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12/2/14, 9:35 PM

ielts-simon.com
Daily Lessons with Simon, ex-IELTS examiner
Thursday, November 27, 2014

IELTS Writing Task 1: checklist

Here's my preparation checklist for writing task 1. Can you put a tick next to each point on the list?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Know what the six types of question are (e.g. line graph...).
Try several real test examples of each type.
Know the 4-paragraph method suggested in lessons on this site.
Practise paraphrasing the question to write introductions.
Understand why we don't write a conclusion for task 1.
Know how to write an 'overview', and what to include in this paragraph.
Practise selecting key information, rather than describing everything.
Be able to write good 'comparing' sentences.
Be able to describe changes and trends (e.g. increase, decrease).
Be able to use the passive to describe steps in a process.

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Thursday, November 20, 2014

IELTS Writing Task 1: rise or raise?

These two words are often confused by students. Here is the main difference:
something rises (e.g. the price rose)
somebody raises something (e.g. the company raised the price)
"Rise" (rose, risen) can be a verb or a noun. I often use it for IELTS writing task 1:
The price of cigarettes rises every year. (verb, present)
In 2008, the number of customers rose from 100 to 200. (verb, past)
There has been a dramatic rise in Internet usage in the UK. (noun)
In 2008, the UK saw a rise in the divorce rate. (noun)
"Raise" (raised) is almost always a verb. You probably won't use it for task 1:
The Government raises the price of cigarettes every year.
Charities work to raise the standard of living in developing countries.
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Thursday, November 13, 2014

IELTS Writing Task 1: a few good phrases

Here are some useful phrases to describe the chart in last week's lesson. Check my essay to find the missing words.
The US produced more waste than the other countries _____.
Rising _____ were seen in five out of the six countries.
Korea was the only country that _____ a fall in waste output.
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Daily Lessons with Simon, ex-IELTS examiner
Wednesday, October 20, 2010

IELTS Writing Task 2: global language argument

The speaker in yesterday's video gave the positives of English as a global second language. Here is a paragraph with
arguments against this view.
Negatives of English as a global language:
The expansion of English has also been criticised. Some people worry that if one language, like English, becomes dominant,
other languages may disappear. Languages spoken by small communities could become extinct as people learn English in
order to find work. This would obviously have a negative effect on local cultures, customs and traditions because the new
dominant language would bring its own culture with it. For example, the expansion of English has happened alongside the
increasing popularity of American culture. The American film, music and fashion industries are as dominant as global
American companies and products, such as Microsoft or the iPod. Some people call this cultural imperialism, meaning that
one culture has power over others.
Try to analyse this paragraph
Is there a topic sentence? What reasons and examples are given? What linking expressions are used? What 'band 7
vocabulary' is used? Can you find some conditional sentences?
Write the main ideas for the 'global language' topic (positives and negatives) in your notebook.
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Wednesday, October 06, 2010

IELTS Writing Task 2: tourism

Do the benefits of tourism outweigh the drawbacks?
Here are some ideas. I've organised the vocabulary according to different perspectives (different ways of looking at this issue).
Positives of tourism:
1. Personal perspective: Tourism is a popular leisure activity. Tourists can relax, have fun, 'recharge their batteries',
experience different customs and cultures (sight-seeing, sunbathing, visiting monuments, tasting new cuisine). Travel
opens our minds. It can broaden our horizons.
2. Economic perspective: The tourism industry is vital for some countries. People rely on tourism for their income.
Tourism attracts investment from governments and companies. It creates employment due to demand for goods and
services (hotels, entertainment etc.). It helps to improve the standard of living.
Negatives of tourism:
1. Environmental perspective: Tourism can have a negative impact on the environment. Excessive building (roads,
hotels etc.) destroys natural habitats and spoils the landscape. Tourism creates pollution and waste. It puts pressure on
local resources such as food, water and energy.
2. Economic perspective: Tourism may cause a rise in the cost of living. Prices of goods and services go up. Tourists buy
second homes. All of this affects local people.
3. Cultural perspective: Local traditions may be lost. Traditional jobs and skills die out (e.g. farming, fishing). Local

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people are forced to work in the tourist industry.

