IELTS Writing Task 1 Simon

Contents
1. Line graph
1.1. Tips for Line graph
Line graphs always show changes over time. Here's some advice about how to describe them:
Try to write 4 paragraphs - introduction, summary of main points, detail paragraphs.
!or your summary paragraph, loo" at the #big picture# - what changes happened to all of
the lines from the beginning to the end of the period shown $i.e. from the first year to the
last%. &s there a trend that all of the lines follow $e.g. an overall increase%'
(ou don't need to give numbers in your summary paragraph. )umbers are specific
details. *ust mention general things li"e 'overall change', 'highest' and 'lowest', without
giving specific figures.
)ever describe each line separately. The e+aminer wants to see comparisons.
&f the graph shows years, you won't have time to mention all of them. The "ey years to
describe are the first year and the last year. (ou should also mention any 'special' years
$e.g. a pea" or a significant rise,fall%.
-tart describing details $paragraph .% with a comparison of the lines for the first year
shown on the graph $e.g. in /001, the number of...%.
2se the past simple $increased, fell% for past years, and 'will' or 'is e+pected,predicted to'
for future years.
3on't use the passive $e.g. the number was increased%, continuous $e.g. the number was
increasing%, or perfect tenses $e.g. the number has increased%.
1.2. Internet Users as percentage of population
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The line graph compares the percentage of people in three countries who used the &nternet
between /000 and 110.
&t is clear that the proportion of the population who used the &nternet increased in each country
over the period shown. 4verall, a much larger percentage of 5anadians and 6mericans had
access to the &nternet in comparison with 7e+icans, and 5anada e+perienced the fastest growth
in &nternet usage.
&n /000, the proportion of people using the &nternet in the 2-6 was about 18. The figures for
5anada and 7e+ico were lower, at about /18 and 98 respectively. &n 119, &nternet usage in
both the 2-6 and 5anada rose to around :18 of the population, while the figure for 7e+ico
reached ;ust over 98.
<y 110, the percentage of &nternet users was highest in 5anada. 6lmost /118 of 5anadians
used the &nternet, compared to about =18 of 6mericans and only 418 of 7e+icans.
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1.3. International migration in UK
The chart gives information about 2> immigration, emigration and net migration between /000
and 11=.
<oth immigration and emigration rates rose over the period shown, but the figures for
immigration were significantly higher. )et migration pea"ed in 114 and 11:.
&n /000, over 491,111 people came to live in the 2>, while the number of people who emigrated
stood at ;ust under .11,111. The figure for net migration was around /?1,111, and it remained at
a similar level until 11.. !rom /000 to 114, the immigration rate rose by nearly /91,111
people, but there was a much smaller rise in emigration. )et migration pea"ed at almost 91,111
people in 114.
6fter 114, the rate of immigration remained high, but the number of people emigrating
fluctuated. @migration fell suddenly in 11:, before pea"ing at about 41,111 people in 11=. 6s
a result, the net migration figure rose to around 41,111 in 11:, but fell bac" to around /?1,111
in 11=.
$/90%
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1.4. UK acid rain emission
The graph below shows UK acid rain emissions, measured in millions of tones, from four
different sectors between 1990 and 2007.
I!e made the following essa" into a gap#fill e$ercise.
The line graph compares four sectors in AAAAAA of the amount of acid rain emissions that they
produced over a period of /: years in the 2>.
&t is clear that the total amount of acid rain emissions in the 2> AAAAAA AAAAAA between /001
and 11:. The most AAAAAA decrease was seen in the electricity, gas and water supply sector.
&n /001, around ... million tones of acid rain emissions came from the electricity, gas and water
sector. The transport and communication sector was AAAAAA for about 1.: million tones of
emissions, while the domestic sector AAAAAA around 1.? million tones. *ust over million tones
of acid rain gases came from other industries.
@missions from electricity, gas and water supply fell dramatically to only 1.9 million tones in
11:, a AAAAAA of almost . million tones. Bhile acid rain gases from the domestic sector and
other industries fell gradually, the transport sector AAAAAA a small increase in emissions, AAAAAA
a pea" of / million tones in 119.
%ill the gaps using these words&
produced, reaching fell, responsible, saw, considerably, terms, drop, dramatic
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1.5. Water consumption
The graph and table below gi!e information about water use worldwide and water
consumption in two different countries.
