IELTS

WRITING
Excell the writing tasks 1
GUIDE

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 TABLE OF CONTENT
Content Page No.

1. Academic Writing Overview………………………………………………2 – 3

2. Criteria of Assessment……………………………………………………..4 – 9
I. Task Achievement…………………………………………………..4
II. Coherence and Cohesion……………………………………………4-5
III. Lexical Resource…………………………………………………….6
IV. Grammatical Range and Accuracy…………………………………..6
3. How to prepare……………………………………………………………...7-14
I. General Tips…………………………………………………………..7
II. Marking……………………………………………………………….8
III. Procedure……………………………………………………………...9-14
4. Describing Pie-Chart……………………………………………………….15-17
5. Describing Bar-Graph………………………………………………………18-19
6. Describing Line-Graph……………………………………………………...20-21
7. Describing Double-Set Question……………………………………………22-23
8. Describing Process Diagram/ Flow-Chart…………………………………..24-28
9. Guidelines for a good answer……………………………………………….29
10. Template of Sentence Structures……………………………………………30-32
11. Tips to use Tenses…………………………………………………………...33

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 Academic Writing Task 1

Academic Writing Overview:

• The third test of the day

• 2 tasks (60 minutes)
• Task 1 (Descriptive Report) – at least 150 words (20 minutes) – 1/3rd in total score
• Task 2 (Academic Essay) – at least 250 words (40 minutes) – 2/3rd in total score
• under word limit penalised
• separate answer sheets provided (write only in respective answer sheet)
• notes unacceptable (write only answer in the answer sheet)
• can use either pen or pencil
• Both British and American Spelling acceptable, try to be consistent with one type.

Task 1: Descriptive report:

• Time recommended: 20 minutes
• Word length:150(minimum)

 Descriptive report requires you to describe the given information /data in your own words.
 The task can have more than one graph or chart which usually represents different aspect
of the same topic.
 Task 1 will provide different types of graphical or pictorial information
• Most Frequent:
Bar graphs
Line graphs
Pie charts
Tables
• Occasional:
Object
Series of pictures /diagrams
Flow charts

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 While attempting this task, you need to:
• Give clear overview
• Present accurate information or data
• Express changes in information
• Compare and contrast information
• Describe a process or procedure

Task 2: Essay
This topic will be discussed in detail in another document.

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 Criteria of Assessment
I. Task Achievement

It refers to your ability to answer the question properly which requires you to do everything
the question asks you to do and write a clear, well developed answer.

Requirements:

1. Following instructions properly regarding the task type, suitable format and minimum
word count.
2. Present a clear overview of trends, or stages by summing up the general pattern of
entire data (totality of what is really happening in the data).
3. Clearly present and highlight key features (main trends, differences, descriptions,
comparisons) in fully extended manner
4. Support the description with clear, accurate and relevant information as shown in the
graph.

II. Coherence & Cohesion

 Coherence is an ability to connect the main ideas together so that they make sense and
become easy to understand.

Requirements:

1. Divide the entire task into multiple themes (introduction of topic, overview, major trends,
minor trends, comparison). Make it clear what each paragraph is about.
2. Make sure to highlight one theme/ motive in each paragraph.
3. Make it clear which paragraph is your overview. Write a clear and precise overview.
4. Arrange these themed paragraphs logically so that they are in proper sequential order (not
out of place). For this, try to follow the standard format as much as possible (format is
flexible as per the necessity of the task)
5. To check your task coherence, ask yourself –
• Are your paragraphs in a logical order?
• Is there one clear main idea in every paragraph?
• Is it easy to understand the main idea of each paragraph?

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 Cohesion refers to the connection of ideas at sentence and paragraph level. It determines
whether your sentences and ideas are linked together (grammatically and contextually) or
not.

Requirements:

1. Use a wide range of cohesive devices when appropriate (use them effectively with natural
flexibility rather than mechanically).
2. Use linking words accurately (in terms of grammar, context, and tone) to connect words,
sentences, ideas and paragraphs logically.
3. Do not over-use linking words; avoid those linkers which you don’t know clearly how to
use them.

