How to describe graphs

IELTS Writing Task 1: Структура и шаблон описания графика

Структура написания одна, и подходит для всех типов графиков.

В IELTS WRITING TASK 1 разные графики:

СТРУКТУРА ОДНА ДЛЯ ВСЕХ ВИДОВ ГРАФИКОВ:

4-5 параграфов

150-170 слов

1§ Introduction: Paraphrase the Task (1 sentence)
— The graph gives information on … between … and …
— provides data on … over a 10-year period from … to …
— illustrates …

2§ Main features with Comparisons

3§ Main features with Comparisons

4§ Main features with Comparisons – ЭТОТ ПАРАГРАФ НЕ ОБЯЗАТЕЛЬНО

5§ Overall statement (general trend / what’s the same and what’s different)

Overall statement – можно написать во втором § и структура будет выглядеть вот так:

1§ Introduction: Paraphrase the Task (1 sentence)

2§ Overall statement (general trend/what’s the same and what’s different)

3§ Main features with Comparisons

4§ Main features with Comparisons

5§ Main features with Comparisons – ЭТОТ ПАРАГРАФ НЕ ОБЯЗАТЕЛЬНО)

Первый вариант: от деталей к общему (overall statement)

Второй вариант: от общего (overall statement) к деталям

И так и так можно.

В основной части может быть 2 или 3 параграфа.

Describing, explaining and comparing graphs

This blog explains how to analyse graphs and how to answer GCSE exam questions on graphs which use command words. The blog uses examples from GCSE Biology, but the explanations here are applicable to all three sciences.

We talk a lot about variables in this blog, because graphs are a visual way of presenting the relationship between variables. If you want to brush up on types of variables before finding out how they are used in graphs, check out these two blogs:

For the 101 on command words in GCSE Biology, look at this very helpful guide:

To find video tutorials covering maths skills in Biology, go to the My GCSE Science search and enter the term “maths skills”. This will return all the relevant videos. Below the tutorials you can find exam-style questions where you can apply the knowledge you’ve learnt from the tutorials and also mark schemes, so that you can assess your progress!

How to ‘describe’ graphs

When asked to describe patterns in graphs, you ‘say what you see’. To describe the graph in Figure 1, for example, you could say: “The rate of photosynthesis increases as temperature increases until a set temperature where the rate then falls back to zero.” If you can see numbers on the graph’s scales, you should also quote some values to validate your descriptions.

Figure 1 Figure 2

How to ‘explain’ graphs

When asked to explain graphs, you give reasons for each trend in the bars or lines on the graph. Aim to use the word “because”.

In Figure 1, the rate of photosynthesis increases when temperature increases because temperature increases the kinetic energy store of the enzyme and substrate molecules used in photosynthesis. There are more effective collisions and more product is formed, until a set temperature because this is the optimum temperature for these enzymes. However, the rate of photosynthesis falls after this point because the enzymes have become denatured.

How to ‘compare’ graphs

In questions where you are asked to compare, you need to comment on both the similarities and differences.

For example, to compare the graph in Figure 1 with the graph in Figure 2 you would say that as both independent variables increase so does the rate of photosynthesis. You could add that both independent variables are referred to as ‘limiting factors’ at this stage.

Now the similarities are covered, you then need to focus on the differences. When pointing out differences, it’s helpful to use the words ‘however’, ‘while’ or ‘instead of’.

When comparing Figure 1 with Figure 2 you could say: “In Figure 2, as the light intensity continues beyond a certain point, the rate of photosynthesis stays constant (because either carbon dioxide or temperature is now a limiting factor). However, in Figure 1, after a certain temperature the rate of photosynthesis falls rather than stays constant as temperature is still a limiting factor but is now having a negative influence on the reaction.

If values are given in an exam question, then try to use these values in the comparisons you make.

Correlation and causation

A line graph can reveal a correlation between two variables, but it cannot distinguish between causation and coincidence. Causation can only be verified if all other variables have been effectively controlled and there is evidence of a scientific reason for the causation.

