How to write ielts writing task 1
How to write ielts writing task 1
IELTS Writing Task 1 Tips, Model Answers & More
Useful IELTS writing task 1 tips, answers, lessons & videos for success achieving a high score. This page contains all the information and help you need to do well. Learn about the IELTS marking criteria, paragraphing, vocabulary and much more. This page has tips for Academic writing task 1 and GT writing task 1 (see bottom of page).
IELTS Writing Task 1 Information
IELTS Writing Task 1 Practice Charts
A collection of useful IELTS writing task 1 practice samples to develop your writing at home.
IELTS Charts for Practice: Academic Test Only
IELTS Writing Task 1 Tips & Free Videos
Free IELTS writing task 1 tips and videos for the right techniques and understanding the test more clearly.
IELTS Bar Chart Video
Learn how to describe a bar chart in IELTS writing task 1. You can find a model answer for this lesson here: Model Answer.
Writing Task 1 Model Answers
IELTS model answers for charts, graphs, diagrams, maps and tables.. Each sample answer is estimated band score 9.
IELTS Writing Task 1 Practice Lessons
IELTS writing task 1 free practice lessons to help you develop skills and understand about the requirements of task 1 academic. More lessons will be added over time.
IELTS General Training Letter
The following links are for IELTS candidates who are preparing for the General Training Writing Test. Your task will be asked to write a letter. You will not be writing a report as in the Academic Test. Use the links below to help you prepare:
General training model letters and practice exercises:
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IELTS Writing Task 1
IELTS Writing Task 1 Academic requires you to write at least 150 words in response to a graph, table, chart or process. You will be presented with factual information and asked to select and report the main features of the data in under 20 minutes.
IELTS Writing Task 1 in 6 Simple Steps
If you’re taking Academic IELTS, you’ll be required to write a report on a data set, map or process in Writing Task 1. In this video, I’ll show you how to give the examiner exactly what they want in 6 simple steps.
Academic Writing Task 1 Strategy
Essential Writing Task 1 Skills
Your overview paragraph is the most important part of your whole Task 1 essay. As such, this article will show you how to pick out the main features and how to include them in your overview.
Paraphrasing is one of the most essential IELTS skills, not just in Writing Task 1, but in all parts of the IELTS test. You should paraphrase the question in every essay and I recommend doing this in the very first sentence to help boost your vocabulary score.
Complex sentences help you boost your score for grammar. Complex sentences are actually very simple to write and are not complex at all! So in this article, we’ll show you how to write your own.
Around 150 words? Exactly 150 words or over 150 words? How many words over? How do I know how many words I have? This article answers all those questions and more.
This quick checklist can be used for any Task 1 question and help you make sure you have everything you need to get your best possible score.
Here is a list of all the tips I give my students doing Task 1.
Synonyms are very important…However, they can also really reduce your mark if used incorrectly.
The six most common mistakes that stop students getting over a Band 6.
This article will show you how to make your writing as clear and as easy to read as possible. It will also give you advice on whether to use a pen or pencil.
Writing Task 1 Full Lessons
Task 1 certainly can seem difficult if you haven’t seen it before. This lesson breaks the question down into 5 easy-to-understand steps.
Charts are probably the most common Task 1 question, so in this post, we will show you what data to choose and how to describe it.
Maps are not very common, but they are the easiest (in my humble opinion). Therefore, if you don’t learn how to do them, you could really regret it if one appears in your exam.
What should you do if you get two different charts or graphs? This lesson shows you how.
Sometimes you will be shown a process such as a life cycle or how something is manufactured. This certainly requires a very specific approach – you can learn what it is in this article.
Academic Task 1 Sample Answers
It’s very important that you have some good IELTS samples so that you can compare your writing and see if you are at your required level.
General Training Writing Task 1
In IELTS General Training, it’s important that you know how to give the examiner what they want. Therefore, you must understand whether you should write a formal or informal letter.
The downloadable PDF below will teach you everything you need to know about formal and informal letters, including a step-by-step strategy for scoring a Band 7 or above.
General Training Writing Task 1 in 5 Simple Steps
Essential Writing Task 1 Skills
This article will outline important guidelines you must follow to write a high-scoring letter in IELTS Writing Task 1.
It’s important that you write your letter in the correct tone. Therefore, this post will show you how to write an informal letter that will boost your score in IELTS Writing.
Many people worry about writing in a formal tone. However, this post will show you how simple it can be to use formal language and get the score you need in IELTS Writing Task 1.
General Training Essential Writing Task 1 Skills
Do you know what a Band 7+ letter looks like? This post will share a strong IELTS sample letter alongside a foolproof strategy so that you can write your own.
This guide will teach you exactly how to write a Band 7+ Task 1 letter, including formal vs. informal letters, common mistakes to avoid and a structure you can follow from home.
Sample Answers
It’s very important that you have some good IELTS samples so that you can compare your writing and see if you are at your required level:
Writing Task 1 Essential Information
These facts will help you understand what the test is and how it is scored so that you can move on to improving your performance.
However, try not to worry about these small details. Instead, you should focus on what really matters – improving your performance.
Grammar and Vocabulary Guide
Grammar and vocabulary combined account for 50% of your score in IELTS Writing Task 1. Therefore, you must find out what your common grammar and vocabulary mistakes are and then fix them. In my experience, this is the best way to boost your score in these sections of the exam.
This post will show you the specific grammar structures and phrases you need to score high in IELTS Writing Task 1.
Here are some common grammar mistakes I have found after marking thousands of tests.
