THE FORUM CENTER NGUYỄN HOÀNG HUY

INTENSIVE

WRITING

LESSON

IELTS ACADEMIC WRITING

TASK 1 SAMPLES
2026 Edition

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 The Forum Center

Table of Contents

1 Overview 1

1.1 The IOM Framework 1

2 Charts, graphs, and tables 3

2.1 Sample 1. Men and Women in Further Education in Britain 3

2.2 Sample 2. Recycling Rates of Four Materials in One Country 5

2.3 Sample 3. Population Growth in China and India 7

2.4 Sample 4. Adult Education: Reasons for Study and Cost Sharing 9

2.5 Sample 5. Leisure Time by Gender and Employment Status 11

2.6 Sample 6. Wheat Exports from Three Regions 13

2.7 Sample 7. Underground Railway Systems in Six Cities 15

2.8 Sample 8. British People Giving Money to Charity by Age Range 17

2.9 Sample 9. Computer Ownership Over Time and by Education Level 19

2.10 Sample 10. Changes in Average House Prices in Five Cities 21

2.11 Sample 11. Division of Household Tasks by Gender in Great Britain 23

2.12 Sample 12. Sales of Fairtrade-Labelled Coffee and Bananas 25

2.13 Sample 13. Radio and Television Audiences Throughout the Day 27

2.14 Sample 14. Underground Station Passenger Numbers in London 29

2.15 Sample 15. Causes of Agricultural Land Degradation 31

3 Process diagrams 33

3.1 Sample 16. Brick Manufacturing 33

3.2 Sample 17. Australian Weather Information and Forecasting 35

3.3 Sample 18. Cement Production and Concrete Manufacture 37

3.4 Sample 19. Plastic Bottle Recycling 39

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4 Maps and plans 41

4.1 Sample 20. An Island Before and After Tourist Development 41

4.2 Sample 21. A Public Park in 1920 and Today 43

4.3 Sample 22. An Airport Now and After Redevelopment Next Year 45

5 Study guidance 47

5.1 Final Reminder: What These Samples Are Teaching You 47

5.2 Suggested Practice Method 47

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Overview The Forum Center

SECTION 1 Overview

1.1 The IOM Framework

This file is a long practice bank for IELTS Academic Writing Task 1. It is designed for
serious learners who want more than a few short model answers. The aim is to give you a large
set of samples that feel natural, fluent, and exam-ready, not stiff or over-memorised.
The models in this bank are written to target the top public Task 1 criteria:

• a clear overview • precise, flexible vocabulary

• accurate selection of key features • strong grammatical control
• logical grouping of details in the main • a formal but readable tone
body

Important Note on the Visuals

Many public Task 1 prompts are published as images. Because this is a plain markdown
file, I have recreated the visual information in one of three ways:
• a clean data table
• a compact process flow
• a before/after feature table for maps and plans
If a number is marked with , it is a clean study reconstruction of the public version
of the task rather than an exact scan reading. The model answers are original, even
when the prompt itself comes from a public IELTS source.

How to Use This Bank

1 Read the prompt and the reconstructed visual.

2 Cover the sample answer and plan your own version in 3 minutes.
3 Write your report in 20 minutes.
4 Compare your work with the model.
5 Focus especially on the overview and on how the details are grouped, because this
is where many candidates lose marks.

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SECTION 2 Charts, graphs, and tables

2.1 Sample 1. Men and Women in Further Education in Britain

PROMPT

The chart below shows the number of men and women in further education in Britain in
three periods and whether they were studying full-time or part-time.
Summarise the information by selecting and reporting the main features, and make com-
parisons where relevant.

Hình 1: Men and Women in Further Education in Britain

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High-Scoring Model Answer

Introduction
The bar chart compares participation in further education in Britain among men and
women in 1970/71, 1980/81 and 1990/91, with figures given separately for full-time and
part-time study.
Overview
Overall, full-time education attracted far more people than part-time study in every year
shown. Men were the larger group in full-time education at the beginning, but women
had overtaken them by 1990/91, while part-time enrolment increased steadily for both
sexes.
Main 1
Among men, around 1 million were studying full-time in 1970/71. This figure then fell to
roughly 850,000 in 1980/81 before recovering slightly to about 900,000 by 1990/91. Male
participation in part-time education was much lower throughout, but it rose gradually
from approximately 100,000 to 150,000 and then to 250,000 over the period.
Main 2
Women showed a stronger upward trend. Their full-time numbers climbed from about
700,000 in 1970/71 to 800,000 ten years later, before surging to around 1.1 million in
1990/91, which was the highest figure on the chart. Female part-time study also increased
markedly, from only about 50,000 at the start to 200,000 in 1980/81 and 250,000 by the
end, bringing it level with men in the final year.

Study Note
This model works because the overview captures the two biggest points immediately:
part-time study dominated, and women ended the period ahead in part-time education.
The body paragraphs then group the data cleanly by gender rather than jumping back
and forth between all four series.

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2.2 Sample 2. Recycling Rates of Four Materials in One Country

PROMPT

This graph shows the proportion of four different materials that were recycled from 1982
to 2010 in a particular country.
Summarise the information by selecting and reporting the main features, making com-
parisons where relevant.