Cohesive Devices (cohesive markers/ Sign post languages)

 Cohesive devices are words used to show how the different parts of a text fit together
creating cohesion.
 Remember that you don’t get extra marks for lots of cohesive devices, the most
important thing is using them accurately (grammar) and appropriately (meaning).
 Such as: pronoun (he/she/it), articles (a/an/the), conjunctions (and, also, but), transitions
(however, furthermore), prepositions (at, in, on), adverbs (suddenly, rapidly) etc.

How to use cohesive devices:

 It is better using less than using cohesive devices incorrectly.
 Know exactly what that word means, when it should be used and how it should be used
in a sentence. Until you know all of this 100%, don’t use it.
 Don’t try to use very complicated words and expressions, if you are not already
comfortable with the simple terms.
 Being able to use ‘and’ or ‘but’ effectively is much better than trying to use more
complicated words like ‘moreover’ or ‘however’ incorrectly.
 If you look at some academic texts or good IELTS sample answers, simple words are
used more often (accurately) than the complicated words (sparse use).

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III. Lexical Resource
It refers to your ability to use vocabulary (any kind of words, phrases) both accurately and
appropriately.

Requirements:

1. Paraphrase the question correctly, paraphrasing means stating any information in a

different way using your own words.
2. Vary your vocabulary using synonyms and parallel expressions. Show that you know
some less common words and able to use them precisely (don’t over-do it though).
3. Avoid vocabulary mistakes, especially while using basic / common words. Learn how to
use the words correctly otherwise you may make more mistakes with word forms.
4. Using lots of new or complex words that you don't know how to use properly could make
your writing worse, so be careful. Only use words you know how to use properly.
5. Spell words correctly. Lack of accuracy in usage of vocabulary creates problem in
delivering meaningful sentences.
6. Use appropriate vocabulary to describe trends, comparisons, stages, changes etc.
7. The majority of your word choice, word formation and spelling need to be correct.

IV. Grammatical Range and Accuracy

This refers to your ability to write sentences with no mistakes and also use a range of
grammatical structures.

Requirements:

1. Do not make errors; show a high level of accuracy while using grammatical structure.
2. Use a range of appropriate tenses; understand what kind of tenses is necessary in what
kind of situation and use accordingly.
3. Use a range of appropriate sentence structures like compound and complex sentences
with minimal or no errors, however, every sentence doesn’t have to be of these forms,
simple sentences can be used as per necessity.
4. You need to have frequent error-free sentences. In other words, the majority of your
sentences can't have grammar errors.
5. Use correct punctuations and articles; these are the highly neglected area of grammar
which often leads to low score.

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 How to Prepare for Task 1
General Tips:

DOs:

1. Become familiar with graph types.

2. Do practise exercises describing graphs.
3. Become familiar with ways to:
• express percentages.
• express numbers & statistical data.
• express trends.
• make comparisons between data.
4. Look at language for:
• describing how something works
• making reference to graphs/figures
• sequencing in a process
5. Spend 5 minutes analysing the graphs/charts and planning task format.
6. Make sure you understand what the given axes represent and how it can be described.
7. Focus on the key information.
8. If two graphs – compare.
9. Think about the time period – tenses.
10. Vary your vocabulary.
11. Organize information clearly.
12. Write neatly, better with pencil so you can make corrections at the end.
13. Write within the recommended word limit (above 150 but not too lengthy).

DON’Ts:

1. DON’T copy phrases from the question (unless some words have no alternatives).
2. DON’T include information not given in the graph/picture.
3. DON’T beat around bush, just be precise and concise.
4. DON’T over-do in any aspect of the task, especially vocabulary and grammatical
structures.
5. DON’T forget to write about important features along with accurate information.
6. DON’T compromise accuracy (of words, data, grammar, meaning), it is way more
important than bulk.
7. DON’T take more than 20 minutes.
8. DON’T forget to leave time to read it through and make corrections (the more errors
you correct at the end more will be your chance to score higher).

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 Marking
 Examine the marking criteria (band descriptor) in detail so that you get the general
idea about what the examiner exactly needs for you to receive your target score.

 Also note that task 1 score contributes only the one third portions in total writing band
score (i.e.: 3 out of 9), meanwhile task 2 contributes two third portions (i.e. 6 out of
9).

 Though this score weightage is half than that of task 2, scoring higher in task 1 is
essential if you want to get higher score (above 6) in writing band. It’s because achieving
full score (3) in task 1 is way easier than getting closer to full score (6) in task 2.

