Test format – Academic Writing

60 minutes

Topics are of general interest to, and suitable for, test takers entering undergraduate and
postgraduate studies or seeking professional registration. There are two tasks:

 Task 1 - you will be presented with a graph, table, chart or diagram and asked to
describe, summarise or explain the information in your own words. You may be asked
to describe and explain data, describe the stages of a process, how something works or
describe an object or event.
 Task 2 - you will be asked to write an essay in response to a point of view, argument or
problem. Responses to both tasks must be in a formal style.

IELTS Academic Writing description

Paper
There are two Writing tasks and BOTH must be completed.
format

Timing 60 minutes

No. of
2
questions

In Task 1, test takers are asked to describe some visual information (graph/table/chart/diagram)
Task types in their own words. They need to write 150 words in about 20 minutes. In Task 2, they respond
to a point of view or argument or problem. They need to write 250 words in about 40 minutes.

Answers must be given on the answer sheet and must be written in full. Notes or bullet points are
Answering not acceptable as answers. Test takers may write on the question paper but this cannot be taken
from the examination room and will not be seen by the examiner.
IELTS Academic Writing in detail

A detailed look at the paper with links to related resources.

Task 1

In Writing Task 1, test takers may be asked to describe facts or figures presented in one
or more graphs, charts or tables on a related topic; or they may be given a diagram of a
machine, a device or a process and asked to explain how it works. They should write in
an academic or semi-formal/neutral styles and include the most important and the most
relevant points in the diagram. Some minor points or details may be left out.

Test takers should spend no more than 20 minutes on this task. They are asked to write
at least 150 words and will be penalised if their answer is too short. While test takers
Task type
will not be penalised for writing more than 150 words, they should remember that a
and format longer Task 1 answer may mean that they have less time to spend on Task 2, which
contributes twice as much to the Writing band score.

Test takers should also note that they will be penalised for irrelevance if the response is
off-topic or is not written as full, connected text (e.g. using bullet points in any part of
the response, or note form, etc.). They will be severely penalised for plagiarism (i.e.
copying from another source).

Test takers must write their answers on the answer booklet.

This task assesses the ability to identify the most important and relevant information and
Task focus trends in a graph, chart, table or diagram, and to give a well-organised overview of it
using language accurately in an academic style.

No. of
1
questions
Task 2
In Writing Task 2, test takers are given a topic to write about an academic or semi-
formal/neutral style. Answers should be a discursive consideration of the relevant
issues. Test takers should make sure that they read the task carefully and provide a full
and relevant response. For example, if the topic is a particular aspect of computers, they
should focus on this aspect in their response. They should not simply write about
computers in general.

Test takers should spend no more than 40 minutes on this task. They are asked to write
at least 250 words and will be penalised if their answer is too short. While test takers
will not be penalised for writing more than 250 words, if they write a very long answer
Task type they may not have time for checking and correcting at the end and some ideas may not
and format be directly relevant to the question.
Task 2 contributes twice as much to the final Writing band score as Task 1. Therefore,
test takers who fail to attempt to answer this task will greatly reduce their chance of
achieving a good band.

Test takers will be penalised for irrelevance if the response is off-topic or is not written
as full, connected text (e.g. using bullet points in any part of the response, or note form,
etc.). They will be severely penalised for plagiarism (i.e. copying from another source).
Finally, test takers should make sure that they do not copy directly from the question
paper because this will not be assessed.

They must write their answers on the answer booklet.

This task assesses the ability to present a clear, relevant, well-organised argument,
Task focus
giving evidence or examples to support ideas and use language accurately.

No. of
1
questions
IELTS Academic Writing - How it's marked

Marking and assessment

Each task is assessed independently. The assessment of Task 2 carries more weight in marking
than Task 1.

Responses are assessed by certificated IELTS examiners. All IELTS examiners hold relevant
teaching qualifications and are recruited as examiners by the test centres and approved by the
British Council or IDP: IELTS Australia.

Scores are reported in whole and half bands. Detailed performance descriptors have been
developed which describe written performance at the nine IELTS bands. These are available on
the How IELTS is scored page. They apply to both IELTS Academic and IELTS General
Training versions and are based on the following criteria.

Task 1 responses are assessed on:

 Task achievement
 Coherence and cohesion
 Lexical resource
 Grammatical range and accuracy.

Task 2 responses are assessed on:

 Task response
 Coherence and cohesion
 Lexical resource
 Grammatical range and accuracy.

Performance descriptors

Task 1

Task achievement This assesses how appropriately, accurately and relevantly the response
fulfils the requirements set out in the task, using the minimum of 150 words. Academic
Writing Task 1 is a writing task which has a defined input and a largely predictable output. It
is basically an information-transfer task that relates narrowly to the factual content of an input
diagram and not to speculative explanations that lie outside the given data.

Coherence and cohesion This concerns overall clarity and fluency: how the response
organises and links information, ideas and language. Coherence refers to the linking of ideas
through logical sequencing. Cohesion refers to the varied and appropriate use of cohesive
devices (for example, logical connectors, pronouns and conjunctions) to assist in making the
conceptual and referential relationships between and within sentences clear.

Lexical resource This refers to the range of vocabulary used and its accuracy and appropriacy
in terms of the specific task.

Grammatical range and accuracy This refers to the range and accurate use of grammar as
manifested in their sentence writing.
Task 2

Task response In both IELTS Academic and IELTS General Training versions, Task 2
requires test takers to formulate and develop a position in relation to a given prompt in the
form of a question or statement. Ideas should be supported by evidence, and examples may be
drawn from the test takers’ own experience. Responses must be at least 250 words in length.
Scripts under the required minimum word limit will be penalised.

Coherence and cohesion This assesses the overall clarity and fluency of the message: how the
response organises and links information, ideas and language. Coherence refers to the linking
of ideas through logical sequencing. Cohesion refers to the varied and appropriate use of
cohesive devices (for example, logical connectors, pronouns and conjunctions) to a ssist in
making the conceptual and referential relationships between and within sentences clear.

Lexical resource This criterion refers to the range of vocabulary used and its accuracy and
appropriacy in terms of the specific task.

Grammatical range and accuracy This assesses the range and accurate use of grammar, as
manifested in their test takers’

TAKEN FROM [Link]

LINE GRAPH

Line graph exercise 1

The graph below shows UK acid rain emissions, measured in millions of tonnes, from four different
sectors between 1990 and 2007.

The line graph compares four sectors in ______ of the amount of acid rain emissions that they
produced over a period of 17 years in the UK.
It is clear that the total amount of acid rain emissions in the UK ______ ______ between 1990 and
2007. The most ______ decrease was seen in the electricity, gas and water supply sector.
In 1990, around 3.3 million tonnes of acid rain emissions came from the electricity, gas and water
sector. The transport and communication sector was ______ for about 0.7 million tonnes of emissions,
while the domestic sector ______ around 0.6 million tonnes. Just over 2 million tonnes of acid rain
gases came from other industries.
Emissions from electricity, gas and water supply fell dramatically to only 0.5 million tonnes in 2007, a
______ of almost 3 million tonnes. While acid rain gases from the domestic sector and other industries
fell gradually, the transport sector ______ a small increase in emissions, ______ a peak of 1 million
tonnes in 2005.
Fill the gaps using these words:produced, reaching, fell, responsible, saw, considerably, terms, drop,
dramatic
Line graph exercise 2
The graph below gives information about car ownership in Britain from 1971 to 2007.