Hình 2: Recycling Rates of Four Materials in One Country

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SECTION 2: Charts, graphs, and tables The Forum Center

High-Scoring Model Answer

Introduction
The line graph illustrates the percentages of paper and cardboard, glass containers,
aluminium cans and plastics that were recycled in one country between 1982 and 2010.
Overview
Overall, paper and cardboard consistently recorded the highest recycling rates, although
this category declined after reaching a peak in the mid-1990s. By contrast, aluminium
and plastics rose throughout the period, with aluminium showing the sharpest growth,
while glass dipped initially before recovering.
Main 1
Paper and cardboard started at 65% in 1982 and rose to 70% in 1986. After falling back
to its original level in 1990, it climbed steeply to a high of 80% in 1994. From that
point onwards, however, the figure dropped gradually, ending at 70% in 2010. Glass
recycling followed a different pattern: it began at 50%, declined to 40% by 1990, and
then increased steadily to 60% by the end of the period.
Main 2
The remaining two materials were recycled at much lower levels. Aluminium cans first
appeared in 1986 at only 5%, but this proportion rose continuously to 45% in 2010.
Plastics were recycled least of all. Introduced at just 2% in 1990, the rate edged up
slowly over the next two decades and finished at only 8%, far below the figures for the
other three materials.

Study Note
A strong Task 1 answer does not narrate every year mechanically. Here, the report
highlights the peak, decline, recovery and long-term rise of the main series, which is much
closer to how a high-scoring examiner-style summary should read.

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2.3 Sample 3. Population Growth in China and India

PROMPT

The graph below shows the population of India and China from the year 2000 to the
present day with projections for growth to the year 2050.
Summarise the information by selecting and reporting the main features, and make com-
parisons where relevant.

Hình 3: Population Growth in China and India

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SECTION 2: Charts, graphs, and tables The Forum Center

High-Scoring Model Answer

Introduction
The line graph compares changes in the populations of China and India from 2000 to
the present, and also includes projections up to 2050.
Overview
Overall, China had the larger population at the beginning of the period and is expected
to remain ahead until around 2030. After that, India is forecast to overtake China and
continue growing, whereas China is predicted to level off and then decline slightly.
Main 1
China’s population stood at about 1.25 billion in 2000 and rose steadily over the next two
decades, reaching roughly 1.42 billion by 2020. Growth is then projected to continue,
but only modestly, with the figure peaking at around 1.45 billion in 2030. After this
point, the trend is expected to reverse, and China’s population is forecast to slip to
approximately 1.40 billion by 2050.
Main 2
India, by contrast, started from a much lower base of 1 billion in 2000. Its population
increased consistently to about 1.18 billion in 2010 and around 1.34 billion in 2020. The
upward movement is predicted to remain strong, pushing the figure to about 1.48 billion
in 2030, when India is set to move ahead of China. By the end of the period, it is
expected to reach roughly 1.60 billion, which would leave a gap of around 200 million
people between the two countries.

Study Note
The overview here does the real work: it identifies the crossover point and the contrasting
future direction of each country. That is far more valuable than simply saying that both
populations increase.

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2.4 Sample 4. Adult Education: Reasons for Study and Cost Sharing

PROMPT

The charts below show the results of a survey of adult education. The first chart shows
the reasons why adults decide to study. The pie chart shows how people think the costs
of adult education should be shared.
Write a report for a university lecturer, describing the information shown below.

Hình 4: Adult Education: Reasons for Study and Cost Sharing

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High-Scoring Model Answer

Introduction
The bar chart outlines why adults choose to pursue further study, while the pie chart
shows opinions on how the cost of such education should be divided.
Overview
Overall, personal interest and the desire to gain qualifications were by far the two most
common motivations for study. As for funding, respondents believed that individuals
should bear the largest share of the cost, followed by employers, with taxpayers con-
tributing the smallest proportion.
Main 1
Looking first at the reasons for study, interest in the subject was cited by 40% of adults,
narrowly ahead of obtaining qualifications at 38%. Work-related motives occupied the
middle of the ranking: 22% studied because it was useful for their current job, while 20%
did so to improve their prospects for promotion. An identical proportion, 20%, simply
reported that they liked studying.
Main 2
The two least common reasons were more social or transitional in nature. Only 12%
said they were studying in order to change jobs, and meeting people was mentioned by
just 9%, making it the smallest category by a clear margin. Turning to the question of
finance, individuals were seen as responsible for 40% of the cost, compared with 35% for
employers. The remaining quarter was expected to come from taxpayers.

Study Note
This response groups the bar chart into major, middle and minor reasons, rather than
describing all seven categories in a flat list. That makes the report sound more analytical
and less mechanical.

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2.5 Sample 5. Leisure Time by Gender and Employment Status

PROMPT

The chart below shows the amount of leisure time enjoyed by men and women of different
employment status.
Write a report for a university lecturer describing the information below.