The charts compare the amount of water used for agriculture, industry and homes around the
world, and water use in <raCil and the 3emocratic Depublic of 5ongo.
&t is clear that global water needs rose significantly between /011 and 111, and that agriculture
accounted for the largest proportion of water used. Be can also see that water consumption was
considerably higher in <raCil than in the 5ongo.
&n /011, around 911"mE of water was used by the agriculture sector worldwide. The figures for
industrial and domestic water consumption stood at around one fifth of that amount. <y 111,
global water use for agriculture had increased to around .111"mE, industrial water use had risen
to ;ust under half that amount, and domestic consumption had reached appro+imately 911"mE.
&n the year 111, the populations of <raCil and the 5ongo were /:? million and 9. million
respectively. Bater consumption per person in <raCil, at .90mE, was much higher than that in the
5ongo, at only =mE, and this could be e+plained by the fact that <raCil had ?9 times more
irrigated land.
$/=4 words, band 0%
1.6. ar o!nership
The graph below gi!es information about car ownership in 'ritain from 1971 to 2007.
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The graph shows changes in the number of cars AAAAAA household in Freat <ritain AAAAAA a
period of .? years.
4verall, car ownership in <ritain increased AAAAAA /0:/ and 11:. &n particular, the number of
households with two cars rose, while the number of households AAAAAA a car fell.
&n /0:/, AAAAAA half of all <ritish households did not have regular use of a car. 6round 448 of
households had one car, but only about :8 had two cars. &t was uncommon for families to own
three or more cars, AAAAAA around 8 of households falling into this category.
The one-car household was the most common type from the late /0:1Gs AAAAAA, although there
was little change in the AAAAAA for this category. The biggest change was seen in the proportion
of households without a car, which fell steadily over the .?-year period AAAAAA around 98 in
11:. &n contrast, the proportion of two-car families rose steadily, reaching about ?8 in 11:,
and the proportion of households with more than two cars rose AAAAAA around 98.
%ill the gaps in the essa" with the following words&
almost, to, figures, per, between, by, over, with, without, onwards
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2. "ar chart
2.1. #arriages and di$orces
The Hrst bar chart shows changes in the number of marriages and divorces in the 2-6, and the
second chart shows Hgures for the marital status of 6merican adults in /0:1 and 111.
&t is clear that there was a fall in the number of marriages in the 2-6 between /0:1 and 111.
The ma;ority of adult 6mericans were married in both years, but the proportion of single adults
was higher in 111.
&n /0:1, there were .9 million marriages in the 2-6 and / million divorces. The marriage rate
remained stable in /0=1, but fell to million by the year 111. &n contrast, the divorce rate
pea"ed in /0=1, at nearly /.9 million divorces, before falling bac" to / million at the end of the
period.
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6round :18 of 6merican adults were married in /0:1, but this Hgure dropped to ;ust under ?18
by 111. 6t the same time, the proportion of unmarried people and divorcees rose by about /18
in total. The proportion of widowed 6mericans was slightly lower in 111.
$/:4%
2.2. Le$els of participation
The charts below show the levels of participation in education and science in developing and
industrialised countries in 1980 and 1990.
The three bar charts show average years of schooling, numbers of scientists and technicians, and
research and development spending in developing and developed countries. !igures are given for
/0=1 and /001.
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&t is clear from the charts that the figures for developed countries are much higher than those for
developing nations. 6lso, the charts show an overall increase in participation in education and
science from /0=1 to /001.
Ieople in developing nations attended school for an average of around . years, with only a slight
increase in years of schooling from /0=1 to /001. 4n the other hand, the figure for industrialised
countries rose from nearly 0 years of schooling in /0=1 to nearly // years in /001.
!rom /0=1 to /001, the number of scientists and technicians in industrialised countries almost
doubled to about :1 per /111 people. -pending on research and development also saw rapid
growth in these countries, reaching J.91 billion in /001. <y contrast, the number of science
wor"ers in developing countries remained below 1 per /111 people, and research spending fell
from about J91 billion to only J9 billion.
$/=: words%
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2.3. onsumer good
The bar chart compares consumer spending on si+ different items in Fermany, &taly, !rance and
<ritain.