See the interactive tool below for the most commonly asked questions we receive about IELTS Writing Task 1:
IELTS Writing Task 1 FAQs
How can I improve my writing?
You will find all the resources you need on our Writing Task 1 page. Click the link below:
If you need serious help or personalised feedback, you should check out our online course. There is a waiting list, but you can add your name here:
How can I get a Band 7, 8 or 9?
The answer to this question is different for every individual IELTS student, as it depends on a number of factors, including your work ethic, English skills and exam strategy. You’ll find a guide to answering this question in this article
If you need serious help with improving your IELTS scores, you should check out our online writing course. There is a waiting list, but you can add your name by clicking the link below:
Can you correct my writing?
Please click the link below and it will give you all the information you need about our writing correction service:
Do you have any sample answers?
Yes, you will find them at the link below:
Will using ‘high level’ or ‘academic’ words help me improve my score?
Read my recent article about IELTS vocabulary here:
How many paragraphs should I write?
You can put the overview at the end if you’d like.
Can I use idioms?
No, you should typically avoid using idioms in Writing Task 1.
The only time this is acceptable is if you are taking the General Training test and must write an informal letter.
Should I write a conclusion for Task 1 Academic?
No. A conclusion is a summary of YOUR ideas and your opinion. Task 1 is simply reporting what you see, so there shouldn’t be any of your ideas or your opinion.
Instead of a conclusion, you should write an overview.
The reason lots of people get confused about this is that some teachers, books and even one British Council website call the overview a ‘conclusion’. It’s not a conclusion, it’s an overview.
Finally, it does not matter where you put the overview paragraph. We teach our students to put it after the introduction, but it is also fine to have it as your final paragraph.
How many words should I write?
You must write at least 150 words in Writing Task 1 (yes, the examiners will count them!)
I would suggest that you aim to write around 160-170 words for Task 1. Aiming for 20-30 words more than the required amount makes you more likely to reach the word limit without setting an unrealistic goal.
Will I lose marks if I don’t write enough words?
Yes. If you don’t write the required number of words, you will lose marks in ‘Task Achievement’ for not answering the question fully. Read more here.
Can I use contractions?
No, should not use contractions when you are writing an academic essay or formal letter. However, it is fine to use contractions in an informal letter.
When should I write formally?
There are a few signposts that indicate when you should write formally or informally. Watch our video lesson to find out what they are:
Как выполнять задание 1 IELTS Writing
IELTS Writing — настолько обширная тема, что мы решили выпустить две статьи. Первая посвящена выполнению первого задания письменной части IELTS, а вторая — написанию эссе.
Для поступления в иностранный вуз или работы за границей необходимо сдать международный экзамен IELTS. IELTS Writing считают одним из самых сложных аспектов экзамена. В этой статье вы найдете практические советы по подготовке к сдаче письменной части IELTS, примеры выполненных заданий, базовый словарь и набор грамматических конструкций, которые помогут получить высокий балл.
Я сдавала IELTS Academic, мой общий результат 8.0, а за часть Writing — 6.5. Результаты моих учеников — 6-7 баллов. Меня удивляет, что даже носители языка, у которых все аспекты сданы на 8.5-9.0, получают 6.5-7.0 за письменную часть экзамена. Такие результаты побудили меня к изучению этого вопроса. В марте я посетила семинар, посвященный тому, как готовить студентов к IELTS Writing, также изучила много литературы и советов опытных преподавателей, и в этой статье я поделюсь ими с вами.
Общие сведения об IELTS Writing
В первой части письменного задания кандидату необходимо за 20 минут в 150 словах описать график, диаграмму, таблицу или карту. Описание включает в себя анализ основных изменений показателей на иллюстрации, сравнение данных и подытоживание информации. Выражать собственное мнение не требуется.
В IELTS Writing есть 8 основных типов заданий, вам попадется одно из них (примеры взяты из пособия IELTS Writing Task 1 Academic Module).
| Тип задания | Пример |
|---|---|
| line graph — линейный график |  |
| pie chart — круговая диаграмма |  |
| bar chart — столбчатая диаграмма |  |
| table — таблица |  |
| map — карта |  |
| process — процесс |  |
| mixed type — комбинированное задание |  |
| flow chart — блок-схема алгоритма |  |
Структура работы:
1. Вступление — 1-2 предложения
Первое предложение во вступлении должно сообщать о периоде, месте и объекте описания. Примеры вступительных фраз приведены в таблице.
| Словосочетание | Перевод |
|---|---|
| the table shows changes in | таблица показывает изменения в |
| the table gives information about | таблица дает информацию о |
| the bar chart compares | столбчатая диаграмма сравнивает |
| the graph illustrates | график иллюстрирует |
| the chart shows data about | график показывает данные о |
| the figure shows how smth is produced | рисунок показывает, как что-то изготавливается |
Написать вступление будет легче, перефразировав задание, для этого используйте синонимы, например:
graph → line graph
chart → bar chart
diagram → figure
to show → to describe, to illustrate, to demonstrate
proportion → percentage
information → data
the number of → the figure for, the proportion of
people in the UK → the British
from 1999 to 2009 → between 1999 and 2009 / over a period of ten years
in three countries → in the UK, France and Spain
2. Резюме — 2-3 предложения, которые обобщенно описывают основные характеристики изображения
Резюме можно разместить сразу после вступления (в том же или отдельном абзаце) или в конце работы. Чтобы написать резюме, нужно проанализировать общий характер изменений на изображении за весь период и выделить основные тенденции. Если показатели все время варьировались, лучше выбрать другой способ — указать самые высокие и самые низкие показатели.