Hình 5: Leisure Time by Gender and Employment Status

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High-Scoring Model Answer

Introduction
The bar chart compares the number of leisure hours enjoyed each week by men and
women in different employment categories.
Overview
Overall, unemployed and retired people had far more free time than those in work. In
comparable categories, men generally enjoyed more leisure than women, while no figures
are given for part-time employed men or for male homemakers.
Main 1
Among people in employment, full-time workers had the least leisure. Men in this group
recorded around 45 hours per week, whereas the corresponding figure for women was
roughly 38 hours. Women working part-time had slightly more free time, at about 40
hours weekly. Even so, this was still well below the levels seen among people outside the
labour force.
Main 2
The highest totals belonged to the unemployed and the retired. Unemployed men had
approximately 85 hours of leisure a week, compared with about 78 hours for women, and
a very similar pattern can be seen among retired people, at around 83 hours for men
and 78 for women. Housewives occupied a middle position, with about 50 hours of free
time per week, which was higher than the figures for employed women but much lower
than those for women who were unemployed or retired.

Study Note
A high-level answer does not force direct comparisons where the chart gives no data. This
model explicitly notes the missing male categories and then compares only the groups
that can genuinely be compared.

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2.6 Sample 6. Wheat Exports from Three Regions

PROMPT

The graph below shows the differences in wheat exports over three different areas.
Write a report for a university lecturer describing the information shown below.

Hình 6: Wheat Exports from Three Regions

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High-Scoring Model Answer

Introduction
The line graph compares the volume of wheat exported by Australia, Canada and the
European Community between 1985 and 1990.
Overview
Overall, Australia’s exports declined over the period, while the European Community
showed a steady upward trend and finished as the largest exporter. Canada’s figures were
far more volatile, rising sharply to a peak in 1988 before dropping and then recovering.
Main 1
Australia began the period at 15 million tonnes and edged up slightly to 16 million in
1986. After that, however, its exports fell year by year, reaching 14 million in 1987, 13
million in 1988 and just 11 million in both 1989 and 1990. The European Community
moved in the opposite direction overall. Although its exports dipped from 17 million
tonnes in 1985 to 14 million in 1986, they then rose gradually, ending the period at 21
million tonnes.
Main 2
Canada recorded the highest figure at the start, with 19 million tonnes in 1985. After
a brief fall to 17 million the following year, exports surged to 21 million in 1987 and
then peaked at 25 million in 1988, which was the highest value on the graph. This was
followed by a sharp decline to 14 million in 1989, before the figure rebounded to 19
million tonnes in 1990.

Study Note
The key to this answer is the contrast between trend types: Australia falls, the European
Community rises, and Canada fluctuates heavily. That contrast gives the report a clear
shape and prevents it from sounding repetitive.

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2.7 Sample 7. Underground Railway Systems in Six Cities

PROMPT

The table below gives information about the underground railway systems in six cities.
Summarise the information by selecting and reporting the main features, and make com-
parisons where relevant.

City Date opened Kilometres of route Passengers per year

(millions)

London 1863 394 775

Paris 1900 199 1191
Tokyo 1927 155 1927
Washington DC 1976 126 144
Kyoto 1981 11 45
Los Angeles 2001 28 50

High-Scoring Model Answer

Introduction
The table compares underground railway systems in six cities in terms of their opening
dates, route length and annual passenger numbers.
Overview
Overall, London has by far the oldest and longest system, whereas Los Angeles is the
newest. In terms of usage, however, Tokyo carries the greatest number of passengers,
while Kyoto and Los Angeles are the smallest systems on almost every measure.
Main 1
London’s underground opened in 1863, making it the earliest of the six, and its network
extends for 394 kilometres, which is almost twice the length of Paris’s system at 199
kilometres. Despite this, London serves 775 million passengers annually, far fewer than
Tokyo, which handles 1,927 million travellers per year even though its network is much
shorter, at 155 kilometres. Paris occupies an intermediate position: it opened in 1900
and carries 1,191 million passengers a year.
Main 2
The remaining three systems are much newer and smaller. Washington DC began op-
eration in 1976 and has 126 kilometres of route, but its annual patronage is only 144
million. Kyoto, which opened in 1981, is particularly limited in scale, with just 11 kilo-
metres of track and 45 million passengers per year. Los Angeles is the newest system,
dating from 2001, and although its route is longer than Kyoto’s at 28 kilometres, it serves
only slightly more passengers, at 50 million.

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Study Note
This answer compares the systems in layers: first the oldest and busiest networks, then
the smaller and newer ones. That kind of grouping makes a table report feel controlled
and selective rather than like a list of unrelated facts.

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2.8 Sample 8. British People Giving Money to Charity by Age Range

PROMPT

The chart below gives information on the percentage of British people giving money to
charity by age range for the years 1990 and 2010.
Summarise the information by selecting and reporting the main features, and make com-
parisons where relevant.