The graph shows changes in the number of cars ______ household in Great Britain ______ a period of
36 years.
Overall, car ownership in Britain increased ______ 1971 and 2007. In particular, the percentage of
households with two cars rose, while the figure for households ______ a car fell.
In 1971, ______ half of all British households did not have regular use of a car. Around 44% of
households had one car, but only about 7% had two cars. It was uncommon for families to own three
or more cars, ______ around 2% of households falling into this category.
The one-car household was the most common type from the late 1970’s ______, although there was
little change in the ______ for this category. The biggest change was seen in the proportion of
households without a car, which fell steadily over the 36-year period ______ around 25% in 2007. In
contrast, the proportion of two-car families rose steadily, reaching about 26% in 2007, and the
proportion of households with more than two cars rose ______ around 5%.
Fill the gaps in the essay with the following words:almost, to, figures, per, between, by, over, with,
without, onwards
Line graph exercise 3
The graph below shows the demand for electricity in England during typical days in winter and
summer. (Cambridge IELTS 4, page 54)

Fill the gaps below using words from the following list:
demand (x2)
lowest
at (x2)
in
highest
consumption (x2)
peaks
twice
1. The daily ______ of electricity in England is about ______ as high in the winter compared to the
summer.
2. During the winter, ______ for electricity ______ ______ around 45,000 units between 9 p.m. and 10
p.m.
3. During the summer, ______ of electricity is at its ______, at about 20,000 units, between 1 p.m. and
2 p.m.
4. ______ for electricity is ______ its ______ between 6 a.m. and 9 a.m. ______ both seasons.
ANSWERS
EXERCISE 1
terms
fell considerably
dramatic
responsible
produced
drop
saw
reaching

EXERCISE 2
1. per
2. over
3. between
4. without
5. almost
6. with
7. onwards
8. figures
9. to
10. by
EXERCISE 3
1. consumption, twice
2. demand, peaks at
3. consumption, highest
4. demand, at, lowest, in
Note: "demand FOR", "consumption OF"
How to write a line graph
Line graphs always show changes over time. Here's some advice about how to describe them:
 Try to write 4 paragraphs - introduction, summary of main points, 2 detail paragraphs.
 For your summary paragraph, look at the "big picture" - what changes happened to all of the
lines from the beginning to the end of the period shown (i.e. from the first year to the last).
Is there a trend that all of the lines follow (e.g. an overall increase)?
 You don't need to give numbers in your summary paragraph. Numbers are specific details.
Just mention general things like 'overall change', 'highest' and 'lowest', without giving
specific figures.
 Never describe each line separately. The examiner wants to see comparisons.
 If the graph shows years, you won't have time to mention all of them. The key years to
describe are the first year and the last year. You should also mention any 'special' years (e.g.
a peak or a significant rise/fall).
 Start describing details (paragraph 3) with a comparison of the lines for the first year shown
on the graph (e.g. In 1990, the number of...).
 Use the past simple (increased, fell) for past years, and 'will' or 'is expected/predicted to' for
future years.
 Don't use the passive (e.g. the number was increased), continuous (e.g. the number was
increasing), or perfect tenses (e.g. the number has increased).

From general to specific

My IELTS Writing Task 1 essays follow a "general to specific" structure.
 The introduction is the most general part of the essay; it simply tells the reader what the graph
is about.
 Then I write a paragraph about the main points or a general trend.
 Finally, I write 2 paragraphs describing specific facts or figures.
 I don't write a conclusion because I have already summarised the information in paragraph 2.

How to write an introduction

The introduction to an IELTS writing task 1 essay should explain what the chart/graph shows. To do
this, just paraphrase the question (rewrite it in your own words).
Here is an example description from an IELTS Task 1 question:
The graph below shows the proportion of the population aged 65 and over between 1940 and
2040 in three different countries.
By rewriting this description with a few changes, I can quickly create a good introduction:
The line graph compares the percentage of people aged 65 or more in three countries over a
period of 100 years.
If you practise this technique, you will be able to write task 1 introductions very quickly. You will be
able to start the writing test quickly and confidently.
Introduction paraphrasing
The graph below shows the average daily spend of three categories of international visitor to New
Zealand from 1997 to 2017.
An easy way to paraphrase this sentence (for our introduction) is to change its order. I'll try to put the
part about "visitors to New Zealand from 1997 to 2017" before the part about "the average daily
spend".
Here's my introduction:
The line graph compares three types of traveller visiting New Zealand between 1997 and 2017 in
terms of the average amount of money that they spent each day during their trips.

How to write the 'overview'

The overview / summary is a very important part of your task 1 report. It's a summary of the main
things that you can see on the graph or chart. Many people have no trouble describing specific details,
but they find it difficult to describe the general features of a graph, chart or diagram. So here are my
tips on how to write a good overview:
1. Always try to write two sentences. This forces you to describe two main or general features of
the graph, chart or diagram.
2. Don't put any numbers in your overview. Save specific numbers for the 'details' paragraphs.
3. If the graph or chart shows a time period (e.g. years), look for the overall change from the
beginning to the end of the period (e.g. from the first year to the last year).
4. Look for overall trends, and ignore individual figures that don't fit the trend. For example, if a
graph shows a rising trend overall, you can ignore a specific year when the figures
decreased - save that year for your 'details' paragraphs.
5. If no time period is shown, you can't look for trends. Instead, look for differences and
similarities between items.
6. Don't look for individual 'highest' or 'lowest' figures such as a 'peak' on a line graph. Instead,
describe the highest and lowest items overall (e.g. which line on the graph was the highest
for the whole or most of the period?).
7. Start your overview with a simple phrase that clearly shows the examiner that this is your
summary paragraph e.g. It is clear that... , It is noticeable that... , Overall we can see that...
8. If there are two different charts, write one overview sentence about each chart.
9. If there are more than two charts, they must be connected in some way, so look for two main
features overall.
10. If the task is to describe a diagram or map that compares things, you can mention the main
differences and maybe the number of differences and / or similarities between the two
diagrams.
11. If the task is to describe a process diagram, you can mention the total number of stages in
the process and say where or how the process begins and ends.
The graph below shows the average number of UK commuters travelling each day by car, bus or
train between 1970 and 2030.

Tip: Don't look for particular years or numbers. Look at the overall trend over the whole 60-year
period.

IELTS Writing Task 1: the 'overview'

Example overview:
It is clear that Canada exported more wheat than Australia and the European Community for most of
the period shown. However, while Canada's wheat exports fluctuated and Australia's fell, wheat
exports from the European Community rose steadily.
Graph introduction and overview
The graph below shows changes in global food and oil prices between 2000 and 2011.

...
Here are my first two paragraphs, the introduction and overview:
The line graph compares the average price of a barrel of oil with the food price index over a period of
11 years.
It is clear that average global prices of both food and oil rose considerably between 2000 and 2011,
although many price fluctuations can be seen during those 11 years. Furthermore, the trends for both
commodities are very similar, and so a strong correlation is suggested.

The graph below shows trends in US meat and poultry consumption.

Introduction and overview:
The line graph shows changes in the per capita consumption of beef, pork, broilers and turkey in the
United States between 1955 and 2012.
It is noticeable that beef was by far the most popular of the four types of meat for the majority of the
57-year period. However, a considerable rise can be seen in the consumption of broilers, with figures
eventually surpassing those for beef.

Line graph 'details' tips

After writing your introduction and overview paragraphs, you need to describe the information in
detail. Here are my tips for describing line graph details:
1. Try to write two paragraphs. This isn't a 'rule', but it's a good idea because it forces you to
group the information, and this should improve the organisation and coherence of your
report. One big paragraph full of numbers can look messy, whereas two separate paragraphs
will look neater and be easier to read.
2. Aim for just two or three sentences in each 'details' paragraph. Some of your sentences will be
quite long, because you'll be comparing several numbers, so two sentences can sometimes
be enough.
3. Always compare the lines; never describe each line separately.
4. Select key numbers only. You won't have time to describe every number in every year.
5. Start at the beginning, with the first year on the left of the x axis. Compare the numbers (i.e.
all lines) in that year.
6. Then choose an interesting point towards the middle of the graph, and compare the figures at
that point.
7. OR: Summarise the line trends over the first half of the period (to somewhere around the
middle of the graph).
8. Then start a new paragraph for the second half of the time period.
9. Compare the figures for all of the lines at any key points. Or summarise the line trends over
the second half of the period.
10. Finish at the end, with the last year shown. Compare the numbers (i.e. all lines) in that year.
Here's a short version of the advice above:
Paragraph 3 Compare the lines (giving numbers) in the first year shown, then describe any significant
numbers or overall trends in the first half of the time period.
Paragraph 4 Describe any significant numbers or overall trends in the second half of the time period,
then compare the lines (giving numbers) in the last year shown.
The graph below shows changes in global food and oil prices between 2000 and 2011.