&t is clear that <ritish people spent significantly more money than people in the other three
countries on all si+ goods. 4f the si+ items, consumers spent the most money on photographic
film.
Ieople in <ritain spent ;ust over K/:1,111 on photographic film, which is the highest figure
shown on the chart. <y contrast, Fermans were the lowest overall spenders, with roughly the
same figures $;ust under K/91,111% for each of the si+ products.
The figures for spending on toys were the same in both !rance and &taly, at nearly K/?1,111.
However, while !rench people spent more than &talians on photographic film and 53s, &talians
paid out more for personal stereos, tennis racLuets and perfumes. The amount spent by !rench
people on tennis racLuets, around K/49,111, is the lowest figure shown on the chart. (154 words)
Writing Task 1 - Simon Page 10
2.4. %ouse prices
The bar chart compares the cost of an average house in five ma;or cities over a period of /. years
from /0=0.
Be can see that house prices fell overall between /001 and /009, but most of the cities saw
rising prices between /00? and 11. London e+perienced by far the greatest changes in house
prices over the /.-year period.
4ver the 9 years after /0=0, the cost of average homes in To"yo and London dropped by around
:8, while )ew (or" house prices went down by 98. <y contrast, prices rose by appro+imately
8 in both 7adrid and !ran"furt.
<etween /00? and 11, London house prices ;umped to around /8 above the /0=0 average.
Homebuyers in )ew (or" also had to pay significantly more, with prices rising to 98 above the
/0=0 average, but homes in To"yo remained cheaper than they were in /0=0. The cost of an
average home in 7adrid rose by a further 8, while prices in !ran"furt remained stable. (165)
3. Ta&le
3.1. Tips for ta&le
Tables seem difficult when they contain a lot of numbers. Here's some advice:
Writing Task 1 - Simon Page 11
Try to write 4 paragraphs - introduction, summary of main points, detail paragraphs.
<efore you start writing, highlight some "ey numbers. 5hoose the biggest number in each
category in the table $i.e. in each column and row%. &f the table shows years, loo" for the
biggest changes in numbers over the time period. (ou could also mention the smallest
numbers, but you can ignoe 'middle' numbers $neither biggest nor smallest%.
!or your summary paragraph, try to compare whole categories $columns or rows% rather
than individual 'cells' in the table. &f you can't compare whole categories, compare the
biggest and smallest number. Brite sentences for the summary.
&n your two 'details' paragraphs, never describe each category $column or row% separately.
The e+aminer wants to see comparisons. Try to organise the numbers you highlighted
into groups - one for each paragraph $e.g. highest numbers for all categories together,
and lowest numbers together%.
3escribe , compare the numbers you highlighted - include at least . numbers in each
paragraph.
2se the past simple for past years, and 'will' or 'is e+pected,predicted to' for future years.
&f no time is shown, use the present simple.
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3.2. 'ail net!or(s
The table below gi!es information about the underground railwa" s"stems in si$ cities.
%ull essa" (band 9)&
The table shows data about the underground rail networ"s in si+ ma;or cities.
The table compares the si+ networ"s in terms of their age, siCe and the number of people who
use them each year. &t is clear that the three oldest underground systems are larger and serve
significantly more passengers than the newer systems.
The London underground is the oldest system, having opened in /=?.. &t is also the largest
system, with .04 "ilometres of route. The second largest system, in Iaris, is only about half the
siCe of the London underground, with /00 "ilometres of route. However, it serves more people
per year. Bhile only third in terms of siCe, the To"yo system is easily the most used, with /0:
million passengers per year.
4f the three newer networ"s, the Bashington 35 underground is the most e+tensive, with /?
"ilometres of route, compared to only // "ilometres and = "ilometres for the >yoto and Los
6ngeles systems. The Los 6ngeles networ" is the newest, having opened in 11/, while the
>yoto networ" is the smallest and serves only 49 million passengers per year.
$/=9 words%
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3.3. )o$ert* proportion in +ustralia
The table below shows the proportion of different categories of families li!ing in po!ert" in
*ustralia in 1999.
The table gives information about poverty rates among si+ types of household in 6ustralia in the
year /000.
&t is noticeable that levels of poverty were higher for single people than for couples, and people
with children were more li"ely to be poor than those without. Ioverty rates were considerably
lower among elderly people.
