IELTS WRITING TASK 1

BAR CHARTS
The bar chart below shows the estimated
percentage of car trips taken by drivers in 2005.

The bar chart below shows the changes in

average house price in five cities between 1990
and 2000 compared to prices in 1989.

The bar chart below shows the participation of

children in selected leisure activities in
Australia.

The chart below shows the annual water usage

by different industries.

The bar chart below shows the estimated sales of

jeans in the coming year in Turkey.

The bar chart below shows the oil production of

6 countries between 1990 and 2010.

The bar chart below shows the global sales of

different kinds of digital games from 2000 to
2006.

LINE CHARTS
The graph below shows the population figures
for different type of turtles in India from 1980 to
2012.

The graph below shows the amount of goods

transported in the UK from 1974 to 2002.

The line
below
shows
the

consumption of 4 kinds of meat in a European

country from 1979 to 2004.

The graph below shows the number of car thefts

in 4 countries from 1990 to 1999.

TABLES
The table below shows the proportion of income
spent on 4 common items in the UK in 1998.

The table below shows consumer spending on

different items in 5 countries in 2002.
The table below shows the proportion of
families living in porverty in Austrailia in 1999.

The table below gives information about the

employment sectors in which people from 3 age
groups worked.
The table below gives information about the
underground railway systems in 6 countries.

PIE CHARTS
The pie charts below show the average
household expenditures in a country in 1950 and
2010.

The pie charts below give information about the

electricity generation in two countries in 2009.

The pie charts below show the cultural and

leisure activities of boys and girls.

The pie charts below show the spending of a

school in the UK from 1981 to 2001.

The pie charts below show the percentage of

students joining North West University.

DIAGRAMS
The diagram below shows how the water cycle
works.

The diagram below shows how water is filtered.

The diagram below shows the process of making

coffee.
The diagram below shows the house designs for
cold and warm climates.

The diagram below shows how bricks are made.

Maps

Multiple types

How to Write an IELTS Writing Task 1

On the following pages you can see model answers for IELTS writing task 1 questions.
There are examples of all the different types of task which include line graphs, pie charts, tables,
processes, diagrams and maps.
First, on this page, youll get an overview of how to answer a task 1.
Answers will always vary depending on the type of graph or diagram, and the type of language
will vary, but there is a certain structure that they all follow.
Once you have studied the general structure, you can view other examples by following the links
in the right hand column.

How do I answer an IELTS writing task 1?

To analyse this, well look at a line graph. Look at the following question and the graph.
You should spend about 20 minutes on this task.
The line graph below shows changes in the amount and type of fast food
consumed by Australian teenagers from 1975 to 2000.
Summarize the information by selecting and reporting the main
features and make comparisons where relevant.
Write at least 150 words.

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

1. Introduce the graph

2. Give an overview
3. Give the detail
Well look at each of these in turn.

1) Introduce the Graph

You need to begin with one or two sentences that state what the IELTS writing task 1 shows. To
do this, paraphrase the title of the graph, making sure you put in a time frame if there is one.
Here is an example for the above line graph:
The line graph illustrates the amount of fast food consumed by teenagers in Australia
between 1975 and 2000, a period of 25 years.
You can see this says the same thing as the title, but in a different way.

2) Give an Overview
You also need to state what the main trend or trends in the graph are. Dont give detail such as
data here you are just looking for something that describes what is happening overall.
One thing that stands out in this graph is that one type of fast food fell over the period, whilst the
other two increased, so this would be a good overview.
Here is an example:
Overall, the consumption of fish and chips declined over the period, whereas the amount of
pizza and hamburgers that were eaten increased.
This covers the main changes that took place over the whole period.
You may sometimes see this overview as a conclusion. It does not matter if you put it in the
conclusion or the introduction when you do an IELTS writing task 1, but you should provide an
overview in one of these places.

3) Give the Detail

You can now give more specific detail in the body paragraphs.
When you give the detail in your body paragraphs in your IELTS writing task 1, you must make
reference to the data.

The key to organizing your body paragraphs for an IELTS writing task 1 is to group data
together where there are patterns.
To do this you need to identify any similarities and differences.
Look at the graph what things are similar and what things are different?
As we have already identified in the overview, the consumption of fish and chips declined over
the period, whereas the amount of pizza and hamburgers that were eaten increased.
So it is clear that pizza and hamburgers were following a similar pattern, but fish and chips were
different. On this basis, you can use these as your groups, and focus one paragraph on fish and
chip and the other one on pizza and hamburgers.
Here is an example of the first paragraph:
In 1975, the most popular fast food with Australian teenagers was fish and chips, being
eaten 100 times a year. This was far higher than pizza and hamburgers, which were
consumed approximately 5 times a year. However, apart from a brief rise again from 1980
to 1985, the consumption of fish and chips gradually declined over the 25 year timescale to
finish at just under 40 times per year.
As you can see, the focus is on fish and chips. This does not mean you should not mention the
other two foods, as you should still make comparisons of the data as the questions asks.
The second body then focuses on the other foods:
In sharp contrast to this, teenagers ate the other two fast foods at much higher levels. Pizza
consumption increased gradually until it overtook the consumption of fish and chips in
1990. It then leveled off from 1995 to 2000. The biggest rise was seen in hamburgers,
increasing sharply throughout the 1970s and 1980s, exceeding fish and chips consumption
in 1985. It finished at the same level that fish and chips began, with consumption at 100
times a year.