Посмотрим на список слов, которые помогут начать резюме:
3. Параграф — основная часть (2-3 параграфа по 6-7 предложений) с детальным анализом
Чтобы написать хороший параграф, следуйте советам:
Линейный график
Рассмотрим, как описывать линейный график IELTS.
Структура
Вступление
Автор перефразировал задание с помощью синонимов, избегая тавтологии:
shows → compares
number → figures
each day → daily
commuters → travel by workers
car, bus or train → forms of transport
between 1970-2030 → 60 years
Резюме
Резюме начинается с фразы it is clear, оно не содержит фактической информации, только общие черты. Здесь упомянуты две основные тенденции: самый популярный вид транспорта и основные изменения в количестве.
Параграфы 1 и 2
Деление на параграфы осуществлено по временному критерию: прошедшие годы поместили в один параграф, а предсказания — в другой.
Лексика
Для описания линейного графика кандидату пригодится лексика, характеризующая изменения в тенденциях. Мы выделили основные глаголы:
| Слово/Словосочетание | Перевод |
|---|---|
| to rise, to increase, to grow, to climb, to boom, to peak (to reach / hit a peak), to rocket, to surge, to go up | повышаться, возрастать |
| to fall, to drop, to decrease, to reduce, to decline, to dip, to plummet, to plunge, to go down, to reach the lowest point, to hit the bottom | понижаться, падать |
| not to change, to remain stable, to remain steady, to stay constant, to stand steady, to maintain the same level, to remain unchanged, to plateau | оставаться без изменений |
| to level out | сравняться |
| to fluctuate, to oscillate, to be volatile | колебаться |
Почти от каждого из этих глаголов можно образовать существительное, это позволит варьировать грамматические структуры.
| Глагол | Существительное |
|---|---|
| to rise | a rise |
| to reduce | a reduction |
| to remain stable | a period of stability |
| to stabilize | a period of stabilization |
| to level out | a leveling out |
| to fluctuate | a fluctuation |
| to oscillate | an oscillation |
| to be volatile | a period of volatility |
Уместно подобранные прилагательные и наречия помогут дать более точную оценку тенденциям или описать изменения с учетом мельчайших деталей:
| Наречие | Прилагательное |
|---|---|
| dramatically, sharply, enormously, steeply, substantially, considerably, significantly — сильно, резко, значительно | dramatic, sharp, enormous, steep, substantial, considerable, significant — сильный, резкий, значительный |
| rapidly — быстро и за короткое время | rapid — быстрый |
| moderately, mildly — умеренно, незначительно | moderate, mild — умеренный, незначительный |
| gradually, slowly — постепенно, медленно | gradual, slow — постепенный, медленный |
| slightly — легко, немного | slight — легкий, небольшой |
| minimally — минимально | minimal — минимальный |
| partially — частичный | partial — частично |
Грамматика
Основной трудностью при описании линейного графика может стать правильное употребление предлогов. Например, увеличиться на 10% по-английски будет to increase by 10%, а не on 10%.
Мы выделили основные случаи употребления предлогов для описания изменений:
Круговая диаграмма
Рассмотрим пример описания круговой диаграммы.
Структура
Вступление и резюме
В первом параграфе объединены вступление и резюме. Резюме начинается словами at first glance it is clear. Посмотрим, как перефразировано задание и какие синонимы использованы:
show → illustrate
the main → the primary
migration to and from → came to and left
reason → factor
definite job → employment
Параграфы 1, 2, 3
По критерию причин иммиграции и эмиграции письмо разделили на три параграфа. При этом выделены только основные причины — работа, учеба, семья. Отметим, что иммиграция и эмиграция не описаны в отдельных параграфах.
Лексика
При описании круговой диаграммы кандидат в основном работает с процентами. В таблице представлена полезная лексика.
| Слово/Словосочетание | Перевод |
|---|---|
| the proportion of | доля, количественное отношение |
| the percentage of | доля, процентное отношение |
| a large number of | большое количество |
| over a quarter of people | более четверти людей |
| a significant number of people | значительное количество людей |
| a very large majority | значительное большинство |
| a significant proportion | значительное количество |
| a minority | меньшинство |
| a very small number | очень маленькое количество |
| one in twenty (5%) | каждый 20-ый |
| one in ten (10%) | каждый 10-ый |
| less than a fifth (15%) | меньше одной пятой |
| a fifth (20%) | одна пятая |
| a quarter (25%) | четверть |
| less than a third (30%) | меньше трети |
| more than a third (35%) | больше трети |
| two fifths (40%) | две пятых |
| a half (50%) | половина |
| just over | чуть больше |
| approximately, nearly, almost, about, roughly | приблизительно, почти |
| just under | чуть меньше |
Чтобы рассказать о количестве, нужно сперва понять разницу между number и amount. Number используется с исчисляемыми существительными, после него может употребляться глагол как в единственном, так и во множественном числе. В единственном числе перевод — «количество чего-то/кого-то», во множественном — «большое количество чего-то/кого-то». Amount используется с неисчисляемыми существительными. Соответственно, глагол употребляется только в единственном числе.
The number of people was gradually decreasing. — Количество людей постепенно уменьшалось.
A number of services were improved. — Большое количество услуг были улучшены.
A significant amount of money was spent on accessories. — Значительное количество денег было потрачено на аксессуары.
Вместо number и amount можно использовать слово proportion. Оно используется как с исчисляемыми, так и с неисчисляемыми существительными.
The proportion of young people listening to rock is higher than of those listening to classical music. — Количество молодежи, слушающих рок-музыку, больше, чем слушающих классическую музыку.
