COMPLETE IELTS (5-6.

5)

Unit 1 – Starting somewhere new

 Writing task 1
1 Work in pairs. Look at the different ways of showing information (A–E)
and match them with their names (1–5).
1 pie chart B 2 diagram 3 bar chart
4 line graph 5 table
 diagram

Line graph Pie Chart

Bar chart
table
 1. The graph

2. Shows the changes in the

number of people from abroad who
visited Townsville, Queensland

3. Over a four-year period.

 How to write a good introduction

The introduction should include the following information:

WHAT FORM is the information presented ? The bar chart

WHAT information is presented ? The difficulties people have when

they move to a new country

HOW is the information presented ? percentage

WHEN is the information ? over a four-year period

WHERE is the information ? in Scotland

 Single graphs provides
indicates information about ...(+ what +
The bar graph/pie
chart/line graph/table
+ illustrates where+ when)...
reveals
represents

 Double graphs
• The bar graph/pie chart/ line graph/table provides information about ...(+
what + where+ when)..., while the line/bar/pie chart indicates ....... (+ what+
where+ when)
• The bar graph/pie chart/ line graph/table provides information about ...(+
what + where+ when)..., with the line/bar/pie chart indicating ....... (+ what+
where+ when)
 How to write a good introduction
 Changing the question prompt
In order to change the prompt one of or all the following methods
can be used:
1. Use derivatives of a word:
contribute (v): contribution (n)
Young people contributed to the plan significantly:
 The contribution of young people to the plan was significant.

2. Convert active sentences into passive ones and vice versa:

Children used the books more eagerly when they were illustrated.
 The books were used more eagerly (by children) when they were
illustrated.
NB Try to avoid replacing too many active verbs
with passive verbs; active verbs are preferable
because they are stronger than passive verbs.
3. Use synonyms and antonyms
The graph provides information on the number of cars bought per head of
population in China.
 The graph provides information on the number of cars purchased per head of
population in China. NB It is not a good idea to use synonyms for
concept words, technical terms, or proper
nouns (words that begin with capital letters,
such as names)
4. Using how much, how many and how+...

The bar graph shows the number of students who visited the museum in the
past month.
 The bar graph shows how many students visited the museum in the past month.
The pie charts show the amount of water used for domestic purposes.
 The pie charts show how much water was used for domestic purposes.
The table shows different devices which were used to access the Internet by
university students in a dormitory over the last year.
 The table shows how the Internet was accessed by university students in a dormitory
over the last year.
Example 1
Look at the following graph and the introduction written for it.
Introduction:
The pie charts compare
the proportion of
carbohydrates, protein
and fat in three different
diets (what), namely an
average diet, a healthy
diet, and a healthy diet
for sport.
Example 2

Introduction:
The bar graph provides information about the distribution of
internet users in four different age brackets (what) in Thailand
(where) over three consecutive years (1998-2000) (when).
Example 3

Introduction:
A glance at four indicators of economic and social conditions in
four countries, Canada, Japan, Peru and Zaire (where), in 1994
(when) reflects the great differences that exist between
wealthier and poorer nations (what).
 Paraphrasing
The easiest way to start your Task 1 essay is by paraphrasing the question.
Paraphrasing means writing something in a different way (using your own
words).
Here are some simple changes you can make:

• graph = line/bar graph

• chart = line/bar chart
• diagram = figure
• shows = illustrates (or 'compares' if the graph is comparing)
• proportion = percentage
• information = data (data is plural and requires a plural verb)
• the number of = the figure for
• the proportion of = the figure for
• people in the USA = Americans
• from 1999 to 2009 = between 1999 and 2009
• from 1999 to 2009 = over a period of 10 years
• how to produce = the process of producing
• in three countries = in the UK, France and Spain (i.e. name the countries)
 WARNING !

1. Avoid using the phrase: according to the graph. This is because the
phrase according to generally means that the information comes
from another person or source, and not from our own knowledge.

2. The expressions as can be seen from the graph or as is

shown/illustrated by the table do NOT contain the dummy subject it.

3. Avoid using the word presents. It requires a sophisticated summarising

noun to follow. (For example: The graph presents an overview of the
population growth of Canada between 1867 and 2007.)
 Introductory Expressions

 It is clear from the graph/table + (that).

 It can be seen from the graph/table + (that).
 As the graph/table shows, + (clause)
 As can be seen from the graph/table, + (clause)
 As is shown by the graph/table, + (clause)
 As is illustrated by the graph/table, + (clause)
 From the graph/table it is clear + (that).
 The chart shows the number of households in Winchester,
California, and the languages which people speak there.

 The chart shows the difficulties people have when they

integrate into a new country and how the problems vary
according to age.
 The table shows the number of
students at Broadlands Language
School and the average number of
The diagram shows a weeks the students spent there over
machine for producing a three-month period.
electricity from waves.
 18-34: making friends (46%) higher than for the middle
age group (36%) and the oldest age group (23%)
 Learning the local language – 54% compared with 29% for
the youngest
 The oldest age group has the least difficulty with finding
somewhere to live (22%), compared with 39% for the middle
age group and 40% for the youngest.
1. Question 1: paragraph 2
Question 2: paragraph 3
Question 3: paragraph 4

2. To give a general overview of

all the information.
 How to write good body paragraphs

The key to writing a good body paragraph is to find relevant

information. Keep the following hints in mind when looking for
such information:

• No variable should be left out. You must include all the variables.
• Instead of giving each piece of information separately (which makes
your report dull) categorize them into packages to eliminate
unnecessary repetition.
• There is usually a trend or an overall statement that needs to be
clearly stated. This is called the overview. Failing to state the
overview clearly results in a huge penalty.
 Organization of a report

Introduction:
Title (paraphrased from the question) + Overview

Body:
Compare and contrast main factors
(The ideas are presented from general to specific details)

Conclusion: (optional)
The overview of the chart/graph
 Compare and Contrast

 Comparative forms
 One syllable: adj + -er + than
cheap – cheaper
large - larger

 Long adjectives: More/ less + adj + than

common - more common
profitable - more profitable
 More/ less/ fewer + N + than
more students
less people
 Superlative forms
 One syllable: adj + -est
cheap – the cheapest
large – the largest
high – the highest
 Long adjectives: the most/least + adj
common - the most common
profitable – the most profitable
 Similarity: As + adj + as
(not) as many + …as
As popular as as many females as males
Note
Use adverbs to make your comparisons more exact
 To emphasize a difference, you can use: many, much, far, and
significantly
Many more students sat examinations in science-related
subjects.
 For small differences, you can use: slightly or nearly as…as.
Nearly as many students sat Art and Design exam as did the
Chemistry exam.
 move to
a new country

How the problems vary according to people’s ages.

percentage
no
the
no
the

percent the


percent