrased: The table provides data about the production of energy in five
countries in 2010.
produce --- production

✅ “the amount of energy produced” → “how much energy was generated”

D. Combine or Split Sentences

Sometimes, you can make the paraphrased version more formal or compact by
combining ideas.

● Original: The graph shows the number of international students studying in

Australia and New Zealand from 2000 to 2015.

● Paraphrased: The graph illustrates trends in the population of overseas

students in Australia and New Zealand over a 15-year period.

✅ “number of international students” → “population of overseas students”

✅ “from 2000 to 2015” → “over a 15-year period”

🧾 4. Examples of Paraphrased Introductions

Example 1 – Line Graph

Question:
The line graph shows the amount of energy produced from renewable sources in
four countries between 1990 and 2010.

Paraphrased Introduction:
The line graph illustrates changes in renewable energy production in four different
nations over a 20-year period, from 1990 to 2010.

Example 2 – Bar Chart

Question:
The bar chart shows the percentage of people using different types of transport in
one European city in 2000, 2010, and 2020.

Paraphrased Introduction:
The bar chart compares the proportion of residents who used various forms of
transport in a European city in three separate years: 2000, 2010, and 2020.

Example 3 – Process Diagram

Question:
The diagram shows how sugar is produced from sugar cane.

Paraphrased Introduction:
The diagram illustrates the process of producing sugar from sugar cane, detailing
each stage from cultivation to the final product.

Example 4 – Table

Question:
The table provides information about the average monthly rainfall in three cities.

Paraphrased Introduction:
The table presents data on the mean monthly precipitation levels recorded in three
different cities.

🪶 5. Common Mistakes to Avoid

🚫 Don’t copy whole phrases directly from the question.
✅ Use synonyms or restructure the sentence.

🚫 Don’t change the meaning.

✅ Keep all key information (type of chart, topic, time period, countries, etc.).

🚫 Don’t add interpretation or data in the introduction.

✅ Save analysis and trends for later paragraphs.