Here's my band 9 answer:

The line graph compares the average price of a barrel of oil with the food price index over a period of
11 years.
It is clear that average global prices of both oil and food rose considerably between 2000 and 2011.
Furthermore, the trends for both commodities were very similar, and so a strong correlation (93.6%) is
suggested.
In the year 2000, the average global oil price was close to $25 per barrel, and the food price index
stood at just under 90 points. Over the following four years both prices remained relatively stable,
before rising steadily between 2004 and 2007. By 2007, the average oil price had more than doubled,
to nearly $60 per barrel, and food prices had risen by around 50 points.
A dramatic increase in both commodity prices was seen from 2007 to 2008, with oil prices reaching a
peak of approximately $130 per barrel and the food price index rising to 220 points. However, by the
beginning of 2009 the price of oil had dropped by roughly $90, and the food price index was down by
about 80 points. Finally, in 2011, the average oil price rose once again, to nearly $100 per barrel, while
the food price index reached its peak, at almost 240 points.
Line graph 'details' mistakes
Here are some mistakes that people make. Can you correct the mistake(s) in each sentence?
1. In 2000, oil price was slightly higher than food price.
2. Over 6-years later, there was a dramatic increase of oil price.
3. The index of price rose by 36 points at the same period.
4. After the trough in 2009, food price indicate an abrupt increase in 2011.
5. The average oil price came to about $72 in the middle of 2006.
6. The food price index arrived at approximately 240 points.
7. This is the lowest figures throughout the period as a whole.

ANSWERS:
1. In 2000, THE oil price was slightly higher than THE food price.
(I think there is also a problem with the comparison between oil and food prices. The price units
are completely different, so I don't think we can really say that one price is higher than the other).
2. Over THE FOLLOWING 6 years, there was a dramatic increase IN THE oil price.
3. The FOOD PRICE index rose by 36 points DURING the same period.
4. After FALLING in 2009, food PRICES INCREASED SIGNIFICANTLY in 2011.
5. The average oil price in the middle of 2006 WAS ABOUT $72 PER BARREL.
6. The food price index REACHED approximately 240 points.
7. THESE WERE the lowest figures SHOWN ON THE GRAPH.
Line graph ideas
The graph below shows US consumers' average annual expenditures on cell phone and residential
phone services between 2001 and 2010.

Some paraphrasing that you could use in your introduction:

- annual expenditures = yearly spending
- cell phone services = mobile phones
- residential services = landline phones
Two possible main points for your overview / summary:
- compare the two trends over the whole period
- say what happened in 2006
Select key details:
- compare the figures for 2001
- describe the changes in expenditure over the following 5 years
- give the figures for 2006 (where the two lines meet)
- finish with a comparison of spending in 2010

MULTIPLE LINE GRAPHS

The first chart below gives information about the money spent by British parents on their children’s
sports between 2008 and 2014. The second chart shows the number of children who participated in
three sports in Britain over the same time period.

Introduction and overview:

The line graphs show the average monthly amount that parents in Britain spent on their children’s
sporting activities and the number of British children who took part in three different sports from 2008
to 2014.
It is clear that parents spent more money each year on their children’s participation in sports over the
6-year period. In terms of the number of children taking part, football was significantly more popular
than athletics and swimming.
Remember:
You just need one sentence for the introduction, and you can write it by paraphrasing the question
statement (rewrite it in your own words). Try to write two sentences for your overview paragraph; in
this case we can describe one main feature of each graph.

Here's my full answer:

The line graphs show the average monthly amount that parents in Britain spent on their children’s
sporting activities and the number of British children who took part in three different sports from 2008
to 2014.
It is clear that parents spent more money each year on their children’s participation in sports over the
six-year period. In terms of the number of children taking part, football was significantly more popular
than athletics and swimming.
In 2008, British parents spent an average of around £20 per month on their children’s sporting
activities. Parents’ spending on children’s sports increased gradually over the following six years, and
by 2014 the average monthly amount had risen to just over £30.
Looking at participation numbers, in 2008 approximately 8 million British children played football,
while only 2 million children were enrolled in swimming clubs and less than 1 million practised
athletics. The figures for football participation remained relatively stable over the following 6 years.
By contrast, participation in swimming almost doubled, to nearly 4 million children, and there was a
near fivefold increase in the number of children doing athletics.
(185 words, band 9)
 IELTS Task 1: Language Use
1) Introduce the Graph
You need to begin with one or two sentences that state what the IELTS writing task 1 shows. To do this,
paraphrase the title of the graph, making sure you put in a time frame if there is one.
Language for the introduction:
Ex: The given diagram shows…

2)
3)
4)
5)
6)
7)
8)
9)

10) 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.
Language for the Overview
Ex. Overall, the consumption of fish and chips declined over the period, whereas the amount of pizza and
hamburgers that were eaten increased
11) Give the Detail
• You can now give more specific detail in the body paragraphs.
• When you give the detail in your body paragraphs in your IELTS writing task 1, you must make reference to
the data.
• The key to organizing your body paragraphs for an IELTS writing task 1 is to group data together where there
are patterns.
• To do this you need to identify any similarities and differences.
• Look at the graph – what things are similar and what things are different?

Language to Similarities / differences

Language to describe changes on a graph

Ex: Pizza consumption increased gradually until it overtook the consumption of fish and chips in 1990. It then
levelled off from 1995 to 2000

Up Verbs
The use of water soared in March.
The prices leapt to 90% in one year.
Populations climbed to over one million by 1980.
Use of cars rocketed in the first decade.
A surge of migration is seen in November.
Notes:

 “Soar “and “rocket” are both very strong words that describe large rises. “Rocket” is more sudden. You
probably do not need to qualify these verbs with adverbs.
 “Leap” shows a large and sudden rise. Again, you probably do not need to qualify it with an adverb.
 “Climb” is a relatively neutral verb that can be used with the adverbs below.

Down verbs
The use of electricity slipped back to 50 in May.
Divorce rate dipped in the 60s.
A drop in crime can be seen last year.
Tourists to the city plummeted after September

Notes:
 “Plummet” is the strongest word here. It means to fall very quickly and a long way.
 “Drop” is normally used for fairly small decreases
 “Slip back” is used for falls that come after rises
 “Drop” and “Dip” are also frequently used as nouns: “a slight dip” “a sudden drop”

Language to describe low and high points on a graph

NOUNS
Increase:
A growth: There was a growth in the earning of the people of the city at the end of the year.
An increase: Between the noon and evening, there was an increase in the temperature of the coast area
and this was probably because of the availability of the sunlight at that time.
A rise: A rise of the listener in the morning can be observed from the bar graph.
An improvement: The data show that there was an improvement in traffic condition between 11:00 am
till 3:00 pm.
A progress: There was a progress in the law and order of the city during the end of the last year.

Rapid Increase:
A surge: From the presented information, it is clear that there was a surge in the number of voters in
1990 compared to the data given for the previous years.
A rapid increase/ a rapid growth/ a rapid improvement: There was a rapid growth in the stock value of
the company ABC during the December of the last year.

N.B: Following adjectives can be used before the above nouns to show a rapid growth/ increase of
something:
Rapid, Sudden, Steady, Noticeable, etc.
(The above list is the words which are actually adjectives and can be used before nouns to show the
big changes)
 Highest:
A/ The peak: Visitors number reached a peak in 2008 and it exceeded 2 million.
Top/ highest/ maximum: The oil prices reached the top/ highest in 1981 during the war.

Changes:
A fluctuation: There was a fluctuation of the passenger numbers who used the railway transportation
during the year 2003 to 2004.
A variation: A variation on the shopping habit of teenagers can be observed from the data.

Steadiness:
Stability: The data from the line graph show a stability of the price in the retail market from January
till June for the given year.
A plateau: As is presented in the line graph, there was a plateau of the oil price from 1985 to 1990.

Decrease:
A fall: There was a fall in the price of the energy bulbs in 2010 which was less than $5.
A decline: A decline occurred after June and the production reached to 200/day for the next three
months.
A decrease: After the initial four years, the company’s share price increased, and there was a decrease
in the bearish market.