Thinking about topics from different perspectives can help you to generate better ideas. This technique isn't perfect for every
topic, but it can be really useful.
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Wednesday, September 29, 2010

IELTS Writing Task 2: advertising topic

Advertising is a very common topic in both the IELTS writing and speaking tests. Here are some ideas from my ebook that
you could learn.
Positives of advertising:
Companies need to tell customers about their products and services.
Advertisements inform us about the choices we have.
The advertising industry employs many people.
Advertisements are often funny, artistic or thought-provoking.
Negatives of advertising:
Advertisers aim to convince us that buying things leads to happiness.
We are persuaded to follow the latest trends and fashions.
Children can be easily influenced by advertisements.
They put pressure on their parents by pestering or nagging.
Opinions:
Advertising should be regulated by governments.
Advertisements that target children should be banned.
Packaging for junk food should display clear health warnings.
Overall, advertising is necessary but it needs to be controlled.
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Wednesday, September 22, 2010

IELTS Writing Task 2: globalisation

Here is an essay question on the topic of globalisation:
It has been said that the world is becoming a global village in which there are no boundaries to trade and
communication. Do the benefits of globalisation outweigh the drawbacks?
Yesterday's video contained some useful ideas, but here are some more ideas from my ebook:
Positives of globalisation:
Business is becoming increasingly international.
A global economy means free trade between countries.
This can strengthen political relationships.
Globalisation can also create opportunities for employment.
It encourages investment in less developed countries.
It could reduce poverty in the developing world.
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Negatives of globalisation:
Globalisation can also lead to unemployment and exploitation.
Companies move to countries where labour is cheap.
This creates redundancies, or job losses.
Some companies exploit their employees in developing countries.
Salaries are low and working conditions are often poor.
Global trade also creates excessive waste and pollution.
Note:
The American English spelling is 'globalization'. You can use either spelling in the IELTS test.
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Wednesday, September 15, 2010

IELTS Writing Task 2: education / practical skills

Several students have asked me to help them with this IELTS question:
Some people think that school children need to learn practical skills such as car maintenance or bank
account management along with the academic subjects at school. To what extent do you agree or
disagree?
Here are some suggestions (this is NOT an essay):
1. Introduce the topic then give your opinion
I would write that it is true that children learn academic subjects at school, but not many practical skills. However, I would
then disagree that schools should teach skills like bank account management and car maintenance.
2. First supporting paragraph
I would write a paragraph about the importance of academic subjects like maths, science, languages etc. We live in a
knowledge-based economy where independent thinking and problem solving are the most important skills. With timetables
already full, schools do not have time to teach children anything else.
3. Second supporting paragraph
I would argue that bank account management is a 'life skill' that anyone can learn by simply opening a bank account. Most
adults have no problem managing their finances without being taught accounting lessons at school. Other skills like car
maintenance are not really necessary. Most people take their cars to a qualified mechanic.
4. Conclusion
Repeat the idea that schools are already doing a good job teaching the traditional academic subjects. If they start to teach
practical skills, the study of important academic subjects will suffer.
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Wednesday, September 08, 2010

IELTS Writing Task 2: 'zoo' topic

Some people believe that it is wrong to keep animals in zoos, while others think that zoos are both
entertaining and ecologically important. Discuss both views.
Here are some (band 7 or higher) vocabulary ideas. I've organised the vocabulary according to different perspectives.