Hình 7: British People Giving Money to Charity by Age Range

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High-Scoring Model Answer

Introduction
The bar chart compares the proportions of British people in five age groups who donated
money to charity in 1990 and 2010.
Overview
Overall, donation rates tended to rise with age in both years until reaching a peak, after
which they fell slightly. Another clear pattern is that people below the age of 50 were
less likely to give in 2010 than in 1990, whereas the opposite was true for the two oldest
groups.
Main 1
In 1990, the proportion of donors increased steadily from 17% among 18- to 25-year-olds
to 31% for the 2635 group, before reaching a high of 42% among those aged 3650. The
figure then declined to 35% for people aged 5165 and fell a little further to 32% for those
over 65.
Main 2
By 2010, the pattern had shifted somewhat. Only 7% of the youngest adults donated to
charity, representing the sharpest fall among all age groups. The rates for the 2635 and
3650 groups also dropped, to 24% and 35% respectively. In contrast, charitable giving
among people aged 5165 rose to 39%, making this the highest figure in 2010, while the
proportion for the over-65s edged up to 35%.

Study Note
Notice that the overview does not simply say “some numbers went up and some went
down”. It identifies the age pattern in each year and then the major shift between the
two years, which makes the answer sound much more purposeful.

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2.9 Sample 9. Computer Ownership Over Time and by Education Level

PROMPT

The graphs below give information about computer ownership as a percentage of the
population between 2002 and 2010, and by the level of education for the years 2002 and
2010.
Summarise the information by selecting and reporting the main features, and make com-
parisons where relevant.

Hình 8: Computer Ownership Over Time and by Education Level

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SECTION 2: Charts, graphs, and tables The Forum Center

High-Scoring Model Answer

Introduction
The first bar chart shows the proportion of the population that owned a computer
between 2002 and 2010, while the second compares computer ownership by educational
attainment in 2002 and 2010.
Overview
Overall, computer ownership increased steadily over the eight-year period. In addition,
the higher a person’s level of education, the more likely they were to own a computer
in both years, although the most substantial gains occurred among the least educated
groups.
Main 1
Looking first at the general trend, just over half of the population owned a computer in
2002. This figure then rose by around five percentage points every two years, reaching
60% in 2004, 65% in 2006 and 70% in 2008, before finishing at approximately 75% in
2010.
Main 2
A strong relationship between education and ownership can be seen in both years. In
2002, only 15% of people without a high school diploma had a computer, compared with
35% of high school graduates and 55% of those with some college education. The figures
were substantially higher for degree holders, at 70% for bachelor’s graduates and 80%
for postgraduates. By 2010, every category had increased, rising to 40%, 65%, 80%, 90%
and 95% respectively. Although the gap remained, it had narrowed noticeably at the
lower end.

Study Note
This model treats the two charts as connected, not separate. The first chart establishes
the overall rise, and the second explains who drove that growth most strongly. That kind
of integration makes a combined-chart answer feel much more mature.

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2.10 Sample 10. Changes in Average House Prices in Five Cities

PROMPT

The chart below shows information about changes in average house prices in five different
cities between 1990 and 2002 compared with the average house prices in 1989.
Summarise the information by selecting and reporting the main features, and make com-
parisons where relevant.

Hình 9: Changes in Average House Prices in Five Cities

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High-Scoring Model Answer

Introduction
The bar chart compares percentage changes in average house prices in New York, Madrid,
Tokyo, Frankfurt and London across two periods, 19901995 and 19962002, using 1989 as
the baseline year.
Overview
Overall, house prices in most cities were weaker than the 1989 level during the first
half of the period, but conditions improved later in most places. London saw by far
the most dramatic turnaround, while Tokyo was the only city to remain below the 1989
benchmark in both periods.
Main 1
Between 1990 and 1995, prices fell in three of the five cities. London experienced the
sharpest decline, at around 8% below the 1989 average, while Tokyo and New York
also recorded negative changes of about 7% and 5% respectively. By contrast, Madrid
and Frankfurt were the only cities to remain slightly above the baseline, with modest
increases of roughly 1% and 2%.
Main 2
The picture changed in the later period. London rebounded strongly and rose to ap-
proximately 12% above the 1989 level, which was the highest figure shown. New York
also recovered and moved to a 5% increase, while Madrid climbed further to about 4%.
Frankfurt, however, slipped slightly to 1%, indicating only marginal growth, and Tokyo
remained in negative territory at around -5%, making it the weakest market in both time
spans.

Study Note
Good Task 1 writing often depends on contrast. Here, the answer contrasts the early
downturn with the later recovery, and then singles out London and Tokyo as the clearest
examples of opposite outcomes.

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2.11 Sample 11. Division of Household Tasks by Gender in Great Britain

PROMPT

The chart shows the division of household tasks by gender in Great Britain.
Summarise the information by selecting and reporting the main features, and make com-
parisons where relevant.