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 Procedure for writing task 1

1. Plan you task first

I. Analyse the question

Every question consists of:

Topic – A brief description of the graphic

Instructions – Things to do

The graphic – chart, graph, table, etc.

Instruction indicates the three things you have to do:

1. Select the main features.

2. Write about the main features.
3. Compare the main features if relevant.

II. Analyse the data

• Carefully check the data, select the important information and make notes on the
Question Paper by using circles and arrows or underlining them.
• Try to figure out the general summary (what is being shown) of the information.
• Mark any points that you think is necessary to be included with the main points along with
the details so that you don’t miss to mention them.
• Also identify, and mark, any comparable data as you also need to make comparison
where relevant.

IV. Organize your material

• Decide a logical order to arrange the highlighted points.

• Decide what to include in your overview after the introductory paragraph. Make sure the
overview is strong that summarizes the major points or show overall pattern of the
entire data.
• Make sure how many paragraphs you need as per the format of writing and what points
to include in each.
• Think about the connectors to link the paragraphs as you write.
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 Example:
You should spend about 20 minutes on this task.
The graph below shows the proportion of the population aged 65 and over between 1940 and 2040 in
three different countries.

Summarise the information by selecting and reporting the main feature and make comparisons where
relevant.
You should write at least 150 words.

Let’s identify the most important information and try to sum up the overview.

• See what kind of trend each country is showing.

 USA and Sweden - people over 65 years- consistently risen since 1940, will continue till
2040
 Japan’s - will probably shoot up dramatically in future- though experienced decrement in
the past
• Identify major changes that have occurred throughout the period.
 USA in 1940- about 9%, increased with slight fluctuation till 2020, will hit the highest at
23% in 2040
 Sweden - rose consistently throughout the period, will be the same case, will surpass
USA by 2%
 Japan – initially 5 %, depressed slightly up until the mid-2000 hitting the bottom of
around 3 %, predicted to skyrocket after 2030, will reach at the top with approx. 27%
• Compare these trends
 USA and Sweden – consistent rise
 Japan – Sudden rise
• Try to sum up the gist (overview)
 Western countries depicted opposite trend than Japan in the past, but all will end up
around same range at the end.

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V. Plan the Format.
Ideally, task 1 should have 4 paragraphs, in some cases it can be extended to 5 paragraphs if
there are more graphics given.

General format

Paragraph 1 – Introduction

Paragraph 2 – Overview

Paragraph 3 – The most noticeable features

Paragraph 4 – Other main features

While writing
2. Introduction Paragraph
• Task 1 should always start with a paraphrase of the question (topic).
• Paraphrasing any statement means rewriting that sentence with different words but
keeping the same meaning.
• We can do this in a number of different ways, but the simplest way is to use suitable
synonyms.
• Introduction is the first paragraph which consists of a precise paraphrase of the
topic only.
• You may also add the name of categories, or dates provided in data. Then skip a line
to show the examiner that we are about to start the next paragraph- the overview.

Example-

Introduction paragraph – Question Paraphrase

The supplied line graph depicts the percentage changes of ageing population (60 years
and above) in Japan, Sweden and the USA since the year 1940 to present year, along with
the prediction until 2040.

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3. Overview
• Overview is the most important paragraph in the whole task to get a high score. In
order to do so, provide a short summary of the main features.

Things to do:

1. Pick out 3-4 of the most significant things you can see at first glance (overall). To
make this task easier, think about this way: if someone asked you to tell them three
things and three things only about the graph what would they be? (don’t over-
complicate it)
2. Write them in general terms by putting these features in such a way that it seems like
your overview is summing up these information rather than describing it.
3. Never support the main features with data in the overview from the graph or chart
(Dates are allowed).
4. For line graphs and any process diagram, look out for what happens generally between
the start and the end.
5. An overview paragraph should normally be of 2 sentences and state the main features
in general terms (not specifying on one).
6. Overview can be written as 2nd paragraph or in the last paragraph as conclusion.

Example:

In general, the population of elderly people in all three countries have inclined now than in
the past, and is speculated to rise drastically until 2040 with almost similar range.

4. Body paragraphs with details

Usually there needs to be two body paragraphs, which can sometimes be extended into three
as per the need of question. These paragraphs should describe the trends elaborately which
have been summed up in the overview previously, and should be supported by accurate
details.