Adverbs/Adjectives to describe changes on a graph

This is a selection of some of the most common adjectives and adverbs used for trend language. Please
be careful. This is an area where it is possible to make low-level mistakes. Make sure that you use
adjectives with nouns and adverbs with verbs:
 a significant rise – correct (adjective/noun)
 rose significantly – correct (adverb/verb)
 a significantly rise – wrong

Please also note the spelling of the adverbs. There is a particular problem with the word “dramatically:
 dramatically – correct
 dramaticly – wrong
 dramaticaly – wrong
 Adjectives of Degree

Adjective Example Adverb Example

Significant A significant change Significantly Changed significantly
Dramatic A dramatic shift Dramatically Sifts dramatically
Sudden A sudden rise Suddenly Has risen suddenly
Substantial A substantial gain Substantially Gained substantially
Sharp A sharp decrease Sharply Had decreased sharply

Notes:
 “sudden” and “sharp” can be used for relatively minor changes that happen quickly
 “spectacular” and “dramatic” are very strong words only used for big changes

Other useful adjectives

These adjectives can be used to describes more general trends

Adjective Example
Upward By looking at the five data points, there appears to be a clear upward pattern in
prices
Downward Over the past quarter century there is a downward trend in use of pesticides
Overall The overall shift in the market seems to favour the use of nuclear power

Words and Phrases to show time

Words and Phrases of approximation

Language for presenting percentages

You can present a percentage data in one of the three different ways. It is suggested that you use all
these formats in your report writing instead of repeating the same style to show percentages in your
writing.
READY FOR IELTS UNIT 1
VERBS OF MOVEMENT
BAR CHART

The basic paragraph structure of Task 1 writing is quite simple:

1. Introduction: Explain in your own words what the graph(s), table(s), or diagram(s) is showing
2. Overview: In general terms, tell what main/interesting features are.
3. Body 1/2: Explain these features in detail. If you have numbers, this is a good place to include
them. Use two body paragraphs if you have two graphs/tables/diagrams.
The bar chart compares the enrolment of men and women in full-time and part-time British further
education programs in the 1970, 1980, and 1990 school years.
Overall, part-time education was several times more popular than full-time education throughout the
entire period. In addition, while men had larger initial enrolment numbers in both part-time and full-
time programs than women, by the end of the period women had surpassed men in part-time study and
matched them in full-time
In regards to part-time education, male enrolment started in the 1970 school year at one million
before dipping by about 150,000 in the 1980 school year and then making a slight recovery to around
900 thousand students in 1990/91. In contrast, females started lower at about 775 thousand and rose
steadily, finally surpassing males in the 1990 school year for a total of approximately 1,100,000.
The trend for full-time education was only slightly different. Female numbers again started lower in
the 1970 school year at under 100,000 students but had already surpassed male totals by 1980. While
male enrolments grew faster in the subsequent period, the final totals for both males and females in
full-time education was more or less identical at around 220 thousand students in the 1990-91 school
year.

Taken from [Link]

 Put the following sentences in order to make a full model answer for the bar chart below.

A. Teenagers spent 25 hours on watching television in 2002 which increased to almost 40 hours in the
final year.
B. The other pursuits showed a decrease in hours, except watching DVD's which fluctuated.
C. Going to pubs and discos, watching TV and shopping all showed an increase in the number of hours
teenagers spent on these activities.

D. The bar chart illustrates how many hours adolescents in Chester spent on seven activities each week
between 2002 and 2007.
[Link] teenagers occupied 10 hours doing homework in 2002, this figure dropped to just over 5 in 2007.
F. The number of hours teenagers dedicated to watching DVD's was only 10 hours in first and final years,
but reached a peak of over 15 hours in 2004 and 2005.
G. Overall, the most popular activity over the period given was watching TV, whereas bowling was the
least favourite.
H. Bowling was under 5 hours throughout the entire period declining by about 4 hours in total.
İ. Both going to pubs and discos, and shopping more than doubled in hours from over 5 to over 15 and
from over 5 to exactly 15 respectively.

J. Playing sport fell more dramatically from 10 hours to around 3 hours.

 ANSWER

D, G, C, B, A, I, E, J, H, F

The bar chart illustrates how many hours adolescents in Chester spent on seven activities each week
between 2002 and 2007.

Overall, the most popular activity over the period given was watching TV, whereas bowling was the
least favourite. Going to pubs and discos, watching TV and shopping all showed an increase in the
number of hours teenagers spent on these activities. The other pursuits showed a decrease in hours,
except watching DVD's which fluctuated.

Teenagers spent 25 hours on watching television in 2002 which increased to almost 40 hours in the
final year. Both going to pubs and discos, and shopping more than doubled in hours from over 5 to
over 15 and from over 5 to exactly 15 respectively.

While teenagers occupied 10 hours doing homework in 2002, this figure dropped to just over 5 in
2007. Playing sport fell more dramatically from 10 hours to around 3 hours. Bowling was under 5
hours throughout the entire period declining by about 4 hours in total. The number of hours teenagers
dedicated to watching DVD's was only 10 hours in first and final years, but reached a peak of over 15
hours in 2004 and 2005.

Word count: 194 (you do not need to write the word count in your test)

Bar chart overview

How would you write an overview of the information in the bar chart below? My tip is to look at two
things: 1) every year 2) across the years.
1. In every year: what can we say was true in all three years on the chart? One possible answer: most
Americans ate in fast food restaurants between once a week and once a month (the two middle
categories have the highest bars in all three years).
2. Across the years: is there a change or trend across the 10-year period? One possible answer:
Americans ate in fast food restaurants less frequently in 2013 (once or twice a month instead of once
a week).

Here's an overview paragraph using the ideas above:

It is clear that the majority of Americans ate in fast food
restaurants between once a week and once a month in all
three years shown on the chart. We can also see that there
was a shift towards eating in these restaurants less
frequently by the end of the 10-year period.
[Link]
The bar chart illustrates the proportion of women, men and children consuming five servings of fruit
and vegetables each day in 5 years from 2001 to 2008 in the UK.

Overall, it can be seen that the highest percentage of all people consuming fruit and vegetables was
women, while children consistently accounted for the lowest proportion. Furthermore, a significant
increase in the proportion of people eating these food items can be seen over the period given.

The percentage of women who ate fruit and vegetables started at just over 20% in 2001. This figure
then rose steadily to reach a peak of almost 35% in 2006, before falling slightly to 30 in the final year.

In terms of men and children eating fruit and vegetables, the rate remained relatively stable in the first
three years (about 17% and 12% respectively). From this point, the proportion of men climbed
gradually to peak at about 27% in both 2006 and 2007, after which it dropped to about 26%. A similar
growth in the figure for children was evident reaching 25% in 2007 and around 24% in the final year.

TIPS FOR ANALYSING THE MODEL ANSWER

1. Paraphrasing does not need to be complicated. Not all words can be changed all the time. Choose
which words you will and won’t change. Trying to paraphrase too often will result in too many
errors and a lower score.
2. Highlight highs, lows and trends in your overview where possible.
3. Make sure statements in your body paragraph are supported by data.
4. Make sure paragraphs are easy to see.
5. Remember that is a report, not an essay.
6. Look at the logical organisation of information in the model answer above. It is easy to read and
not confusing. If your report is confusing to read because you jump about with information, it is a
bad report. All reports should be logical and clear.
7. Check the linking words used.
8. Note the variation in sentence structure.
9. Don’t overload your report with too many small details – be selective.

10. Aim for around 170-190 words. This model answer is 154 words in length. You do not need to
write your word count on your test paper.
Taken from [Link]

The bar graph shows the global sales (in billions of dollars) of different types of digital games
between 2000 and 2006.

Here's my model answer:

The bar chart compares the turnover in dollars from sales of video games for four different platforms,
namely mobile phones, online, consoles and handheld devices, from 2000 to 2006.

It is clear that sales of games for three out of the four platforms rose each year, leading to a significant
rise in total global turnover over the 7-year period. Sales figures for handheld games were at least
twice as high as those for any other platform in almost every year.

In 2000, worldwide sales of handheld games stood at around $11 billion, while console games earned
just under $6 billion. No figures are given for mobile or online games in that year. Over the next 3
years, sales of handheld video games rose by about $4 billion, but the figure for consoles decreased by
$2 billion. Mobile phone and online games started to become popular, with sales reaching around $3
billion in 2003.

In 2006, sales of handheld, online and mobile games reached peaks of 17, 9 and 7 billion dollars
respectively. By contrast, turnover from console games dropped to its lowest point, at around $2.5
billion.
 The chart below shows the total number of minutes (in billions) of telephone calls in the UK, divided
into three categories, from 1995-2002.

