IELTS Writing Task 1 Lessons

Lesson 1: IELTS Writing 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.
You should spend about 20 minutes on this task.
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.
Write at least 150 words.
Model Answer
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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.
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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 bold / red:
It can clearly be seen that ActiveX was the most popular computer package to
download, whilst Net was the least popular of the three
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
Java downloads also increased at a steady rate, finishing the period at 80,000
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 thatof 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.
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Body Paragraph One:
To begin, downloads 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.
Body Paragraph Two:
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.
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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.
The pie charts show the main reasons for migration to and from the UK in 2007.
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IELTS Pie Chart Quiz
1. What is the best way to organize your answer?
Write one paragraph about immigration and one about emigration
Write about the pie charts together, comparing each of the reasons
2. What tense should you use to write about the IELTS pie chart?
Past
Present
3. Can you talk about increases and decreases when describing the information?
Yes
No
Now take a look at a model answer:
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.
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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
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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
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A significant number of people
less than a fifth
This table presents some examples of how you can change percentages to fractions or ratios:
Percentage Fraction
80% four-fifths
75% three-quarters
70% seven in ten
65% two-thirds
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
Practice these phrases in a quiz
If the percentages are not exact as above, then you can use qualifiers to make sure your
description remains accurate. Here are some examples:
Percentage Qualifier
77% just over three quarters
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77% approximately three quarters
49% just under a half
49% nearly a half
32% almost a third
This table presents some examples of how you can change percentages to other phrases:
proportion / number / amount /

Percentage
majority / minority
75% - 85% a very large majority
65% - 75% a significant proportion
10% - 15% a minority
5% a very small number
Practice these phrases in a quiz
The words above are interchangeable, though number is for countable nouns and amount is
for uncountable nouns.
Follow this link to the writing pages to see another IELTS pie chart:
Sample IELTS Pie Chart
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Sample Pie Chart - IELTS Task 1

This is a sample pie chart for IELTS task 1.
In this example, there are four pie charts that you have to compare.
Model Graph
The pie charts show the electricity generated in Germany and France from all sources and
renewables in the year 2009.
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Sample Pie Chart - Model Answer
The four pie charts compare the electricity generated between Germany and France during 2009,
and it is measured in billions kWh. Overall, it can be seen that conventional thermal was the main
source of electricity in Germany, whereas nuclear was the main source in France.
The bulk of electricity in Germany, whose total output was 560 billion kWh, came from conventional
thermal, at 59.6%. In France, the total output was lower, at 510 billion kWh, and in contrast to
Germany, conventional thermal accounted for just 10.3%, with most electricity coming from nuclear
power (76%). In Germany, the proportion of nuclear power generated electricity was only one fifth
of the total.
Moving on to renewables, this accounted for quite similar proportions for both countries, ranging
from around 14% to 17% of the total electricity generated. In detail, in Germany, most of the
renewables consisted of wind and biomass, totaling around 75%, which was far higher than for
hydroelectric (17.7%) and solar (6.1%). The situation was very different in France, where
hydroelectric made up 80.5% of renewable electricity, with biomass, wind and solar making up the
remaining 20%. Neither country used geothermal energy.
191 Words
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Quiz 2 - IELTS Graph Data

On this page you'll find further IELTS graph data for some further practice with your flexibility to
write about graphs and tables.
Often, data is not exact e.g. exactly a half or 50%, so you need to use phrases that show you
are approximating (estimating roughly what the figure is).
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Sometimes it is also difficult to tell from the graph picture itself in the test exactly what the data
level is, so again, you will need to approximate.
Drag and drop the box on the right underneath the box on the left that you think means the same
thing.
If it is wrong, it will show up in red. You will then need to drag it back and try again.
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IELTS Graph Data - Quiz Two

68%
18%
97%
85%
32%
5%
77%
49%
27%
58%
almost all
approximately 60%
almost/nearly a third
just under/nearly a fifth
just under/nearly a half
just over a quarter
around two thirds
a very small number
just over three quarters
a very large majority
After reset
68%
18%
97%
85%
32%
5%
77%
49%
27%
10
58%
just over a quarter
approximately 60%
a very small number
around two thirds
almost all
________________________________________________________________
Lesson 3: IELTS Process Diagram:

It is less common in the writing test, but sometimes you will get an IELTS process diagram to
describe.
This should follow the same format as any task 1:
1. Introduce the diagram

2. Give an overview of the main point/s
3. Give the detail
Follow this link about how to write a task 1.
However, there are different types of task 1 (line graphs, pie charts, maps etc) and each requires
knowledge of a certain type of language.
This lesson will look at how to write an IELTS process diagram for task 1.
What is an IELTS Process Diagram?

To begin, look at this question:
The diagram illustrates the process that is used to manufacture bricks for the building
industry.
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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.
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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.
Give the Detail

Now you need to explain the IELTS process diagram, and there are two key aspects of language
associated with this:
1) 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:

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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.
2) 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

A large digger digs up 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.
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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 placedonto a metal grid, 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

Follow this link from the model task 1 pages to see a full IELTS process diagram model answer for
this process.
IELTS Process Diagram Sample

This page illustrates an example of an IELTS process.
Occasionally you will have to desribe a process in the test instead of a graph.
Although this type of diagram is less common to see in the test, it is still important to have an
understanding of how to tackle this should it arise.
This is an example of the process of making bricks.
A sample answer is below the diagram.
IELTS Writing Task 1

industry.
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The Brick Manufacturing Process
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
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.
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Words 173
IELTS Sample Bar Chart

On this page you will find a model answer for an IELTS bar chart.
This chart is over time, so it uses the 'language of change'.
Have a look at this lesson for more advice on describing a bar graph over time.
Gross Domestic Product in the UK

The chart shows components of GDP in the UK from 1992 to 2000.
Model Answer
The bar chart illustrates the gross domestic product generated from the IT and Service Industry in
the UK from 1992 to 2000. It is measured in percentages. Overall, it can be seen that both
increased as a percentage of GDP, but IT remained at a higher rate throughout this time.
At the beginning of the period, in 1992, the Service Industry accounted for 4 per cent of GDP,
whereas IT exceeded this, at just over 6 per cent. Over the next four years, the levels became
more similar, with both components standing between 6 and just over 8 per cent. IT was still higher
overall, though it dropped slightly from 1994 to 1996.
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However, over the following four years, the patterns of the two components were noticeably
different. The percentage of GDP from IT increased quite sharply to 12 in 1998 and then nearly 15
in 2000, while the Service Industry stayed nearly the same, increasing to only 8 per cent.
At the end of the period, the percentage of GDP from IT was almost twice that of the Service
Industry.
Words 182
Comments
This answer meets the requirements of the task.
The introduction explains what the graph is about, and gives an overview of the main points.
The body paragraphs are ordered logically and clearly. The first body paragraph discusses the first
three years, where the patterns are fairly similar. This is contrasted in the second body paragraph,
where the GDP of each country diverges noticably.
There are a wide variety of sentence structures and the language of change is correctly used. The
correct tense - the past - is used.
Sample Pie Chart - IELTS Task 1