4verall, //8 of 6ustralians, or /,=.:,111 people, were living in poverty in /000. 6ged people
were the least li"ely to be poor, with poverty levels of ?8 and 48 for single aged people and
aged couples respectively.
*ust over one fifth of single parents were living in poverty, whereas only /8 of parents living
with a partner were classed as poor. The same pattern can be seen for people with no children:
while /08 of single people in this group were living below the poverty line, the figure for
couples was much lower, at only :8.
$/91 words, band 0%
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3.4. ,ail* acti$ities
The chart below shows a!erage hours and minutes spent b" UK males and females on
different dail" acti!ities.
I!e made the following essa" into a gap#fill e$ercise.
The table compares the average AAAAAA of time per day that men and women in the 2> spend
AAAAAA different activities.
&t is clear that people in the 2> spend more time AAAAAA than doing any other daily activity.
6lso, there are significant differences between the time AAAAAA by men and women on
employment,study and housewor".
4n average, men and women in the 2> AAAAAA for about = hours per day. Leisure AAAAAA
AAAAAA the second largest proportion of their time. 7en spend 9 hours and 9 minutes doing
various leisure activities, such as watching TM or doing sport, AAAAAA women have 4 hours and
9. minutes of leisure time.
&t is noticeable that men wor" or study for an average of :0 minutes more than women every day.
<y contrast, women spend :0 minutes more than men doing housewor", and they spend AAAAAA
AAAAAA as much time loo"ing after children.
%ill the gaps using these words& doing, up, over, spent, while, sleeping, sleep, twice, amount,
ta"es
3.5. -oods consumer
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The table below gi!es information on consumer spending on different items in fi!e different
countries in 2002.
Iercentage of national consumer e+penditure by category - 11
The table shows percentages of consumer e+penditure for three categories of products and
services in five countries in 11.
&t is clear that the largest proportion of consumer spending in each country went on food, drin"s
and tobacco. 4n the other hand, the leisure,education category has the lowest percentages in the
table.
4ut of the five countries, consumer spending on food, drin"s and tobacco was noticeably higher
in Tur"ey, at ../48, and &reland, at nearly 08. The proportion of spending on leisure and
education was also highest in Tur"ey, at 4..98, while e+penditure on clothing and footwear was
significantly higher in &taly, at 08, than in any of the other countries.
&t can be seen that -weden had the lowest percentages of national consumer e+penditure for
food,drin"s,tobacco and for clothing,footwear, at nearly /?8 and ;ust over 98 respectively.
-pain had slightly higher figures for these categories, but the lowest figure for leisure,education,
at only /.0=8.
$/99%
4. )ie chart
4.1. am./ page 101
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The pie charts compare the amount of electricity produced using five different sources of fuel in
two countries over two separate years.
Total electricity production increased dramatically from /0=1 to 111 in both 6ustralia and
!rance. Bhile the totals for both countries were similar, there were big differences in the fuel
sources used.
5oal was used to produce 91 of the total /11 units of electricity in 6ustralia in /0=1, rising to
/.1 out of /:1 units in 111. <y contrast, nuclear power became the most important fuel source
in !rance in 111, producing almost :98 of the countryGs electricity.
6ustralia depended on hydro power for ;ust under 98 of its electricity in both years, but the
amount of electricity produced using this type of power fell from 9 to only units in !rance. 4il,
on the other hand, remained a relatively important fuel source in !rance, but its use declined in
6ustralia. <oth countries relied on natural gas for electricity production significantly more in
/0=1 than in 111. $/:1 words%
4.2. ,iet
Writing Task 1 - Simon Page 17
%ill the gaps with these words&
constitutes, drops, amount, fifth, higher, ma+e, one, relati!e, figure, up
The pie charts compare the proportion of carbohydrates, protein and fat in three different diets,
namely an average diet, a healthy diet, and a healthy diet for sport.
&t is noticeable that sportspeople reLuire a diet comprising a significantly higher proportion of
carbohydrates than an average diet or a healthy diet. The average diet contains the lowest
percentage of carbohydrates but the highest proportion of protein.
5arbohydrates AAAAAA AAAAAA ?18 of the healthy diet for sport. This is /18 AAAAAA than the
proportion of carbohydrates in a normal healthy diet, and 18 more than the proportion in an
average diet. 4n the other hand, people who eat an average diet consume a greater AAAAAA
AAAAAA of protein $418% than those who eat a healthy diet $.18% and sportspeople $98%.