Here's my suggested outline for a 4-paragraph report:

1. Introduction: rewrite the question statement in your own words.
2. Overview: point out which category was highest in each year, which was lowest, and which saw the
biggest changes.
3. Details: compare the 3 categories in 1995, then say what happened up until 1999.
4. Details: notice what happened to local calls from 1999 onwards, and contrast this with the other 2
categories. Finish with a comparison of the figures in 2002.
The bar chart compares the amount of time spent by people in the UK on three different types of phone
call between 1995 and 2002.
It is clear that calls made via local, fixed lines were the most popular type, in terms of overall usage,
throughout the period shown. The lowest figures on the chart are for mobile calls, but this category also
saw the most dramatic increase in user minutes.
In 1995, people in the UK used fixed lines for a total of just over 70 billion minutes for local calls, and
about half of that amount of time for national or international calls. By contrast, mobile phones were only
used for around 4 billion minutes. Over the following four years, the figures for all three types of phone
call increased steadily.
By 1999, the amount of time spent on local calls using landlines had reached a peak at 90 billion minutes.
Subsequently, the figure for this category fell, but the rise in the other two types of phone call continued.
In 2002, the number of minutes of national / international landline calls passed 60 billion, while the figure
for mobiles rose to around 45 billion minutes.
(197 words, band 9) [Link]
 EXERCISES

Line graph

1. Cambridge 11 – Test 3- pg. 78

Model answers:

[Link]
MODEL ANSWER:

The line graph compares carbon dioxide emissions per capita released by four countries from 1967 to
2007.

As can be seen in the graph, Britain and Sweden reduced their CO2 emissions, but Italy and Portugal
saw an increase in their output. Among these four countries, Britain created the greatest average
quantity, while the figure for Sweden changed most dramatically during this period.

In 1967, British people released nearly 11 metric tonnes of CO2 per capita, which is the highest
quantity shown on the graph. In the following 10 years, this figure remained rather stable before
dropping gradually and arriving at around 9 metric tonnes by the end of the period. In comparison,
Sweden’s per capita emissions showed marked changes, surging from nearly 9 to over 10 metric tonnes
in the first 10 years and then decreasing substantially to roughly 5.5 metric tonnes by 2007.

In the other two countries, average CO2 emissions showed a continuous and noticeable rise. While the
amount created by Italians grew from nearly 4.5 to more than 7.5 metric tonnes over these 40 years,
Portuguese per capita output increased almost fivefold, reaching approximately 5.5 metric tonnes in
2007.

192 words
2. Cambridge 9 – Test 4- pg 93
SAMPLE ANSWER
 BAR CHART

3. Cambridge 13 – Test 2- pg 50
The presented diagram illustrates percentages of owned and rented English and Welsh accommodation
from 1918 to 2011. Overall, owning and renting showed opposite trends with a sharp increase in
ownership and a reciprocal decline in the percentage of renters. By the end of the period, overall
ownership had overtaken renting by a wide margin.
In 1918, household ownership stood at around 23% compared to rentals, which were at nearly 80%.
From that point there was a steady rise in ownership and decline in rentals. Rentals reached 69% in
1939 and held steady until 1953 before falling to 59% in 1961. Ownership rose to 31% in 1939,
remained there in 1953 before becoming even with rentals at 50% each in 1971.
This trend continued for both percentages with rentals declining sharply to 40% and 31% in 1981 and
1991, respectively. Likewise, ownership rose to 60% and 69% in the same years. In 2001, the falling
rate of rentals slackened to 31% (69% for ownership) and there was a small rebound that bucked the
trend at the end of period with rented houses rising to nearly 40% and owned houses dipping to just
over 60%.
by Dave (former IELTS examiner)
[Link]
4. Cambridge 13 – Test 3- pg 72

IELTS Writing Task 1: Electricity Bar Chart (Cambridge 13) by Dave (former IELTS examiner)
The chart illustrates electricity consumption and production in the top ten highest countries in 2014. It is clear
from the chart that all countries, with the exception of Germany, produce marginally more than they
consume. The two top countries, the United States and particularly China, were strong outliers while the
remaining countries had similar numbers and lagged far behind in both production and consumption.

China produced and consumed the most, at 5,398 billion and 5,322 kWh, respectively. The next nearest
country in terms of both statistics was the US, where residents consumed 3,866 kilowats an hour and
produced slightly more at 4,099.

Russian lead the rest of the nations with 1,057 (in production) and 1,038 kWh (consumption) followed by
Japan (936.2 for production and 856.7 kWh for consumption). India and Canada ranked 5th and 6th with India
producing 871 kWh and consuming 698.8 while Canada was slightly lower in both (618.9 and 499.9 kWh). In
the 7th and 8th spots were France (producing 561.2 kWh and consuming 462.9) and Brazil recorded numbers
at 530.7 and 455.8 for production and consumption, respectively. In the final two positions were Germany and
the Republic of Korea with Germany having higher production that Korea (526.6 to 485.1 kWh) as well as
consumption (582.5 kWh compared with 449.5).
5. Exam sample
6. Cambridge book 7 – test 1
7. Cambridge book 10

The tables below give information about sales of Fairtrade*-labelled coffee and bananas in 1999
and 2004 in five European countries.

The tables show the amount of money spent on Fairtrade coffee and bananas in two separate years in
the UK, Switzerland, Denmark, Belgium and Sweden.
It is clear that sales of Fairtrade coffee rose in all five European countries from 1999 to 2004, but sales
of Fairtrade bananas only went up in three out of the five countries. Overall, the UK saw by far the
highest levels of spending on the two products.
In 1999, Switzerland had the highest sales of Fairtrade coffee, at €3 million, while revenue from
Fairtrade bananas was highest in the UK, at €15 million. By 2004, however, sales of Fairtrade coffee
in the UK had risen to €20 million, and this was over three times higher than Switzerland’s sales figure
for Fairtrade coffee in that year. The year 2004 also saw dramatic increases in the money spent on
Fairtrade bananas in the UK and Switzerland, with revenues rising by €32 million and €4.5 million
respectively.
Sales of the two Fairtrade products were far lower in Denmark, Belgium and Sweden. Small increases
in sales of Fairtrade coffee can be seen, but revenue remained at €2 million or below in all three
countries in both years. Finally, it is noticeable that the money spent on Fairtrade bananas actually fell
in Belgium and Sweden.
8. Cambridge book 14 –Test 2

The given graph and table illustrate the changes in export earnings for a country across several
industries from 2015 to 2016 measured in billions of dollars. Looking from an overall perspective, it is
readily apparent that all earnings experienced rises except for gems and jewellery, which experienced a
moderate drop. The majority of earnings came from petroleum and engineered goods, while textiles
and engineered goods made the largest percentile jumps.

The two main exports were petroleum products, which went from just over $61 billion in 2015 to
around $63 billion by 2016, and engineered goods ($58 billion to $62 billion). That translates to a 3%
rise for petroleum and a more sizeable increase of 8.5% for engineered products.

Compared to these two exports, the other products were much lower. Gems and jewellery, the only
export to decrease, went down 5.18% from $43 billion to $41 billion. Despite this drop, agricultural
goods were lower throughout the period at around $31 and just over $31 billion in 2015 and 2016,
respectively. Textiles were the lowest in 2015 at around $26 billion but had pulled approximately level
with agriculture by 2016.
IELTS Examiner Sample Answer Analysis
1. The given graph and table illustrate the changes in export earnings for a country across several
industries from 2015 to 2016 measured in billions of dollars. 2. Looking from an overall perspective, it
is readily apparent that all earnings experienced rises except for gems and jewellery, which
experienced a moderate drop. 3. The majority of earnings came from petroleum and engineered goods,
while textiles and engineered goods made the largest percentile jumps.
1. The first sentence is just a simple paraphrase of the topic – don’t waste time on this sentence
because it has very little impact on your score!
2-3. These sentences have a huge impact on your score! Write your general overview carefully
and make sure that you include the trend, the speed and a ranking.
1. The two main exports were petroleum products, which went from just over $61 billion in 2015 to
around $63 billion by 2016, and engineered goods ($58 billion to $62 billion). 2. That translates to a
3% rise for petroleum and a more sizeable increase of 8.5% for engineered products.
1. My first sentence focuses on the two most common areas and includes the data. Make sure
that you include the data for every sentence!
2. The second sentence relates that same data to the percentage increases in the table. For these
types of two chart questions, there isn’t always a strong relationship between the charts. But for
this one there is so I wrote about them in the same paragraph!
1. Compared to these two exports, the other products were much lower. 2. Gems and jewellery, the
only export to decrease, went down 5.18% from $43 billion to $41 billion. 3. Despite this drop,
agricultural goods were lower throughout the period at around $31 and just over $31 billion in 2015
and 2016, respectively. 4. Textiles were the lowest in 2015 at around $26 billion but had pulled
approximately level with agriculture by 2016.
1. My first sentence focuses on the other exports. I grouped them this way just to give my
paragraphs some structure and help my cohesion and coherence score.
2. My second sentence focuses on the data for the only export to decrease over the period.
3. The third sentence includes all the data for agricultural goods and compares it to gems and
jewellery – always compare!
4. The fourth sentence finishes describing the last area with all the data.

