【IELTS-Writing & Reading-14】IELTS-Simon-Writing-Task1-Academic-part-5 Tables (雅思寫作-Simon-學術類寫作任務1-第五部分錶格)

【寫作 (Writing)】 結構: 2任務，60分鐘。 Task 1（20分鐘，150字）：圖表/流程描述（學術組）或書信（培訓組）。 Task 2（40分鐘，250字）：議論文/問題解決。 高分技巧: Task 1：清晰描述趨勢/比較數據；書信注意語氣。 Task 2：明確論點，結構清晰（引言、主體、結論）。 使用多樣句型與高級詞彙。 留5分鐘檢查語法與拼寫。 練習常見題型（如原因、解決方案）。 Structure: 2 tasks, 60 minutes. Task 1 (20 minutes, 150 words): Charts/process (Academic) or letter (General Training). Task 2 (40 minutes, 250 words): Essay (argument/problem-solution). High-Score Tips: Task 1: Clearly describe trends/compare data; use appropriate tone for letters. Task 2: Clear thesis, structured (intro, body, conclusion). Use varied sentence structures and advanced vocabulary. Reserve 5 minutes to check grammar/spelling. Practice common topics (causes, solutions). 【閱讀 Reading 】 結構: 3篇文章，40題，60分鐘。 學術組：學術文章；培訓組：廣告、指南等。 題型：選擇、配對、填空、判斷（T/F/NG）、標題配對。 高分技巧: 快速掃讀（skimming）找主旨。 精讀（scanning）定位答案。 管理時間，每篇20分鐘。 注意同義詞與改述。 先易後難，跳過卡題。 Structure: 3 passages, 40 questions, 60 minutes. Academic: Scholarly articles; General Training: Ads, guides. Question types: Multiple choice, matching, fill-in-the-blank, T/F/NG, heading matching. High-Score Tips: Skim for main ideas. Scan for specific answers. Manage time: 20 minutes per passage. Note synonyms and paraphrasing. Skip tough questions, tackle easier ones first. Essay The most important consideration when choosing any career or job is having a high income. To what extent do you agree or disagree? Example Answer It is widely accepted that, for most people. their daily working lives will not be spent in their dream jobs. Despite this, I do not feel that people should instead prioritise becoming a higher earner above all other concerns. To begin with, I strongly believe that people need stimulation in their daily working lives in order to feel a sense of reward. Very few of us can go through an entire career staying in a position or an industry that we find boring purely for the financial incentive. Secondly, there are so many people who see their working life as a search for fulfilment and contentment in helping others, rather than a search for wealth. It seems unlikely that the priority, for, say, every nurse or teacher in the world is to become well-off, and jobs such as these are rarely extremely well-paid. Despite this, some would argue that those people who have families to support should always prioritise earning a high income; after all, it means securing their children?s future. Others point out that, as the job market becomes increasingly unstable across the globe, it is vital to earn more than therefore save more. However, I do not agree that a good salary should necessarily be the number one concern for everyone. Too many people become preoccupied with the next pay rise or career move, and eventually become unhappy or even depressed, neither of which helps them to save or to provide for their family. In summary, earning as much money as is humanly possible should not be anyone?s main concern. Granted, it arguably brings financial stability, for individuals and for their families, but it is simply not worth tolerating a lifetime of unhappiness at work purely for the money. Essay
In many societies in the world, the population is ageing rapidly and this is leading to an unsustainable increase in the cost of public healthcare. A nation?s population should pay for their healthcare provision in the future. To what extent do you agree or disagree? Example Answer Advances in medical science are resulting in prolonged lifespans but there is a knock-on effect for public health services with many hospitals struggling to cope with an aging populace. Many countries enjoy the benefits of free or subsidised national public health services. However, there are some within senior health management who claim that such provision will become unsustainable, and I firmly agree that changes need to be made in order to reflect this changing reality. Despite the notion that healthcare should be ?free?, such care is predominantly funded by the taxpayer. To give a specific example, a recent report in my country established that almost 40% of the nation?s tax spending is distributed to healthcare and some 80% of that figure is reserved for treating the elderly. This is a disproportionate amount of money which has greatly increased the burden on the state and existing funding is no longer sufficient to meet these needs. This is turn impacts on the standard of care that can be provided as shown by numerous negative media reports about the conditions for both staff and patients. If we want quality healthcare then, clearly this financial burden needs to be alleviated. One way to do so would be to increase the contributions made by citizens through increased taxation. Alternatively, governments could encourage those who can afford it to take up private healthcare arrangements. By switching to a private model, the well-off can afford a higher quality of care, while at the same relieving pressure on public services for those who do not have the means to go private. One thing is for certain, an ageing population has increased the pressure on existing health provision. If we are going to maintain the standards of healthcare that we are used to, more funding needs to be found either through taxation and alternative forms of provision should be considered. Otherwise, standards will fall and people?s lives will be put at risk. Essay Fewer students are studying science at school and university, favouring more computer-based subjects instead. Is this a positive or negative development? What are the reasons for this? Example Answer In recent years, it has become evident that there has been a shift among secondary and university students away from traditional sciences and towards IT-based subjects. In this essay I will talk about the reasons behind this shift and explain why I think that overall this is a negative development. The rise on popularity of IT and similar computer-based subjects is unsurprising given how pervasive computer technology is within society. Our lives are so dependent on devices and the Internet that it has become one of the world?s main industries. What is more, the media is full of stories of tech start-ups that have made their founders / inventors into millionaires or even billionaires, so it is easy to see why young people would be attracted to the industry as a field of study. It certainly seems a safer bet than a career in science, which typically requires a longer term commitment and at least at first glance less rewards in terms of salary and social prestige. However, both academia and society as a whole depend on a sustainable stream of talented scientists, pushing the boundaries of what is possible. These are the people who develop our medicines, design our cars, improve our manufacturing processes, invent new materials ? the list is endless and their work is vital for maintaining and improving the quality of life that we enjoy. A fall in the number of students taking sciences therefore means a fall in the number of talented people doing such valuable work. In conclusion, the move to towards computer-based subjects and careers is understandable, given the importance of the computing industry in today?s world. However, if this is at the expense of having new scientists and engineers, then it is also potentially very detrimental. Without scientific innovation, the world will be a very different place. Essay
Nowadays, technology is influencing modern art in areas such as design, painting and film. Do you think this is a positive or negative development? Example Answer The advances in technology are being keenly felt in modern art in fields like design, painting and film. Such a trend I think is beneficial for those studying and working in these areas, as well as the public. The main criticism levelled at the use of technology in the areas above is that it is deskilling workers. With computer painting and design, including on tablets, students in the above areas are losing basics skills in producing objects by hand. Likewise, children are losing the ability even to hold implements like pens and brushes, to coordinate their actions, to plan and to think through the basic processes for producing something. The same applies to workers in these areas. This is a valid criticism, but the benefits derived from the increasing use of technology in the areas above are huge. Computer software, such as 3D printing, supplements the skills of the students and workers in design, paint and films. The technology does not replace people, but is an additional tool like any other. Another reason why the effect technology is having on the fields above should be seen in a positive light is that these areas have through the ages adapted to the available technology to improve their work for the benefit of society. The latest technology now allows efficient car design and mechanics, as in hybrid cars. Artists and film makers can use computers to create more entertaining interactive art works and films with computer-generated imagery for the publics benefit. As we have seen, while there may be some downsides to the increasing role of