Full Model Answer:

The line graph illustrates the amount of fast food consumed by teenagers in Australia between
1975 and 2000, a period of 25 years. Overall, the consumption of fish and chips declined over
the period, whereas the amount of pizza and hamburgers that were eaten increased.
In 1975, the most popular fast food with Australian teenagers was fish and chips, being eaten 100
times a year. This was far higher than Pizza and hamburgers, which were consumed
approximately 5 times a year. However, apart from a brief rise again from 1980 to 1985, the
consumption of fish and chips gradually declined over the 25 year timescale to finish at just
under 40 times per year.
In sharp contrast to this, teenagers ate the other two fast foods at much higher levels. Pizza
consumption increased gradually until it overtook the consumption of fish and chips in 1990. It
then leveled off from 1995 to 2000. The biggest rise was seen in hamburgers, increasing sharply
throughout the 1970s and 1980s, exceeding fish and chips consumption in 1985. It finished at
the same level that fish and chips began, with consumption at 100 times a year.
(191 words)

Lesson 1: IELTS Task 1

Describing a Graph Over Time
This lesson explains how to describe a line graph or bar chart for IELTS task 1 that is over time.
This uses an example of a bar chart, but it will be the same for a line graph.
When you get a chart or graph to describe, it is always important to check whether there is a time
frame or not. If there is, you will need to use the language of change.
However, it is not enough just to describe the changes of each element (ActiveX, Java and Net in
this case) on their own and ignore how they relate to each other.

Look at the question you are asked to compare the data as well. So you must also compare the
elements where relevant in your IELTS task 1.
You must also group data together to make sure you have a well organized and coherent answer.
To do this, you need to look for similarities and differences when you first analyze the graph for
IELTS task 1, and decide what can be logically put together or not.
Now look at the bar chart below and read the IELTS task 1 model answer.
The bar chart shows the number of times per week (in 1000s), over five weeks, that three
computer packages were downloaded from the internet.
Summarize the information by selecting and reporting the main features and make comparisons
where relevant.

Model Answer
The bar chart illustrates the download rate per week of ActiveX, Java and Net computer
packages over a period of five weeks. It can clearly be seen that ActiveX was the most popular
computer package to download, whilst Net was the least popular of the three.
To begin, downloads of ActiveX and Java showed similar patterns, with both gradually
increasing from week 1 to week 5. However, the purchases of Active X remained significantly
higher than for the other product over this time frame. In week 1, purchases of ActiveX stood at
around 75,000, while those for Java were about 30,000 lower. With the exception of a slight fall
in week 4, downloading of ActiveX kept increasing until it reached a peak in the final week of
just over 120,000. Java downloads also increased at a steady rate, finishing the period at 80,000.
The product that was downloaded the least was Net. This began at slightly under 40,000, and, in
contrast to the other two products, fell over the next two weeks to reach a low of approximately

25,000. It then increased sharply over the following two weeks to finish at about 50,000, which
was well below that of ActiveX.
(Words 198)

Language of Change
As you can see, there are several examples of this in the graph, so it is important to learn how to
use these correctly in order to successfully write an IELTS task 1 chart over time. Here are some
examples:
gradually increasing
a slight fall
kept rising
reached a peak
increased at a steady rate
fell
increased sharply
a low of
finish at
stood at
finishing the period at
You will need to practice this type of language, and also make sure you know a variety of
structures to get a better score if you keep repeating the same kind of phrases this will show
you have a more limited range of lexis and grammar.

Making Comparisons
In IELTS task 1, you must also compare the data as you are asked to do in the rubric.
If you just write about what happened to ActiveX, what happened to Java, and what happened to
Net, without showing any relationship between them, this wont be enough.
Here are some examples of where comparisons are made between the products in the IELTS task
1 graph, and the language of comparison is highlighted in black:
It can clearly be seen that ActiveX was the most popular computer package to download, whilst
Net was the least popular of the three
Downlaods of ActiveX and Java showed similar patterns, with both gradually increasing from
week 1 to week 5
However, the purchases of Active X remained significantly higher than for the other product
over this time frame.