The proportion of water used for agricultural purposes is smaller than of that used in industries. — Количество воды, используемой для сельскохозяйственных целей, меньше, чем количество воды для промышленности.
Давайте обратим внимание на разницу между percent и percentage. Слово percent используется только после числа. Percentage используется в общем и может употребляться с исчисляемыми и неисчисляемыми существительными:
The percentage of women knitting jumped to 45% in 2018. — Процент женщин, которые вяжут, подскочил до 45% в 2018 году.
The percentage of food people buy in supermarkets has increased in the last 2 years. — Процент еды, которую люди покупают в супермаркетах, вырос за последние два года.
80 percent of population did not come to the election. — 80% населения не пришло на выборы.
Грамматика
Если мы употребляем такие слова, как a third, a quarter и им подобные, после них используется предлог of.
A third of the students prefer studying abroad. — Треть студентов предпочитает учиться за границей.
Исключение составляет half, после которого можно как ставить, так и не ставить предлог of.
Half (of) the children were dissatisfied. — Половина детей не была удовлетворена.
Half (of) the population was ill. — Половина населения была больна.
Обратите внимание, что если существительное используется во множественном числе, то и глагол будет во множественном числе.
Выражения вроде one in three и one out of five, после которых используется существительное во множественном числе, не требуют после себя конкретной формы глагола. Можно использовать как единственное, так и множественное число.
One in three men from the study says/say he never drives in bad weather. — Каждый третий мужчина эксперимента говорит, что он никогда не водит в плохую погоду.
Столбчатая диаграмма
Рассмотрим пример описания столбчатой диаграммы.
IELTS Academic Writing Task 1
– How To Understand & Analyse Task 1 Questions –
There are 5 steps to writing a good essay for IELTS Academic Writing Task 1:
One of the biggest mistakes many students make is missing out the first step – analysing the question.
They are so worried about getting their essay finished in the 20 minutes allowed for the task that they get straight down to writing without fully understanding the question. The result is an essay that fails to meet many of the marking criteria and thus achieves a low score.
Whilst your language skills may be good enough to earn you a Band 7 or 8, not answering the question appropriately could reduce your score to a Band 6 or even lower.
It’s not difficult to analyse and understand task 1 questions once you know how and that’s what you’re going to learn in this lesson.
Understanding the Question
The first thing to understand is that the format of every question in IELTS Academic Writing Task 1 is the same.
Here’s a typical question. The highlighted words are always the same no matter what type of question you get.
The bar chart below shows numbers of seals, whales and dolphins recorded in the Gormez Straits from 2006 to 2018.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Every question consists of:
So, let’s analyse what you have to do. For this, we need to look at the вЂinstruction’ sentence.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
You have to do 3 things:
1. Select the main features.
2. Write about the main features.
3. Compare the main features.
This is the same for every question and every type of graphic.
You’ll notice that each part of the task refers to the вЂmain features’ of the graphic. You do not have to write about everything.
A key skill you must learn is how to quickly pick out the features.
Another point to note is that you are not required to give your opinion as you would for many Task 2 essays. This is a common mistake which will lose you marks. Only write about what you can see in the graphic.
Identifying the Main Features
I’m now going to give you some checklists to help you to identify the main features of the different types of IELTS Academic Writing Task 1 questions.
I go into detail on how to pick out the main features in specific questions in the lessons on individual question types.
Here are the 7 question types:
Click the links for step-by-step instructions on how to write each type of essay including a model answer.
The various types of graphs and charts are not especially difficult to interpret. The challenge for most students is simply that they are not used to working with them.
Remember, IELTS is an English exam designed to test your language skills, not your mathematics ability. No complicated calculations are required.
The graphics are just a way of presenting information using numbers and diagrams. Your job is to convert the information into a written form. That’s all you have to do.
Bar Charts & Line Graphs
1) What can you learn from the title?
There won’t always be a title but where there is, read it carefully as it will give you important information about the chart or graph and the first clue as to what it’s about.
In our example above, the bar chart shows вЂSeal, Whale & Dolphin Populations in the Gormez Straits’.
2) What information do the 2 axes give?
The chart or graph will have a vertical axis and a horizontal axis, often called the вЂx’ and вЂy’ axes.
Each gives a different type of information. In our example, the x axis tells us the years in which the numbers of seals, whales and dolphins were recorded, and the y axis shows how many were recorded.
3) What are the units of measurements?
These could be many different things, for example, amount, time, age, %. The measurements on our example bar chart are the amount in single numbers and time in years.
Occasionally, the units won’t be given but you will be able to work out what they are either from the title of the chart or other information it includes.
4) What is being compared?
Usually, IELTS Academic Writing Task 1 questions ask you to compare two or more groups of things. They could include almost anything. In our sample question, we are asked to compare three types of marine mammals.
Very often, you will have to compare what happens over a period of time.
5) What are the time periods?
Is the data from the past, the present or the future? Often it will be two or all three of these. This is very important to note because it will determine what tense or tenses you should use.
The data in our sample bar chart is all in the past.
6) What is the most obvious trend?
You should look for any clear increases or decreases in the data. They could be gradual or sharp changes.
7) Are there any notable similarities?
As well as noting marked increases and decreases, you also need to look out for things that are similar or stay the same over a period of time.
You can download a PDF of all the checklists, without the explanations, on this page: Task 1 Checklists.
Use them as you practice writing IELTS Academic Writing Task 1 essays.
Tables
Many students fear tables more than any other type of graphic because they’re just sets of numerical data without any visual representation. However, they are not as complicated as they may at first look.
The key to understanding them is to use the clues given in the title, the row and column headings and the units of measurement.