Model Graph
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of the total.
191 Words
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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:
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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.
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.
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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.
Follow this link to to the models graphs pages to view the full graph with its model answer.
IELTS Line and Bar Chart

This is an example of two graphs together - a line and bar chart.
View this lesson for tips and advice on how to describe two graphs together, using the example
from this page.
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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.
(Words 171)
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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 Part of Speech Example Sentence
Total expenditure increased from

verb: to increase, is increasing,
$33,611m to $39,165m from 1995 to
has increased, increased
1996.
increase
noun: an increase of$5,554m
From 1995 to 1996 there was an
an increase in spending of
increase inexpenditure of $5,554m.
$5,554m
Expenditure on primary
verb: to decrease, is decreasing,
education decreased from 22.2% to
has decreased, decreased
21.5% from 1995 to 1996.
decrease
noun: a decrease of 0.7% From 1995 to 1996 there was a
a decrease in spending of 0.7% decrease inexpenditure of 0.7%.
Total expenditure rosefrom

verb: to rise, is rising, has risen,
$33,611m to $39,165m from 1995 to
rose
1996.
rise
noun: a rise of $5,554m From 1995 to 1996 there was a rise
a rise in spending of $5,554m in expenditure of $5,554m.
verb: to fall, is falling, has fallen,
education fell from 22.2% to 21.5%
fell
from 1995 to 1996.
fall
noun: a fall of 0.7% From 1995 to 1996 there was a fall
a fall in spending of 0.7% in expenditure of 0.7%.
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verb: to drop, is dropping, has
education dropped from 22.2% to
dropped, dropped
21.5% from 1995 to 1996.
drop
noun: a drop of 0.7% From 1995 to 1996 there was a drop
a drop in spending of 0.7% in expenditure of 0.7%.
After an introductory clause that

Spending rose in all three
includes some analysis; e.g.
-ing years, increasing from 17.6% to 18%
'Spending rose in all three years',
forms from 1995 to 1996, and
an '_ing' form can be used to
then risingagain to 18.2% in 1997-8.
describe numbers and dates.
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%
% spent on
primary education 22.2% 21.5% 21.6%

secondary education 33.7% 33.2% 33.5%
tertiary education 35.9% 36.7% 35.9%
Describing Graph Trends - Gap Fill
Public expenditure on education in Hong Kong (1) _____________continuously from 1995 to 1998.
In academic year 1995-6 it (2)_________________ HK$33,611 million, (3)______________ 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)______ each 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)_______. In 1995-6 expenditure on primary education was 22.2% of
the education budget, 33.7% (6)_________ on secondary, and 35.9% on tertiary.
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In 1996, (7) ____________ of 0.8% in spending on tertiary education was financed by
a (8)_________ 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)_________ to its 1995-6 level.
The percentage spent on primary education (10)__________ to 21.6% and that on secondary to
33.5%, both figures being less than 1995-6 levels.
Choose the correct word to fit in the gap
1. increases
increased
increasing
2. was
rose to
reached
3. increased
dropping
rising
4. an increase
increased
increasing
5. rise
rose
rising
6. spent
spending
25
was spent
7. an increase
increase
was increased
8. increase
drop
dropped
9. dropped
increased
returned
10. rised
rose
increase
This lesson will hopefully have helped you with the basics of describing graph trends and some of
the different structures you can use.
Remember though this example has only used a few of the words possible for describing change.
It's important to vary your language so look around the IELTS buddy site, for example on the model
graphs, to see what other language you can use.
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.
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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.
To get more practice on how to write a graph over time and use the language of change, follow
this link.
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.
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.
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

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You need to begin with one or two sentences that state what the IELTS writing task 1 shows. To do
this, paraphrase the title of the graph, making sure you put in a time frame if there is one.
Here is an example for the above line graph:
The line graph compares the fast food consumption of teenagers in Australia between 1975 and 2000, a period of
25 years.
You can see this says the same thing as the title, but in a different way.
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:
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In 1975, the most popular fast food with Australian teenagers was fish and chips, being eaten 100 times a year.
This was far higher than Pizza and hamburgers, which were consumed approximately 5 times a year. However,
apart from a brief rise again from 1980 to 1985, the consumption of fish and chips gradually declined over the 25
year timescale to finish at just under 40.
As you can see, the focus is on fish and chips. This does not mean you should not mention the
other two foods, as you should still make comparisons of the data as the questions asks.
The second body then focuses on the other 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 levelled off from 1995 to 2000. The
biggest rise was seen in hamburgers as the occasions they were eaten increased sharply throughout the 1970s and
1980s, exceeding that of fish and chips in 1985. It finished at the same level that fish and chips began, with
consumption at 100 times a year.
Full Model Answer:
The line graph compares the fast food consumption of teenagers in Australia between 1975 and
2000, a period of 25 years. Overall, the consumption of fish and chips declined over the period,
whereas the amount of pizza and hamburgers that were eaten increased.
In 1975, the most popular fast food with Australian teenagers was fish and chips, being eaten 100
times a year. This was far higher than Pizza and hamburgers, which were consumed
approximately 5 times a year. However, apart from a brief rise again from 1980 to 1985, the
consumption of fish and chips gradually declined over the 25 year timescale to finish at just under
40.
In sharp contrast to this, teenagers ate the other two fast foods at much higher levels. Pizza
consumption increased gradually until it overtook the consumption of fish and chips in 1990. It then
levelled off from 1995 to 2000. The biggest rise was seen in hamburgers as the occasions they
were eaten increased sharply throughout the 1970s and 1980s, exceeding that of fish and chips in
1985. It finished at the same level that fish and chips began, with consumption at 100 times a year.
(194 words)
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______________________________________________________________________________________
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

The chart shows the percentage of drugs taken by girls and boys in a school in New
Zealand.
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.
Don't look below the exercise otherwise you will see an answer key.
at approximately 8% / the least /
school children / are similar / gender /
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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. in New Zealand take,

divided by 3. and measured 4. . Overall, it is immediately apparent that
hashish or marijuana is used 5. any of the other drugs, whereas LSD and medical drugs
are 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. both drugs for boys. Next, the
pattern for LSD and medical drugs 14. the same for both genders at 1% for girls
and 3% for boys. Finally, boys and girls take cocaine 15. 4%.
Bar Chart Exercise - Answer

The 1. bar chart illustrates information on the quantity of drugs 2. school children in New
Zealand take, divided by 3. gender and measured 4. in percentages. Overall, it is immediately
apparent that hashish or marijuana is used 5. more than any of the other drugs, whereas LSD is
used 6. the least. 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. equal number of boys and girls take cocaine.
To begin with, boys use more hashish or marijuana than girls at 8. around 33% and 29%
respectively. Following this, boys take heroin, opium or morphine 9. at approximately 8%, but
girls 10. at only 5%.
On the other hand, the 11. percentages for amphetamines and solvents 12. are similar for both
boys and girls at 2% and 3% for girls and 13. 4% for both drugs for boys. Next, the pattern for LSD
and medical drugs 14. is exactly the same for both genders at 1% for girls and 3% for boys.
Finally, boys and girls take cocaine 15. at the same level, 4%.
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___________________________________________________________________________________________
Lesson 7 : Line Graph Worksheet - Gap Fill

This line graph worksheet helps you with the language of change that is very commonly needed
to write about graphs, bar charts and tables in IELTS task 1.
Firstly, take a look at the graph and check you understand it.
What does it show?