In week 1, purchases of ActiveX stood at around 75,000, while those for Java were about 30,000
lower
Java downloads also increased at a steady rate, finishing the period at 80,000
The product that was downloaded the least was Net. This began at slightly under 40,000, and, in
contrast to the other two products, fell over the next two weeks
It then increased sharply over the following two weeks to finish at about 50,000, which was well
below that of ActiveX

Grouping the Data

It is a good idea to divide your answer into paragraphs so it is well organized. To do this, you
should group similar things together into paragraphs or sections.
If you look at the chart, you will see that ActiveX and Java have a similar pattern, both steadily
increasing over the period (apart from the slight fall of ActiveX in week 4), so these could be put
together:
To begin, dowloads of ActiveX and Java showed a similar trend, with both gradually increasing
from week 1 to week 5. However, the purchases of Active X remained significantly higher than
for the other product over this time frame. In week 1, purchases of ActiveX stood at around
75,000, while those for Java were about 30,000 lower. With the exception of a slight fall in week
4, downloading of ActiveX kept rising until it reached a peak in the final week of just over
120,000. Java downloads also increased at a steady rate, finishing the period at 80,000.
On the other hand, Net is the lowest and it has a different pattern falling and then rising again.
So this could be described in another paragraph:
The product that was downloaded the least was Net. This began at slightly under 40,000, and, in
contrast to the other two products, fell over the next two weeks to a low of approximately 25,000.
It then increased sharply over the following two weeks to finish at about 50,000, which was well
below that of ActiveX.
There is usually more than one way to group the data for an IELTS task 1, so this needs to be
your decision. As long as it is logical and makes your answer easy to follow and read, this should
be ok.

Lesson 2: Describing an IELTS Pie Chart

This lesson will provide you with tips and advice on how to write an IELTS pie chart for task
1.
To begin, take a look at the pie chart below, and then answer the quiz questions.
You should spend about 20 minutes on this task.
The pie charts show the main reasons for migration to
and from the UK in 2007.

Summarize the information by selecting and reporting the main features

and make comparisons where relevant.
Write at least 150 words.

The pie charts illustrate the primary reasons that people came to and left the UK in 2007. At
first glance it is clear that the main factor influencing this decision was employment.
Having a definite job accounted for 30 per cent of immigration to the UK, and this figure was
very similar for emigration, at 29%. A large number of people, 22%, also emigrated because
they were looking for a job, though the proportion of people entering the UK for this purpose
was noticeably lower at less than a fifth.
Another major factor influencing a move to the UK was for formal study, with over a quarter of
people immigrating for this reason. However, interestingly, only a small minority, 4%, left for
this.

The proportions of those moving to join a family member were quite similar for immigration and
emigration, at 15% and 13% respectively. Although a significant number of people (32%) gave
other reasons or did not give a reason why they emigrated, this accounted for only 17% with
regards to immigration.
173 words
_________________________________________

As you can see, the pie chart description is easy to follow. Here are some key points in
organizing your answer.
Choose the most important points to write about first

These will be the largest ones. As you can see in the model answer, definite job, looking for
work, and formal study were all written about first, in order of importance, as these are the
main reasons that were chosen for moving.
Items such as other are usually less important and account for small amounts, so can be left till
the end.
Make it easy to read

When you write a task 1, you should always group information in a logical way to make it easy
to follow and read.
With an IELTS pie chart, the most logical thing to do is usually to compare categories together
across the charts, focusing on similarities and differences, rather than writing about each chart
separately.
If you write about each one separately, the person reading it will have to keep looking between
the paragraphs in order to see how each category differs.
Vary your language

As with any task 1, this is important. You should not keep repeating the same structures. The
key language when you write about pie charts is proportions and percentages.
Common phrases to see are "the proportion of" or "the percentage of"
However, you can also use other words and fractions. These are some examples from the model
answer:

A large number of people

over a quarter of people
a small minority
A significant number of people
less than a fifth

This table presents some examples of how

you can change percentages to fractions or
ratios:

your description remains accurate. Here are

some examples:
Percentage

Percenta
ge

Fraction

Qualifier

77%

just over three quarters

80%

four-fifths

77%

approximately three
quarters

75%

three-quarters

49%

just under a half

70%

seven in ten

49%

nearly a half

65%

two-thirds

32%

almost a third

60%

three-fifths

55%

more than half

50%

half

45%

more than two fifths

40%

two-fifths

35%

more than a third

30%

less than a third

25%

a quarter

20%

a fifth

15%

less than a fifth

10%

one in ten

5%

one in twenty

If the percentages are not exact as above,

then you can use qualifiers to make sure

This table presents some examples of how

you can change percentages to other
phrases:

proportion / number /
amount / majority /
minority
The words above are interchageable, though number
is for countable nouns and amount is for
Percentage

uncountable nouns.

75% - 85%

a very large majority

65% - 75%

a significant proportion

5%

a very small number

Lesson
3: IELTS
Process Diagram
10% - 15%
a minority
What is an IELTS Process Diagram?
To begin, look at this question:

You should spend about 20 minutes on this task.

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

A process will have a number of stages that are in time order. So you should start at the
beginning, and describe each stage through to the last one.
In the example above, this is fairly clear. It begins with the digging of the clay, and ends with
delivery.
Processes are not always this clear, and you may have to look more carefully to spot the
beginning, and there may also be two things happening at the same time.
So it is important that you look at other sample processes to get a good understanding of how
they can vary.