Lines of best fit

A line of best fit helps to illustrate relationships between two variables that are continuous.

A straight line of best fit shows us that the relationship between two variables is linear. The relationship between the variables is proportional if the straight line of best fit goes through the origin – the point (0, 0) – and also has a positive gradient, which means it slopes upwards to the right.

Many relationships are directly proportional. This means that, when one variable changes, the other changes by the same proportion. For example, if one variable doubles, the other variable doubles as well.

If there is a positive correlation between two variables, this means that as one variable increases, the other does as well. A negative correlation tells us that, as one variable increases, the other decreases. In the exam, if more than one mark is offered in a question, using these mathematical terms correctly can gain you extra marks.

The line of best fit could also be a curve. A curve is common in rates of reaction graphs. A straight line would indicate a constant rate of reaction, while a curve indicates a change in the rate (or speed) of a reaction over time. If a straight line or curve flattens into a horizontal line, that indicates no further change in the rate of the reaction from a certain level.

Lines of best fit are also useful in identifying anomalous results and outliers which will not lie on the line of best fit. Lines of best fit can also be extrapolated (extended). This allows us to use a graph to predict values which lie outside the range of the available data.

Using two graphs to answer a question

These questions can be challenging. But read the example below and with a little practice you’ll be able to tackle two-graph questions and gain precious marks. The main thing to remember is that you really need to use all the clues provided in the question to answer it effectively.

Example question:

“Iodine is a semi-transparent orange colour when in solution. In the presence of starch, it will turn a dark, almost opaque blue-black colour. In the production of slimming foods, starch is broken down into glucose by carbohydrase enzymes, before being converted to fructose sugar by isomerase enzymes. Scientists investigated the effect that two types of carbohydrase enzyme had on the breakdown of starch. In order to move on to the isomerase part of the process, the starch needs to be broken down to a concentration of 2%. How long will this take for the most effective carbohydrase enzyme? Use information from both graphs in Figure 3 below. Show clearly how you worked out the answer”.

Figure 3

How to answer:

First, find the percentage of light for a 2% concentration of starch. On the first graph read up from 2% concentration on the x axis and across to the y axis where you find that for this concentration, 40% of light passes through. Then, use this value on the second graph. Enzyme A achieves 40% light passing through before Enzyme B, which means Enzyme A is more effective. Reading across from 40% to the line for Enzyme A and then down to the time axis, it takes 5 minutes for Enzyme A to break the starch down to a concentration of 2%.

IELTS Writing Task 1:

Lessons, Tips and Strategies

In the IELTS writing Task 1 for academic you have to describe some kind of graph, diagram, map or process.В

Here you will get all the tips and techniques you will need for writing about the Task 1, or to find out how to improve your score if it has been too low.

IELTS Writing Task 1 Lessons:

Overview

How to Write an Academic IELTS Task 1
This starter lessons tells you in simple steps how to structure and write a basic IELTS Graph.В

Types of Graph

Graphs Over Time
This important lesson shows you what you must do to properly describe a graph or chart that has a period of time.В

IELTS Pie Chart
In this lesson you’ll learn how to write about a pie chart, with tips on how to best organize your answer and advice on the language to use.В

IELTS Process
In this lesson you’ll learn how to describe an IELTS process diagram, with information about organizing your answer and using the passive voice.В

Two graphs together
Sometimes you get two graphs to describe together. This lessons shows you how to organize your answer if you do.В

IELTS Tables
This lesson provides you with IELTS practice for tables. It shows you that tables are not that different from other types of graph.

Task 1 Language

Language of Change
This lesson explains some useful sentence structures using some common language of change and you can practice the words with a gap fill.В В

Language to Compare and Contrast
Compare and contrast language is needed for most graphs and diagrams so it is important to learn and practice it.В

A Common Mistake
This lesson takes you through a mistake that is common when describing graphs in Task 1.В

Using Prepositions
Learn how to use the right prepositions when you are using the language of change in a graph over time.