For example, the title of the table below tells us that it shows changes in world population from 1950 to projected levels in 2050.
Rows and columns – The world is divided into continents (Africa, Asia, etc.) and data is given for three specific years: 1950, 2000 and projected data for 2050.
In the first table, the units of measurement is billions of people and in the second table, percentages of the total world population are used.
All the same questions in the checklist for bar charts and line graphs are relevant to tables except for question 2 about the x and y axes. Apart from this, analyse the data in the same way.
Click this link for step-by-step instructions on how to answer this question including a model answer:
Pie Charts
Pies charts feature regularly in IELTS Academic Writing Task 1. They always show percentag es or proportions. Apart from that, they are essentially the same as bar charts and line graphs in that they are another way of presenting data visually.
As with tables, the same checklist of questions can be used to analyse them, with the exception of question 2 about the x and y axes.
Pie charts generally have titles and labels or sometimes a key instead of segment labels as in the sample question below. The key explains what each segment of the pie chart represents.
Source: Official website IELTS Essentials
Click this link for step-by-step instructions on how to answer this question including a model answer:
Process Diagrams
Now we move on to a very different type of graphic – the process diagram.
Here’s a checklist of questions you can ask to help you analyse and understand them.
1) Is it a linear or a cyclical process?
A linear process starts and finishes at different places. It will often involve the manufacture or creation of something, with raw materials going in at one end and the finished product coming out the other end.
A cyclical process is a process that goes back to the beginning and repeats over and over again, such as the life cycle of a frog.
Source: IELTS past paper
2) Where does the process start and end?
For a lineal process, this will usually be obvious. It may be harder to determine for a cyclical process so it’s important that you examine the graphic carefully to find out.
3) How many steps are there to the process?
If there are a lot, it can be helpful to number them from 1 to whatever number the final stage is.
4) Can the process be easily broken down into stages?
In the brick-making graphic, for example, there are three stages:
a) Creating the bricks from clay
b) Manufacturing the finished product by drying and firing
c) Packaging and delivery
In the life cycle graphic, there are also three distinct stages where the frog is at different stages of development – egg, juvenile, adult.
5) What are the raw materials? What is produced at the end of the process?
These questions obviously apply only to manufacturing processes.
For other types of process, it might be more appropriate to ask the following question.
6) What is the end result of the process?
The graphic below shows a different type of process, more of a system, and this question would certainly be helpful to ask here. The end result is the production of electricity.
Source: Official website IELTS Essentials
Click this link for step-by-step instructions on how to answer this question including a model answer:
For IELTS Academic Writing Task 1 questions about maps, you will normally be asked to compare two or three maps of a place over a period of time as in this question.
The maps could be from the past or the present. Occasionally you’ll get a map of a proposed development in the future.
Map questions are some of the easiest to answer because the information is very clear, it doesn’t involve numbers and it needs little interpretation. However, I have a short checklist of questions you can ask to help you analyse and understand them.
1) What time periods are shown?
Is the data shown from the past, the present or the future? This is important to note because it will determine whether you should write in the past, present or future tense.
The two m aps below show the village of Stokeford at two different times in the past.
2) What are the main differences between the maps?
What features have disappeared? What new features are in their place?
3) What features have remained the same over the time period?
Although the location on the maps will have undergone major development, some features will probably remain unchanged.
Source: IELTS past paper
Click this link for step-by-step instructions on how to answer this question including a model answer:
Here’s the link to the checklists again: Task 1 Checklists
The next step to writing a high-scoring essay for IELTS Academic Writing Task 1 is to learn how to plan your essay using an easy to remember 4 part structure. You’ll find the lesson here: How To Plan a Task 1 Essay
Want to watch and listen to this lesson on IELTS Academic Writing Task 1?
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IELTS Academic Writing Task 1 – All Lessons
IELTS Academic Writing – A summary of the test including important facts, test format & assessment.
Understanding Task 1 Questions – How to quickly and easily analyse and understand IELTS Writing Task 2 questions.
How To Plan a Task 1 Essay – Discover 3 reasons why you must plan, the 4 simple steps of essay planning and learn a simple 4 part essay structure.
Vocabulary for Task 1 Essays – Learn key vocabulary for a high-scoring essay. Word lists & a downloadable PDF.
The 7 Question Types:
Click the links below for a step-by-step lesson on each type of Task 1 question.
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How To Do IELTS Academic Writing Task 1
Hello everyone! Former IELTS examiner Tim James here (pictured), and on this page I am going to show you exactly how to do IELTS Academic Writing Task 1. Here’s what to do:
Firstly, analyse the question and visual data, and then plan your answer. Secondly, write an introduction paraphrasing the title of the visual data. Thirdly, write an overview paragraph. Next, add two details paragraphs before finally checking your answer.
This is the exact same method I have personally taught time and again to international students around the world and so I know it works!
Now, let’s get started right away by saying the IELTS Academic Task 1 is very different to the General IELTS test. Candidates need to summarise visual data into a minimum of 150 words.
The visual data may appear as any of the following: line graphs, bar charts, pie charts, tables, maps, or flow diagrams. Sometimes you may have more than one of these to summarise.
I recommend that you spend 20 minutes on task 1 which leaves you with 40 mins to complete the essay task afterwards.
This page is now going to cover:
Sample Questions And Answers
There are 7 different question types that you may face on test day. Each different question type features a different form of visual data/information. So, although in this task you will always have to use your summary skills, the visual data can come in different forms. Let’s see what they could be now.