Introduce the Diagram

As with any task 1, you can begin by paraphrasing the rubric:
The diagram explains the way in which bricks are made for the building industry.
As you can see, this has been taken from the question, but it has not been copied. You need to
write it in your own words.

Highlight the main points

An IELTS process diagram is different to a line, bar, pie chart or table in that there are not
usually key changes or trends to identify. However, you should still give an overview of what is
taking place.
The public band descriptors state that to achieve a band 6 or more for task response the
student must provide an overview in a task 1.
As there are no trends to comment on, you can make a comment on, for example, the number of
stages in the process and how it begins and ends:
Overall, there are eight stages in the process, beginning with the digging up of clay and
culminating in delivery.

Giving the detail

Now you need to explain the IELTS process diagram, and there are two key aspects of language
associated with this:
Time Connectors
A process is a series of events, one taking place after the other. Therefore, to connect your
stages, you should use time connectors. Here is the rest of the answer with the time
connectors highlighted (notice that you simply go from the beginning to the end of the process):

To begin, the clay used to make the bricks is dug up from the ground by a large digger. This clay
is then placed onto a metal grid, which is used to break up the clay into smaller pieces. A roller
assists in this process.
Following this, sand and water are added to the clay, and this mixture is turned into bricks by
either placing it into a mould or using a wire cutter. Next, these bricks are placed in an oven to
dry for 24 48 hours.
In the subsequent stage, the bricks go through a heating and cooling process. They are heated
in a kiln at a moderate and then a high temperature (ranging from 200c to 1300c), followed by a
cooling process in a chamber for 2 3 days. Finally, the bricks are packed and delivered to
their destinations.
These connectors are the same you would use to write a graph over time when you explain a
series of changes.
These are some common IELTS process diagram connectors:
To begin
Following this
Next
Then
After
After that
Before**
Subsequently
Finally
** If you use before, this means that you will be mentioning a later stage before an earlier stage,
so you need to use it carefully. If you can use it properly though, it will get noticed.
Here is an example using stages four and five:
Before being dried in the oven, the mixture is turned into bricks by either placing it into a mould
or using a wire cutter.

The Passive
When we describe an IELTS process, the focus is on the activities, NOT the person doing them.
When this is the case, we use the passive voice, not the active.
This is a brief explanation of how to use the passive voice, but if you are new or unsure about
using it, you should do some further study and practice.

Most sentences use this structure:

Subject + Verb + Object
(S) A large digger (V) digs up (O) the clay in the ground.
In the active voice (as above), the digger is doing the verb i.e. the digger is doing the digging.
When we use the passive voice, we make the object (the clay) the subject, and make the subject
(the digger) the object. We also add in the verb to be and the past participle (or Verb 3).
(S) The clay in the ground (V) is dug up (O) by the digger.
So throughout most of your description for your IELTS process diagram, you should be using the
passive voice.
This is difficult as some verbs cannot take the passive. For example, 'to go' cannot be passive, so
it is kept in the active voice:
...the bricks go through a heating and cooling process.
This is why you need to make sure you practice the passive so you know exactly how to use it.
Also, as you will see from the description, it is more usual to to comment on who or what is
doing the action so the 'by...." phrase is excluded.
Here is the same example description with uses of the passive highlighted:
To begin, the clay (which is) used to make the bricks is dug up from the ground by a large
digger. This clay is then 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.

Varying your Language

Sometimes it may be appropriate just to use the same language that you are given in the IELTS
process diagram to describe it, but you should try to vary it.
You may be able to use nouns from the diagram as your verbs. For example, the noun
packaging in stage seven becomes:
Finally, the bricks are packed
IELTS Process Model Answer

The diagram explains the way in which bricks are made for the building industry. Overall, there
are seven stages in the process, beginning with the digging up of clay and culminating in
delivery.
To begin, the clay used to make the bricks is dug up from the ground by a large digger. This clay
is then placed onto a metal grid, which is used to break up the clay into smaller pieces. A roller
assists in this process.
Following this, sand and water are added to the clay, and this mixture is turned into bricks by
either placing it into a mould or using a wire cutter. Next, these bricks are placed in an oven to
dry for 24 48 hours.
In the subsequent stage, the bricks go through a heating and cooling process. They are heated in a
kiln at a moderate and then a high temperature (ranging from 200c to 1300c), followed by a
cooling process in a chamber for 2 3 days. Finally, the bricks are packed and delivered to their
destinations.
Words 173
Lesson 4:
IELTS Bar and Line Graph

This is an example of an IELTS bar and line graph together. It is not uncommon to get two
graphs to describe at the same time in the IELTS test.
It can look a bit scary at first. However, when you look more closely, you'll see it is probably no
more difficult than having one graph.
Take a look at the question and the graph:
You should spend about 20 minutes on this task.

The line graph shows visits to and from the UK from 1979 to 1999, and

the bar graph shows the most popular countries visited by UK residents
in 1999.
Summarize the information by selecting and reporting the main features and
make comparisons where relevant.
Write at least 150 words.