HOW TO GET HIGHER SCORES FROM TABLES

There are so many students who are taking IELTS every day who are not getting the scores that they
deserve. They should be getting a 6 overall (or higher) for Task 1 Writing. But their scores look like
this:
Task Achievement: 5
Cohesion & Coherence: 6
Vocabulary: 6
Grammar: 6
Overall: 5.5
That person’s score should be a 6. But it’s not.
And the reason is because they made one minor mistake with their overview.
The band descriptors state:

Writing that does not have an overview at all gets 5.

Writing that does not have a clear overview also gets a 5.
There’s one minor mistake that makes a major difference and stops the vast majority of students every
week from writing a clear overview.

The graph below shows the average number of cups of coffee drunk per minute per person in three
countries in 2000 and 2010.

2000 2010

Nepal 1.2 1.1

Vietnam 4.2 4.2

Indonesia 8.7 9.2

Band 5 Overview (just the high and low):
People in Nepal drank the least coffee in both of the years while Indonesians drank the most.
Band 6 Overview (all areas included):
People in Nepal drank the least coffee in both of the years while Indonesians drank the most.
Vietnamese people occupied the middle position.
Band 7+ Overview (all areas included with more detail):
People in Nepal drank by far the least coffee in both of the years and there was a slight decline over the
years while Indonesians drank considerably more than both other countries, including a small upward
trend. Vietnamese people were almost directly in the middle in terms of coffee consumption and there
was no change over the years.
You can still mention the top and the bottom as the main information.
Just include one more sentence so that you write about everything.
Same thing with the second graph:
The graph below shows the number of tourists (in thousands) visiting different attractions in the
United States in 2004 and 2017.

2004 2017

The Grand Canyon 110 108

Yellowstone National Park 231 252

The Golden Gate Bridge 301 234

Disneyland 364 375

Trump Tower 870 952

Band 5 Overview:
Trump Tower had by far the highest total number of visitors in both years surveyed while the Grand
Canyon accounted for the lowest number.
Band 6 Overview:
Trump Tower had by far the highest total number of visitors in both years surveyed while the Grand
Canyon accounted for the lowest number. The middle posititions were occupied by Yellowstone
National Park, the Golden Gate Bridge and Disneyland.
Band 7+ Overview:
Trump Tower had by far the highest total number of visitors as well as the largest rise in both years
surveyed while the Grand Canyon accounted for the lowest number and experienced a small drop off.
Trump Tower’s popularity was followed distantly by three attractions with roughly similar numbers:
Disneyland, Yellowstone National Park, and the Golden Gate Bridge (the only one of the three to also
have a downward trend).
[Link]
PIE CHART
Analyse pie charts

[Link]

Why Pie Charts are Difficult

First you need to know what you are looking at. For the chart below, taken from a previous IELTS
exam (Cambridge 8), you are looking at the same kind of data (total school spending), divided into
five fields in three different years.

Make Notes about Figures

In the charts below you can see I’ve followed the charts for each of the five fields from 1981 via
(through) 1991 to 2001, and drawn an arrow to show the overall trends and calculated the overall
changes.
For example, Insurance went from 2% to 3% to 8% so that is a clear upward trend, so I made a note on
the final pie chart of x4 (four times), and I drew a straight upward arrow to show a clear large increase.
In contrast, Teachers’ salaries initially went up from 40% to 50% before falling to 45%, so it was an
overall increase of 5% (or about 10% of the original 40%).
So I made a note on the final pie chart of +10% and I drew a fluctuating arrow but with a clear increase
overall.
Make Notes about Positions
Next, in the chart below you can see I noted all the positions in the first and last years so I can clearly
see any changes overall.
For example, in 1999 Other workers’ salaries was the 2nd largest area of school spending, whereas in
2001 it had dropped to the 3rd largest area.
So I wrote 2 and 3 next to that part of the pie chart for 2001, and I drew with an arrow to show the
direction of the change.
Select, Group and Compare
Now you can see the trends easily, all you need to do is recognise any general patterns and identify
which are the most important trends.
For example, it is now clear that three areas experienced an upward trend, whereas two areas had a
downward trend.
It is also clear that according to the three charts, Teachers’ salaries remained the largest area of
spending throughout the twenty year period.
In contrast, the percentage of money spent on Furniture and equipment became the second largest area
of spending, overtaking Other workers’ salaries.
For a band 7+ you should be making comparisons where possible.
So you could note that by the end of the period twice as much is spent on Teachers’ Salaries compared
to Furniture and equipment.
Furthermore you could note that by 2001 three times as much is spent on Teachers’ Salaries compared
to Other workers’ salaries.
9. Cambridge book 14 –Test 1

The charts below show the average percentages in typical meals of three types of nutrients, all of
which may be unhealthy if eaten too much.
Summarise the information by selecting and reporting the main features,
and make comparisons where relevant.

The graph shows how much sodium, saturated fat and added sugars were consumed in the average
meal in the United States. Looking from an overall perspective, it is readily apparent that the majority
of sodium and fat were consumed at dinner, while most sugar was eaten in snacks. Lunch also tended
to be salty
and have a lot of fat while breakfast had the lowest percentages for all three nutrients.
Dinner and lunch had roughly similar, large proportions for both sodium (43% for dinner and 29% for
lunch) and saturated fat (37% for dinner and 26% for lunch). The amount of sugar in an average meal
for dinner and lunch was much lower at 23% and 19%, respectively.
Turning to breakfast and lunch, which also had comparable percentages, they were both made up of
14% sodium. For saturated fats, snacks contained 21% and breakfast was slightly lower at 16%. In
terms of sugar, there was the greatest disparity with 42% of snacks being sugary and just 18% of
breakfasts being made up of sugar.
IELTS Examiner Sample Answer Analysis
1. The graph shows how much sodium, saturated fat and added sugars were consumed in the average
meal in the United States. 2. Looking from an overall perspective, it is readily apparent that the
majority of sodium and fat were consumed at dinner, while most sugar was eaten in snacks. 3. Lunch
also tended to be salty and have a lot of fat while breakfast had the lowest percentages for all three
nutrients.
1. The first sentence of the essay should just paraphrase the topic – don’t waste too much time on
this sentence.
2-3. Next is the most important sentence of your essay – your general overview. For this type of
graph just make a comparison of ALL the different areas.
1. Dinner and lunch had roughly similar, large proportions for both sodium (43% for dinner and 29%
for lunch) and saturated fat (37% for dinner and 26% for lunch). 2. The amount of sugar in an average
meal for dinner and lunch was much lower at 23% and 19%, respectively.
1. The first sentence contains the meals I will talk about. I chose to focus on lunch and dinner
first and then in the next paragraph breakfast and snacks because they have more similar
numbers. It would have been harder to write about the ingredients instead of the meals. But it is
possible! Just make sure you have some kind of a logical structure for your paragraphs!
2. The second sentence finishes giving the data. Always include the data or you will get band 5
for task achievement!
1. Turning to breakfast and lunch, which also had comparable percentages, they were both made up of
14% sodium. 2. For saturated fats, snacks contained 21% and breakfast was slightly lower at
16%. 3. In terms of sugar, there was the greatest disparity with 42% of snacks being sugary and just
18% of breakfasts being made up of sugar.
1. The first sentence focuses on the other meals, gives my reason for focusing on them and
describes the data.
2. My next sentence continues to describe and compare the data for lunch and snacks.
3. My final sentence finishes the data. You don’t need a conclusion! You can include one if you
feel that your overview needs a bit more detail though…
 MAPS
'Map' questions have been popular in recent IELTS exams. There are 2 types of map:
1. A map that shows a comparison
2. A map that shows development of an area.