Describing graphs in the future
Sometimes you may be given a graph to describe that is predicting what will happen in the future. View some strategies on how to approach a task 1 like this.В

Tenses for graphs, processes, and maps
This lesson gives you tips on the types of tenses you should know for the various types of task you could be given.

Task 1 Quizzes
Try out these quizzes which give you fun practice or a chance to test your knowledge of the variety of language used for academic task 1.

Organisation

Organizing a Line Graph (Part 1)
Find out about how there is more than one was to organize a task 1 graph, and learn how to write about a graph divided into ‘age groups’.

Organising a Line Graph (Part 2)
If you want to achieve a high band score for your graph you must ensure it is well-organised. This lesson tells you more about one possible way of doing this.

Overview of Academic Task 1:

Task 1 Quiz Exercises:

Check out our IELTS Quiz page for various interactive quizzes to test and teach yourself about the language for the IELTS writing task 1:

Have you found this page useful?

IELTS Writing Forum:

The writing forum is a place for you to discuss the test or ask questions about it. Reading previous questions asked may help you with things you don’t understand so check out the forum here:

These are some useful topics and questions that have already been discussed:

And remember you can ask your own question if there is something in the test that you are unsure about.В

Band 7+ eBooks

«I thinkВ these eBooks are FANTASTIC. В I know that’s not academic language, but it’s the truth!»

How to describe graphs

On the following pages there are lessons to teach you how to write an academic IELTS writing task 1.

There are examples of all the different types of task which include line graphs, pie charts, tables, processes, diagrams and maps.

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.

First, on this page, you’ll get an overview of how to answer a task 1.

Once you have studied the general structure, you can view other examples by looking at the model graphs that are on this site.В

Alternatively, follow on with these lessons to a variety of strategies and tips to achieve the writing score you need.

How do I answer an IELTS writing task 1?

To analyse this, we’ll look at a line graph. Look at the following question and the graph.

You should spend about 20 minutes on this task .

The line graph below shows changes in the amount and type of fast food consumed by Australian teenagers from 1975 to 2000.

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

Write at least 150 words.

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

We’ll 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. Don’t give detail such as data here – you are just looking for something that describes what is happening overall.

One thing that stands out in this graph is that one type of fast food fell over the period, whilst the other two increased, so this would be a good overview.

Here is an example:

Overall, the consumption of fish and chips declined over the period, whereas the amount of pizza and hamburgers that were eaten increased.

This covers the main changes that took place over the whole period.

You may sometimes see this overview as a conclusion. It does not matter if you put it in the conclusion or the introduction when you do an IELTS writing task 1, but you should provide an overview in one of these places.

3) Give the Detail

You can now give more specific detail in the body paragraphs.

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

The key to organizing your body paragraphs for an IELTS writing task 1 is to group data together where there are patterns.

To do this you need to identify any similarities and differences.

Look at the graph – what things are similar and what things are different?

As we have already identified in the overview, the consumption of fish and chips declined over the period, whereas the amount of pizza and hamburgers that were eaten increased.

So it is clear that pizza and hamburgers were following a similar pattern, but fish and chips were different. On this basis, you can use these as your ‘groups’, and focus one paragraph on fish and chip and the other one on pizza and hamburgers.

Here is an example of the first paragraph:

In 1975, the most popular fast food with Australian teenagers was fish and chips, being eaten 100 times a year. This was far higher than Pizza and hamburgers, which were consumed approximately 5 times a year. However, apart from a brief rise again from 1980 to 1985, the consumption of fish and chips gradually declined over the 25 year timescale to finish at just under 40.

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 1970’s and 1980’s, 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 1970’s and 1980’s, 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.

Have you found this page useful?

Now you’ve been through this first introductory lesson, you can go to the next lesson or start viewing some model answers.В

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How to write a line graph for IELTS writing task 1

Learn how to describe a line graph for IELTS writing task 1. IELTS Line graphs are common in writing task 1 along with bar charts, tables, maps, diagrams and pie charts. This lesson was last up-dated in 2018.