These are the steps you need to take to describe a bar and line graph together (or any two
graphs) that may differ slightly from when you describe one graph.
Introduction

When you state what the graph shows, mention both of them. Here is a sample first sentence of
the introduction:
The line graph illustrates the number of visitors in millions from the UK who went abroad and
those that came to the UK between 1979 and 1999, while the bar chart shows which countries
were the most popular for UK residents to visit in 1999.

Remember to write this in your own words and not to copy from the question.
Next you need to mention the key points from the graph. When you do this, mention the most
interesting things from each:
Overall, it can be seen that visits to and from the UK increased, and that France was the most
popular country to go to.
Body Paragraphs

If there are two graphs and a lot of information, you will have to be careful not to describe
everything as you may then have too much information.
Also, the examiner is looking to see that you can select the important things and not describe
every single detail.
So the key skill when you have two graphs is being able to pick out the important information or
summarize things in a concise way, otherwise you will end up writing too much and probably
run out of time.
Here is an example description for the bar and line graph:
To begin, the number of visits abroad by UK residents was higher than for those that came to the
UK, and this remained so throughout the period. The figures started at a similar amount, around
10 million, but visits abroad increased significantly to over 50 million, whereas the number of
overseas residents rose steadily to reach just under 30 million.
By far the most popular countries to visit in 1999 were France at approximately 11 million
visitors, followed by Spain at 9 million. The USA, Greece, and Turkey were far less popular at
around 4, 3 and 2 million visitors respectively.
As you can see, the first paragraph discusses the line graph, and the second the bar chart.
You will not usually need to mix up the descriptions. This will only make things complicated and
difficult to follow. Writing about the first one and then the second one is ok.
As with any task 1, you will need to make sure you use the right language, make comparisons,
and group data appropriately.
IELTS Line and Bar Chart - Model Answer
The line graph illustrates the number of visitors in millions from the UK who went abroad and
those that came to the UK between 1979 and 1999, while the bar chart shows which countries

were the most popular for UK residents to visit in 1999. Overall, it can be seen that visits to and
from the UK increased, and that France was the most popular country to go to.
To begin, the number of visits abroad by UK residents was higher than for those that came to the
UK, and this remained so throughout the period. The figures started at a similar amount, around
10 million, but visits abroad increased significantly to over 50 million, whereas the number of
overseas residents rose steadily to reach just under 30 million.
By far the most popular countries to visit in 1999 were France at approximately 11 million
visitors, followed by Spain at 9 million. The USA, Greece, and Turkey were far less popular at
around 4, 3 and 2 million visitors respectively.
(Words 171)

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

Vocabulary for Describing Graph Trends

Word

increase

Part of Speech

Total expenditure increased

verb: to increase, is increasing, has
from $33,611m to $39,165m
increased, increased
from 1995 to 1996.
noun: an increase of $5,554m
an increase in spending of
$5,554m

From 1995 to 1996 there was

an increase in expenditure of
$5,554m.

verb: to decrease, is decreasing,

has decreased, decreased

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

noun: a decrease of 0.7%

a decrease in spending of 0.7%

From 1995 to 1996 there was

a decrease in expenditure of
0.7%.

verb: to rise, is rising, has risen,

rose

Total expenditure rose from

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

noun: a rise of $5,554m

a rise in spending of $5,554m

From 1995 to 1996 there was

a rise in expenditure of
$5,554m.

decrease

rise

fall

Example Sentence

Expenditure on primary
verb: to fall, is falling, has fallen,
education fell from 22.2% to
fell
21.5% from 1995 to 1996.
noun: a fall of 0.7%
a fall in spending of 0.7%

From 1995 to 1996 there was

a fall in expenditure of 0.7%.

verb: to drop, is dropping, has

dropped, dropped

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

noun: a drop of 0.7%

From 1995 to 1996 there was

drop

-ing
forms

a drop in spending of 0.7%

a drop in expenditure of
0.7%.

After an introductory clause that

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

Spending rose in all three

years, increasing from 17.6%
to 18% from 1995 to 1996,
and then rising again to
18.2% in 1997-8.

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

1995-6

1996-7

1997-8

Total expenditure ($ million)

33,611

39,165

45,315

As % of government budget

17.6%

18%

18.2%

22.2%
33.7%
35.9%

21.5%
33.2%
36.7%

21.6%
33.5%
35.9%

% spent on

primary education

secondary education

tertiary education

Describing Graph Trends - Gap Fill

Public expenditure on education in Hong Kong (1) __ increased ___ continuously from 1995 to
1998. In academic year 1995-6 it (2)___was___ HK$33,611 million, (3)__rising___ to $39,165
million in 1996-7 and $45,315 million in 1997-8. As a percentage of the governments budget
spending on education also (4)_ increased _ year, from 17.6% to 18% and then to 18.2%.
However, the percentage of expenditure spent on primary, secondary and tertiary education did
not show the same consistent (5)_rise_. In 1995-6 expenditure on primary education was 22.2%
of the education budget, 33.7% (6)_ was spent_ on secondary, and 35.9% on tertiary.
In 1996, (7) _ an increase__ of 0.8% in spending on tertiary education was financed by a (8)_
drop __ in spending of 0.7% in primary and 0.5% in secondary schooling.