1. The map below is of the town of Garlsdon. A new supermarket (S) is planned for the town. The
map shows two possible sites for the supermarket.

(From Cambridge IELTS 5)

Here is some advice:

1. Introduction - Just paraphrase the question (instead of 'two possible sites' you could write
'two potential locations').
2. Summary - The main point is that the first site (S1) is outside the town, whereas the second
site is in the town centre. Also, you could mention that the map shows the position of both
sites relative to a railway and three roads which lead to three smaller towns.
3. Details (2 paragraphs) - Don't write a separate paragraph about each site; it's much better to
compare the sites. I'd write one paragraph comparing the position of each site relative to
Garlsdon (mention the different areas of the town), and another paragraph about the positions
relative to transport links with the other three towns.
2. (Cambridge IELTS 13)

PLAN

1. Introduction paragraph: paraphrase the question statement

2. Overview paragraph: state how many changes were made, summarise what type of changes
they were (e.g. three changes; parking, bus stops, roundabouts)

3. Details paragraph: describe changes to infrastructure for bus access, including roundabouts

4. Details paragraph: describe changes to parking areas

The maps illustrate some changes that were made to a city hospital's transport infrastructure between
the years 2007 and 2010.

It is noticeable that three main modifications were made to the hospital’s vehicle access. These
involved the building of a new bus station, new roundabouts and new parking facilities.

Looking at the changes in more detail, we can see that in 2007 there were three bus stops on either side
of Hospital Road. These were no longer present in 2010, and instead we see the addition of a bus
station on the west side of Hospital Road. This bus station is accessed via two new roundabouts; the
first roundabout is at the intersection of City Road and Hospital Road, while the second is at the other
end of Hospital Road, at the junction with the hospital ring road.

The two maps also show that changes were made to public and staff parking areas. In 2007, staff and
visitors used the same car park, which was situated to the east of Hospital Road and accessed via the
ring road. However, by 2010 this original car park had become a designated area for staff parking only.
A new car park, located on the east side of the ring road, provided parking for members of the public.

[Link]
READY FOR IELTS –UNIT 8
Sample Answer: Public Park Map (IELTS Cambridge 14)
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 comparisons
where relevant.

The maps detail the changes since 1920 to today of Grand Park. Looking from an overall perspective,
it is readily apparent that the park added and expanded areas mainly related to entertainment including
a larger stage and various areas for recreation. There was also significant relocation in terms of seating
and the only areas that remained the same were the entrances and one minor garden.

The most striking change is in the center of the park where the fountain has been removed in favour of
a rose garden with full seating around it. To the left of the new garden, the previous stage for
musicians has been turned into a much larger amphitheatre facing the opposite direction that will allow
for concerts in the park. This change has necessitated the removal of both seating on the far left side as
well as the rose garden in the bottom left corner of the map.

The entrances at the top and bottom in the middle have remained unchanged but on the right side a
cafe has replaced the rose garden and where there was a pond for water plants in the top right corner,
there is now a children’s play area. Instead of the pond, a water feature has been built occupying the
bottom right corner (replacing a glasshouse and some seats). Finally, leading to the water park is a new
entrance for an underground car park.
IELTS Examiner Sample Answer Analysis

1. The maps detail the changes since 1920 to today of Grand Park. 2. Looking from an overall
perspective, it is readily apparent that the park added and expanded areas mainly related to
entertainment including a larger stage and various areas for recreation. 3. There was also significant
relocation in terms of seating and the only areas that remained the same were the entrances and one
minor garden.

1. The first sentence paraphrases what map is showing – write this sentence very quickly because
it hardly affects your score at all!

2-3. Then is my overview for the map. For a map, don’t list all the changes and don’t include any
opinion. Instead, try to group and describe/define the changes. It is very similar to the overview
for a process.

1. The most striking change is in the center of the park where the fountain has been removed in favour
of a rose garden with full seating around it. 2. To the left of the new garden, the previous stage for
musicians has been turned into a much larger amphitheatre facing the opposite direction that will allow
for concerts in the park. 3. This change has necessitated the removal of both seating on the far left side
as well as the rose garden in the bottom left corner of the map.

1. The first sentence focuses on the fountain in the centre. Try to choose a logical area to start
and then expand from there so that your writing has a natural structure and it helps your
cohesion/coherence store.

2. My second sentence describes the major changes next to the fountain.

3. The third sentence concludes the paragraph by describing some other related areas of the
map.

1. The entrances at the top and bottom in the middle have remained unchanged but on the right side a
cafe has replaced the rose garden and where there was a pond for water plants in the top right corner,
there is now a children’s play area. 2. Instead of the pond, a water feature has been built occupying the
bottom right corner (replacing a glasshouse and some seats). 3. Finally, leading to the water park is a
new entrance for an underground car park.

1. My first sentence looks at the areas that didn’t change and the areas next to those that did
change. Always compare the two maps!

2. The second sentence describes the water feature in the corner and what it replaced.

3. My final sentence talks about the only other areas I didn’t mention. Be sure to talk
about everything on the map.

[Link]

IELTS Writing Task 1: University Sports Centre Map (IELTS Cambridge 13) by Dave (former
IELTS examiner)
The plans below show the layout of a university’s sports centre now, and how it will look after
redevelopment.

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

The diagrams detail the present construction of a sports centre and plans for its renovation. Looking
from an overall perspective, it is readily apparent that there are plans to remove the outdoor courts and
expand the gym with additional facilities for swimming, changing, dancing, and activities largely
unrelated to exercise like shopping and having coffee.

At the moment, the university’s main building is flanked by large outdoor courts. The plan is to
remove the western courts in favour of a leisure pool larger in size than the current pool, which will
itself remain unchanged during renovations. The entire main building will not undergo alterations
including the changing rooms, reception and seating area. The only slight exception is that the gym on
the northern end of the building will be lengthened eastwards and connect with two new adjoining
dance studios.
The outdoor court on the eastern side will be replaced by a sports hall and to the southeast of the sports
hall the university will add an additional changing room (which is mirrored by the same room in the
south-western corner of the plans) and an abutting cafe to the west. The large entrance area will not be
impeded in any way but a new sports shop will open next to the westernmost changing room.

Analysis

1. The diagrams detail the present construction of a sports centre and plans for its
renovation. 2. Looking from an overall perspective, it is readily apparent that there are plans to remove
the outdoor courts and expand the gym with additional facilities for swimming, changing, dancing, and
activities largely unrelated to exercise like shopping and having coffee.

1. My first sentence repeats the topic. This sentence won’t have a major impact on your
vocabulary or task achievement score so write it as quickly as possible!

2. The second sentence is my general overview. Be sure that you at least touch on all areas
(without simply listing them) by trying to group them together in some say (and define, not give
an opinion on, the biggest changes). Try to limit your overview to one or two sentences, though
you can add on a conclusion at the end with more information if you feel your overview didn’t
include all the changes.

1. At the moment, the university’s main building is flanked by large outdoor courts. 2. The plan is to
remove the western courts in favour of a leisure pool larger in size than the current pool, which will
itself remain unchanged during renovations. 3. The entire main building will not undergo alterations
including the changing rooms, reception and seating area. 4. The only slight exception is that the gym
on the northern end of the building will be lengthened eastwards and connect with two new adjoining
dance studios.

1. I begin with the map in the past and a general description of the largest area of the map. Try
to give your writing a logical structure starting with the topic sentence.

2. The second sentence describes one of the biggest changes (the new pool) and includes a part of
the map that has not changed. It is important to mention what changes as well as what doesn’t
change.

3. My third sentence further details the areas that will not change.

4. My fourth sentence includes an exception and some of the other changes taking place near the
main building.

1. The outdoor court on the eastern side will be replaced by a sports hall and to the southeast of the
sports hall the university will add an additional changing room (which is mirrored by the same room in
the south-western corner of the plans) and an abutting cafe to the west. 2. The large entrance area will
not be impeded in any way but a new sports shop will open next to the westernmost changing room.