What are the main trends?
What are some important details?
Then look at the line graph answer and carefully work out which word from the drop down menu fits
in the gap.
Line Graph Worksheet - Gap Fill

The line graph illustrates the amount of spreads consumed from 1981 to 2007, in grams.
Gap Fill - Choose the correct word
The graph shows the quantity of margarine, low fat spreads and butter consumed between 1981
and 2007. The quantities are measured in grams. Over the period 1981 to 2007 as a whole, there
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was 1. in the consumption of butter and margarine and
a 2. in the consumption of low fat-fat spreads.
Butter was the most popular fat at the beginning of the period, and
consumption 3. of about 160 grams in 1986. After this, there
was 4. .
The consumption of margarine began lower than that for butter at 90 grams. Following this, in
1991, it 5. that of butter for the first time, but after 1996 there was 6.
in the amount consumed, which seemed set to continue.
Lowfat spreads were introduced in 1996, and they saw 7. in their

consumption from that time, so that by about 2001 they were 8. than
either butter or margarine.
IELTS Line Graph Worksheet - Full Answer

The graph shows the quantity of margarine, low fat spreads and butter consumed between 1981
and 2007. The quantities are measured in grams. Over the period 1981 to 2007 as a whole, there
was 1. a significant decrease in the consumption of butter and margarine and a 2. a marked
increase in the consumption of low fat-fat spreads.
Butter was the most popular fat at the beginning of the period, and consumption 3. reached a
peak of about 160 grams in 1986. After this, there was 4. a sharp decline.
The consumption of margarine began lower than that for butter at 90 grams. Following this, in
1991, it 5. exceeded that of butter for the first time, but after 1996 there was 6. a steady
downward trend in the amount consumed, which seemed set to continue.
Lowfat spreads were introduced in 1996, and they saw 7. a significant rise in their consumption
from that time, so that by about 2001 they were 8. more popular than either butter or margarine.
____________________________________________________________________________________________
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?
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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 high higher the highest
more the most

productive productive
Words with three syllables or
productive
more less the least
productive productive
the
Words ending in y wealthy wealthier
wealthiest
Short words ending with a
hot hotter the hottest
consonant/vowel/consonant
Irregular good better the best
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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 / whileJapan 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?
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Natural Gas Consumption and Production, 2001
Consumption* Production*
Country
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 0
New Zealand 4.9 5.1
South Korea 18.9 0
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 consumed 18.9 millions tonnes of gas; , it produced none.
6. Chinas consumption and production of oil were at 24.3 and 25.0

respectively.
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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.
correct answers
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.
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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.
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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)
Show / hide answers
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).
Show / hide answers
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).
Show / hide answers
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%.
_____________________________________________
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There are only a few examples here, but the key point is to make sure you look at what you are
being asked to describe in the graph very carefully.
_______________________________________________________________________________________
_________________
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 Daily calorie Life expectancy Infant

(1982: US supply per head at birth (years) mortality (per
dollars) 1000 live births
Bangladesh 140 1877 40 132

Bolivia 570 2086 50 124
Egypt 690 2950 56 97
Indonesia 580 2296 49 87
USA 13160 3653 74 12
If we wanted, we could present this same information as a bar chart:
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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:
The following table gives statistics showing the aspects of quality of life in five countries.
Table: The Quality of Life in Four Countries

Bangladesh 140 1877 40 132

Bolivia 570 2086 50 124
Egypt 690 2950 56 97
Indonesia 580 2296 49 87
USA 13160 3653 74 12
What is the table measuring?

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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:
PLAN
Topic standard of living, 5 countries
Language comparison
Time / tense 1982 = past
Overview USA far higher
Groups
USA = highest
Egypt, Indo, Bol = similar
Bangladesh = very low
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?
Model Answer
Bangladesh 140 1877 40 132

Bolivia 570 2086 50 124
Egypt 690 2950 56 97
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Indonesia 580 2296 49 87
USA 13160 3653 74 12
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 highestGNP 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 to78 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.
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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.
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 markedly 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).
44
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 accounts for the largest proportion at approximately 80%,
similar to those of a younger age. In contrast to the younger groups though, schooling was far less
important, falling to below 25% for those aged over 55. This older group rate 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.
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The differences between the under 44s and over 44s have also been highlighted. For example:
Turning to those aged over 45, low crime accounts 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

The aim of this lesson is to use an IELTS table gap fill exercise to improve your vocabulary
knowledge and flexibility when you are describing a table.
However, although the information is presented here as a table, this is the same language were it
to be presented as another type of graph such as a bar chart or pie chart.
So it provides you with practice generally for writing about graphs that are not over time.
Read the question and look at the table. Then decide which word should be placed in the gap.
IELTS Table Gap Fill Exercise

The table illustrates the proportion of monthly household income five European countries
spend on food and drink, housing, clothing and entertainment.
Proportion of household income five European countries spend on food and drink, housing,
clothing and entertainment.
Food and drink Housing Clothing Entertainment
France 25% 31% 7% 13%
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Germany 22% 33% 15% 19%
UK 27% 37% 11% 11%
Turkey 36% 20% 12% 10%
Spain 31% 18% 8% 15%
Word choices:
it is evident that However shows a quarter on the largest
the remaining ranging between respectively while 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. Regarding clothes,
France and Spain spend the least, at less than 10%, 9. the other three
countries spend around the same amount, 10. 12% 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.
Show / Hide a model answer:
Proportion of household income five European countries spend on food and drink, housing,
clothing and entertainment.
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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%
The table 1. shows the amount of household income that five countries in Europe spend per
month on four items. Overall, 2. it is evident that all five countries spend the majority of their
income on food and drink and housing, but 3. much less on clothing and entertainment.
Housing is 4. the largest expenditure item for France, Germany and the UK, with all of them
spending around one third of their income on this, at 30%, 33% and 37%, 5. respectively. In
contrast, they spend around 6. a quarter on food and drink. 7. However, 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. the remaining two items. Regarding clothing, France and
Spain spend the least, at less than 10%, 9. while the other three countries spend around the same
amount, 10. ranging between 12% 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.
______________________________________________________________________________
Lesson 13: Prepositions for graphs