Things to do:

• Divide these body paragraphs as per the theme (i.e. major features, or categories, or
relatable/similar features)
• In each paragraph,
 state the main points
 explain the trend elaborately

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  support with accurate details
 compare if relevant

Division of body paragraphs:

Body paragraph 1:

• The most noticeable trends (if divided as per the major features), like: the
highest, the maximum, the largest, sharp rise or fall, fluctuation etc.
• The major trends of the first half of the period (if divided as per the time
period)
• The major trends related to the first category (if divided as per the categories)

Body paragraph 2:

• State other features in brief along with data where ever necessary.
• Group the similar features in a single sentence, data can be provided as a range.
• Compare two or more features on the same basis (if possible only).
• Add a final sentence to conclude or simply wrap up the whole discussion
focusing on the major features.
• Remember; never write any new feature or any new statement in the final
sentence.
• Comparison and conclusion can be done in a separate paragraph to balance the
proportion of all the body paragraphs.

Example:

Here, this paragraph is dedicated to trends of the past till present.

In 1940 the proportion of people aged 65 or more stood at only 5% in Japan,

approximately 7% in Sweden and 9% in the US. However, while the figures for the
Western countries grew to about 15 %in around 1980, the figure for Japan dipped to
This paragraph has presented the future prediction for all three countries.
only 3% for much of this period, before rising to almost 10% again at the present time.

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 This paragraph represents the possible future trends

In spite of some fluctuation in the expected percentages, the proportion of older people
will probably continue to increase in the next two decades in all three countries. A more
dramatic rise is predicted between 2030 and 2040 in Japan hitting around 27%, which will
possibly surpass the other two countries lingering near to 25 %.

This is the last paragraph showing comparison, and concluding at the end.
Interestingly, Sweden had recently experienced a sharp incline in the elderly population
rising way above than the USA which may be the case in the next decade as well. By the
end of 2040, it is thought that the proportion of old people will be roughly similar in the
three countries.

5. Check Your Work (revise)

Save few minutes (at least 2 to 3 minutes) to check your work for mistakes and correct them
as much as you can. See if there are any improvements you could make. This is a crucial stage
which will drastically reduce the errors that will ultimately increase your chances of gaining
good score.

Things to do:

1. Check spelling and punctuation

2. Check verb tenses. Are they the correct tense as per the time presented in the question?
3. Check accuracy of the data used, also pay attention to the unit of measurement used (if
any).
4. Check vocabulary. Is there any repetition you could replace with suitable synonyms?
5. Check paragraphing. Are the paragraphs divided as per the theme in appropriate
proportion?
6. Check word limit. Are they above 150? Try to maintain from 170 – 180. Any longer than
this also increases the chances of more grammatical errors and vocabulary repetition.

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 Describing a PIE CHART
About Question

 This is one of the most frequently given question type in task one.
 It can either have one or more pie-charts, these multiple pie-charts are always related
to the same topic but may represent different categories.
 Pie charts are always calculated in terms of percentage, so even if the picture hasn’t
given the unit of measurement, always state the data in percentage by adding symbol
(%).

Things to do:

1. Choose the most important points to write about first

• Identify the largest ones and mark it.
• Items such as ‘other’ are usually less important and account for small amounts, so
can be left for the end.

2. Make it easy to read.

• Always group information in a logical way to make it easy to follow and read.
• The most logical thing to do is usually to compare categories together across the
charts, focusing on similarities and differences, rather than writing about each
chart separately.
• If you write about each one separately, the person reading it will have to keep
looking between the paragraphs in order to see how each category differs.

3. Vary your language

• You should not keep repeating the same type of sentence structures and data
presentation style.
• 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:
- A large number of people
- Over a quarter of people
- A small minority
- A significant number of people

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Sample Question
You should spend about 20 minutes on this task.

The charts below show local government expenditure in 2010 and 2015.