technology in modern art such as design, painting and film, its increasing influence is a positive development. IELTS Writing Course Overview Introduction Writing Overview, Bar Chart Examples & Exercises Line Graph Examples & Exercises Pie Chart Examples & Exercises Table Examples & Exercises Process Diagram Examples & Exercises Map Examples & Exercises Combo Examples & Exercises & Review Essay Overview & Example Breakdown Agree/ Disagree: Examples & Exercises Advantages and Disadvantages: Examples & Exercises Discussion & Problem & Solution: Examples & Exercises Two-Part/ Double/ Direct: Examples & Exercises Review, Q&A Overview Structure: 2 tasks, 60 minutes. Task 1 - Report Writing 20 minutes, 150 words Question Types & Language Bar Chart - language of: comparison, change, tense Line Graph - language of: comparison, change, tense Pie Chart - language of: comparison, approximation, tense Table - language of: comparison, change, tense Process Diagram - language of: signposting, passive voice Map - language of: location, comparison, change, tense Combination - Bar/ Pie/ Line/ Table Task 2 - Essay Writing 40 minutes, 250 words Being aware of the type of question helps you prepare the style of answer. Types & Structures Opinion Essay (also called Agree/Disagree Essay) Advantages and Disadvantages Essay Discussion Problem and Solution Essay Causes & Effect Cause & Solutions Causes, Pros & Cons Double Question Essay Direct Question Two-Part Question Test Review Academic Writing Tests Task 1 Report Writing Question Types & Language Bar chart - language of: comparison, change, tense Line graph Pie chart Table Process diagrams Map Combination: Bar, Pie, Line, Table General probability estimation of appearing on the exam Types of IELTS Writing Task 1 questions There are 7 main types of questions: Line Graph Shows changes and trends over time (e.g., sales, population, or prices from 1990 to 2020). Often has one or more lines. Bar Chart (or Bar Graph) Compares different categories or groups (e.g., by age, gender, country). Can be single or grouped bars, and may show changes over time. Pie Chart Displays proportions or percentages of a whole (e.g., how energy sources are divided). Often comes with one or multiple pie charts for comparison. Table Presents data in rows and columns. Usually requires selecting key figures and making comparisons (can include numbers, percentages, or categories). Process Diagram (or Flow Chart) Shows stages in a natural or man-made process (e.g., how something is manufactured, a life cycle, or a recycling process). You describe the steps in sequence. Map (or Plan) Shows changes to a place over time (e.g., development of a town, campus, or building layout) or compares two maps. You describe locations and changes. Multiple / Combination Charts Two or more different visuals combined (e.g., a line graph + pie chart, or a bar chart + table). You must link information from both. These are the standard types recognized by official IELTS sources and major preparation sites. The most common ones are line graphs, bar charts, tables, and pie charts. Step-by-Step Guide to Writing Task 1 Follow these 6 steps in order every time. This method works for all question types (line graph, bar chart, pie chart, table, process diagram, map, or combination). Step 1: Analyse the Visual (1–2 minutes) Quickly answer these questions on your question paper: What is the title / what does the chart show? What are the axes / categories / units (%, numbers, years, etc.)? What time period is shown? (past, present, future, or all three) What are the 2–3 most striking overall trends? (biggest increase, highest/lowest point, main comparison, overall pattern) Are there any obvious exceptions or unusual features? Tip: Underline or circle key numbers and label the main trends with arrows. This prevents you from missing the big picture. Step 2: Plan Your Answer (1 minute) Use this exact 4-paragraph structure (it works for 95% of tasks): Introduction (1 sentence) Overview (2–3 sentences) ← Very important for Band 7+ Body Paragraph 1 (detailed description of one group of data) Body Paragraph 2 (detailed description of the second group or remaining features) Quick planning method (write on your paper): Intro: paraphrase the question Overview: 2 key trends Body 1: first half / one category / first stage Body 2: second half / other category / later stages / comparisons Step 3: Write the Introduction (1–2 minutes) Formula: The [graph / chart / table / diagram] illustrates / shows / compares [main topic] [time period] [place]. Example: Original question: “The chart below shows the percentage of adults who were overweight in four countries between 1980 and 2010.” Your intro: The bar chart illustrates the proportion of overweight adults in four different countries from 1980 to 2010. (Paraphrase as much as possible — do not copy the question word for word.) Step 4: Write the Overview (2 minutes) This is the most important paragraph for high scores. Summarise the main trends without any specific numbers. Useful language: Overall, … It is clear that … The most noticeable feature is … There was a significant / steady / dramatic … … while … showed the opposite trend. Example overview: Overall, the percentage of overweight adults increased in all four countries over the 30-year period. While Country A and Country B experienced a sharp rise, Country C and Country D saw more moderate growth. Step 5: Write the Body Paragraphs (8–10 minutes) Group similar information (do not describe every single line or bar one by one). Support every key point with accurate data (numbers, percentages, years). Use a range of comparison and trend vocabulary. Write 2 clear paragraphs (one for each main group). Useful structures: Trends: rose sharply / increased steadily / remained stable / declined dramatically / fluctuated Comparisons: significantly higher than / the lowest figure was recorded in … / twice as high as Numbers: approximately 45% / just over a quarter / around 1.5 million Example Body 1 (for a line graph): In 1980, the figure for Country A stood at 15%, the lowest among the four countries. Over the following three decades, it rose sharply to reach 48% by 2010, overtaking all other nations. Step 6: Check Your Work (2 minutes) Quick checklist: Word count (150+) Clear overview paragraph No personal opinion (“I think…”) Accurate numbers and spelling Variety of vocabulary and sentence types Clear paragraphs (4 in total) Special Cases: Process Diagrams & Maps Use the same 4-paragraph structure, but change the content slightly: Process Diagram Introduction: “The diagram illustrates the stages in the process of …” Overview: “Overall, the process consists of X main linear/cyclical stages” Body 1: First half of the process Body 2: Second half + final product Map Introduction: “The maps show the changes that took place in [place] between [year] and [year].” Overview: “Overall, the area became more urbanised / residential / modern.” Body 1: Changes in the first map / one area Body 2: Changes in the second map / other features Quick Vocabulary & Grammar Boosters (for Band 7+) Trend verbs: increase, decrease, rise, fall, climb, drop, peak, fluctuate Adverbs: dramatically, steadily, sharply, gradually, significantly Linking: while, whereas, in contrast, similarly, by comparison Passive for processes: is heated, are collected, is transported Mix complex sentences (with “while / although / after which”) and simple data sentences. Final Tips for Success Practise writing one full Task 1 every day using official past papers. Always spend the first 3 minutes analysing and planning — this is where most students lose marks. Never invent data or give opinions. Time yourself strictly (20 minutes only). Checklist Tips: Structure (Intro, Overall, Body 1 & 2) What to look for from the question  Intro - base it on the question/title/key Overall - highlight 2 or 3 Key features (based on subtitles if presented) Typically 2 to 3 sentences. Body 1 & 2 - contrasting numbers, process, and description (max vs min), totals, percentages, fraction amounts, similarities, grouped info, trends. Use signpost language to guide the reader. Keep it simple – avoid repetitive sentences, complex words, group related info to body 1 and 2. To boost word count to 150+, add extra words and info sometimes in brackets, etc. Format: Intro: The (bar/pie/line) (chart/graph) table/diagram/map) (shows/illustrates/presents/displays/provides data/gives information about) (paraphrase question/titles) (time from ... to ..., between ... and ...) Overview: Overall, main feature(s) 1 and 2 Overall, it can be seen that ... Trends - bar/line/pie/tables Stages - process diagrams Changes - maps Body 1: Key feature 1 details and figures. Body 2: Key feature 2 details and figures. Body 3 (optional - feature 3 - typically 2 body paragraphs) Words: 150+ (ideally 150 - 200) Time: 20mins Important: The overview (typically written as 'Overall') appears after the introduction because this is a report, not an essay. The overview contains the key features which the reader needs to know, while the body paragraphs contain all the details. Reading the overview first helps the reader to understand the body paragraphs. Also, the overview is the most important paragraph in task 1 and carries the most weight. Paragraph Structure Planning: Analyse the question Identify the main features Write an introduction Write an overview Write the details paragraphs Ideally, your essay should have 4 paragraphs: Paragraph 1 – Introduction Paragraph 2 – Overview Paragraph 3 – Main feature 1 Paragraph 4 – Main feature 2 3 things to do: 1. Select the main features. 