The third compound shown in the charts is fat. !at AAAAAA e+actly AAAAAA AAAAAA of both the
average diet and the healthy diet, but the AAAAAA AAAAAA to only /98 for the healthy sports diet.
Writing Task 1 - Simon Page 18
5. #ap
5.1. 1illage of horle*!ood
The map shows the growth of a village called 5horleywood between /=?= and /004.
&t is clear that the village grew as the transport infrastructure was improved. !our periods of
development are shown on the map, and each of the populated areas is near to the main roads,
the railway or the motorway.
!rom /=?= to /==., 5horleywood covered a small area ne+t to one of the main roads.
5horleywood Iar" and Folf 5ourse is now located ne+t to this original village area. The village
grew along the main road to the south between /==. and /0, and in /010 a railway line was
built crossing this area from west to east. 5horleywood station is in this part of the village.
The e+pansion of 5horleywood continued to the east and west alongside the railway line until
/0:1. 6t that time, a motorway was built to the east of the village, and from /0:1 to /004,
further development of the village too" place around motorway intersections with the railway
and one of the main roads.
$/:4%
5.2. -aller*
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The first picture shows the layout of an art gallery, and the second shows some proposed changes
to the gallery space.
&t is clear that significant changes will be made in terms of the use of floor space in the gallery.
There will be a completely new entrance and more space for e+hibitions.
6t present, visitors enter the gallery through doors which lead into a lobby. However, the plan is
to move the entrance to the Iar"inson 5ourt side of the building, and visitors will wal" straight
into the e+hibition area. &n place of the lobby and office areas, which are shown on the e+isting
plan, the new gallery plan shows an education area and a small storage area.
The permanent e+hibition space in the redeveloped gallery will be about twice as large as it is
now because it will occupy the area that is now used for temporary e+hibitions. There will also
be a new room for special e+hibitions. This room is shown in red on the e+isting plan and is not
currently part of the gallery. (18 words! band 9)
5.3. %ouse design
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The diagrams show how house designs differ according to climate.
The most noticeable difference between houses designed for cool and warm climates is in the
shape of the roof. The designs also differ with regard to the windows and the use of insulation.
Be can see that the cool climate house has a high-angled roof, which allows sunlight to enter
through the window. <y contrast, the roof of the warm climate house has a pea" in the middle
and roof overhangs to shade the windows. &nsulation and thermal building materials are used in
cool climates to reduce heat loss, whereas insulation and reflective materials are used to "eep the
heat out in warm climates.
!inally, the cool climate house has one window which faces the direction of the sun, while the
warm climate house has windows on two sides which are shaded from the sun. <y opening the
two windows at night, the house designed for warm climates can be ventilated.
$/? words, band 0%
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5.4. 2 proposed supermar(et
The map below is of the town of ,arlsdon. * new supermar+et (-) is planned for the town.
The map shows two possible sites for the supermar+et.
The map shows two potential locations $-/ and -% for a new supermar"et in a town called
Farlsdon.
The main difference between the two sites is that -/ is outside the town, whereas - is in the
town centre. The sites can also be compared in terms of access by road or rail, and their positions
relative to three smaller towns.
Loo"ing at the information in more detail, -/ is in the countryside to the north west of Farlsdon,
but it is close to the residential area of the town. - is also close to the housing area, which
surrounds the town centre.
There are main roads from Hindon, <ransdon and 5ransdon to Farlsdon town centre, but this is a
no traffic Cone, so there would be no access to - by car. <y contrast, -/ lies on the main road to
Hindon, but it would be more difficult to reach from <ransdon and 5ransdon. <oth supermar"et
sites are close to the railway that runs through Farlsdon from Hindon to 5ransdon. (11)
6. )rocess
6.1. Tips for process diagram
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Irocess diagrams show how something is done or made. They always show steps,stages. Here's
some advice about how to describe them:
Try to write 4 paragraphs - introduction, summary of main points, detail paragraphs.
Brite the introduction by paraphrasing the Luestion $rewrite it by changing some of the
words%.
!or your summary, first say how many steps there are in the process. Then say
where,how the process begins and ends $loo" at the first and last stages%.