Hình 10: Division of Household Tasks by Gender in Great Britain

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High-Scoring Model Answer

Introduction
The bar chart compares the amount of time men and women in Great Britain spend
each day on six categories of household work.
Overview
Overall, women devote considerably more time to most indoor domestic tasks, especially
cooking, cleaning and childcare. Men spend longer only on gardening, pet care, and
maintenance work, and the greatest gap is seen in kitchen-related activities.
Main 1
Cooking, baking and washing up accounted for the largest amount of time for women, at
74 minutes per day, compared with just 30 minutes for men. A similarly wide difference
can be seen in cleaning and house tidying, where women spent 58 minutes and men only
13. Women also devoted more than twice as much time to caring for their own children
and playing with them, at 45 minutes versus 20. Clothes-related chores showed another
strong imbalance, with women spending 25 minutes while men recorded a negligible 2
minutes.
Main 2
By contrast, men were more involved in the less routine or more outdoor tasks. They
spent nearly 50 minutes on gardening and pet care, more than double the female figure
of 21 minutes. A similar, though smaller, difference is apparent in maintenance and odd
jobs, where men recorded 26 minutes per day, compared with only about 9.5 minutes for
women. Taken together, the data suggest a clear division between women’s responsibility
for regular indoor chores and men’s greater contribution to intermittent practical tasks.

Study Note
This sample does not just compare men and women task by task. It also identifies the
wider pattern behind the data: women dominate recurring indoor work, while men spend
more time on outdoor and repair-related chores. That broader framing helps the overview
feel sharper.

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2.12 Sample 12. Sales of Fairtrade-Labelled Coffee and Bananas

PROMPT

The tables below give information about sales of Fairtrade-labelled coffee and bananas in
1999 and 2004 in five European countries.
Summarise the information by selecting and reporting the main features, and make com-
parisons where relevant.

Coffee sales (millions of euros)

Country 1999 2004

UK 1.5 20
Switzerland 3 6
Denmark 1.8 2
Belgium 1 1.7
Sweden 0.8 1

Banana sales (millions of euros)

Country 1999 2004

UK 1 5.5
Switzerland 15 47
Denmark 2 0.9
Belgium 0.6 4
Sweden 1.8 1

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High-Scoring Model Answer

Introduction
The two tables compare sales of Fairtrade-labelled coffee and bananas in five European
countries in 1999 and 2004, measured in millions of euros.
Overview
Overall, coffee sales increased in every country over the five-year period, with the UK
showing by far the most dramatic rise. Banana sales also grew strongly in several mar-
kets, especially Switzerland, but they declined in both Denmark and Sweden.
Main 1
Turning first to coffee, Switzerland recorded the highest sales in 1999 at 3 million euros,
followed by Denmark at 1.8 million and the UK at 1.5 million. Belgium and Sweden were
the smallest markets, at 1 million and 0.8 million respectively. By 2004, however, the UK
had become the clear leader, with coffee sales surging to 20 million euros. Switzerland
also rose, doubling to 6 million, while Denmark, Belgium and Sweden experienced much
smaller increases to 2 million, 1.7 million and 1 million.
Main 2
The pattern for bananas was more mixed. Switzerland already dominated this market
in 1999, with sales of 15 million euros, far ahead of the other four countries, all of which
were below 2 million. By 2004, Swiss banana sales had climbed sharply to 47 million
euros, remaining by far the highest figure in either table. The UK and Belgium also saw
strong growth, to 5.5 million and 4 million respectively. In contrast, Denmark’s sales fell
from 2 million to 0.9 million, while Sweden’s declined from 1.8 million to 1 million.

Study Note
When you have two tables, do not write two separate mini-essays unless the task truly
demands it. This answer compares each product clearly, but the overview still unifies the
response by highlighting the strongest shared and contrasting patterns.

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2.13 Sample 13. Radio and Television Audiences Throughout the Day

PROMPT

The graph below shows radio and television audiences throughout the day in 1992.
Summarise the information by selecting and reporting the main features, and make com-
parisons where relevant.

Hình 11: Radio and Television Audiences Throughout the Day

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High-Scoring Model Answer

Introduction
The line graph compares the proportions of the UK population aged over four who were
listening to the radio and watching television at different times of the day in 1992.
Overview
Overall, radio audiences were highest in the morning, whereas television viewing peaked
in the evening. Television attracted far larger audiences from late afternoon onwards,
while both media recorded very low figures during the early hours of the night.
Main 1
Radio listening rose sharply from almost zero at 06:00 to a peak of about 27% at 08:00.
After that, the figure declined steadily through the rest of the morning, falling to around
18% by midday and to approximately 1314% in the early afternoon. It then dropped
further to below 10% in the evening before reaching minimal levels of around 2% at 02:00
and 04:00.
Main 2
Television followed a very different pattern. Audience levels remained low for most of
the morning, at under 10%, and did not begin to rise meaningfully until early after-
noon, when they reached around 15%. From late afternoon, however, viewing increased
dramatically, climbing to roughly 42% at 18:00 and peaking at about 46% at 20:00. Al-
though the figure then fell to around 40% at 22:00 and 15% at midnight, television still
clearly dominated radio throughout the evening period.

Study Note
The strongest feature of this task is not a single number but the contrasting daily rhythm
of the two media. That is why the overview focuses on when each medium peaks rather
than on minor fluctuations.

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2.14 Sample 14. Underground Station Passenger Numbers in London

PROMPT

The graph shows Underground Station Passenger Numbers in London.

Write a report for a university lecturer describing the information shown below.