Summarise 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 (written by examiner)

The charts show the percentage breakdown of government spending

across nine categories in 2010 and 2015. Over the five-year period, there
were significant changes in expenditure.
In both years, the four largest areas of government expenditure were:
education, healthcare, pensions, and defence, with education taking the
largest share (24% in 2010 and 21% in 2015). The smallest areas of
expenditure were transport, culture and leisure and "other". Interest on
borrowing and spending on welfare lay in between.
Interestingly, between 2010 and 2015, spending on all four of the largest
areas had dropped, with the exception of pensions, which remained the
same at 19%. Spending on transport and culture and leisure also fell
significantly, with the transport budget declining by two thirds. On the
other hand, spending on welfare and interest on government borrowing
rose markedly, with the latter doubling over the five-year period to 10%.
Overall, the charts indicate that the government has had to cut expenditure
in most areas in order to fund the cost of borrowing and welfare.
(170 words)

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 Describing the BAR GRAPH
About Question

 It is a very common question type given in task 1.

 Bar graphs/ charts have two axes which are used for showing how something has
changed over a given period of time.
 Bar graphs consist of rectangular bars arranged either horizontally or vertically.
They are typically used for the quantitative comparison of two or more values of various
categories.

Things to do:

1. Identify the Main Features

• What information do the 2 axes give?
• Is it dynamic (increasing or decreasing with respect to a period of time) or static (fixed
data of a certain point of time)?
• What are the units of measurements?
• What are the time periods?
• What can you learn from the title and any labels?
• What is the most obvious trend?
• Are there any notable similarities?

2. Introduce the topic

Paraphrase the information from question, by mentioning what the graph shows regarding
what period of time.

3. General Overview

The second paragraph is a general overview, where you have to briefly describe major
trends on the graph (ideally, describe 2-3 key features in general).

4. Specific details

 Describe the specific features in 2 (sometimes 3) paragraphs.

 When the graph has two countries (or two cities or any other two things depicted on the
graph), the simplest way of grouping data - is to describe each country’s trend in a
separate paragraph.
 When giving specific features, write exact numbers/percentages and include as much
details as you can.

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Sample:
The chart below gives information about the number of social networking sites people used in
Canada in 2014 and 2015.

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

Model answer

The bar chart shows the number of social networking sites visited by internet users in Canada in
2014 and in 2015. We can see from the data that, in general, there was a growing tendency to
use more than one site.

Although just over one fifth of internet users did not use any social networking sites in either of
the years, the proportion in this category decreased from 22 % in 2014 to 21 % in 2015. In both
years the highest proportion of users in any group fell into the ‘One site’ category. However,
this group declined sharply from 36 % in 2014 to 28 % in 2015.

In contrast, the numbers who reported using two sites, three sites, four sites and five sites all
grew over the period analysed. In both years the proportion of internet users fell as the number
of social networking sites increased, with only 2 % using five sites in 2014 compared to 4 % in
2015. The increment in some categories seems a bit higher than the others in the subsequent
year. (179 words)

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 Describing the LINE GRAPH
About Question:

 A line graph shows the change in value of something over ceratin period of time.
 The vertical (Y) axis shows quantities, e.g. numbers, percentages or money.
 The horizontal (X) axis shows different points in time, usually months or years.
 Different quantities measured at different points in time can be joined using a
continuous line to show a trend or how these quantities change, e.g. increase, decrease,
or stay the same.
 Multiple lines (different colours or styles) can be used for different categories. The
index key explains which categories are being measured.
 The process of dealing with line graph is similar to that of bar graph.
 You can either describe the trends on the basis of categories in separate paragraphs
(too simple) or by comparatively describing the most significant trends of all the
categories in one paragraph and talking about other noticeable trends in another
paragraph (most recommended).

Sample:

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Model Answer

The line graph gives information on average monthly temperatures in

Paris, Boston and Melbourne.

In general, Paris and Boston have similar climates; both having lower
temperatures between November and March and higher temperatures for
the rest of the year, peaking in July and August. In contrary, Melbourne
has the opposite cycle with cooler temperatures between May and August,
with the hotter months being from September to April.

Boston’s coldest month is January with an average temperature of just

under 5°C, and the weather gets increasingly hotter until it reaches a peak
of over 30 degrees. It then continues to decline by approximately 5
degrees per month until December. Similarly, January is also Paris’s
coldest, but with a milder temperature of just below 10º C and it steadily
rises until it reaches a peak of just under 25° C in July and August, before
becoming consistently cooler until the end of the year.