2. Write about the main features. 3. Compare the main features. Useful questions to ask for both bar charts and line graphs. What information do the 2 axes give? What are the units of measurement? What can you learn from the title and any labels? What are the time periods? What is the most obvious trend? What are the most notable similarities or differences? You will be assessed in relation to your ability to achieve one or more of the following: organise, present and possibly compare data describe the stages of a process or procedure describe an object, event, or sequence of events explain how something works Marking Criteria Task Achievement – appropriate response to the task Coherence & Cohesion – the ability to present a well-structured essay Lexical Resource – the ability to use a range of appropriate vocabulary and to use it correctly Grammatical Range & Accuracy – the ability to use grammar correctly and to use a range of grammar forms (tenses: past, present, future) Each carries 25% of the marks. Bar Charts Language of Change Identifying Trends Examples of Language of Change Vocabulary for Describing Graph Trends Compare and Contrast Language for Graphs Bar Chart Gap Fill IELTS Writing Task 1: Lessons, Tips and Strategies Example 1: Bar Chart The information below is about high school graduation in 3 countries. Summarize the information by selecting and reporting the main features, and make comparisons where relevant. Notes Bar Chart 3 Countries: Mexico, Portugal, Luxembourg Time: 2005 - 2011 (years) Key Feature 1: Highest/ Lowest Graduate Rates: Mexico lowest, Portugal highest Key Feature 2: Trend: Luxembourg started highest, but steadily reduced whilst Mexico started lowest, but steadily increased and looks likely to overtake Luxembourg as 2nd. Answer The bar chart (illustrates/ shows) high school graduate rates in three countries, Mexico, Portugal, and Luxembourg, between 2005 and 2011. Overall, Mexico has the lowest graduate rate, whereas Portugal has the highest overall graduate rate. Luxembourg initially had the highest graduate rate, but decreased steadily, whilst Mexico has increased steadily. Mexico began with the lowest ratio at 20% and steadily rose to 30% in 2007, 40% in 2009 and about 52% in 2011. (In contrast / On the contrary), Luxembourg had the highest graduation rate at 80% in 2005, but steadily declined to about 72%, 65% and 60% in 2007, 2009 and 2011, respectively. (Finally/ Lastly,) Portugal dramatically rose from approximately 54% in 2005 to 70% in 2007. It peaked at 95% in 2009, then dropped to 85% two years later. Looking at (the overall trend/ these trajectories), it appears Portugal is most likely to maintain the highest graduate proportion rate, whereas Mexico could overtake Luxembourg as the second highest graduate rate. High-band IELTS Academic Writing Task 1 sample answer The bar chart illustrates the high school graduation rates in three countries, Mexico, Portugal, and Luxembourg, between 2005 and 2011. Overall, Portugal consistently had the highest graduation rate among the three countries, while Mexico recorded the lowest throughout the period. Luxembourg started with the highest rate in 2005 but experienced a steady decline. In 2005, Luxembourg had the highest high school graduation rate at approximately 80%, followed by Portugal at around 55%. Mexico had the lowest rate, with only about 20% of students graduating. By 2007, all three countries showed improvement. Portugal’s rate rose significantly to 70%, while Mexico’s increased to 30%. Luxembourg’s rate fell slightly to around 75%. The year 2009 witnessed the most dramatic changes. Portugal’s graduation rate peaked at nearly 95%, by far the highest figure in the chart. Mexico continued its upward trend, reaching 40%. In contrast, Luxembourg’s rate dropped further to approximately 65%. In 2011, Portugal maintained a very high rate of about 85%, although it was lower than in 2009. Mexico’s rate continued to rise steadily to 50%. Luxembourg’s graduation rate continued its downward trend, falling to around 60%. In summary, while Mexico showed consistent improvement over the six-year period, Portugal had the strongest overall performance with a sharp increase until 2009. Luxembourg was the only country that experienced a gradual decline in high school graduation rates during this time. Word count: 198 Key Features Included: Clear overview paragraph Accurate data description with approximate figures Clear comparisons between countries and across years Good range of vocabulary (steadily, peaked, witnessed dramatic changes, upward trend, downward trend) Appropriate linking and cohesive devices Example 2: Bar Chart The chart shows components of GDP in the UK from 1992 to 2000. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. Notes: Bar chart Gross Domestic Product (as a % of GDP - percentage) IT and Service Industries Country: UK Time: 1992 to 2000 Key Feature 1: overall trend 1992 to 1996 Key Feature 2: overall trend 1988 to 2000 Answer The bar chart illustrates the gross domestic product generated from the IT and Service Industry in the UK from 1992 to 2000. It is measured in percentages. Overall, it can be seen that both increased as a percentage of GDP, but IT industry remained at a higher rate compared to the Service Industry throughout this time. At the beginning of the period, in 1992, the Service Industry accounted for 4 per cent of GDP, whereas IT exceeded this, at just over 6 per cent. Over the next four years, the levels became closer, with both components standing between 6 and just over 8 per cent. IT was still higher overall, though it dropped slightly from 1994 to 1996. However, over the following four years, the patterns of the two industries were noticeably different. The percentage of GDP from IT increased quite sharply to 12 in 1998 and then nearly 15 in 2000, while the Service Industry stayed nearly the same, increasing to only 8 per cent. At the end of the period, the percentage of GDP from IT was almost twice that of the Service Industry. Comments The introduction explains what the graph is about, and gives an overview of the main points. The body paragraphs are ordered logically and clearly. The first body paragraph discusses the first three years, where the patterns are fairly similar. This is contrasted in the second body paragraph, where the GDP of each country diverges noticably. There are a wide variety of sentence structures and the language of change is correctly used. The correct tense - the past - is used. High-band IELTS Academic Writing Task 1 sample answer The bar chart illustrates the contribution of the IT industry and the Service industry to the Gross Domestic Product (GDP) of the United Kingdom between 1992 and 2000, measured as a percentage of total GDP. Overall, the IT industry contributed a significantly higher percentage to the UK’s GDP than the Service industry throughout the period. While both sectors showed growth, the IT industry experienced much stronger expansion, especially in the second half of the period. In 1992, the IT industry accounted for approximately 6.3% of GDP, compared to only 4% from the Service industry. By 1994, the IT sector’s contribution had risen to around 8.3%, while the Service industry increased more modestly to about 6.5%. In 1996, the figures for both industries were relatively close, with the IT industry at roughly 8% and the Service industry at approximately 7%. However, from 1996 onwards, the gap between the two sectors widened considerably. By 1998, the IT industry’s share jumped to 12%, while the Service industry rose to about 7.7%. The most dramatic increase occurred in 2000, when the IT industry reached a peak of nearly 15% of GDP. In the same year, the Service industry also recorded its highest contribution at around 8.2%. In summary, the IT industry played an increasingly important role in the UK economy during this eight-year period, overtaking and significantly outpacing the Service industry by the year 2000. Word count: 188 Key Strengths of This Answer: Clear overview highlighting the main trends and comparison Accurate data with appropriate approximations Good range of vocabulary (contribution, accounted for, rose modestly, jumped, dramatic increase, outpacing) Effective use of comparison and time-linking words Well-organised into logical paragraphs Example 3: Bar Chart The bar chart shows the scores of teams A, B and C over four different seasons. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words.20 mins Notes Bar chart 3 teams A, B and C Points vs Seasons (Scores by team per season) Point numbers provided (min 5, max 62) Time: 2002 to 2005 Trend: Teams A and C rise and peak 2003-4, Team B peaks in 2002, drops 2003/4, rises 2005. Describe in 2 halves. Team B relative size of B over the other teams, steep drop over the first three years, sudden rise in Team A in 2004 and its steep drop again. Body Paragragh 1: overall trend 2002 to 2004 Body Paragragh 2: overall trend 2004 to 2005 Answer The bar chart illustrates the scores of three teams, A, B and C, over four consecutive seasons. Overall, it is evident from the chart that team B scored far higher than the other two teams over the seasons, though their score decreased as a whole over the period. At the start of this period in 2002, the score of team B far exceeded that of the other two teams, with the highest points at 82 compared to only 10 for team C and the lowest points of 5 for team A. Over the next two years, the points for team B decreased quite considerably, dropping by around half to 43 by 2004, but they still remained above the points for the other teams. However, though team A and C's points were lower, they were rising. Team A’s points had increased by 600% from 2002 to reach 35 points by 2004, nearly equal to team B. Team C, meanwhile, had managed only a small increase over this time. In the final year, team B remained ahead of the others as their points increased again to 55, while team A and C saw their point scores reverse and drop to 8 and 5, respectively. Comments The largest or biggest data is not always the most important but in this case you should see that what stands out above everything else is the size of Team B. It's much higher than the others throughout the period. So in this case this is likely to be a good piece of information to select for the overview (the main trend of the IELTS bar graph): It is evident from the chart that team B scored far higher than the other two teams over the seasons, though their score decreased as a whole over the period. It is then important in your description to pick out the main features and make comparisons as you are told to do in the prompt. What you should not miss as they are likely to be seen to be key features by the examiner are: The relative size of B over the other teams It's steep drop over the first three years The sudden rise in Team A in 2004 and its steep drop again The importance of Team B in this IELTS bar graph is highlighted in the first body paragraph, with detail on how it remained high and above the other two teams. It is then pointed out how Team A and C's points increased, especially A, then fell again, while Team B rose again at the end after falling. High-band IELTS Academic Writing Task 1 sample answer The bar chart compares the points scored by three teams (A, B, and C) across four seasons from 2002 to 2005. Overall, Team B was the most successful team, scoring the highest number of points in every season. Team A showed significant improvement in 2004 but generally performed the weakest, while Team C remained relatively stable with low scores throughout the period. In 2002, Team B dominated with a very high score of 82 points, far ahead of Team C (10 points) and Team A (5 points). In 2003, Team B’s points decreased to 60, but it still led comfortably. Team A improved slightly to 10 points, while Team C scored 15 points, its highest in the period. The year 2004 saw the most notable change. Team A’s performance improved dramatically, reaching 35 points — its best result — and coming close to Team B, which scored 43 points. Team C scored 12 points in this season. In 2005, Team B recovered to 55 points, maintaining its leading position. Team A’s score dropped sharply back to 8 points, while Team C recorded its lowest score of only 5 points. In summary, Team B consistently outperformed the other two teams over the four seasons. Although Team A had one strong season in 2004, both Team A and Team C generally scored far fewer points than Team B. Word count: 179 Key Features: Clear overview with main trends Accurate data with good approximations Effective comparisons between teams and across years Good range of vocabulary (dominated, improved dramatically, recovered, outperformed, consistently) Well-organised paragraphs Example 4: Bar Chart The following bar chart shows the different modes of transport used to travel to and from work in one European city in 1960, 1980 and 2000. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words.20 mins Notes Bar chart Transport modes in a European city Different modes of transport used to travel to and from work (commute to work) Mode of transport: bus, car, bike, foot Years: 1960, 1980, 2000 Percentage of total travellers Answer: The bar chart displays the changing patterns of transport use in a European city during the period from 1960 to 2000. Overall, the chart shows that the use of the car as a means of transport dramatically increased over the period shown, while the others fell. (In detail/ Looking at the details), in 1960, the motor car was used least as a method of transport, with only about 7% of the population using this method but car use grew steadily and strongly to finally reach about 37% of the population by 2000. This was a massive 5-fold increase in use. Over this same period, however, the popularity of walking, which had been the most popular means of transport with 35% of the population in 1960 having it as their preferred way of getting around, fell to 10%. Bicycle use also fell from a high of about 27% in 1960 to just 7% in 2000. On the other hand, bus use was more erratic, being popular with almost 20% of the population in 1960 and rising to a peak of about 27% in 1980 before falling back to about 18% in 2000. Comments In this case organising by years or by modes of transport are two possible options. In the IELTS bar chart response, it has been organised by mode of transport, with each discussed in turn. Good organisation is essential for a high score as without it the examiner may get confused as they read it, thus affecting your score for coherence and cohesion. You must also make sure you refer to the data now and again to support your analysis, and make sure you vary the language used. There are several examples in the IELTS bar chart of the language of change used well: car as a means of transport dramatically increased over the period shown, while the others fell. motor car was used least car use grew steadily and strongly massive 5-fold increase in use. popularity of walking fell to 10% bus use was more erratic rising to a peak of about 27% Try to make complex sentences and structures in your description. High-band IELTS Academic Writing Task 1 sample answer The bar chart illustrates the percentage of total travellers using different modes of transport (bus, car, bike, and foot) to travel to and from work in a European city in the years 1960, 1980, and 2000. Overall, there was a significant shift in transport preferences over the 40-year period. The use of cars increased dramatically and became the dominant mode of transport by 2000, while the popularity of buses and walking declined. The use of bikes fluctuated but remained relatively high. In 1960, buses were the most common mode of transport, accounting for about 20% of travellers. Cars were the least popular at only around 8%. Bikes were used by approximately 27% of people, while walking made up about 35% — the highest figure in that year. By 1980, car usage had risen sharply to around 25%, overtaking buses. Bus usage increased slightly to nearly 29%, while the percentage of people cycling and walking decreased to about 22% and 19%, respectively. In 2000, the trend towards private car use became even more pronounced, with cars accounting for nearly 39% of all travellers — the highest proportion in the chart. In contrast, bus usage fell to 18%, and walking dropped further to around 11%. Bike usage rose again to approximately 28%. In summary, over the period, there was a clear move away from public transport and towards greater reliance on private cars. Cycling remained relatively stable and was the second most popular mode by 2000. Word count: 198 Key Strengths: Clear and concise overview Accurate description of data with good approximations Effective comparisons between years and transport modes Wide range of vocabulary (dramatically, dominant, fluctuated, pronounced, greater reliance) Well-organised into logical paragraphs Example 5: Bar Chart The chart shows British Emigration to selected destinations between 2004 and 2007. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins NotesThis chart is over time, so it uses the language of change as well as the language of comparison and contrast. Answer The bar chart illustrates the number of British people who emigrated to five destinations over the period 2004 to 2007. Overall, it can be seen from the chart that throughout the period, the most popular place to move to was Australia. Emigration to Australia stood at just over 40,000 people in 2004, which was approximately 6,000 higher than for Spain, and twice as high as the other three countries. Apart from a jump to around 52,000 in 2006, Australia remained around this level throughout the period. The next most popular country for Britons to move to was Spain, though its popularity declined over the time frame to finish at below 30,000 in 2007. Despite this, the figure was still higher than for the remaining three countries. Approximately 20,000 people emigrated to New Zealand each year, while the USA fluctuated between 20-25,000 people over the period. Although the number of visitors to France spiked to nearly 35,000 in 2005, it was the country that was the least popular to emigrate to at the end of the period, with just under 20,000 people. Comments The bar graph starts by introducing what it shows. Importantly, it paraphrases the prompt rather than copying it. There is then a good overview which selects the main trend in the graph. It is clearly organised: Describing the most interesting data first, which is the high emigration levels to Australia. The second body paragraph then focuses on three other countries, which were lower than Australia but did not fluctuate much over the years. Lastly France is described, with the fact that it spiked in one year highlighted. The content in the bar graph is good as key trends are identified and highlighted, comparisons are made, and data is selected to support the description when needed. There is also a good mix and range of vocabulary and grammatical structures. High-band IELTS Academic Writing Task 1 sample answer The bar chart shows the number of British emigrants (in thousands) to five selected destinations — Australia, Spain, New Zealand, the USA, and France — from 2004 to 2007. Overall, Australia was the most popular destination for British emigrants throughout the period, with numbers generally exceeding those of the other countries. Emigration to Spain and France fluctuated, while New Zealand consistently received the fewest British emigrants. In 2004, approximately 42,000 British people moved to Australia, followed by Spain with around 35,000. New Zealand, the USA, and France each received between 22,000 and 24,000 emigrants. Emigration to Australia rose significantly in 2006 to a peak of just over 50,000 before falling slightly to about 44,000 in 2007. Spain saw a gradual decline from 35,000 in 2004 to around 28,000 in 2007. New Zealand experienced a steady decrease from about 23,000 in 2004 to roughly 20,000 in 2007. The USA showed more variation: numbers dropped sharply to about 18,000 in 2005, then recovered slightly to around 24,000 in 2006 before falling again to about 20,000 in 2007. France, on the other hand, saw an increase from 23,000 in 2004 to 34,000 in 2005, followed by a decline to 27,000 in 2006 and a further drop to 19,000 in 2007. In summary, Australia remained by far the favourite destination for British emigrants during these four years, while New Zealand attracted the smallest numbers. The other three countries showed noticeable fluctuations in popularity. Word count: 192 Key Features: Clear overview paragraph highlighting the main trend Accurate data with appropriate approximations Good comparisons between countries and across years Wide vocabulary range (fluctuated, rose significantly, peak, gradual decline, noticeable fluctuations) Example 6: Bar Chart The bar chart shows the participation of children in selected leisure activities in Australia. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes: Bar chart Leisure Activities Age: 5 to 14 years Boys vs Girls Country: Australia Figures in Percentages Answer: The graph indicates the level of participation in various leisure activities between Australian boys and girls aged 5 to 14 years old. It shows what percentage of each group has enjoyed these activities, and shows which activities are more popular by gender. Overall, the boys in this age group engage in a higher number of included leisure activities than the girls, with higher participation levels in all activities except art and craft. As we can see, watching TV and videos is the most popular activity for children in this age group, with 100% of the boys and girls surveyed having been involved. The least popular activity overall is skateboarding/roller-blading, as it saw the lowest overall participation rate amongst the boys and girls, at around 38% and 28% respectively. The boys show a preference for electronic games, which were enjoyed by 80% of them, and outdoor activities, such as bike riding, which 70% of all boys surveyed had participated in. They were less interested in arts and crafts. The girls, on the other hand, took part in bike riding, electronic games, and art and craft at similar rates, with all at around 60% participation. Comments The graph is introduced, and there is an overview of some of the important trends. The body paragraphs then proceed to look in more detail at the categories and data, making good comparisons between the boys and girls and drawing out the main features. There is also a good use of grammar and vocabulary, both of which are accurate and show a range of grammatical structures and words. High-band IELTS Academic Writing Task 1 sample answer The bar chart compares the participation rates of boys and girls aged 5 to 14 in five selected leisure activities in Australia. Overall, watching TV or videos was by far the most popular activity for both genders, with participation rates close to 100%. Boys generally showed higher participation in physical and electronic activities, whereas girls were more involved in creative pursuits such as art and craft. Watching television or videos was extremely popular among both boys and girls, with nearly all children (approximately 98–100%) engaging in this activity. Bike riding was the second most popular activity. About 73% of boys participated compared to around 58% of girls. Electronic or computer games attracted significantly more boys (around 80%) than girls (approximately 60%). In contrast, girls showed a clear preference for art and craft, with about 57% participation, while only 35% of boys took part in this activity. Skateboarding or rollerblading had the lowest participation rates overall. Boys were more active in this activity (around 38%) than girls (about 28%). In summary, while watching TV/videos was universally popular, there were clear gender differences in other leisure activities. Boys tended to prefer more active and electronic pursuits, whereas girls participated more in creative and less physically demanding activities. Word count: 178 Key Strengths: Clear overview highlighting main trends and gender differences Accurate data description with good approximations Effective comparisons between boys and girls Good range of vocabulary (participation rates, engaging in, showed a clear preference, universally popular, physically demanding) Example 7: Bar Chart The chart below shows changes in average house prices in five different cities between 1990 and 2002 compared with the average house prices in 1989. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes: Answer: The bar chart compares the average prices of houses in five cities in 1990-1995 and 1996- 2002 with the average prices in 1989. Overall, it can be seen that while the first period saw quite a significant drop in average prices compared to 1989 in several cities, the following time frame tended to experience a reversal of this trend in most of the locations. From 1990-1995, three of the cities, namely New York, Tokyo, and London, saw average prices that were around 5% to 7.5% lower than in 1989. On the contrary, the cost of houses in the cities of Madrid and Frankfurt was slightly higher, by approximately 2% and 2.5% respectively. Turning to 1996-2002, prices looked very different. Madrid and Frankfurt continued to see higher prices compared to 1989, but while in Madrid they were now 4% higher, in Frankfurt they were only 2% above 1989 levels. In Tokyo, the only city to remain in negative territory, prices were still below 1989 levels, standing at -5%. The most noticeable changes, however, were evident in both New York and London, with the former seeing average prices at 5% above those of 1989, the exact opposite of the previous period. London, though, had had a significant turnaround, with prices now 12% higher. Comments Having a well-organised answer is a key factor in scoring well on the Task 1 as an answer that is not well planned will be difficult to follow and confuse the examiner. So ensure you take some time at the beginning to decide how best to present the information given to you in the chart. This chart looks at little confusing at first, but you are basically comparing the first bar chart to 1989, then the second one to 1989, in terms of whether prices are higher or lower. You should always make sure you note the main changes or features. In this case it is immediately noticeable how much lower the prices are in the first chart, while in the second chart two cities in particular (Tokyo and London) have seen a turnaround. So you must refer to these in your response. High-band IELTS Academic Writing Task 1 sample answer The bar chart illustrates the percentage change in average house prices in five cities — New York (USA), Madrid (Spain), Tokyo (Japan), Frankfurt (Germany), and London (UK) — during two periods (1990–1995 and 1996–2002), compared with average prices in 1989. Overall, house prices showed very different trends