Hình 12: Underground Station Passenger Numbers in London

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High-Scoring Model Answer

Introduction
The line graph illustrates how many people use a London underground station at different
times of a typical day, from 06:00 to 22:00.
Overview
Overall, the station experiences two distinct rush-hour peaks, one in the morning and
one in the early evening. By contrast, passenger numbers are at their lowest at the start
of the day and again in mid-afternoon.
Main 1
At 06:00, the station is relatively quiet, with about 100 passengers. This number doubles
to 200 one hour later and then rises sharply to a daily high of 400 at 08:00. After the
morning peak, usage falls considerably, dropping to 300 at 09:00 and then to around 180
by 10:00. Passenger traffic recovers gradually over the next few hours, reaching roughly
280 at noon, 290 at 13:00 and 300 at 14:00.
Main 2
Following this midday recovery, the figure slips to about 230 at 15:00 and then returns
to 100 at 16:00, matching the lowest level seen earlier in the morning. A second surge
occurs in the late afternoon, with passenger numbers climbing to 200 at 17:00 and 380
at 18:00. After that, the total falls again, dropping to 300 at 19:00 and then to around
125 by 20:00. The station remains relatively quiet for the rest of the evening, ending the
day at roughly 140 passengers.

Study Note
Many weaker answers simply move through the graph hour by hour. This version still
follows the time line, but it is organised around the two peaks and two troughs, which
gives it a stronger analytical backbone.

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SECTION 2: Charts, graphs, and tables The Forum Center

2.15 Sample 15. Causes of Agricultural Land Degradation

PROMPT

The pie chart below shows the main reasons why agricultural land becomes less productive.
The table shows how these causes affected three regions of the world during the 1990s.
Summarise the information by selecting and reporting the main features, and make com-
parisons where relevant.

Hình 13: Causes of Agricultural Land Degradation

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SECTION 2: Charts, graphs, and tables The Forum Center

High-Scoring Model Answer

Introduction
The pie chart shows the principal causes of agricultural land degradation worldwide,
while the table compares how these factors affected North America, Europe and Oceania
during the 1990s.
Overview
Overall, over-grazing was the leading cause of land degradation globally. Regionally,
Europe had by far the highest proportion of degraded land, while North America was
the least affected; however, the dominant cause varied noticeably from one region to
another.
Main 1
At the global level, over-grazing accounted for 35% of degraded agricultural land, making
it the largest single factor. Deforestation was responsible for a further 30%, only slightly
ahead of over-cultivation at 28%. The remaining 7% fell into other categories. Together,
these figures show that almost all land degradation worldwide was linked to the three
named causes.
Main 2
The regional data reveal a more complex picture. Europe was the most seriously affected
area, with 23% of its agricultural land degraded overall. In this region, deforestation was
the largest contributor, at 9.8%, followed by over-cultivation at 7.7% and over-grazing
at 5.5%. Oceania ranked second, with 13% of land degraded, and this was caused
overwhelmingly by over-grazing, which accounted for 11.3%, while over-cultivation had
no impact at all. North America, by contrast, recorded the lowest total, at 5%, and most
of this was due to over-cultivation rather than the other two factors.

Study Note
This is a classic mixed-visual task. The answer works because it does not repeat the
pie chart and the table separately without connection. Instead, it moves from the global
picture to the regional pattern and then explains how the major causes differ by area.

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SECTION 3: Process diagrams The Forum Center

SECTION 3 Process diagrams

3.1 Sample 16. Brick Manufacturing

PROMPT

The diagram below shows the process by which bricks are manufactured for the building
industry.
Summarise the information by selecting and reporting the main features, and make com-
parisons where relevant.

Hình 14: Brick Manufacturing

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SECTION 3: Process diagrams The Forum Center

High-Scoring Model Answer

Introduction
The diagram illustrates the stages involved in manufacturing bricks for the construction
industry.
Overview
Overall, brick production is a linear, multi-stage process that begins with the excavation
of clay and ends with packaged bricks being transported for use. The material is first
shaped, then dried, fired at two temperatures, cooled and finally prepared for delivery.
Main 1
At the start of the process, clay is removed from the ground with a digger. This raw
material is then placed on a metal grid, which breaks it into smaller pieces as it passes
over a roller. Sand and water are subsequently added, after which the mixture is formed
into bricks either by being pressed in moulds or by being sliced with a wire cutter. The
newly shaped bricks are then transferred to a drying oven, where they remain for between
24 and 48 hours.
Main 2
Once dried, the bricks are fired in a kiln in two separate stages. First, they are exposed
to a moderate heat of approximately 200980řC, and then to a much higher temperature
ranging from 870řC to 1300řC. After firing, the bricks are moved to a cooling chamber
for 4872 hours. In the final stage, the finished bricks are packaged and loaded onto trucks
for delivery.

Study Note
A strong process answer usually does three things well: it identifies the starting point
and the endpoint, it groups the stages logically, and it uses passive forms naturally. This
model does all three.

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SECTION 3: Process diagrams The Forum Center

3.2 Sample 17. Australian Weather Information and Forecasting

PROMPT

The diagram below shows how the Australian Bureau of Meteorology collects up-to-the-
minute information on the weather in order to produce reliable forecasts.
Write a report for a university lecturer describing the information below.