It is very important that you know how to correctly use prepositions in the IELTS writing task 1.
Certain prepostions go with certain words when you use the language of change.
If you put them in the wrong place or use the wrong preposition you may confuse what you are
trying to say.
First, take a look at this graph model answer and notice how some of the prepositions are used.
They have been highlighted.
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Sample Task 1 Answer
The line graph compares the number of car thefts for every thousand vehicles in four
countries from 1990 to 1999. Overall, it can be seen that car thefts were far higher in Great Britain
than in the other three counties throughout the whole time frame.
To begin, car thefts in Sweden, France and Canada followed a fairly similar pattern over the first
five years, all remaining at between 5 and 10 per thousand. The general trend though for France
and Canada was a decline in the number of vehicles stolen over the period, with both at around 6
in 1999. In contrast, Sweden experienced an upward trend, starting the period at approximately 8,
and finishing at just under 15.
Interestingly, car thefts in Great Britain started at 18 per thousand, which far exceeded that of the
other countries. It then fluctuated over the next nine years, reaching a peak of 20 thefts per 1000 in
1996, and ending the period slightly lower than where it began, atapproximately 17 per thousand.
Practice
Now, take a look at the sentences below. Decide which prepostion from the box should go in the
gap and write it in.
Write in small letters and do not leave any gaps or your answer may get marked as wrong.
with at in by at
to between from to of
1. In may, the price of gold rose slightly $1,500.
49
2. Holidays to foreign destinations remained constant about 85,000 per month for the last
two months of the year.
3. Profits increased 4 million dollars to 6 million dollars last year.
4. From 2001 to 2010, the price of electricity has increased 125%.
5. Bike sales reached a peak 20,000 in September.
6. There is a sharp increase in traffic levels from 8am to 9am, nearly 3000 cars traveling
on the road.
7. The last decade has seen a steep increase the number of people diagnosed with
diabetes.
8. At the start of the year, the turnover of the company stood 1.3 million.
9. During the summer, student numbers at the school fluctuate 150 and 170 per week.
10. Following this, the number then fell a low of 20 per month.
Correct Answers:
1. to 2. at 3. From 4. By 5. of 6. with 7. in 8. at
9. between 10. to
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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?
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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

The line graph shows the past and projected finances for a local authority in New Zealand.
51
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.
(209 words)
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Lesson 15: IELTS Pie Chart Gap Fill Exercise

This IELTS pie chart gap fill exercise gives you the chance to practice the language for this type
of chart.
This will help to improve your vocabulary knowledge, range and flexibility when you are
describing a pie chart.
It will also help to improve your grammar.
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There is no time change in the chart, so the focus is on the language of comparison and
contrast.
Although the information is presented here as a pie chart, it is similar to language you would use
for other charts where you compare or contrast.
Some language that is particularly common to pie charts though is using the the proportion of.
When you learn language for a task 1, it is a good idea to look at 'chunks' of language rather than
single words, or in other words collocations.
This will improve your writing skills.
So for example, you would learn the phrase accounted for rather than just accounted or the
proportion of rather than the proportion.
Read the question and look at the table. Then decide which word should be placed in the gap.
You can also follow the link at the bottom to see the full chart and model answers and to do some
more quizzes to improve your writing
IELTS Pie Chart Gap Fill Exercise

53
Words choices:
was very at
was lower the remaining compare
different approximately
the proportion of was far higher accounted for one fifth whereas
IELTS pie chart gap fill exercise
The four pie charts 1. the electricity generated between Germany and
France during 2009, and it is measured in billions kWh. Overall, it can be seen that conventional
thermal was the main source of electricity in Germany, 2. nuclear was the
main source in France.
thermal, at 59.6%. In France, the total output 3. , at 510 billion kWh, and in
contrast to Germany, conventional thermal 4. just 10.3%, with most electricity
coming from nuclear power (76%). In Germany, 5. nuclear power generated
electricity was only 6. of the total.
Moving on to renewables, this accounted for quite similar proportions for both
countries, 7. 15% of the total electricity generated. In detail, in Germany,
most of the renewables consisted of wind and biomass, totaling around 75%,
which 8. than for hydroelectric (17.7%) and solar (6.1%). The
situation 9. in France, where hydroelectric made up 80.5% of renewable
electricity, with biomass, wind and solar making up10. 20%.
You can check out a full answer on our Model Graphs pages
Here are some more quizzes to practice phrases common to pie and other charts:
Quiz 1
Quiz 2
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Quiz 1 - IELTS Graph Language

When you write about a graph or chart and use IELTS graph language, you need to
be flexible with the data you describe.
You will achieve a higher score if you are able to show that you can use a variety of vocabulary.
54
This sample pie chart lesson shows how a mix of language is used.
The quizzes on the following pages are designed so that you can improve your flexibiliy or test
what you know from your own knowledge.
thing.
_____________________________________________
IELTS Graph Language - Quiz One
80%
60%
20%
25%
40%
5%
50%
10%
66%
75%
one in twenty
four-fifths
half
one in ten
a fifth
three-quarters
a quarter
two-thirds
three-fifths
two-fifths
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After reset:
IELTS Graph Language - Quiz One
20%
75%
10%
40%
80%
25%
50%
66%
60%
5%
three-quarters
two-thirds
a quarter
one in ten
a fifth
two-fifths
half
one in twenty
four-fifths
three-fifths
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Quiz 2 - IELTS Graph Data

On this page you'll find further IELTS graph data for some further practice with your flexibility to
write about graphs and tables.
56
Often, data is not exact e.g. exactly a half or 50%, so you need to use phrases that show you
are approximating (estimating roughly what the figure is).
Sometimes it is also difficult to tell from the graph picture itself in the test exactly what the data level is, so
again, you will need to approximate.
thing.
_____________________________________________
85%
32%
27%
97%
58%
49%
77%
5%
18%
68%
a very small number
almost all
around two thirds
just over a quarter
approximately 60%
After Reset:
57
85%
32%
27%
97%
58%
49%
77%
5%
18%
68%
just over a quarter
approximately 60%
a very small number
around two thirds
almost all

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Model 1: 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.
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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.
To get more practice on how to write a graph over time and use the language of change, follow
this link.
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.
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.
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
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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 compares the fast food consumption of teenagers in Australia between 1975 and 2000, a period of
25 years.
You can see this says the same thing as the title, but in a different way.
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.
60
Here is an example of the first paragraph:
In 1975, the most popular fast food with Australian teenagers was fish and chips, being eaten 100 times a year.
This was far higher than Pizza and hamburgers, which were consumed approximately 5 times a year. However,
apart from a brief rise again from 1980 to 1985, the consumption of fish and chips gradually declined over the 25
year timescale to finish at just under 40.
As you can see, the focus is on fish and chips. This does not mean you should not mention the
other two foods, as you should still make comparisons of the data as the questions asks.
The second body then focuses on the other 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 levelled off from 1995 to 2000. The
biggest rise was seen in hamburgers as the occasions they were eaten increased sharply throughout the 1970s and
1980s, exceeding that of fish and chips in 1985. It finished at the same level that fish and chips began, with
consumption at 100 times a year.
Full Model Answer:
The line graph compares the fast food consumption of teenagers in Australia between 1975 and
2000, a period of 25 years. Overall, the consumption of fish and chips declined over the period,
whereas the amount of pizza and hamburgers that were eaten increased.
In 1975, the most popular fast food with Australian teenagers was fish and chips, being eaten 100
times a year. This was far higher than Pizza and hamburgers, which were consumed
approximately 5 times a year. However, apart from a brief rise again from 1980 to 1985, the
consumption of fish and chips gradually declined over the 25 year timescale to finish at just under
40.
In sharp contrast to this, teenagers ate the other two fast foods at much higher levels. Pizza
consumption increased gradually until it overtook the consumption of fish and chips in 1990. It then
levelled off from 1995 to 2000. The biggest rise was seen in hamburgers as the occasions they
were eaten increased sharply throughout the 1970s and 1980s, exceeding that of fish and chips in
1985. It finished at the same level that fish and chips began, with consumption at 100 times a year.
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(194 words)
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Model 2 : IELTS Writing Task 1 Sample:

Pie Chart
This IELTS writing task 1 sample is a pie chart. Below the pie chart is a model answer.
With pie charts you are usually given 2, 3, or 4 to compare. In this case there are 2.
Take a look at the question and chart first. Which is the best way to compare the information?
Make a decision then look at the model answer. Comments are provided so you can see why the
response would achieve a high IELTS score.
IELTS Writing Task 1 Sample 2

The pie chart shows the amount of money that a children's charity located in the USA spent
and received in one year, 2016.
Revenue Sources and Expenditures of a USA Charity in one year, 2016.
62
Model Answer
The pie charts show the amount of revenue and expenditures in 2016 for a childrens charity in the
USA. Overall, it can be seen that donated food accounted for the majority of the income, while
program services accounted for the most expenditure. Total revenue sources just exceeded
outgoings.
In detail, donated food provided most of the revenue for the charity, at 86%. Similarly, with regard
to expenditures, one category, program services, accounted for nearly all of the outgoings, at
95.8%.
The other categories were much smaller. Community contributions, which were the second largest
revenue source, brought in 10.4% of overall income, and this was followed by program revenue, at
2.2%. Investment income, government grants, and other income were very small sources of
revenue, accounting for only 0.8% combined.
There were only two other expenditure items, fundraising and management and general,
accounting for 2.6% and 1.6% respectively. The total amount of income was $53,561,580, which
was just enough to cover the expenditures of $53,224,896.
161 Words
Comments
The response achieves the task because the data from the pie chart is selected and summarised
appropriately.
Also, it can be seen that comparisons are made, which you are told to do in the rubric. The
comparisons are clear from language such as 'similarly', 'much smaller', and 'largest revenue
source'. Those are all language of comparison and contrast.
The summary is also well-organised. The writer decides first to compare the two largest items in
each pie chart in the first paragraph, then go on to summarise the smaller items of expenditure,
each in a separate paragraph.
It is therefore easy to follow the description.
There is not one right way to organise the pie chart. You could for example discuss each chart in
turn as they are about different categories.
However, you should compare across categories if each pie chart is about the same thing. There is
a lesson about that here: IELTS Pie Chart
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Model 3: IELTS Writing Task 1 Table

Below is an IELTS Writing Task 1 Table. Below the table is a model answer.
63
With a table, you need to do much the same as you would for any other question that requires you
to write about data.
In this case, the table is over time, so you would treat it like a line graph and describe the changes.
Follow this link to the 'lesson' pages for more information on writing about tables.
Follow this link for a lesson on writing about changes over time.
IELTS Writing Task 1 Table

The table shows the Proportions of Pupils Attending Four Secondary School Types
Between Between 2000 and 2009.
Secondary School Attendance
2000 2005 2009
Specialist Schools 12% 11% 10%
Grammar Schools 24% 19% 12%
Voluntary-controlled Schools 52% 38% 20%
Community Schools 12% 32% 58%
Model Answer
The table illustrates the percentage of school children attending four different types of secondary
school from 2000 to 2009. It is evident that the specialist, grammar and voluntary-controlled
schools experienced declines in numbers of pupils, whereas the community schools became the
most important providers of secondary school education during the same period.
To begin, the proportion in voluntary-controlled schools fell from just over half to only 20% or one
fifth from 2000 to 2009. Similarly, the relative number of children in grammar schools -- just under
64
one quarter -- dropped by half in the same period. As for the specialist schools, the relatively small
percentage of pupils attending this type of school (12%) also fell, although not significantly.
However, while the other three types of school declined in importance, the opposite was true in the
case of community schools. In fact, while only a small minority of 12% were educated in these
schools in 2000, this figure increased to well over half of all pupils during the following nine years.
170 Words
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Model 4 : IELTS Map - Model Task 1 Answer

Below is a Writing Task 1 IELTS map. Below the map is a model answer that has been written by
an IELTS instructor.
When you write about a map, you need to focus on describing where things are in location to each other.
Language such as 'to the left', 'next to', 'north of', 'behind' etc will be important.
IELTS Map - Writing Task 1

Below is a map of the city of Brandfield. City planners have decided to build a new shopping
mall for the area, and two sites, S1 and S2 have been proposed.
Map of Brandfield with two proposed sites for a shopping mall
65
Model Answer
The map illustrates plans for two possible sites for a shopping mall in the city of Brandfield. It can
be seen that the two sites under consideration are in the north and the south east of the town.
The first possible site for the shopping mall, S1, is just north of the city centre, above the railway
line, which runs from the south east of the city to the north west. If it is built here, it will be next to a
large housing estate, thus providing easy access for those living on the estate and in the city
centre. It will also be next to the river, which runs through the town.
The site in the south east, S2, is again just by the railway line and fairly close to the city centre, but
it is near to an industrial estate rather than housing.
There is a main road that runs through the city and is close to both sites, thus providing good road
access to either location. A large golf course and park in the west of the town prevents this area
from being available as a site.
190 words
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Model 5: IELTS Process Diagram Sample

This page illustrates an example of an IELTS process.
Occasionally you will have to desribe a process in the test instead of a graph.
Although this type of diagram is less common to see in the test, it is still important to have an
understanding of how to tackle this should it arise.
This is an example of the process of making bricks.
A sample answer is below the diagram.
IELTS Writing Task 1

industry.
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The Brick Manufacturing Process
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
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
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Model 6: IELTS Sample Bar Chart