Process Diagrams
The diagram below shows the process by which bricks are manufactured for the building industry.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
The illustration demonstrates the method by which bricks are produced for the construction industry.
Overall, the process begins with clay being extracted from the ground and finishes with the bricks being delivered to industry. It is a 7 step, linear, man-made process.
First of all, clay is dug out of the ground by an excavator and placed on a metal grid which aids in breaking down lumps of clay into smaller parts. Sand and clay are then added to the smaller lumps of clay and a mixture is created. This is then either poured into molds or cut by wire to form brick shapes.
These newly formed bricks are then stored in a drying oven for between 24 and 48 hours. Once the bricks are dried they are transferred to a kiln where they are kept at a temperature of 200C – 1300C. After this, the bricks are allowed to cool for between 48-72 hours before they are delivered by lorry to be used in the construction industry.
Word count 167
The fluency and coherence of this summary is particularly good. The writer has used a variety of linking words and phrases accurately. Furthermore, the 4 paragraph structure used is clear and provides an effective framework for the content of the summary.
Estimated band score: 9
Tables
The table provides information regarding consumer expenditure on a variety of products in five different countries.
Overall, it is clear that in each country the most amount of money spent was on the food, drinks and tobacco category. The lowest percentages recorded were for the leisure and education category in each country.
Consumer spending on food was significantly higher in Turkey, at 32.14%, with Ireland close behind at 32.14%. Outgoings on spending and leisure was also highest in Turkey, at 4,35%, whereas spending on clothing and footwear was noticeably higher in Italy, at 9%, when compared to the other countries.
The figures show that Sweden had the lowest level of consumer spending on food/drink/tobacco and for clothing/footwear with 15.77% and 5.4% respectively. Although, Spain recorded percentages slightly higher than these they did record the lowest amount of consumer spending for the leisure/education category at just 1.98%.
Word count 146
For a band 9 band score in grammar the IELTS band marking criteria state that candidates need to use a wide range of structures with full flexibility and accuracy (band marking criteria)
The candidate achieves this by using complex sentence structures, such as:
Outgoings on spending and leisure was also highest in Turkey, at 4.35%, whereas spending on clothing and footwear was noticeably higher in Italy, at 9%, when compared to the other countries.
Notice that the sentence has 2 main clauses joined together by the linking word ‘whereas’ and that punctuation i.e. commas, are used appropriately.
Furthermore, the phrase ‘noticeably higher’ is a very natural sounding phrase that a native speaker would be likely to use, this therefore will help the lexical resource/vocabulary score, as will use of the word ‘respectively’, which is a less common word typically used in academic writing.
Finally, note that the length of the summary is just 146 words and it should be at least 150 words. In this case, the band score is likely to be unaffected as the summary is written successfully and all main points are covered.
The word limit exists to ensure that you are providing a large enough sample of writing for examiners to judge you on, it is normally difficult to successfully complete a thorough summary or essay in less than the given word limit. So, if you are well under the word limit then you need to consider whether you have developed your ideas/main points sufficiently.
Estimated band score: 9
Maps
The maps below show the changes that have taken place at the seaside town of Brinslow between 1990 and 2005.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
The illustration reveals the extent of changes in the coastal town of Brinslow over the period of time from 1990 to 2005.
To summarise, Brinslow has seen extensive changes in terms of type and layout of housing and in general transportation and infrastructure.
When comparing 1990 with 2005, it can be seen that the road and rail networks have been developed with the addition of a new railway line built along the south coast. A ferry port has also been built just south of the railway station in addition to an airport located north west of the school. However, the original school, hospital, and car park have remained and a few extra houses have been constructed nearby on an area previously covered with trees. A factory has also been built on a previously wooded area.
In the north west area, the large mansion and its grounds have been demolished and an apartment bock has been erected. Multiple small houses have also been built along the main road to the railway station. The south west area has been completely transformed with two large apartment blocks, a supermarket and an extra access road being built on what was previously an area offering limited housing.
Word count 180
For a band 9 band score in grammar the IELTS band marking criteria state that candidates need to use a wide range of vocabulary with very natural and sophisticated control of lexical features (band marking criteria).
The candidate achieves this by using a range of word related specifically to the building industry, this means that instead of words like ‘change, made, or it’s different’, the writer uses expressions such as: remained, built, demolished, erected, constructed, and transformed. These words alongside other natural phrases such as ‘type and layout of housing, wooded area, infrastructure and access road’ indicate to the examiner that they are fulfilling the band 9 criteria.
So, you can see that is the choice of words that related specifically to the situation that make the words higher level. Always try to be specific in your answers and try to come up with the words and phrases directly related to that topic.
Estimated band score: 9
Chart Table Combinations
The pie chart below shows the main reasons why agricultural land becomes less productive. The table shows how these causes affected three regions of the world during the 1990s.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Combined, the pie chart and table reveal the reasons for land degradation collectively around the world and by region.
Overall, the percentage of degraded territory by all causes in Europe was significantly higher than North America and Oceania. Furthermore, both over-grazing and deforestation were relatively similar and continued being the main causes for agricultural land becoming less productive, a great deal of the land was degraded by over-grazing.
According to the pie chart, 30% of international causes of land degradation came down to deforestation, 35% for overgrazing, and 28% being due to over-cultivation. The other category amounted to just 7%.
Referring to the table, the highest percentage of land degraded by all causes was was in Europe at 23% which was significantly higher than Oceania at 13% and North America at 5%. Europe registered the highest percentages across all categories apart from the overgrazing category which Oceania recorded the highest percentage at 11.3%.
Word count 153
For a band 9 band score in grammar the IELTS band marking criteria state that candidates need to clearly present a fully developed response (band marking criteria).