in the two periods. While most cities experienced a decline or only modest growth between 1990 and 1995, there was a general recovery in the second period, with London recording the most dramatic increase. In the first period (1990–1995), average house prices fell in three cities compared to 1989. Tokyo and London saw the largest drops, both decreasing by around 7%. New York also declined, by approximately 5%. In contrast, Madrid and Frankfurt recorded small increases of about 2% and 3% respectively. Between 1996 and 2002, the picture changed significantly. London experienced a sharp rise of about 12%, the highest increase in the chart. New York and Madrid also saw growth, with rises of roughly 5% and 4% respectively. Frankfurt showed a slight increase of around 2%. However, Tokyo was the only city where house prices continued to fall, decreasing by about 5%. In summary, while house prices generally declined or remained stable in the early 1990s, most cities saw an upward trend in the later period, with London showing the strongest recovery and Tokyo being the notable exception. Word count: 189 Key Features: Clear overview summarising the main trends Accurate description of data with appropriate approximations Good comparisons between cities and between the two periods Wide range of vocabulary (dramatic increase, sharp rise, modest growth, notable exception, recovery) Example 8: Bar Chart 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. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes: chart -> bar graph shows -> illustrates number of men and women -> how many male and female students in further education in Britain -> were studying full-time and part-time in Britain in three periods -> during the years 1970/1, 1980/1 and 1990/1. Two general trends in this graphic are: Main feature 1: the overall number of students in full-time education increases. Main feature 2: the number of women studying part-time increases steadily but for men, it fluctuates. Answer: The bar graph illustrates how many male and female students were studying full-time and part-time in Britain during the years 1970/1, 1980/1 and 1990/1. Overall, the number of students in full-time education increased over this time. With regard to part-time education, there was a steady increase in women choosing to study part-time, but for men, the level fluctuated. Between the academic periods 1970/1 and 1990/1, the figures for men studying full-time grew in steady increments, beginning at 100,000 in 1970/1 and rising to nearly 300,000 in 1990/1. For women, the numbers had also risen to around 300,000 by 1990/1 on an increasing trend. Notably, however, the figure for females in full-time education in 1970/1 was roughly half that of men, showing a greater take-up than men between 1970/1 and 1980/1. A different pattern is shown for part-time education. The graph reveals a steady increase in women engaged in part-time study, rising from 750,000 in 1970/1 to 1,000,000 by 1990/1. For men, on the other hand, the figure fluctuated. From 1,000,000 in 1970/1, they had dropped by almost 200,000 by 1980/1 but recovered slightly in numbers by 1990/1. Over the whole time period, the trend between men and women in part-time education reversed, with male students being greater in number in 1970/1 and female students taking pole position by 1990/1. Breakdown Introduction (Paragraph 1) In the introduction, you should paraphrase the question, that is, say the same thing in a different way. You can do this by using synonyms and changing the sentence structure. Introduction: The bar graph illustrates how many male and female students were studying full-time and part-time in Britain during the years 1970/1, 1980/1 and 1990/1. or The bar graph illustrates how many male and female students were studying full-time and part-time in Britain across three decades during the years 1970/1, 1980/1 and 1990/1. or The chart illustrates the number of men and women in further education over three decades. (explained in video: https://youtu.be/M1ebzRy77jM ) Simplier version: The bar graph illustrates how many male and female students in further education in Britain were studying full-time or part-time across 3 periods in 1970/1, 1980/1 and 1990/1. Overview (Paragraph 2) In the second paragraph, you should report the main features you can see in the graph, giving only general information. The detail comes in the body of the essay. Make clear comparisons about the general trends. Main feature 1: the overall number of students in full-time education increases. Main feature 2: the number of women studying part-time increases steadily but for men, it fluctuates. Form these ideas into two or three sentences. State the information simply using synonyms where possible. No elaborate vocabulary or grammar structures are required, just the appropriate words and correct verb tenses. Overview Overall, the number of students in full-time education increased over this time. With regard to part-time education, there was a steady increase in women choosing to study part-time but for men, the level fluctuated. Details Paragraphs 3 & 4 Paragraphs 3 and 4 are where you include more detailed information about the data in the graph. In paragraph 3, you should give evidence to support your first main idea. In this instance, the data will be numbers of students in the respective time periods. In other graphics, it might be percentages, age, monetary value or some other unit of measurement. Don’t forget to make comparisons when relevant. Here’s our first main feature again: Main feature 1: the overall number of students in full-time education increases. This is an example of what you could write: Paragraph 3: Body 1 Between the academic periods 1970/1 and 1990/1, the figures for men studying full-time grew in steady increments, beginning at 100,000 in 1970/1 and rising to nearly 300,000 in 1990/1. For women, the numbers had also risen to around 300,000 by 1990/1 on an increasing trend. Notably, however, the figure for females in full-time education in 1970/1 was roughly half that of men, showing a greater take-up than men between 1970/1 and 1980/1. For the fourth and final paragraph, you do the same thing for your second main feature. For example: Main feature 2: the number of women studying part-time increases steadily but for men, it fluctuates. Paragraph 4: Body 2 A different pattern is shown for part-time education. The graph reveals a steady increase in women engaged in part-time study, rising from 750,000 in 1970/1 to 1,000,000 by 1990/1. For men, on the other hand, the figure fluctuated. From 1,000,000 in 1970/1, they had dropped by almost 200,000 by 1980/1 but recovered slightly in numbers by 1990/1. Over the whole time period, the trend between men and women in part-time education reversed, with male students being greater in number in 1970/1 and female students taking pole position by 1990/1. Full Example: The bar graph illustrates how many male and female students were studying full-time and part-time in Britain during the years 1970/1, 1980/1 and 1990/1. Overall, the number of students in full-time education increased over this time. With regard to part-time education, there was a steady increase in women choosing to study part-time but for men, the level fluctuated. Between the academic periods 1970/1 and 1990/1, the figures for men studying full-time grew in steady increments, beginning at 100,000 in 1970/1 and rising to nearly 300,000 in 1990/1. For women, the numbers had also risen to around 300,000 by 1990/1 on an increasing trend. Notably, however, the figure for females in full-time education in 1970/1 was roughly half that of men, showing a greater take-up than men between 1970/1 and 1980/1. A different pattern is shown for part-time education. The graph reveals a steady increase in women engaged in part-time study, rising from 750,000 in 1970/1 to 1,000,000 by 1990/1. For men, on the other hand, the figure fluctuated. From 1,000,000 in 1970/1, they had dropped by almost 200,000 by 1980/1 but recovered slightly in numbers by 1990/1. Over the whole time period, the trend between men and women in part-time education reversed, with male students being greater in number in 1970/1 and female students taking pole position by 1990/1. 