In contrast, January and December are Melbourne’s hottest months when

temperatures average just over 25 degrees Celsius. They then steadily fall
each month until they get to a low of around 15 degrees, before getting
warmer each month until December.

(192 words)

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 Bar and Line Graph (DOUBLE SET)

About question

 It is not uncommon to get two graphs to describe at the same time in the IELTS test.
 Though it may look a bit scary at first, but when you look more closely, you'll see it is
probably no more difficult than having one graph.
 There are few the steps to modify to describe a bar and line graph together (or any two
graphs) that may differ slightly from describing just one graph.

Example:

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Things to do:

1. Introduction
• When you paraphrase what the graph shows, mention both of them in the same order as
the question.

2. Overview
• Sum up the overall key points from each graph, while doing so try to relate the general
pattern of both graphs with each other.

3. Body Paragraphs

• Usually, two graphs have a lot of information; wisely select the most important features
from both graphs.
• Avoid describing everything, the examiner is checking your ability to select the important
things and not describe every single detail.
• You can divide the body paragraphs into two, dedicating each one for each of the graph.
• Or, you can describe both graph simultaneously by dividing paragraphs in terms of major
trends (Body paragraph 1) and minor trends (body paragraph 2).
• The key skill here is picking out the important information or summarizing things in a
concise way; otherwise you will make lots of mistakes and probably run out of time by
writing too much.

Example:

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 both visits to and from the UK increased over the period, meanwhile
France was the most popular country preferred by British travellers in the year 1999.

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 figure of British people going foreign
countries started at around 10 million which increased significantly to over 50 million.
Meanwhile, the number of overseas residents coming to UK rose steadily from about 10 million
to reach just under 30 million.

By far the most popular countries visited by people of England 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. (189 words)

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 Describing a PROCESS DIAGRAM / FLOW CHART

About Question

 It is less common question type in the writing test.

 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 details
 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.
 Processes are not always clearly divided into stages or may not have any numbering on it.
So, 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.

Things to do:

1. Introduce the Diagram

• Begin by paraphrasing the topic.

• You may also mention about the first and last stages, or talk about the total number of
stages (not recommended - too simple).

2. Highlight the main points

• Process diagram and flow-chart are 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 in general.

3. Giving the detail

• You need to explain the process diagram starting from the first stage to the last.
• Divide the body part into two paragraphs by breaking the entire process into two
halves of similar proportion.
• Use vocabulary that shows the sequence and connect the stages together.

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 • There are two key aspects of language associated with this:

I. 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’.

For example:

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.

II. The Passive

 When we describe any process, the focus should be on the activities, NOT the person doing
them.
 When this is the case, we mostly use the passive voice, not the active (unlike other
questions).

For example:

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 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 mode rate 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.

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SAMPLE 1: WITH CLEAR STAGES

The diagram illustrates the process that is used to manufacture bricks for the building
industry.
Summarize the information by selecting and reporting the main features and make
comparisons where relevant.
Write at least 150 words.

The Brick Manufacturing Process

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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.
(173 words)

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SAMPLE 2: WITHOUT CLEAR STAGES
The diagram shows how electricity is generated by a hydroelectric dam.
Write a 150-word report for a university lecturer explaining how the process works.

Sample Answer (Band 8)

The diagram illustrates the basic principles of hydroelectric power. The process
requires the construction of a large dam connected to a powerhouse. The dam creates
a large reservoir and the powerhouse is where the electricity is generated.
First of all, water trapped in the reservoir behind the dam is forced through an intake. It
then flows into a narrow chamber called a penstock, where the resulting high pressure
turns a turbine. The turbine is connected to a generator in the powerhouse above, and
this is where the movement of the turbine is converted into electricity. The resulting
electricity leaves the powerhouse via cables that carry it over long distances to where it
can be used.
It is interesting to note that a hydroelectric dam creates no harmful by-products and
relies entirely on natural forces to produce electricity. After the turbine stage, water
flows out through a second channel and into a river which makes it a renewable
process.
(158 words)

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 Guidelines for a good answer
1. Does the report have a suitable structure?
• Does it have an introduction, body and conclusion?
• Does it include connective words to make the writing cohesive within sentences and
paragraphs?

2. Does the report use suitable grammar and

vocabulary?
• Does it include a variety of sentence structures?
• Does it include a range of appropriate vocabulary?