1. In the first sentence I describe the changes to the courts and what will replace them.

2. The second sentence finishes describing all the changes not yet mentioned as well as the
entrance area (which will not change).

[Link]
 PROCESS/FLOW CHART
Recently, process diagrams have been appearing more and more in the IELTS Writing exam. In this
post we look at how to analyse a process carefully including the kind of process, how many steps and
main stages, and knowing what is happening at each step.

The Kind of Process

1. The process diagram below is based on a real IELTS exam from Jan 2018, and shows how orange
juice is made. Click here for a sample answer for this question with line by line analysis.

As you can see I’ve written on the top of the diagram (in red), to help me remember two important
points:

 It’s a man-made process, which means it is carried out by people, compared to a natural
process (e.g. the salmon life cycle below).

 It’s a linear process. This means it starts and finishes in different places. It doesn’t repeat itself.
In a cyclical process (salmon life cycle below), at the end of the process it goes back to the
beginning – it repeats.
Steps and Stages

After confirming the kind of process, you should identify (find) how many steps there are, and
categorise them logically into main stages.

Count and Order the Steps Logically

The first task is easy – just follow the process logically (following the arrows) and number them as you
go (see my example below). From this it’s clear to see that there are a total of 17 steps.

Remember to number the steps logically so that it follows the process (following the arrows), which
helps you to see the process and its main stages. Compare my numbering above with the one below.
The 2nd example also shows 17 steps but I numbered them left to right, which is not as helpful for
analysing the diagram.

Divide the Steps into Stages

Similar to other Task 1 question types, if you want a band 7 or above for Task Achievement, you need
a clear overview that summarises the whole diagram. For a process diagram, this means the examiner
wants you to divide the process into main stages.

This is tricky (difficult) as there is often more than one possible way. Choose whichever way you think
is logical, and draw lines on the diagram to help you analyse and remember the stages.

In the first example (see below), I have divided the process into three main stages. This is logical
because it matches the three main industrial processes in three different factory locations:

 Purple: (Extraction) – producing & delivering fresh juice to supermarkets (and its by-product to
farms).

 Blue: (Evaporation) – creating concentrated juice for storage.

 Pink: (Rehydration) – producing reconstituted orange juice for supermarkets.

Alternatively, you could break the process down into four main stages (see below). Again I have used
lines to help me analyse and remember:

 Purple: (Extraction) – processing fresh juice and its by-product

 Green: (Delivery) – the fresh juice is taken to supermarkets, and the solid waste to farms

 Blue: (Evaporation) – creating concentrated juice for storage.

 Pink: (Rehydration) – producing reconstituted orange juice for supermarkets.

Sample Answer

The diagram illustrates the linear process of producing fresh and concentrated orange juice for the
purposes of selling in supermarkets. There are total of 17 steps which can be organised into three main
stages. These include producing and delivering fresh orange juice to supermarkets, processing the
fresh juice to create concentrated juice for storage, and finally producing reconstituted orange juice
which is then sold to the general public.

The process commences with fresh oranges being delivered to a factory, where the raw product is
washed and juice is extracted with excess solid waste being used as animal feed. At this point in the
process the fresh juice is either delivered in refrigerated trucks for evaporation or packaged and
transported to supermarkets for selling to customers. Evaporation is carried out at a separate facility,
removing water and resulting in the production of concentrated orange juice, which is subsequently
canned and stored in a warehouse. As required, the orange concentrate is then processed in a third and
final plant, where it is mixed with water in order to produce reconstituted orange juice, which is then
packaged and ultimately delivered to supermarkets.

Analysis

Firstly, it’s important to note that this answer has clear paragraphing.

The first paragraph contains an introductory sentence and the overview. The second paragraph presents
the detailed figures.

Although in IELTS Writing Task 1, paragraphing isn’t mentioned in the band descriptors below band
8, it is still a good idea to use paragraphs to organise your writing as it makes it more logical.

This helps the examiner to read your answer, and that is always a good thing!

Paragraph 1: Introduction and Overview

The diagram illustrates the linear process of producing fresh and concentrated orange juice for the
purposes of selling in supermarkets. There are total of 17 steps which can be organised into three main
stages. These include producing and delivering fresh orange juice to supermarkets, processing the
fresh juice to create concentrated juice for storage, and finally producing reconstituted orange juice
which is then sold to the general public.

 The first sentence introduces the process, by paraphrasing (not copying) the question.

 The second sentence begins the overview of the process by confirming the number of steps
and main stages.

 The third sentence completes the overview by summarising the whole process by
identifying the three main stages.

Paragraph 2: Detailed Figures

The process commences with fresh oranges being delivered to a factory, where the raw product is
washed and juice is extracted with excess solid waste being used as animal feed. At this point in the
process the fresh juice is either delivered in refrigerated trucks for evaporation or packaged and
transported to supermarkets for selling to customers. Evaporation is carried out at a separate facility,
removing water and resulting in the production of concentrated orange juice, which is subsequently
canned and stored in a warehouse. As required, the orange concentrate is then processed in a third and
final plant, where it is mixed with water in order to produce reconstituted orange juice, which is then
packaged and ultimately delivered to supermarkets.

 The first sentence begins the description of the detail of the process by describing the first
six steps.

 The second sentence describes steps 7-10.

 The third sentence describes steps 11-14.

 The fourth sentence completes the detailed description of the process by describing steps
15-17. No conclusion is required for Task 1 writing.

A NATURAL AND CYCLICAL PROCESS SAMPLE

The diagram illustrates the various stages in the life of a honey bee. We can see that the complete life
cycle lasts between 34 and 36 days. It is also noticeable that there are five main stages in the
development of the honey bee, from egg to mature adult insect.

The life cycle of the honey bee begins when the female adult lays an egg; the female typically lays one
or two eggs every 3 days. Between 9 and 10 days later, each egg hatches and the immature insect, or
nymph, appears.
During the third stage of the life cycle, the nymph grows in size and sheds its skin three times. This
moulting first takes place 5 days after the egg hatches, then 7 days later, and again another 9 days later.
After a total of 30 to 31 days from the start of the cycle, the young adult honey bee emerges from its
final moulting stage, and in the space of only 4 days it reaches full maturity.

(169 words, band 9)

[Link]

A SAMPLE PROCESS DIAGRAM FROM CAMBRIDGE IELTS 6

 PLAN:

1. Introduction: paraphrase the question (one sentence).

2. Summary paragraph: write how many steps there are. You could also mention the first step and the last
step (two sentences).

3. Details: describe each step in the diagrams.

The diagrams illustrate the stages in the life of a silkworm and the process of producing silk cloth.

There are four main stages in the life cycle of the silkworm, from eggs to adult moth. The process of
silk cloth production involves six steps, from silkworm cocoon to silk material.

At the first stage in the life cycle of a silkworm, the moth lays its eggs. Around ten days later,
silkworm larvae hatch from the eggs; these larvae feed on mulberry leaves. Then, after four to six
weeks, the larvae become covered in silk thread, and it takes between three and eight days for a full
cocoon to be produced.

For silk cloth production, a cocoon is first selected and then boiled in water. After boiling, the silk
thread that makes up the cocoon is unwound, and then several strands of thread are twisted together.
At the fifth and sixth stages in the process, the thread can either be dyed and then woven into silk
fabric, or it can be woven first and then dyed subsequently.

(176 words, band 9)

[Link]

ANOTHER SAMPLE PROCESS DIAGRAM FROM CAMBRIDGE

IELTS 8
The first diagram illustrates the process of cement manufacture, and the second diagram shows the
materials that go into the production of concrete.

It is clear that there are five stages in the production of cement, beginning with the input of raw
materials and ending with bags of the finished product. To produce concrete, four different materials
are mixed together.

At the first stage in the production of cement, limestone and clay are crushed to form a powder. This
powder is then mixed before it passes into a rotating heater. After heating, the resulting mixture is
ground, and cement is produced. Finally, the cement is packaged in large bags.

Cement is one of the four raw materials that are used in the production of concrete, along with gravel,
sand and water. To be exact, concrete consists of 50% gravel, 25% sand, 15% cement and 10% water.
All four materials are blended together in a rotating machine called a concrete mixer.

(160 words, band 9)

[Link]