On this page you will find a model answer for an IELTS bar chart.
This chart is over time, so it uses the 'language of change'.
Have a look at this lesson for more advice on describing a bar graph over time.
67
Gross Domestic Product in the UK
The chart shows components of GDP in the UK from 1992 to 2000.
Model Answer
The bar chart illustrates the gross domestic product generated from the IT and Service Industry in
the UK from 1992 to 2000. It is measured in percentages. Overall, it can be seen that both
increased as a percentage of GDP, but IT remained at a higher rate throughout this time.
At the beginning of the period, in 1992, the Service Industry accounted for 4 per cent of GDP,
whereas IT exceeded this, at just over 6 per cent. Over the next four years, the levels became
more similar, with both components standing between 6 and just over 8 per cent. IT was still higher
overall, though it dropped slightly from 1994 to 1996.
However, over the following four years, the patterns of the two components were noticeably
different. The percentage of GDP from IT increased quite sharply to 12 in 1998 and then nearly 15
in 2000, while the Service Industry stayed nearly the same, increasing to only 8 per cent.
At the end of the period, the percentage of GDP from IT was almost twice that of the Service
Industry.
Words 182
Comments
This answer meets the requirements of the task.
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The introduction explains what the graph is about, and gives an overview of the main points.
The body paragraphs are ordered logically and clearly. The first body paragraph discusses the first three
years, where the patterns are fairly similar. This is contrasted in the second body paragraph, where the GDP
of each country diverges noticably.
There are a wide variety of sentence structures and the language of change is correctly used. The correct
tense - the past - is used.
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Model 7: Sample IELTS Bar Graph

This is a model of an IELTS bar graph. The topic is team scores.
Follow this link to learn more about how to respond to a graph over time.
As with all graphs and charts, you will also need to make sure you are comparing and
contrasting the data.
Example 7
The bar chart shows the scores of teams A, B and C over four different seasons.
IELTS Bar Graph - Model Answer

The bar chart shows the scores of three teams, A, B and C, in four consecutive seasons. It is
evident from the chart that team B scored far higher than the other two teams over the seasons,
though their score decreased as a whole over the period.
69
In 2002, the score of team B far exceeded that of the other two teams, standing at 82 points
compared to only 10 for team C and a very low 5 for team A. Over the next two years, the points
for team B decreased quite considerably, dropping by around half to 43 by 2004.
In contrast, team As points had increased by 600% to reach 35 points, nearly equal to team B.
Team C, meanwhile, had managed only a small increase over this time. In the final year, team B
remained ahead of the others as their points increased again to 55, while team A and C saw their
points drop to 8 and 5 respectively.
(Words 164)
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Model 8: Sample Pie Chart - IELTS Task 1

Model Graph
70
of the total.
191 Words
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Model 9 : Sample IELTS Bar Graph

Here is an IELTS sample bar graph on the topic of British emigration.
This chart is over time, so it uses the language of change as well as language of comparison and
contrast.
IELTS Writing Task 1 - Example 9

The chart shows British Emigration to selected destinations between 2004 and 2007.
71
IELTS Bar Chart Model Answer
The bar chart shows the number of British people who emigrated to five destinations over the
period 2004 to 2007. It is evident from the chart that throughout the period, the most popular place
to move to was Australia.
Emigration to Australia stood at just over 40,000 people in 2004, which was approximately 6,000
higher than for Spain, and twice as high as the other three countries. Apart from a jump to around
52,000 in 2006, it remained around this level throughout the period.
The next most popular country for Britons to move to was Spain, though its popularity declined
over the time frame to finish at below 30,000 in 2007. Despite this, the figure was still higher than
for the remaining three countries. Approximately 20,000 people emigrated to New Zealand each
year, while the USA fluctuated between 20-25,000 people over the period.
Although the number of visitors to France spiked to nearly 35,000 in 2005, it was the country that
was the least popular to emigrate to at the end of the period, at just under 20,000 people.
(Words 179)
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Model 10 : IELTS Line and Bar Chart

This is an example of two graphs together - a line and bar chart.
View this lesson for tips and advice on how to describe two graphs together, using the example
from this page.
72
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.
(Words 171)
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Model 11: IELTS Line Graph Examples

Continuing with the sites IELTS line graph examples, this is an example of a line graph comparing
car theft.
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The line graph shows thefts per thousand vehicles in four countries between 1990 and 1999.
IELTS Line Graph Examples - Model Answer
The line graph compares the number of car thefts, measured in thousands, in four countries from
1990 to 1999. Overall, it can be seen that car thefts were far higher in Great Britain than in the
other three counties throughout the whole time frame.
To begin, car thefts in Sweden, France and Canada followed a fairly similar pattern over the first
five years, all remaining at between 5 and 10 per thousand. The general trend though for France
and Canada was a decline in the number of vehicles stolen over the period, with both at around 6
in 1999. In contrast, Sweden experienced an upward trend, starting the period at approximately 8,
and finishing at just under 15.
Interestingly, car thefts in Great Britain started at 18 per thousand, which far exceeded that of the
other countries. It then fluctuated over the next nine years, reaching a peak of 20 thefts per 1000 in
1996, and ending the period slightly lower than where it began, at approximately 17 per thousand.
(Words 173)
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Model 12: IELTS Pie and Bar Chart

This model answer is for an IELTS Pie and Bar Chart combined.
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For a lesson on how to write about two charts together in one question, follow this link.
Model Graph
The pie chart shows the percentage of persons arrested in the five years ending 1994 and
the bar chart shows the most recent reasons for arrest.
IELTS Pie and Bar Chart - Model Answer

75
The pie chart illustrates the percentage of males and females who were arrested from 1989 to
1994, while the bar chart compares the main reasons that the different genders were arrested most
recently. It is evident from the charts that males were arrested more than females and that public
drinking was the most common reason for arrest for both.
To begin, the proportion of males arrested was much greater than for females. 32% were arrested
compared to only 9% for women. Turning to the reasons for the most recent arrests, there were
some clear differences between men and women. Men were twice as likely to be arrested for drink
driving than women, at 26% and 14% respectively. Breach of order, theft, and other reasons were
also slightly higher for men, with all these offences standing in the range of 12-18% for both
sexes. Interestingly though, women experienced a higher percentage of arrest rates for assault
and public drinking. The figures for assault were fairly similar at approximately 18%, whereas
public drinking represented the main reason for arrest, with women at a massive 38%, compared to
31% for men.
(188 Words)
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Model 13: Sample IELTS Bar Chart

This is a sample IELTS bar chart showing the different transport modes used in a European city.
You will notice that there is a time frame. This means that you will need to use the language of
change and the language of comparison and contrast.
Model Graph 13
The following bar chart shows the different modes of transport used to travel to and from
work in one European city in 1960, 1980 and 2000.
76
IELTS Bar Chart - Model Answer
The bar chart shows the changing patterns of transport use in a European city during the period
from 1960 to 2000. In brief, the chart shows that the use of the car as a means of transport
dramatically increased over the period shown, while the others fell.
In detail, in 1960 the motor car was used least as a method of transport with only about 7% of the
population using this method but car use grew steadily and strongly to finally reach about 37% of
the population by 2000. This was a massive 5-fold increase in use.
Over this same period, however, the popularity of walking, which had been the most popular
means of transport with 35% of the population in 1960 having it as their preferred way of getting
around, fell to 10%. Bicycle use also fell from a high of about 27% in 1960 to just 7% in 2000.
On the other hand, bus use was more erratic being popular with almost 20% of the population in
1960 and rising to a peak of about 27% in 1980 before falling back to about 18% in 2000.
(188 Words)
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Model 14: IELTS Tables