3. Does the report meet the requirements of the task?

• Does it meet the word limit requirements?
• Does it describe the whole graph adequately?
• Does it focus on the important trends presented in the graphic information?

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 TEMPLATE OF SENTENCE STRUCTURES
A. Sentence structures to describe main features.
1) There + be verb + a/an + adj [significant/dramatic/slight/sharp/…] + N [increase/
decline/ decrease/..] + in

Ex: There was a significant increase in food consumption during the 1980s.

2) The number/proportion/amount of] + N + V [increased/declined…] + Adv

[significantly/ dramatically/ slightly/ sharply/…] …by …%/ from…to…

Ex: The number of food consumption increased significantly from 10 to 25 tons per year
in the 1990s.

3) N + V [saw/witnessed/experienced/underwent/ was on/… ] + a /an + Adj

[dramatic/ light/ sharp/…]+ N [rise/decline/ decrease] + in…

Ex: The 1990s saw a significant increase in food consumption

The amount of food consumption underwent a significant increase in 1990s.

4) The increase + in + N + be + adj [dramatic/ light/ sharp/…], reaching [number].

The increase in food consumption was significant, reaching 25 tons/year by the end of
1990s.

5) The increase + in+ N+ be + within the range of … and …

In 1990s, the increase in food consumption was within the range of 10 and 25 tons/year.

6) Clause, followed by + Noun Phrase

There was a dramatic growth in the number of restaurants in the UK to 450.000 in 2010,
followed by a sharp decrease to 30,000 in 2015.

7) Clause, prior to/before Verb- ing

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The number of restaurants in the UK experienced an increase to 450,000 in 2010, before
hitting a free fall to 30,000 in 2015.

8) Clause, after Verb – ing

The figure for restaurants in the UK hit a free fall to 30,000 in 2015, after undergoing an
increase to 450,000 in 2010.

B. Sentence structures to compare multiple features.

1) In comparison to/with A, which verb, B verb.

Ex: In comparison with the number of restaurants in the UK, which witnessed a
dramatic increase to 450,000 in 2010, the quantity in the US plummeted to 390,000
at the same time.

2) Clause, Verb-ing, (which verb).

Ex: The quantity of restaurants in the UK went through a period of dramatic

increase to 450,000 in 2010, exceeding the number in the US, which had only
390,000.

3) Far/ much/ a little/ slightly/ number (ex: 30%) + more or less/fewer…+ N +

than…

Note: Fewer + countable N; less + uncountable N.

Ex: The USA consumed and produced far more natural gas than any other country.

4) Number + more or less/ fewer…

Twice…

2 million fewer…

Three/ four…times

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 Ex: Australia consumed four times more gas than New Zealand.

5) The most/ least/fewest…+ N + than

Ex: New Zealand consumed the least gas at approximately 5 million tones.

6) (Fairly) similar… (to)…/ the same…as…

Ex: China’s consumption and production of oil were nearly the same at 24.3 and
25.0 respectively.

China’s consumption and production of oil had similar fluctuation in 1990s.

The UAE produced the same amount of oil as Saudi Arabia.

7) Be + [greater/ higher/ smaller/ lower] + than….

Ex: The number of male doctors in this city was greater than the number of female
doctors.

8) Be + [greatest/ highest/ smallest/ lowest]

Ex: The oil prices reached the highest in 1981 during the war.

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 Tips to use tenses
The following are some of the main tenses that we normally use in different
situation shown in writing task 1:

1. Use the SIMPLE PRESENT/ PAST TENSE to describe tables and diagrams:
• As the graph indicates…
• The X then passes/ passed to the next stage…

2. Use the PRESENT/PAST CONTINUOUS TENSE to describe change and

development:
• The population is/was decreasing rapidly during…

3. Use the PRESENT PERFECT TENSE to talk about past events which are still
valid:
• Experiments have shown that…
• Research has indicated that…

4. Use the SIMPLE PAST TENSE to mention past experience :

• It inclined rapidly in previous year.
• The figure dipped to the lowest two years ago.

5. Use the PAST PERFECT TENSE to describe graphs:

• By the year X, the price of Y had fallen.

6. Use the SIMPLE FUTURE TENSE to talk about the future:

• It will probably reach to its peak after 5 years from now.
• It will incline in the same way.

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