In 1997-8 tertiary spending as a percent of the education budget (9)_ returned __to its 1995-6
level. The percentage spent on primary education (10)_ rose __ to 21.6% and that on secondary
to 33.5%, both figures being less than 1995-6 levels.
Lesson 6: Bar Chart Exercise

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

Bar Chart Exercise - Gap Fill

You should spend about 20 minutes on this task.

The chart shows the percentage of drugs taken by girls and boys in a
school in New Zealand.
Summarize the information by selecting and reporting the main features and
make comparisons where relevant.
Write at least 150 words.

Place the right word into the space. Make sure you write (or copy and paste) the
word exactly as it appears in the box, otherwise it will get marked as wrong.
at approximately 8% / the least / school children / are similar /
gender /
in percentages / more than / equal / at the same level /
percentages for /
at only 5% / around 33% / is exactly / 4% for / bar chart
illustrates
The 1.

information on the quantity of drugs 2.

New Zealand take, divided by 3.

in

and measured 4.

Overall, it is immediately apparent that hashish or marijuana is used 5.

any of the other drugs, whereas LSD is used 6.

. At

first glance we can see that boys take more drugs than girls for 6 out of 7 of the
drugs listed, however an 7.

number of boys and girls take cocaine.

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

and 29%

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

but girls

10.

On the other hand, the 11.

amphetamines and solvents 12.

for both boys and girls at 2% and 3% for girls and 13.

Next, the pattern for LSD and medical drugs 14.

both drugs for boys.

the same for both genders at

1% for girls and 3% for boys. Finally, boys and girls take cocaine 15.

1. bar chart
illustrates

4%.

4. in percentages

8. around 33%

11. percentages for

5. more than

9. at approximately
8%

12. are similar

2. school children
6. the least
3. gender

13. 4% for
10. at only 5%

7. equal

14. is exactly

Lesson 8: Compare and Contrast Language for graphs

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

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

Comparative and Superlative Adjectives

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

high

higher

the highest

more
productive

the most
productive

productive

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

less
productive

the least
productive

wealthy

wealthier

the wealthiest

hot

hotter

the hottest

good

better

the best

Other Important Language

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

6. Western countries consume three times more oil than the Middle East.
7. Russia consumes slightly more oil than Germany.
8. The UAE produced the same amount of oil as Saudi Arabia.

Using Approximate Data

When you compare and contrast, you also need to learn phrases so you can refer to data that is
not exact.
For example:
7.1
just over 7 million tonnes
approximately 7 million tonnes
65.6
nearly 70 million tonnes
almost 70 million tonnes
Compare and Contrast Language Practice

Look at the table below. What is being compared?

Natural Gas Consumption and Production, 2001
Consumption*

Production*

The USA

588.9

500.0

The United Kingdom

86.1

97.3

The Former Soviet Union

7.1

0.4

The UAE

30.0

35.9

Australia

19.1

28.0

Japan

68.6

New Zealand

4.9

5.1

Country

South Korea

18.9

China

24.3

25.0
*in millions of tonnes

Look at the compare and contrast language in the drop down box and choose the correct word
to complete the sentences.
1. New Zealand consumed the ________gas at approximately 5 million tonnes.
2. The former Soviet Union produced the ________amount at 0.4 million tonnes.
3. The USA was the ________consumer and producer of gas at 600 million tonnes and 500
respectively.
4. The USA consumed and produced ________ natural gas than any other country.
5. South Korea produced 18.9 millions tonnes of gas; ________, it consumed none.
6. Chinas consumption and production of oil were ________at 24.3 and 25.0 respectively.
7. The USA, the Former Soviet Union, Japan and South Korea all consumed more gas
________they produced.
8. Australia consumed four ________gas than New Zealand.
9. ________Zealand produced 5.1 million tonnes of gas, South Korea produced none.
10. New Zealand consumed ________5 million tonnes of gas.
1. least
2. lowest
3. biggest

4. far more
5. however
6. nearly the same

7. than
8. times more
9. While

10. just under

Lesson 9: IELTS Graphs

A common mistake

Look carefully at the IELTS graphs below and their titles. Underneath each is a brief descriptive
sentence about the graphs.

What is wrong with them?

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

While buses
fell from
just over 25% to around 16% in 2000, cars increased dramatically to over 35%. Meanwhile,
bikes fell over this time frame.
Did you find what the errors were?
Can hamburgers increase and fish and chips fall? Can a car increase, or a bus and a bike fall?