The candidate achieves this to a certain extent, however, the second details paragraph could have developed comparison between the countries more and therefore, whilst, overall the response probably scores a band 9, in the Task Achievement band it would probably only reach a band 8.
Estimated band score: 9
Line Graphs
The line graph below shows changes in the amount and type of fast food consumed by Australian teenagers from 1975 to 2000.
Summarise the information by selecting and reporting the main features and make comparisons where relevant.
The line graph represents the amount of fast food consumed by adolescents in Australia over recent decades.
Overall, it is clear that the amount of fish and chips has significantly reduced by about half, whereas, intake of both pizza and hamburgers has grown a great deal.
Firstly, the amount of fish and chips eaten by Australian teenagers declined dramatically from 95 times per year in around the year 1985 down to 38 times per year in approximately the year 1997. Prior to this, consumption had fluctuated but never dropped below the 80 times per year mark.
Pizza consumption began at around 5 times per year in the mid-70s before growing at a fast pace to approximately 85 times per year in the mid-90s. Hamburgers experienced a similar rapid increase in popularity beginning at just 10 times per year in the mid-70s and recording a value of around 85 times per year in the mid-90s before its consumption rate slowed significantly prior to leveling off at around 100 times per year from the mid-90s onwards. Similarly, pizza’s growth in sales also plateaued at around 85 times per year from the mid-90s onwards too.
Word count 191
For a band 9 band score in grammar the IELTS band marking criteria state that candidates need to clearly present a fully developed response (band marking criteria).
The candidate produces a fully developed response in a clear structured manner. The only real errors are the use of the word ‘adolescent’ as a synonym for ‘teenagers’. This is not quite right as ‘adolescents’ can be any age from 10-19, according to the World Health Organisation.
The word ‘consumption’ is used a number of times but this is acceptable. It is better to use the same word rather than use other words that do not quite fit accurately.
Estimated band score: 9
Pie-charts
The two pie charts below show the online shopping sales for retail sectors in Canada in 2005 and 2010.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
The two pie charts provided reveal the percentage of sales made online by the four main retail sectors in Canada in both 2005 and 2010.
During this time period the food and beverage industry experienced the highest level of online growth and video games market share also modestly increased. However, sales of home furnishings online suffered greatly and produced the largest drop in market share with sales of electronic appliances also experiencing a loss in their online market share.
Online sales in the food and beverage industry dramatically increased by 10% during the 5 year time period to 32% overtaking the previous market leader, sales of electronics and appliances. Sales of video games also grew but by only half as much at just 5%. However, their market share still did not reach 25% of the overall market falling 2% short of this mark.
Furthermore, sales of home furnishings plummeted by 10% to receive the lowest market share in 2010 and previous market leader sales of electronics and appliances experienced a substantial decrease in market share of 10% leaving it with the second largest market share overall.
Word count 184
This response flows particularly well. There is a range of linking words present and a 4 part structure to the response. There is also a good mix of simple, compound and complex sentences demonstrating good control of grammar and the candidate has made good use of adverbs to describe the trends accurately, e.g. greatly, significantly, substantially. These all add to the the accuracy of the summary.
Estimated band score: 9
Bar charts
The chart below shows the number of men and women in further education in Britain in three periods and whether they were studying full-time or part-time.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant
The bar chart reveals the number of males and females pursuing further education in either a part-time or full-time capacity over three different years a decade apart.
Overall, it is clear that the number of women undertaking education in either a full time or part time capacity has significantly increased, whereas, the numbers for men only increase for part-time study.
The figures show that in 1970/71 one million males were in further education, this number fluctuates but remains high at 900,000 in 1990/91. The number of men in part-time education steadily increases each decade from 100,000 in 1970/71, to 175,000 in 1980/81 and then it reaches approximately 220,000 in 1990/91.
The number of women in full-time education on the other hand, grows dramatically from around 700,000 in 1970/71 to around 1.1 million in 1990/91. The number of women in part-timed education also grow from around 50,000 females in 1970/71 to around 200,000 in 90/91.
Word count 154
For a band 9 band score in grammar the IELTS band marking criteria state that candidates need to clearly present a fully developed response (band marking criteria).
The candidate produces a fully developed response in a clear structured manner. The only real errors are that the response could have included more details, for example, comparisons could easily have been made between the increases in male and female participation.
Estimated band score: 9
If you prefer you can also download the above sample questions and answers here in pdf format if this is preferable for you:
The 6 Step Writing Process
Follow this step-by-step process to produce well structured summaries that please the examiners and are similar to the sample/model answers I have show you above. We believe this is how to do IELTS Academic Writing Task 1 in the most efficient way. You can either watch the video or read the flow chart summary underneath.
2. Write your opening sentence/introduction. This sentence will basically be a paraphrase of the question statement, which is the first sentence in the question box. It will tell the reader what the visual data is showing us in their own words. Read How To Write Your Introduction Here.
3. Write an over view. This will be your second paragraph where you will use the key features you have already identified to create a sentence or two that tells the reader what the main patterns or trends the data is showing us are. Read more here: How To Write An Over View.
4. Write details paragraph 1. Here you can describe in detail by using the information you are given (numbers and figures) how the data changes over time, or what differences there are between different groups of data. Watch the video here about summarising tables to see how to write your details paragraphs.
5. Details paragraph 2. Here, if possible, you should make detailed comparisons between different groups of data. If this is not possible you should continue to describe various individual trends or patterns in detail, again by making use of the numbers and figures presented. Watch the video here about summarising tables to see how to write your details paragraphs.