&n paragraphs . and 4, describe the process step by step. &nclude the first and last steps
that you mentioned in the summary, but try to describe them in more detail or in a
different way.
(ou could describe the steps in one paragraph, but it loo"s more organised if you brea"
the description into two paragraphs. *ust start paragraph 4 somewhere in the middle of
the process.
7ention every stage in the process.
2se 'seLuencing' language e.g. at the first , second , following , final stage of the process,
ne+t, after that, then, finally etc.
Times $e.g. past dates% are not usually shown, so use the present simple tense.
&t's usually a good idea to use the passive e.g. '6t the final stage, the product is delivered
to shops' $because we don't need to "now who delivered the product%.
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6.2. 2orecast in +ustralia
The diagra" below shows how the #ustralian $ureau of %eteorolog& collects up' to'the'"inute
infor"ation on the weather in order to produce reliable forecasts.
The figure illustrates the process used by the 6ustralian <ureau of 7eteorology to forecast the
weather.
There are four stages in the process, beginning with the collection of information about the
weather. This information is then analysed, prepared for presentation, and finally broadcast to the
public.
Loo"ing at the first and second stages of the process, there are three ways of collecting weather
data and three ways of analysing it. !irstly, incoming information can be received by satellite and
presented for analysis as a satellite photo. The same data can also be passed to a radar station and
presented on a radar screen or synoptic chart. -econdly, incoming information may be collected
directly by radar and analysed on a radar screen or synoptic chart. !inally, drifting buoys also
receive data which can be shown on a synoptic chart.
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6t the third stage of the process, the weather broadcast is prepared on computers. !inally, it is
delivered to the public on television, on the radio, or as a recorded telephone announcement.
$/:1%
6.3. "ric( manufactuting
%ere are m* 2 main paragraphs descri&ing the steps3
6t the beginning of the process, clay is dug from the ground. The clay is put through a metal
grid, and it passes onto a roller where it is mi+ed with sand and water. 6fter that, the clay can be
shaped into bric"s in two ways: either it is put in a mould, or a wire cutter is used.
6t the fourth stage in the process, the clay bric"s are placed in a drying oven for one to two days.
)e+t, the bric"s are heated in a "iln at a moderate temperature $11 - 011 degrees 5elsius% and
then at a high temperature $up to /.11 degrees%, before spending two to three days in a cooling
chamber. !inally, the finished bric"s are pac"aged and delivered.
6.4. Water c*cle
The diagram below shows the water c"cle, which is the continuous mo!ement of water on,
abo!e and below the surface of the .arth.
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The picture illustrates the way in which water passes from ocean to air to land during the natural
process "nown as the water cycle.
Three main stages are shown on the diagram. 4cean water evaporates, falls as rain, and
eventually runs bac" into the oceans again.
<eginning at the evaporation stage, we can see that =18 of water vapour in the air comes from
the oceans. Heat from the sun causes water to evaporate, and water vapour condenses to form
clouds. 6t the second stage, labelled NprecipitationG on the diagram, water falls as rain or snow.
6t the third stage in the cycle, rainwater may ta"e various paths. -ome of it may fall into la"es or
return to the oceans via Nsurface runoffG. 4therwise, rainwater may filter through the ground,
reaching the impervious layer of the earth. -alt water intrusion is shown to ta"e place ;ust before
groundwater passes into the oceans to complete the cycle.
$/9? words, band 0%
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The chart below shows the process of waste paper recycling.
The flow chart shows how waste paper is recycled. It is clear that there are six distinct
stages in this process, from the initial collection of waste paper to the eventual
production of usable paper.
At the first stage in the paper recycling process, waste paper is collected either from
paper banks, where members of the public leave their used paper, or directly from
businesses. This paper is then sorted by hand and separated according to its grade,
with any paper that is not suitable for recycling being removed. Next, the graded paper
is transported to a paper mill.
Stages four and five of the process both involve cleaning. The paper is cleaned and
pulped, and foreign obects such as staples are taken out. !ollowing this, all remnants
of ink and glue are removed from the paper at the de"inking stage. !inally, the pulp can
be processed in a paper making machine, which makes the end product# usable paper.
$%&' words, band ()
Note: I oined the introduction and overview together because they were both short. Try
to analyse the essay " why is it worth band (*
Writing Task 1 - Simon Page 27