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Positives of keeping animals in zoos:

1. Environmental perspective: Zoos play an important role in wildlife conservation. They help to protect endangered
species. They allow scientists to study animal behaviour.
2. Economic perspective: Zoos employ large numbers of people. They provide job opportunities and income for the
local area. The money raised can be used for conservation projects.
3. Personal perspective: Zoos are interesting, educational and fun. They make a great day out for families. Children
learn to appreciate wildlife and nature.
Negatives of zoos:
1. Environmental perspective: Zoos are artificial environments. Animals lose their instinct to hunt for food. It would
be better to save endangered species by protecting their natural habitats.
2. Moral perspective: Keeping animals in cages is unethical. We have no right to use animals for entertainment. Zoos
exhibit animals with the aim of making a profit.
Thinking about topics from different perspectives is a useful technique. It helps you to generate a variety of interesting ideas.
I used this technique when thinking of ideas for my ebook, and I encourage my students to use it when planning their essays.
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Wednesday, September 01, 2010

IELTS Writing Task 2: crime topic

Here is a "problem/solution" question, with some ideas for an essay below:
Many criminals re-offend after they have been punished. Why do some people continue to commit crimes
after they have been punished, and what measures can be taken to tackle this problem?
Causes of crime and re-offending:
The main causes of crime are poverty, unemployment and lack of education.
People who commit crimes often have no other way of making a living.
The prison system can make the situation worse.
Offenders mix with other criminals who can be a negative influence.
A criminal record makes finding a job more difficult.
Many prisoners re-offend when they are released.
Possible measures to reduce crime and re-offending:
Prisons should provide education or vocational training.
Rehabilitation programmes prepare prisoners for release into society.
Community service is another way to reform offenders.
It makes offenders useful in their local communities.
They might be required to talk to school groups or clean public areas.
Offenders also need help when looking for accommodation and work.
There are more ideas about topics like police, prisons, capital punishment and community service in my ebook.
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Wednesday, August 25, 2010

"Band 7 Vocabulary"
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When I say "band 7 vocabulary", I'm really talking about vocabulary that could help you to get a band 7 or higher.
Examiners are looking for "less common" words and phrases, correct and relevant collocations, and maybe some idiomatic
language.
I've written the following paragraph using some of the ideas from the lesson below. I've underlined the band 7 (or higher)
vocabulary.
Advantages of studying abroad:
Many students choose to study abroad because there are greater opportunities in a particular foreign country. Foreign
universities may offer better facilities or courses. They may also be more prestigious than universities in the students own
country and have teachers who are experts in their fields. Therefore, by studying abroad, students can expand their
knowledge and gain qualifications that open the door to better job opportunities. A period of study abroad can also broaden
students horizons. In the new country, they will have to live and work with other students of various nationalities. Thus,
overseas students are exposed to different cultures, customs and points of view.
(106 words)
PS. I'll send some extra paragraphs on this topic to everyone on my email list.
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IELTS Writing Task 2: studying abroad

More and more students are choosing to study at colleges and universities in a foreign country. Do the
benefits of studying abroad outweigh the drawbacks?
Here are some ideas from my ebook:
Benefits of studying abroad:
Many students travel abroad to study at a prestigious university.
The best universities employ lecturers who are experts in their fields.
Qualifications gained abroad can open doors to better job opportunities.
Living in a foreign country can broaden students' horizons.
Overseas students are exposed to different cultures and customs.
They can immerse themselves in a language.
Drawbacks of studying abroad:
Living away from home can be challenging.
Students have problems with paperwork such as visa applications.
The language barrier can cause difficulties.
Students have to find accommodation and pay bills.
Many students feel homesick and miss their families.
Some students experience culture shock.
Which of the words or phrases above do you think would be considered band 7 or higher?
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Wednesday, August 18, 2010