No, but the consumption of hamburgers or fish and chips can fall or rise, and the use of a car,
bike or bus can increase or decrease.
There are a number of ways that the sentences in the IELTS graphs could have been written
correctly, but here are some possibilities:
From 1975 to 2000, the consumption of hamburgers increased dramatically from 10 to 100
times per year. At the same time, the number of times that fish and chips were eaten fell
significantly to just under 40.
While bus usage fell from just over 25% to around 16% in 2000, cars as a mode of travel
increased dramatically to over 35%. Meanwhile, the use of bikes fell over this time frame.
Check your subject
When you are analysing your task 1 before you write about it, look very carefully to identify
what the subject is i.e. what is it exactly that is being measured?
A common mistake when writing about IELTS graphs in task 1 of the test is to get the subject
wrong.
The first graph is about the consumption of fast foods.
The second graph is about the use of four types of transport.
Getting this wrong will significantly detract from your response to the task.
Practice

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

1. Cinema's increased from 2000 to 2005. (attendance)

 Cinema attendance increased from 2000 to 2005.

The number of people attending / who attended the cinema increased from 2000 to 2005.
2. Saudi Arabia fell significantly to 270 million barrels a year. (oil production).
Oil production in Saudi Arabia fell significantly to 270 million barrels a year.
The amount of oil produced in Saudi Arabia fell significantly to 270 million barrels a
year.
Saudi Arabia's oil production fell significantly to 270 million barrels a year.
3. 2000 to 2010 saw DVDs drop from 70% to 60%. (purchased).
2000 to 2010 saw the number of DVDs puchased drop from 70% to 60%.
2000 to 2010 saw the purchase of DVDs drop from 70% to 60%.

Lesson 10: IELTS Table

Describing an IELTS table is similar to describing charts or graphs. The same structures of
comparison and contrast are used or language of change if the table is over time.
A table is just another way to present information.
It does not require that you learn a new type of language or a new way to organize things.
For example, take a look at this table showing the quality of life in four countries presented in a
table:
Country

GNP per head

(1982: US
dollars)

Bangladesh
Bolivia
Egypt
Indonesia
USA

140
570
690
580
13160

Daily calorie
Life expectancy Infant mortality
supply per head at birth (years)
(per 1000 live
births
1877
2086
2950
2296
3653

40
50
56
49
74

132
124
97
87
12

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

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

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

As with all graphs and charts, when describing tables:

Do not describe all the data presented - present the main points of each
feature (you should make sure you mention each feature though)

Look for significant data; e.g. the highest, the lowest etc

Try and group the data. This may require you to use some general knowledge
about the world, such as recognising developed and developing countries

Practice

Look at the IELTS table that you looked at above and answer the questions that follow:

You should spend about 20 minutes on this task.

The following table gives statistics showing the aspects of quality of life
in five countries.
Write a report for a university lecturer describing the information in
the table below.
You should write at least 150 words.

Table: The Quality of Life in Four Countries

Country

GNP per head

(1982: US
dollars)

Daily calorie
Life expectancy Infant mortality
supply per head at birth (years)
(per 1000 live
births

Bangladesh
Bolivia
Egypt
Indonesia
USA

140
570
690
580
13160

1877
2086
2950
2296
3653

40
50
56
49
74

132
124
97
87
12

What is the table measuring?

What type of language do you need to use (Change? Comparing and

contrasing?)

What tense would you use?

Which country has the best quality of life and which has the worst?

What information could you use for an overview / conclusion?

How could you group the information?

How many paragraphs would you have and what you would write about in
each one?

Making a Plan

You should always ask yourself these kind of questions before you write your task one. You can
then use the answer to these questions to make yourself a quick plan.
Here are some notes made by a student during the planning stage:
Topic standard of living, 5 countries

Groups

Language comparison

USA = highest
Egypt, Indo, Bol = similar
Bangladesh = very low

Time / tense 1982 = past

Overview USA far higher

Now, take a look at this IELTS table model answer and notice how the organization matches the
plan. The groups chosen that are similar are grouped together into paragraphs.
The language is focused on the language of comparison and contrast as the table is not over time.
The compare and contrast structures have been highlighted so you can see how they are used.

Is it similar to the way you would have organized the information?

Sample Answer
The table uses four economic indicators to show the standard of living in five selected countries
in 1982. Overall, it can be seen that the quality of life in the USA was far higher than the other
four countries.
To begin, the USA, which is a developed country, had the highest GNP at 13,160 dollars per
head. It also had a much higher daily calorie intake and life expectancy, and the lowest rate of
infant mortality.
The other developing countries had quality of life ratings that were significantly lower. The
range of indicators for Egypt, Indonesia and Bolivia were similar, with Egypt having the highest
quality of life amongst the three. However, the infant mortality rate in Egypts was slightly
higher than Indonesias at 97 deaths per 1000 compared to 78 in Indonesia.
Bangladesh had by far the lowest quality of life in all the indicators. Its GNP was one hundred
times smaller than the USAs. Its calorie intake and life expectancy were about half those of the
USA, and its infant mortality rate was 10 times greater.
Words 178
Lesson 11:
IELTS Task 1 Line Graph

In this lesson we'll look at an IELTS task 1 line graph in order to help you understand how to
deal with 'age groups' and to show you how it is possible to organize an answer in different
ways.
There is usually more than one way to write about a graph. Each person may view it in a
different way and decide on a different way to present the information.
One way is not necessarily better than another. However, if one way is difficult to follow, then
this is obviously not the best choice.
What is important when you plan a task one is to think about how you can organize your graph in
the most logical and clear way.
This often means grouping the information in some way, and you can do this by looking for
patterns - look for similarities and diffferences.