219 words High-band IELTS Academic Writing Task 1 sample answer The bar chart compares the number of men and women (in thousands) enrolled in full-time and part-time further education in Britain in three academic periods: 1970/71, 1980/81, and 1990/91. Overall, part-time education was far more popular than full-time education for both genders throughout the period. While the number of males in part-time education fluctuated, females showed a steady and significant increase, eventually surpassing males by 1990/91. Full-time enrolment remained much lower but rose gradually for both sexes. In terms of part-time education, approximately 1,000,000 men were enrolled in 1970/71. This figure dropped to around 870,000 in 1980/81 before recovering slightly to about 900,000 in 1990/91. In contrast, female participation in part-time courses started lower at roughly 750,000 in 1970/71, then increased steadily to about 830,000 in 1980/81 and rose sharply to over 1,100,000 by 1990/91. Full-time education attracted far fewer students. For males, the numbers were approximately 120,000 in 1970/71, rising to 170,000 in 1980/81 and reaching about 250,000 in 1990/91. Females in full-time courses started at a very low level of around 70,000 in 1970/71, increased to about 220,000 in 1980/81, and stood at roughly 260,000 in 1990/91. In summary, part-time study dominated further education in Britain, with women showing the most notable growth over the two decades, particularly in part-time courses. Word count: 198 Key Strengths: Clear overview with main trends and comparisons Accurate data with appropriate approximations Good use of comparison language (far more popular, fluctuated, rose sharply, in contrast, eventually surpassing) Well-organised into logical paragraphs Example 9: Line & Bar Chart The bar chart shows the monthly spending in dollars of a family in the USA on three items in 2010. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes: This chart is over time, which requires language of change. Also, it requires comparing and contrasting the items listed. This is about the levels of spending of a family on three household items - gas, food and clothing. Answer: The bar chart depicts the monthly expenditure on food, gas and clothing of a family living in the USA in 2010. Overall, it can be seen that levels of expenditure fluctuated over the period. To begin, in January, the most money was spent on food, at approximately $500 per month. Although expenditure on food increased slightlyin the following month, it then fell to account for the lowest expenditure of all the items at the end of the period at just over $300. Gas appeared to follow the opposite pattern to food spending. It started lower at about $350 per month, falling in the following month, and then increasing significantly to finish at just under $600 in April. Clothing, which at just over $200 accounted for the lowest expenditure at the beginning of the period, fluctuated dramatically over the time frame. After reaching around the same levels as food in February (nearly $600), it dropped markedly in March, then jumped to just under $700 in the final month. With the exception of an increase in March, average spending decreased slightly over the four months. Comments Importantly however, even though each item is described in turn, the description does not just describe each item in isolation. You will notice that comparisons are made between the items throughout the description. For example: ...it then fell to account for the lowest expenditure of all the items at the end of the period... Gas appeared to follow the opposite pattern to food spending. Clothing, which at just over $200 accounted for the lowest expenditure at the beginning of the period,... There is also evidence that the candidate knows how to write complex sentences: Although expenditure on food increased... Clothing, which at just over... After reaching... There is also a good mix of comparison / compare sentence structures and language of change. The correct tense is used (past simple) as the graph is referring to completed actions in the past. High-band IELTS Academic Writing Task 1 sample answer The bar chart illustrates the monthly expenditure of a family in the USA on three categories — food, gas, and clothing — from January to April 2010. Overall, spending on food and gas was relatively stable throughout the four months, while expenditure on clothing showed significant variation. Clothing was the most expensive category in three out of the four months. In January, the family spent the highest amount on food at around $480, followed by gas at approximately $340. Spending on clothing was considerably lower at about $230. In February, expenditure on food and clothing both increased. Food rose slightly to around $550, while clothing spending jumped sharply to about $570, making it the highest category that month. Gas expenditure, however, decreased noticeably to roughly $250. Spending patterns changed again in March. Food remained relatively high at about $450, gas stayed stable at around $330, but clothing dropped significantly to approximately $310. April saw the most dramatic shift. Spending on clothing reached its peak at nearly $680, far higher than the other two categories. Gas expenditure also increased substantially to about $560, while food spending fell to its lowest point of around $310. In summary, clothing showed the greatest fluctuation in monthly spending, peaking dramatically in April. Food and gas followed more stable patterns, although food was generally the highest or second-highest expense in the first three months. Word count: 189 Key Features Included: Clear overview summarising main trends Accurate data with good approximations Effective comparisons between months and categories Good range of vocabulary (significant variation, jumped sharply, dropped significantly, dramatic shift, peaked dramatically, fluctuation) Example 10: Line & Bar Chart The line graph shows visits to and from the UK from 1979 to 1999, and the bar graph shows the most popular countries visited by UK residents in 1999. Summarise the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes: Answer: The line graph illustrates the number of visitors in millions from the UK who went abroad and those who came to the UK between 1979 and 1999, while the bar chart shows which countries were the most popular for UK residents to visit in 1999. Overall, it can be seen that visits to and from the UK increased, and that France was the most popular country to visit. To begin, the number of visits abroad by UK residents was higher than for those who came to the UK, and this remained so throughout the period. The figures started at a similar amount, around 10 million, but visits abroad increased significantly to over 50 million, whereas the number of overseas residents rose steadily to reach just under 30 million. The most popular countries to visit in 1999 were France, with approximately 11 million visitors, followed by Spain at 9 million. The USA, Greece, and Turkey were far less popular at around 4, 3 and 2 million visitors respectively. Comments The introduction mentions both the line and bar charts: The line graph illustrates the number of visitors in millions from the UK who went abroad and those who came to the UK between 1979 and 1999, while the bar chart shows which countries were the most popular for UK residents to visit in 1999. The overview also mentions both: Overall, it can be seen that visits to and from the UK increased, and that France was the most popular country to visit. The first body paragraph then goes on to explain the data from the line graph, and the second body paragraph presents the data from the bar chart. High-band IELTS Academic Writing Task 1 sample answer The line graph illustrates the number of visits to and from the UK between 1979 and 1999, while the bar chart shows the most popular countries visited by UK residents in 1999. Overall, there was a significant increase in both visits abroad by UK residents and visits to the UK by overseas residents over the 20-year period. However, UK residents made considerably more visits abroad than the number of visits received from overseas. In 1999, France and Spain were the two most popular destinations for UK travellers. In 1979, UK residents made around 12 million visits abroad, compared to approximately 10 million visits to the UK by overseas residents. Both figures rose steadily over the following two decades. By 1999, the number of visits abroad by UK residents had surged to over 50 million, while visits to the UK by overseas residents increased more gradually to about 28 million. The bar chart reveals that France was the most popular country visited by UK residents in 1999, with approximately 12 million visitors. Spain followed closely with around 10 million. The USA, Greece, and Turkey were less popular, attracting roughly 4 million, 3 million, and 2 million UK visitors respectively. In summary, visits to and from the UK grew substantially between 1979 and 1999, with outbound travel by UK residents growing at a much faster rate. France and Spain were clearly the favourite holiday destinations for British people in 1999. Word count: 198 Key Features: Clear overview covering both charts Accurate description of trends and data Good comparisons (e.g., considerably more, surged, more gradually, followed closely) Appropriate vocabulary for trends (rose steadily, surged, increased more gradually) Vocabulary Language of Change Vocabulary for Describing Graph Trends Word Part of Speech Example Sentence increase verb: to increase, is increasing, has increased, increased Total expenditure increased from $33,611m to $39,165m from 1995 to 1996. noun: an increase of $5,554m an increase in spending of $5,554m From 1995 to 1996 there was an increase in expenditure of $5,554m. decrease verb: to decrease, is decreasing, has decreased, decreased Expenditure on primary education decreased from 22.2% to 21.5% from 1995 to 1996. noun: a decrease of 0.7% a decrease in spending of 0.7% From 1995 to 1996 there was a decrease in expenditure of 0.7%. rise verb: to rise, is rising, has risen, rose Total expenditure rose from $33,611m to $39,165m from 1995 to 1996. noun: a rise of $5,554m a rise in spending of $5,554m From 1995 to 1996 there was a rise in expenditure of $5,554m. fall verb: to fall, is falling, has fallen, fell Expenditure on primary education fell from 22.2% to 21.5% from 1995 to 1996. noun: a fall of 0.7% a fall in spending of 0.7% From 1995 to 1996 there was a fall in expenditure of 0.7%. drop verb: to drop, is dropping, has dropped, dropped Expenditure on primary education dropped from 22.2% to 21.5% from 1995 to 1996. noun: a drop of 0.7% a drop in spending of 0.7% From 1995 to 1996 there was a drop in expenditure of 0.7%. -ing forms After an introductory clause that includes some analysis; e.g. 