6. Check your summary. An essential part of writing is to check for errors. This is really important in IELTS tests as simple mistakes can effect your band score.
The more you practice this process the more confident you will become. Following the same process each time helps to eliminate nerves on exam day, it prevents you from making silly mistakes and means you will produce a well structured essay every time.
How To Get A Band 7, 8 Or 9
Discover how to give the examiners exactly what they want by understanding the band descriptors for IELTS academic writing. All explained in the video below:
Useful Language and Vocabulary
Make sure you know at least 3 of these words from each category from the tables below AND that you are able to use them accurately in a sentence. Also, be aware that whilst many of the words have similar meanings they are not exactly the same. I recommend that you see how they are used in news articles and magazines to get a proper idea of there slight difference in meanings.
You could also use a ‘corpus’ is a huge database of examples of English language in use an you can use it to show you examples of how these words are used. Simply type in the word you are looking for and you will be given lots of example sentences, pretty cool!
Useful Nouns
(For describing trends over time)
GOING UP: surge, growth, increase, rise, boom, peak
GOING DOWN: drop, fall, slump, decline, decrease, dip, reduction, plunge
GOING UP AND DOWN: variation, fluctuation, undulation
NO CHANGE: plateau, period of stability, leveling off
Useful Adjectives
(For describing trends over time)
LARGE CHANGE: sharp, vast, rapid, considerable, significant, steep, dramatic, swift, great
SMALL CHANGE: slight, modest, moderate, gradual, negligible, minor
Useful Adverbs
(For describing trends over time)
LARGE CHANGE: sharply, vastly, rapidly, considerably, significantly, steeply, dramatically, swiftly, greatly
SMALL CHANGE: slightly, modestly, moderately, gradually, negligibly
You can also download a copy of the above IELTS Academic vocabulary pdf if you prefer.
IELTS Academic Summary Writing Tips
Tip 1: Select the actual main features
Take time to analyse the question AND what the main features it is showing are. Remember, ‘main features’ does not mean just any 3 numbers you can read from the visual data. It means that you need to look at, study and interpret what the main trends that the graph/chart/table is showing.
The numbers/features that you pick should link to what the overall trends are. Just giving the highest or lowest number is usually not a main feature and if you give those random type details as your main features then you will not be summarising the information and you will definitely lose marks for Task Achievement.
So, take your time to really read, understand and interpret what the overall trends are from the graphs/charts you are given.
Tip 2: Write an overview paragraph.
Many students skip this step and their band score suffers as a result. All you need to do is write a short paragraph, just 2 sentences saying what the two or three main points of the visual data are.
You do not include any details/numbers in this paragraph but be careful that you write about the main trends/points that the visual data shows. Do not write about random things, such as, the highest or lowest numbers if there is no reason too, you might want to do that in the details paragraph when making comparisons.
Tip 3: Be careful with synonyms
Whilst you absolutely should be using synonyms to restate the title of the visual data in the first sentence of your answer, you should only be doing so when you are sure that your synonyms match correctly.
This can be tricky, for example, you might want to substitute the word vehicle for car, however, are they really synonyms? Cars normally refers to four wheeled cars, whereas vehicles include lorries, vans, motorcycles and so on, these are clearly not the same.
Therefore, if you cannot think of good synonyms for the words in the question, don’t worry, just use the same words but you might look for another way to rewrite the title, such as, switching the clauses around, or altering the word order in some other way which will show the examiner that you have good control of grammar.
Tip 4: Practice different question types.
There is no worse feeling than turning up on test day having prepared really well for line graphs and charts because you think you are most likely to get them and then you actually get a ‘maps’ question.
Maps and process diagrams in particular need to be prepared for separately as they have their own specific type of language and vocabulary which goes with them. Don’t try to cut corners just prepare properly in the first place.
Tip 5: No conclusion
They would basically be the same thing. In my method described above, you will see that I recommend always having an overview paragraph as your second sentence and no conclusion.
Tip 6: Do not write specific numbers
Unless you are certain they are correct do not write specific numbers. IELTS are great at supplying line graphs where it is difficult to tell what they exact number is.
In this case, it is better to use the words approximately, nearly, or just under, rather than simply guessing. See it as another way to show how good your English is. If you do not do this then you are in danger of describing the data incorrectly and will lose marks for task achievement.
Tip 7: Play safe with your grammar
Be aware that you will lower your band score if you try to use more advanced grammar incorrectly. It is often better to ‘play safe’, i.e. use sentence structures, words and phrases that you are 100% sure about. In this way you can minimise your errors and hopefully get a higher band score.
Tip 8: Structure, structure, structure
Always make sure that you structure your response clearly and effectively. If you do not it can be very difficult for the reader to gain a clear idea of what you are summarising.
A good summary should mean that the reader can actually go away and draw out the information and get it quite close to the real thing. I recommend using and practising writing using the 6 step process above. If you follow this every time, you will feel more confident on test day, you won’t miss out any important steps and you will write a well-organised summary that is nice and clear for the examiners.
Tip 9: Make sure you write enough
It is a nice idea to have a few practise goes under timed pressure and on IELTS official answer paper. This will mean you know how many lines you should be writing on the actual test paper and you must absolutely get used to working under timed pressure. Many students fail to do this and then on test day they end up running out of time and not writing enough.
Tip 10: Feedback
Finally, you should always be seeking feedback on your practise attempts, otherwise, how will you know what mistakes you are making and how to get better? Ideally, this would be someone with experience of IELTS such as a suitable teacher, or examiner. Here is one resource I highly recommend you use to get that feedback quickly and easily.