Hình 15: Australian Weather Information and Forecasting

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SECTION 3: Process diagrams The Forum Center

High-Scoring Model Answer

Introduction
The diagram shows how the Australian Bureau of Meteorology gathers, processes and
distributes weather information.
Overview
Overall, the system consists of four broad stages: collecting weather data, converting it
into visual forms for analysis, processing it by computer, and finally broadcasting the
forecast to the public. Information is obtained from three different sources before being
transmitted through three media channels.
Main 1
In the first stage, raw weather data are collected from satellites, radar equipment and
drifting buoys. This information is then converted into several different formats for
analysis. Satellite data can be presented as satellite photographs, while radar data
appear on radar screens. Synoptic charts are also produced, drawing on the incoming
information, particularly from radar and drifting buoys.
Main 2
Once these materials have been assembled, they are fed into a computer system, where
the forecast is prepared for public use. In the final stage, the completed weather report
is broadcast through television and radio, and it is also made available as a recorded
telephone announcement. In this way, information moves from collection, to analysis, to
processing, and finally to public dissemination.

Study Note
For process diagrams like this, avoid getting lost in tiny arrows. Your job is to make
the system readable. This answer simplifies the diagram into four large stages while still
keeping the key channels and outputs accurate.

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SECTION 3: Process diagrams The Forum Center

3.3 Sample 18. Cement Production and Concrete Manufacture

PROMPT

The diagrams below show the stages and equipment used in the cement-making process,
and how cement is used to produce concrete for building purposes.
Summarise the information by selecting and reporting the main features, and make com-
parisons where relevant.

Hình 16: Cement Production and Concrete Manufacture

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SECTION 3: Process diagrams The Forum Center

High-Scoring Model Answer

Introduction
The diagrams illustrate the process of producing cement and the subsequent method
used to make concrete for construction.
Overview
Overall, cement manufacture is a more complex, multi-stage process involving several
pieces of equipment, whereas concrete production is comparatively simple and consists of
mixing four ingredients in fixed proportions. Cement is first produced from raw minerals
and is then used as one component in concrete.
Main 1
Cement production begins when limestone and clay are fed into a crusher, which turns
them into a fine powder. This powder then passes through a mixer before entering a
rotating heater, where heat is applied as the drum turns. After this stage, the material
is transferred to a grinder, which produces the finished cement. The final product is
then packed into bags.
Main 2
Concrete is made in a single step by combining four ingredients in a concrete mixer.
Gravel, or small stones, forms the largest proportion of the mixture at 50%. Sand ac-
counts for 25%, while cement makes up 15% and water the remaining 10%. As the mixer
rotates, these materials are blended together to form concrete for building purposes.

Study Note
The most natural way to handle two related diagrams is to compare their overall com-
plexity in the overview. That gives the answer an immediate organising principle instead
of treating both diagrams as unrelated processes.

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SECTION 3: Process diagrams The Forum Center

3.4 Sample 19. Plastic Bottle Recycling

PROMPT

The diagram below shows the process for recycling plastic bottles.
Summarise the information by selecting and reporting the main features, and make com-
parisons where relevant.

Hình 17: Plastic Bottle Recycling

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SECTION 3: Process diagrams The Forum Center

High-Scoring Model Answer

Introduction
The diagram illustrates the stages involved in recycling plastic bottles and turning them
into new products.
Overview
Overall, this is a cyclical process with around nine main stages. It begins with the
disposal and collection of used plastic bottles and ends with the manufacture of new
items, which can then be recycled again.
Main 1
At the start of the cycle, consumers place used plastic bottles in designated recycling
bins. These are then collected by lorry and taken to a recycling centre, where the bottles
are sorted to separate recyclable items from unsuitable material. The selected bottles
are subsequently compressed into large blocks, after which they are crushed into small
fragments and thoroughly washed.
Main 2
Once cleaned, the plastic pieces are processed into pellets. These pellets are then heated
to produce raw plastic material, which is further treated and rolled so that it can be used
in manufacturing. In the final stage, this material is turned into a range of end products,
including new bottles, containers, bags, pencils and even clothing such as T-shirts. After
use, these items can be placed back into recycling bins, allowing the cycle to continue.

Study Note
A good process report often sounds simple because the writer has already simplified the
diagram mentally. Here, the answer breaks the cycle into collection, treatment, transfor-
mation and manufacture, which keeps the writing clear and controlled.

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SECTION 4: Maps and plans The Forum Center

SECTION 4 Maps and plans

4.1 Sample 20. An Island Before and After Tourist Development

PROMPT

The two maps below show an island, before and after the construction of some tourist
facilities.
Summarise the information by selecting and reporting the main features, and make com-
parisons where relevant.