'Spending rose in all three years', an '_ing' form can be used to describe numbers and dates. Spending rose in all three years, increasing from 17.6% to 18% from 1995 to 1996, and then rising again to 18.2% in 1997-8. Key words at approximately 8% in percentages at only 5% are similar gender the least more than around 33% at the same level percentages for school children equal is exactly 4% for bar chart illustrates Exercises Bar Chart Gap Fill Bar Chart - GDP Bar Chart - Team Scores Bar Chart - Emigration Pie and Bar Chart - Arrests How to write an IELTS Task 1 Graph How to describe a pie chart How to describe a process Writing about two graphs together Other Bar Chart Gap Fill Line Graph Gap Fill Table Gap Fill Pie Chart Gap Fill Process Gap Fill IELTS Quiz Exercise: Sentence Organising Notice how many sentences are used to create a full model answer. The IELTS writing task 1 does not require many sentences. There are NO fixed number of sentences for writing task 1, but you can see that you do not need many to write a high score answer. The chart below shows the activities that teenagers in Chester, a town in the UK, engaged in from 2002 to 2007. Organise the 10 sentences to make a model writing task 1 answer. •C: Going to pubs and discos, watching TV and shopping all showed an increase in the number of hours teenagers spent on these activities. •D: The bar chart illustrates how many hours adolescents in Chester spent on seven activities each week between 2002 and 2007. •J: Playing sports fell more dramatically from 10 hours to around 3 hours. •H: Bowling was under 5 hours throughout the entire period, declining by about 4 hours in total. •I: Both going to pubs and discos, and shopping more than doubled in hours from over 5 to over 15 and from over 5 to exactly 1,5 respectively. •B: The other pursuits showed a decrease in hours, except watching DVDs, which fluctuated. •E: While teenagers spent 10 hours doing homework in 2002, this figure dropped to just over 5 hours in 2007. •A: Teenagers spent 25 hours watching television in 2002, which increased to almost 40 hours in the final year. •G: Overall, the most popular activity over the period given was watching TV, whereas bowling was the least favourite. •F: The number of hours teenagers dedicated to watching DVDs was only 10 hours in the first and final years, but reached a peak of over 15 hours in 2004 and 2005. Answer D G C B A I E J H F •D: The bar chart illustrates how many hours adolescents in Chester spent on seven activities each week between 2002 and 2007. •G: Overall, the most popular activity over the period given was watching TV, whereas bowling was the least favourite. •C: Going to pubs and discos, watching TV and shopping all showed an increase in the number of hours teenagers spent on these activities. •B: The other pursuits showed a decrease in hours, except watching DVDs, which fluctuated. •A: Teenagers spent 25 hours watching television in 2002, which increased to almost 40 hours in the final year.•I: Both going to pubs and discos, and shopping more than doubled in hours from over 5 to over 15 and from over 5 to exactly 15, respectively. •E: While teenagers spent 10 hours doing homework in 2002, this figure dropped to just over 5 hours in 2007. •J: Playing sports fell more dramatically from 10 hours to around 3 hours. •H: Bowling was under 5 hours throughout the entire period, declining by about 4 hours in total. •F: The number of hours teenagers dedicated to watching DVDs was only 10 hours in the first and final years, but reached a peak of over 15 hours in 2004 and 2005. Assessment of your ability to understand and interpret written English in academic and general contexts. Our IELTS reading sample questions will help you understand the types of questions asked in the IELTS Academic Reading module. Exercises have a given time limit every time you practice. Topic: THE MEIJI RENOVATION Reading > Academic > P3 > THE MEIJI RENOVATION Accademic Reading Writing Task 1 Writing Task 2 https://ieltstutorials.online/sample-questions/cue-card https://www.ieltsbuddy.com/ielts-speaking-samples.html
50 Recent IELTS Speaking Topics for Parts 2 and 3 for IELTS 2025
https://ieltsliz.com/ielts-speaking-part-1-topics/ IELTS Speaking Sample Questions with Answers for IELTS Speaking Part 3 https://www.ieltsjacky.com/ielts-speaking.html https://ieltsmaterial.com/50-ielts-speaking-part-2-3-topics-2020-with-model-answers/ https://ieltsliz.com/ielts-speaking-free-lessons-essential-tips/ https://takeielts.britishcouncil.org/take-ielts/prepare/free-ielts-english-practice-tests/speaking https://ielts-up.com/speaking/ielts-speaking-test.html https://leapscholar.com/exams/ielts/practice-test/speaking/part-1 https://ielts.org/take-a-test/preparation-resources
IELTS Speaking Band Descriptors - Speaking Assessment Criteria What is the IELTS Speaking test? Four Skills 33 interview questions for students (with sample answers) Interviewers usually ask these questions for students to learn about their basic knowledge and abilities. They also ask these questions to get a better understanding of your interests, attitude, and personality. Some common general questions include: Can you tell us about yourself? How did you learn about our organization/ university? What are your strengths? What are your weaknesses, and how do you overcome them? Why did you choose your school? What motivates you? How do you believe you can contribute to our growth? Where do you see yourself in the next five years? Can you tell us why you think you're the best fit for this role? Do you have any questions for us?
Experience and Background The interviewer may ask questions about your background and experience to understand your responsibilities in previous roles and how you handled them. They also ask these questions to envision you in the role and determine whether you fit their company culture. Below are examples of these questions: Tell us something about your field of study. Which academic accomplishment are you most proud of? Do you have prior experience in this role? Do you have any academic goals you hope to achieve before you graduate? What are they? What skills and experience do you hope to gain in this job? Do you have plans to further your education? Do you participate in any extracurricular activities? What are they? What do you wish you knew before choosing this career path? What steps have you taken for your professional growth and development? Do you think your education helped to prepare you for this role? In what way?
In-depth Questions Interviewers ask in-depth questions to get detailed information about your behaviour or abilities. These questions usually relate directly to the role and give the interviewer an idea of how well you'd perform. Examples of in-depth questions include: Can you give an example of a time you applied your leadership skills at work? How do you work under pressure? How do you handle stress? Do you prefer working alone or with a team? Why? Tell us about a time you exceeded your expectations. Have you ever missed a deadline? Why and what was the result? Describe how you organise your schedule and prioritise your tasks. Have you ever managed multiple tasks simultaneously? How did you handle them? How do you manage two projects that are due at the same time? How do you intend to make an impact in this role?
Discussion Questions (Tests) (1) What images spring to mind when you hear the word ‘test’? (2) Do you get nervous when you take tests? (3) Are there any kinds of tests that you love? (4) Do you follow any special routines before you take a test? (5) What test has made you most nervous? (6) What do you think about while you wait for the result of a test? (7) Have you ever cheated on a test? (8) Have you ever taken an IQ test? (9) Do you think testing is useful or a waste of time? (10) Do you think your test scores reflect your true ability and intelligence? (11) Do you like taking tests? (12) Are you good at taking tests? (13) What was the last English test that you took like? (14) Have you ever had a blood test? (15) Would you be more nervous before your driving test, a blood test or an English test? (16) What’s the best way to prepare for a test? (17) What medical tests have you had? (18) What was the worst test you ever took? (19) Are there too many tests in school? (20) How do you feel when you fail a test?