The guidelines below will help you structure your line graph answer and focus on the right aspects for a high score.

Steps: How to write IELTS Line Graphs

Line Graph Sample

It is not common to be given only one line in IELTS writing task 1. However, this answer will provide you will an example of vocabulary, layout and general content.

Line Graph Model Answer

The graph illustrates how many people from the age of 65 and above were reported to have contracted influenza in a particular village in the UK from 1985 to 1995.

Overall, the number of cases of elderly people with influenza increased over the period given. The highest number of people with the illness can be seen in 1991.

In 1985, the number of cases of influenza stood at 40 and then rose steadily over the next three years to reach 55 in 1987. In the following year, 1988, the figure dipped slightly to below 50 after which it rose significantly to reach a high of 75 in 1991.

From 1991, there was a decrease to about 60 in 1993 of the number of reported cases of influenza. From this point, except for a slight increase of about 5 cases, the number remained at about 60 at the end of the period.

Focus Points:

Take time to read through the model and pay attention to:

Please note: this is a practice exercise lesson. It is rare for IELTS to give a one-line graph. So, use this to practice language and technique.

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Comments

Thanks a million.💝💝💝

Hi, Liz. Please evaluate.

The graph illustrates the number of people aged 65 years and above with influenza in a particular village in UK between year 1985 to 1995.

Overview, the number of infected aged people with influenza increased over the years. In the year 1991,the highest number of people with the case were reported, whereas the lowest case was reported in 1985.

In 1985, the number of cases of influenza stood at 40 and then rose steadily to 55 in 1987. There was a slight fall in the number to 50 in the subsequent year afyer which it leveled off to hit a high of 75 in 1991.

Between 1991 to 1993, there was a drop from 75 to 60 in the number of people reported to be infected with influenza. The number remained constant at 60 from 1993 to the final year except for a slight increase of 5 cases reported in 1994.

Hi Liz thanks a bunch for your beneficial tips and answers.
Honestly I’ve got a problem!!
Is the “overview” of writing task 1 necessary?
I mean we don’t have to use any numbers in it.
Cause i’m really confused.
I live in Iran and I’ve taught to prepare my writing in just 3parts including:
Introduction
2 or 3 body paragraph and
Conclusion!
Without overview.
WHAT SHOULD I DO??

The overview is the most important paragraph for academic writing task 1. It contains a summary of the key features. This means you collect and describe all key features in that paragraph. The numbers and detail, you present in the body paragraphs. See my model answers and tips about the conclusion: https://ieltsliz.com/ielts-writing-task-1-lessons-and-tips/

Thank you Liz. It’s really effective.

Hello Liz,
Thank you very much for the content that you produce. I’m using it as a main source for my IELTS preparation.
I’m struggling a lot with identifying key features of a graph. Not sure why, but I usually end up writing too much information in an overview. Do you have any suggestions or tips on how to properly identify the key features for the overview?
Thank you in advance.

Give a bird’s eye view – what goes up or down over the period. Then mention which might be higher or lower. Those are two key features that are in most line graphs. Another option is to add an unusual key feature – ie when lines show opposite trends (but this isn’t common). So, the two common key features I mentioned will be two sentences – one each. Your task is to simplify what you see – not complicate it.

thank you liz.Your lessons are too helpful.

See my model answers for writing task 1 on this page to learn your answer: https://ieltsliz.com/ielts-writing-task-1-lessons-and-tips/

Hi liz,
Somebody told me that, for graphs ‘Overall Statement’ should put at last, rather than within introduction or second paragraph. To what extent it is right??

There are no rules about this. The examiner will mark you based on logical organisation. Your overview statement can come before or after the smaller detail. This means it comes before or after the body paragraphs.

Mam, as you said before, I would prefer “overall” just after the Introduction paragraph.
thank you so much for your worthful lessons! All of the classes are excellent and it means a lot…

Go to the red bar at the top of each page and click on the words: Writing Task 1. All main pages are accessed through the red bar.