IELTS tables are another way of visually displaying comparative data.
This sample is comparing the spending of five countries in Europe.
What you should notice is that the table is not over time.
This means that you need to focus on the language of comparing and contrasting.
Remember to also see if there is any way that you can group the data - this will help you to write a
well organized response.
Model Graph
The table illustrates the proportion of monthly household income five European countries
spend on food and drink, housing, clothing and entertainme
77
Proportion of household income five European countries spend on food and drink,
housing, clothing and entertainment
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%
IELTS Tables - Model Answer

The table shows the amount of household income that five countries in Europe spend per month
on four items. Overall, it is evident that all five countries spend the majority of their income on food
and drink and housing, but much less on clothing and entertainment.
Housing is the largest expenditure item for France, Germany and the UK, with all of them spending
around one third of their income on this, at 30%, 33% and 37%, respectively. In contrast, they
spend around a quarter on food and drink. However, 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 the remaining two items. For clothing, France and Spain
spend the least, at less than 10%, while the other three countries spend around the same amount,
ranging between 11% and 15%. At 19%, Germany spends the most on entertainment, whereas
UK and Turkey spend approximately half this amount, with France and Spain's spending between
those other three nations.
(180 Words)
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Model 15 : IELTS Task 1 Process

This is another example of an IELTS task 1 process.
This is a fairly simple example so it is good if you are new to processes. In the actual test it is likely
to be a bit more difficult.
The important things to remember when you write about a process are:
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1. Use the passive
2. Use time connectors
3. Change the word forms of the vocabulary given in the process diagram
Here is a lesson on decribing a process if you need more help.
IELTS Process - Chocolate Production

The illustrations show how chocolate is produced.
IELTS Task 1 Process - Model Answer
The diagram explains the process for the making of chocolate. There are a total of ten stages in
the process, beginning with the growing of the pods on the cacao trees and culminating in the
production of the chocolate.
To begin, the cocoa comes from the cacao tree, which is grown in the South American and African
continents and the country of Indonesia. Once the pods are ripe and red, they are harvested and
the white cocoa beans are removed. Following a period of fermentation, they are then laid out on a
large tray so they can dry under the sun. Next, they are placed into large sacks and delivered to
the factory. They are then roasted at a temperature of 350 degrees, after which the beans are
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crushed and separated from their outer shell. In the final stage, this inner part that is left is pressed
and the chocolate is produced.
(152 Words)
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Model 16: IELTS - Example of a bar chart

Here you can view an example of a bar chart for the IELTS test.
This bar chart shows the levels of spending of a family on three household items - gas, food and
clothing.
You should note first of all that the bar chart is over time which means you need to use the
language of change.
You should also make sure that you are comparing and contrasting the items too.
Take a look at the graph and model answer, then view the comments below on the response in
order to see how you can improve your answers.
Example of a bar chart

The bar chart shows the monthly spending in dollars of a family in the USA on three items
in 2010.
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Model Answer
The bar chart depicts the monthly expenditure on food, gas and clothing of a family living in the
USA in 2010. Overall, it can be seen that levels of expenditure fluctuated over the period.
To begin, in January the most money was spent on food, at approximately $500 per
month. Although expenditure on food increased slightly the following month, it then fell to account
for the lowest expenditure of all the items at the end of the period at just over $300.
Gas appeared to follow the opposite pattern to food spending. It started lower at about $350 per
month, falling in the following month, and then increasing significantly to finish at just under $600 in
April.
Clothing, which at just over $200 accounted for the lowest expenditure at the beginning of the
period, fluctuated dramatically over the time frame. After reaching around the same levels as food
in February (nearly $600), it dropped markedly in March, then jumped to just under $700 in the final
month.
With the exception of an increase in March, average spending decreased slightly over the four
months.
(183 words)
Comments
This example of a bar chart satisfies the requirements of the task.
The first paragraph introduces the graph (without copying from the rubric) and then identifies the
main trends.
It is clearly organized, with each item clearly explained in each paragraph.
Importantly however, even though each item is described in turn, the description does not just
describe each item in isolation. You will notice that comparisons are made between the items
throughout the description.
For example:
...it then fell to account for the lowest expenditure of all the items at the end of the period...
Gas appeared to follow the opposite pattern to food spending.
Clothing, which at just over $200 accounted for the lowest expenditure at the beginning of the
period,...
There is also evidence that the candidate knows how to write complex sentences:
Although expenditure on food increased...

Clothing, which at just over...
After reaching...
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There is also a good mix of comparison / compare sentence structuresand language of change. The
correct tense is used (past simple) as the graph is referring to completed actions in the past.
__________________________________________________________________________
Model 17: IELTS Process Writing Sample

In this IELTS process writing sample, the manufacture of tea is described.
A process diagram is different to a graph or chart and requires some different language structures
(though you still need to compare and contrast the various stages in the process where possible).
Particular language structures that you need to be aware of are the passive and time phrases.
You can view a lesson on writing about a process and use of the passive and time phrases here.
Now, take a look at this question and the tea process below, and then study the model answer and
comments below.
IELTS Process - Tea Production

The diagram shows how tea leaves are processed into five tea types.
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IELTS process writing sample answer
The diagram presents the manufacture of five different types of tea. It is immediately apparent that
although all the teas are produced from the same leaf, the differences in the manufacturing
process result in five different types of tea.
The first three stages of manufacture are the same for all of the five teas. The leaves are grown,
they are then plucked, and following this withering of the leaves occures. The final stage is also the
same, which sees all the leaves dried in an oven. However, in the stages in between this, differing
methods of production are employed.
To begin, white tea is unique as it involves no other processing. In contrast, green, oolong and
large leaf black tea are all rolled as part of the process. However, while green tea is steamed
before being rolled but is not fermented, the other two teas are first rolled and then both fermented
(oolong only slightly but large leaf black completely). Finally, small leaf black tea is neither steamed
nor rolled, but is crushed before being fully fermented.
Comments
This IELTS process writing sample is a well-organized response that covers all the important
features of the diagram.
It is easy to follow as it discusses each tea in turn, but not only this, it also groups similar
processes together and identifies the differences.
For example:
Similarities:
The first three stages of manufacture are the same for all of the five teas.
green, oolong and large leaf black tea are all rolled as part of the process.
Differences:
white tea is unique as it involves no other processing.
However, while green tea is steamed before being rolled but is not fermented, the other two teas
are first rolled and then both fermented.
The candidate decides to mention the first three stages and the last one together in one paragraph
as they are exactly the same for every tea, and the differing stages in the middle following this.
This may seem odd to mention the stages in this order, and it is likely that when you describe a
process you will discuss each stage in turn, but for this particular process it works well as the
candidate can then focus on the differences.
The appropriate voice is also used in the description, which is thepassive.
When we write about a process, we are interested in the actions, NOT who is doing them. In this
case we use the passive voice. Here are some examples of the passive voice from this IELTS
writing sample process:
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...the teas are produced from the same leaf
The leaves are grown, they are then plucked
...differing methods of production are employed
It may not always be possible, but if you can you should also try to use synonyms for some of the
words from the diagram rather than copying them all.
For example, completely fermented is used instead of fully.
Make sure you also make use of a mix of time transitions to guide the reader through the
description:
they are then plucked, and following this withering of the leaves occures.
the other two teas are first rolled and then both fermented
The candidate also demonstrates the ability to accurately use a mixof complex
structures necessary to achieve above a band 6 for grammatical range and accuracy:
Noun Clauses:
It is immediately apparent that although all the teas are produced from the same leaf...
Relative Clauses:
The final stage is also the same, which sees all the leaves dried in an oven.
Adverbial Clauses:
although all the teas are produced from the same leaf
white tea is unique as it involves no other processing.
while green tea is steamed before being rolled but is not fermented,
See the IELTS grammar page for an explanation of what is required for grammar in writing task 1
and 2.
_______________________________________________________________________________
Model 18: IELTS Pie and Bar Chart