This sample IELTS task 1 line graph is divided up into age groups.
Although a graph like this is not over time as such, it can still be viewed in this way as it is
showing how something changes over different ages - in this case, how certain factors in a
neighbourhood when choosing a new home vary over age.
Take a look at the following question, the graph below, and the model answers.
You should spend about 20 minutes on this task.

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

Model Answer 1 - Organizing by Factors

The line graph illustrates the importance, measured in percentages, that four ages groups place
on five different factors when they move to a new home. It is immediately apparent that a low
crime rate is the most important variable across all the age groups.

Of all the factors, the desire for a low crime rate is by far the most important. Amongst the all the
age groups this figure stands at around 80%, with the middle aged and elderly viewing it as
slightly more important. Next, schools are seen as very important by a significant proportion of
25 to 44 year olds although the percentages drop significantly as people get older, with just under
25% of 55 to 64 year olds viewing this as important.
Shopping facilities, being chosen by around 13%, are not viewed with such importance as
schools and crime by the younger age groups. However, as people get older, this increases in
importance to approximately 30%, and, as would be expected, is actually more important than
schools to those over 55. Finally, although increasing in importance with age, neither parks nor
public transport are viewed to be as important as the other factors by any of the groups.
Comments

As you can see in this answer to the IELTS task 1 line graph, the candidate has organized the
answer mainly around the 'factors'.
Each one is described in turn, starting with the most important, low crime. Less is said about
those that are not viewed as so important (parks and public transport).
Notice that the graph does not talk about each factor in isolation, but makes comparisons across
the factors and groups. For example:
Of all the factors, the desire for a low crime rate is by far the most important.
Shopping facilities are not viewed with such importance as schools and crime by the younger
age groups.
With an IELTS task 1 line graph you should always avoid simply discussing each point on a
graph with no reference of how it relates to the other points.

Model Answer 2 - Organizing by Age Groups

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

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

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

Summary

This lesson has been about how to write about age groups and examples of how answers may be
organized differently.
Although this was about an IELTS task 1 line graph, it applies to any graphs or charts in task 1,
such as bar graphs or pie charts.
You need to make sure that you spend a few minutes analyzing the graph and deciding on the
best way to organize it so it will be easy to follow when the examiner reads it.
Lesson 12:
IELTS Table Gap Fill Exercise
IELTS Table Gap Fill Exercise
You should spend about 20 minutes on this task.

The table illustrates the proportion of monthly household income five

European countries spend on food and drink, housing, clothing and
entertainment.
Summarize the information by selecting and reporting the main features and
make comparisons where relevant.
Write at least 150 words.

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

Food and
drink

Housing

Clothing

Entertainme
nt

France

25%

31%

7%

13%

Germany

22%

33%

15%

19%

UK

27%

37%

11%

11%

Turkey

36%

20%

12%

10%

Spain

31%

18%

8%

15%

Words choices:
it is evident
that

However

shows

a quarter
on

the remaining

ranging
between

respective
while
ly

the largest
much less
on

The table 1. _____ the amount of household income that five countries in Europe spend per
month on four items. Overall, 2. _____all five countries spend the majority of their income on
food and drink and housing, but 3. _____ clothing and entertainment.
Housing is 4. _____ expenditure item for France, Germany and the UK, with all of
them spending around one 5. _____third of their income on this, at 30%, 33% and
37%, . In contrast, they spend around 6. _____food and drink. 7. _____, this pattern is
reversed for Turkey and Spain, who spend around a fifth of their income on housing,
but approximately one third on food and drink.
All five countries spend much less on 8. _____ two items. France and Spain spend
the least, at less than 10%, 9. _____the other three countries spend around the
same amount, 10. _____ 13% and 15%. At 19%, Germany spends the most on
entertainment, whereas UK and Turkey spend approximately half this amount, with
France and Spain between the two.

1. shows

3. much less on

5. respectively

7. However

2. it is evident that

4. the largest

6. a quarter on

8. the remaining

9. while

10. ranging
between

Lesson 14:
A graph in the future

Sometimes you may have to write about a graph in the future.

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

As you will see, it runs from 2012 until 2022.

In some graphs you may be given a time frame that includes the past and the future (or possibly only the
future). In this case you need to be very careful that you are using the past tense when appropriate and the
future tense when appropriate.
These are some common phrases you can use to discuss the future in a graph:

will + infinitive

is/are expected to + infinitive

is/are predicted to + infinitive

Now take a look at the line graph and the model answer.

In order to see clearly how the past and future time frames have been used, the past is in red, and the
future is in green.
______________________________________________

Graph in the Future - Model answer

You should spend about 20 minutes on this task.

The line graph shows the past and projected finances for a
local authority in New Zealand.
Summarize the information by selecting and reporting the main
features and make comparisons where relevant.
Write at least 150 words.

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