Hình 18: An Island Before and After Tourist Development

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SECTION 4: Maps and plans The Forum Center

High-Scoring Model Answer

Introduction
The maps compare an island before tourist facilities were added and after the site had
been developed for visitors.
Overview
Overall, the island was transformed from a largely undeveloped area into a tourist desti-
nation with accommodation, transport links and service buildings. Even so, some natural
features, particularly the beach and the central trees, were retained.
Main 1
Before the development, the island contained very little infrastructure. There was a
beach on the western side and a number of trees in the middle, but otherwise the land
was undeveloped. After construction, a reception building was placed in the centre of
the island, and a restaurant was added to the north of it. Vehicle access was introduced
from the new pier in the south to the reception and restaurant area.
Main 2
The most substantial additions were made for visitors’ accommodation. Two clusters of
huts were built, one to the west of the reception and the other to the east, and these
were connected by footpaths. The western beach remained in place, but a designated
swimming area was created beside it for tourists. Although the island became far more
built up overall, the central trees were preserved, and no development appears to have
taken place in the far north-eastern section.

Study Note
In map tasks, the best overview usually focuses on the scale and direction of change, not
on individual objects. This answer does that first, and only then moves into the specific
additions.

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SECTION 4: Maps and plans The Forum Center

4.2 Sample 21. A Public Park in 1920 and Today

PROMPT

The plans below show a public park when it first opened in 1920 and the same park today.
Summarise the information by selecting and reporting the main features, and make com-
parisons where relevant.

Hình 19: A Public Park in 1920 and Today

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SECTION 4: Maps and plans The Forum Center

High-Scoring Model Answer

Introduction
The maps illustrate how Grange Park has changed since it first opened in 1920.
Overview
Overall, the park has been extensively modernised and now contains a wider range of
leisure facilities. While the entrances and one rose garden have remained in place, many
original features have either been relocated or replaced altogether.
Main 1
In 1920, the park contained a central fountain surrounded by seating, a small stage for
musicians on the western side, a pond for water plants in the north-east, and several
rose gardens. In the present layout, the stage has been replaced by a much larger
amphitheatre. The fountain has disappeared, and the central area is now occupied by a
rose garden with seating arranged around it.
Main 2
Other changes are concentrated on the eastern half of the park. The pond in the north-
east has been removed and replaced by a children’s play area, while a café has been
introduced on the right-hand side. In addition, a water feature has been added in the
south-east, and an underground car park has been built nearby. Of the earlier features,
only the north-west rose garden appears to have been retained unchanged, which means
the park has shifted from a simple ornamental design to a more varied recreational space.

Study Note
This answer works because it combines location language with change language. In map
tasks, you need both: where something is, and what happened to it.

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SECTION 4: Maps and plans The Forum Center

4.3 Sample 22. An Airport Now and After Redevelopment Next Year

PROMPT

The plans below show the site of an airport now and how it will look after redevelopment
next year.
Summarise the information by selecting and reporting the main features, and make com-
parisons where relevant.

Hình 20: An Airport Now and After Redevelopment Next Year

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SECTION 4: Maps and plans The Forum Center

High-Scoring Model Answer

Introduction
The plans compare the current layout of an airport with the proposed design after
redevelopment next year.
Overview
Overall, the airport is set to become much larger and better equipped. The most notable
changes are the sharp increase in the number of gates, the addition of a sky train, and
the expansion of both passenger facilities and access points.
Main 1
At present, the airport has a relatively simple layout. Departing passengers enter an area
on the left-hand side that contains a check-in counter and a café, while the arrival area
on the right is comparatively bare. Straight ahead are customs and passport control, and
passengers reach the gates through a limited number of walkways. In total, the current
design accommodates eight gates.
Main 2
Following redevelopment, the airport will be significantly more complex. The number
of gates will more than double to eighteen, and a sky train will be introduced to help
passengers move around the enlarged terminal. On the departure side, bag-drop facilities
and additional shops will be added, while the arrival area will gain its own café and ATM
machines. The redesigned airport will also include more access points, allowing a greater
flow of passengers and making the whole site more convenient and efficient than it is now.

Study Note
For plan comparisons, the overview should focus on scale and function. Here, the key
point is not just that new facilities appear, but that the whole airport becomes larger,
more accessible and more passenger-friendly.

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SECTION 5: Study guidance The Forum Center

SECTION 5 Study guidance

5.1 Final Reminder: What These Samples Are Teaching You

Final Reminder: What These Samples Are Teaching You

Across all twenty-two tasks, the same high-level habits keep appearing:
1 The introduction is short. It paraphrases the prompt, but it does not try to
summarise everything.
2 The overview carries the score. If your overview is weak, your Task Achievement
score will usually be limited.
3 The main body is grouped, not narrated. Strong answers compare categories,
split time periods intelligently, or separate process stages into logical blocks.
4 Numbers are used selectively. The best reports do not include every figure.
They include the figures that prove the main point.
5 The language stays natural. High-level writing is not about using strange words.
It is about choosing the right words and controlling the structure of the report.

5.2 Suggested Practice Method

Suggested Practice Method

Take any sample in this file and do four versions:

• Version 1: copy the structure only
• Version 2: change the vocabulary but keep the grouping
• Version 3: write from memory without looking
• Version 4: write your own full answer in 20 minutes
If you do that carefully with even ten of these tasks, your Task 1 control will improve
noticeably.

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