Here is an IELTS pie and bar chart and it is another example of two charts that need to be
explained together.
The graphs represent poverty rates in the US in 2008.
When you describe two graphs together it is better to describe one first in one paragraph and the
next in the following paragraph.
Avoid trying to cross reference the information - this is usually not necessary and is quite complex
to do.
When you have a chart like this you will need to select the information carefully as there may be a
lot of information.
You should not try and write about everything - you have to show the examiner that you can select
and highlight the important points.
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You can view a lesson on how to describe two charts together here.
IELTS Pie and Bar Chart

The pie chart shows the percentage of women in poverty and the bar chart shows poverty
rates by sex and age. They are from the United States in 2008.
Model Answer
The pie chart ilustrates the proportion of women in poverty by household composition in the United
States in 2008 and the bar graph indicates the differences in rates of poverty by sex and age. At
first glance it can be seen that single women with no dependent children made up the largest group
in poverty and that poverty was highest for women and children.
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The pie chart shows that single women suffered from poverty the most. Single women without
children represented 54% of the total in poverty, and poverty for those with dependent children
stood at just over a quarter. Married women with and without children accounted for the remaining
fifth, or 20%.
Turning to the bar chart, poverty rates were highest amongst children, and the rates were roughly
equal for males and females, at around 21% for under 5s and 15% for 5-17 year olds. However,
from ages 18-24, the gap between men and women widened significantly, with approximately 14%
of men in poverty compared to over 20% for women. Poverty declined throughout the adult years
for both sexes, but a gap remained and this gap almost doubled in old age.
192 Words
____________________________________________________________________________________________
Model 19 : IELTS Line Graph and Pie Chart

Sometimes in the IELTS Academic Task 1 you have to describe two graphs together.
You can read more about how to tackle two graphs together in this lesson: How to write about 2
graphs
It is usually best to describe each graph separately rather than attempting to describe them
together.
Trying to link them can be difficult to do (remember you only have 20 minutes) and can also get
confusing to read.
Often the data is not directly linked anyway, and separate descriptions are more suitable.
IELTS Line Graph and Pie Chart Question

The line graph shows the number of books that were borrowed in four different months in
2014 from four village libraries, and the pie chart shows the percentage of books, by type,
that were borrowed over this time.
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Model Answer
The line graph depicts the number of books that were loaned out from four libraries over a four
month period and the pie chart illustrates the proportions of books borrowed in terms of genre. It is
immediately apparent that the borrowing patterns for each library were quite varied, and that fiction
was by far the most popular type of book.
The borrowing of books at Sutton Wood and Ryeslip began fairly high, at 250 and 300 per month in
June respectively. However, while book borrowing at Ryeslip fell steadily to around 175 at the end
of the period, borrowing at Sutton Wood followed a much more erratic pattern. It plummeted to 100
in August, before then rising steeply to finish at 300, which represented the highest level of
borrowing of the four.
Borrowing at West Eaton and Church Mount, meanwhile, followed very similar patterns, with both
starting quite low at 50 per month, but then gradually increasing to finish at 150.
Moving on to the types of books borrowed, fiction was in demand the most, at 43%. The next most
popular books were biographies, accounting for around a fifth of the total. The borrowing of science
and history were identical, at 14% each, leaving self-help as the least popular at 10%.
(211 Words)
____________________________________________
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Comments
Task Achievement
The graph covers all the requirements of the task, which are to describe both of the diagrams,
highlight the main features and make comparisons.
There is not any irrelevant information and the data is referred to in order to support the
description.
Coherence and Cohesion
The ideas are arranged in a logical way so the graph description is easy to read and follow.
Paragraphing is used well as there is an introduction and then separate pargraphs with the various
patterns.
Lexical Resource
There is a sufficient range of vocabulary used with precision and flexiblity.
Grammatical Range and Accuracy
There are wide range of sentence structures used, demonstrating that the writer can use a mix of
simple and complex sentence forms.
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IELTS Writing Task 1 Lessons

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IELTS Writing Task 1 Lessons

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Lesson 1: IELTS Writing Task 1:

Describing a Graph Over Time

You should spend about 20 minutes on this task.

Write at least 150 words.

Grouping the Data

Body Paragraph Two:

Lesson 2: Describing an IELTS Pie Chart

You should spend about 20 minutes on this task.

Write at least 150 words.

Now take a look at a model answer:

Choose the most important points to write about first

Make it easy to read

Vary your language

A large number of people

70% seven in ten

55% more than half

45% more than two fifths

35% more than a third

30% less than a third

15% less than a fifth

10% one in ten

Practice these phrases in a quiz

77% just over three quarters

49% just under a half

49% nearly a half

32% almost a third

proportion / number / amount /

75% - 85% a very large majority

65% - 75% a significant proportion

10% - 15% a minority

5% a very small number

Practice these phrases in a quiz

Sample IELTS Pie Chart

Sample Pie Chart - IELTS Task 1

Write at least 150 words.

Quiz 2 - IELTS Graph Data

IELTS Graph Data - Quiz Two

Lesson 3: IELTS Process Diagram:

This should follow the same format as any task 1:

1. Introduce the diagram

What is an IELTS Process Diagram?

You should spend about 20 minutes on this task.

Write at least 150 words.

Introduce the Diagram

Give the Detail

These are some common IELTS process diagram connectors:

Here is an example using stages four and five:

Most sentences use this structure:

Subject + Verb + Object

...the bricks go through a heating and cooling process.

Varying your Language

Finally, the bricks are packed

IELTS Process Diagram Sample

This is an example of the process of making bricks.

A sample answer is below the diagram.

IELTS Writing Task 1

Write at least 150 words.

The Brick Manufacturing Process

IELTS Process Model Answer

IELTS Sample Bar Chart

This chart is over time, so it uses the 'language of change'.

Gross Domestic Product in the UK

The chart shows components of GDP in the UK from 1992 to 2000.

Write at least 150 words.