Thank you so much for your valuable guidance. I request you to provide one more example on line graphs which has 3-5 lines so that it would be better to learn and write in the exam.
I also want to inform you that I am planning to appear for my IELTS in the month of October and your website is the only source for me to study. So I request you to help me in this and i hope that it would be better for others also. Looking forward to get positive response from your side.
Thanks again in the advance.

IT’s certainly something I will put on my list of things to do, but I’ll actually be taking a break in September and possibly October too. Only a few reading or listening lessons will be posted during that time as well as updated topics.

and plateau word good for line graph

If you don’t know it, don’t use it.

Hello Liz mam,
I’ve a question. Can we use both verb+adverb and adjective+noun in a line graph or we have to choose only one pair for whole graph.
Thanks in advance..
Abdul….

You should alternate so that you demonstrate your language skills.

If you want a good band score, then you need to demonstrate the skill of organising paragraphs. See the band score requirements.

Excuse me, Why ‘the origin number’? I think that should be ‘the original number’

Thanks for spotting it. It’s a typo.
Liz

Dear madam,can we mention dates in overview paragraph.what I mean is that mentioning time phrases ” at the beginning of the period,during mid years,at the end of the period” while describing key changes would’nt be better instead of writing specific dates such as,1999,2000 or it does’nt affect much.

hey Liz thnas for everthing

Hi Liz,
Question about the intro, how come it is “over 10 years” when it is from 1983-1992?
Thanks,
Joharra

The word “over” does not mean “more than” in this context. It refers to over the period. There are 10 years given.
Liz

Hi Liz,
Just a follow up question. So the counting of years should start at the first given year, which is 1983? However, 1983 + 10 = 1993. In the line graph it is 1992.
There was another essay says 26 years (1981-2007) which is correct when being added (1981 + 26 = 2007).
Just really curious. Do you have any explanations about this? And one last question, should the overview be in a separate paragraph or part of the intro?
Thanks a lot!
Joharra

You can count it on the graph, not by doing calculations. Just look at the graph and count.
Liz

Thanks! that makes everything clear 🙂

My last question is about Grammar, would you please explain a bit more when we put ”s” in ”figures”?
One student wrote ”’The figures rose steadily in the next four years, to reach its first peak in 1987” and you asked to take off ”s” in figure. when we should not put ”s” like”figure”?thank you.

The overview contains a description, so if we write “it doubled” as a description it is fine. But you can certainly make it clearer by writing “it more or less doubled”. As long as you don’t write “it doubled exactly”. But you need to understand that we are not referring to details. In the first years the numbers were 200 and under, then they reached 400. The description is “doubled”. If you get lost in details, then it isn’t an overview.

Usually, we write about “the figure” rather than using the plural.
All the best
Liz

Many thanks, God bless you!

I am from Mongolia. I am doing independent study on the preparation of IELTS examination. Thank you for helping the students like me around the world. I would like to kindly ask you to check my writing below in order to let me know my writing skill in task 1.

The line graph illustrates the amount of goods transported in four different ways (road, water, rail and pipeline) in Uk between 1974 and 2002. The units are measured in million tonnes.

Overall, over the period, the highest amount of goods was transported by road while the least amount of goods was transported by pipeline. Interestingly, all the amounts of goods were increased over the 28 years except the amount of rail transportation which almost reached back to it’s original number.

In terms of the road, the amount of goods was transported, it began about 70 million tonnes which rose steadily over the following 18 years to reach over 80 million tonnes in 1992. In the following 4 years, there was a gradual decline after which it grew up to nearly 100 million tones. Likewise, about 39 million tonnes of goods was transported through water in the first year and then the figure fluctuated slightly and rose to about 65 million tones. Similarly, in 1974, the figure of the pipeline transportation stood at about 5 million tonnes and there was a steep fluctuation until it leveled out from 1995 to 2002.

On the other hand, the amount of goods was transported by train was 40 million tonnes in 1974 which was followed by slight changes and reached at just above it’s beginning figure of 40 million tonnes.