IELTS Writing Task 2: full essay

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Usually I suggest writing 4 paragraphs for task 2. However, sometimes it might be better to write 5 paragraphs. The following
essay question has three parts, so I've written three main body paragraphs (5 paragraphs in total).
Explain some of the ways in which humans are damaging the environment. What can governments do to
address these problems? What can individual people do?
Humans are responsible for a variety of environmental problems, but we can also take steps to reduce the damage that we are
causing to the planet. This essay will discuss environmental problems and the measures that governments and individuals
can take to address these problems.
Two of the biggest threats to the environment are air pollution and waste. Gas emissions from factories and exhaust fumes
from vehicles lead to global warming, which may have a devastating effect on the planet in the future. As the human
population increases, we are also producing ever greater quantities of waste, which contaminates the earth and pollutes rivers
and oceans.
Governments could certainly make more effort to reduce air pollution. They could introduce laws to limit emissions from
factories or to force companies to use renewable energy from solar, wind or water power. They could also impose green taxes
on drivers and airline companies. In this way, people would be encouraged to use public transport and to take fewer flights
abroad, therefore reducing emissions.
Individuals should also take responsibility for the impact they have on the environment. They can take public transport
rather than driving, choose products with less packaging, and recycle as much as possible. Most supermarkets now provide
reusable bags for shoppers as well as banks for recycling glass, plastic and paper in their car parks. By reusing and recycling,
we can help to reduce waste.
In conclusion, both national governments and individuals must play their part in looking after the environment.
Note:
This essay is exactly 250 words long. I've tried to make it as simple as possible, but it's still good enough to get a band 9.
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Wednesday, August 11, 2010

IELTS Writing Task 2: main body paragraphs

After you introduction (see last week's lesson) you need to write 2 or 3 main body paragraphs. This is the most important part
of your essay.
If you have been following this blog for a while, or if you have bought my ebook, you may have seen today's paragraph before.
However, I'm reusing it for 2 reasons:
1. It's a great example of how to write an "advantages" paragraph using a "firstly, secondly, finally" structure.
2. There are some excellent comments from students below this lesson. If you read them carefully, you will learn a lot.
Main body "advantages" paragraph (band 9):
There are several advantages to using computers in education. Firstly, students learn new skills which will be extremely
useful for their future jobs. For example, they learn to write reports or other documents using a word processor, and they can
practise doing spoken presentations using PowerPoint slides. Secondly, technology is a powerful tool to engage students. The
use of websites or online videos can make lessons much more interesting, and many students are more motivated to do
homework or research using online resources. Finally, if each student has a computer to work on, they can study at their own
pace.
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Wednesday, August 04, 2010

IELTS Writing Task 2: how to write an introduction

For IELTS Writing Task 2, keep your introduction short and simple. Don't waste time writing a long introduction; the main
body paragraphs are more important.
A good IELTS Writing introduction needs only 2 things:
1. A sentence that introduces the topic
2. A sentence that gives a short, general answer to the question
Here is an example of an IELTS Task 2 question:
As computers are being used more and more in education, there will soon be no role for the teacher in the classroom. To what
extent do you agree or disagree?
Here is my introduction:
It is true that computers have become an essential tool for teachers and students in all areas of education. However, while
computers are extremely useful, I do not agree with the idea that they could soon replace teachers completely.
1. In the first sentence I introduce the topic of computers in education.
2. In the second sentence I answer the question and make my opinion clear. Don't wait until the conclusion to give your
opinion.
Remember, do a simple introduction, then you can focus on the main paragraphs.
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Wednesday, July 28, 2010

IELTS Writing Task 2: 'parents and children' topic

Many people believe that parents are not as close to their children as they used to be. Suggest some
reasons why this could be true.
Here is an example paragraph about the above topic:
Parents and their children seem to be less close nowadays. Perhaps the main reason for this is that both parents often work
full-time and therefore spend less time with their children. Whereas women traditionally stayed at home to cook, clean and
look after children, many mothers now choose to work or are forced to do so. This means that children may be left alone, or
with nannies or babysitters. Busy parents have less contact with their children and less energy to enjoy family activities. Many
families no longer eat meals together, and children are given the freedom to go out with friends, watch television or chat on
the Internet for hours.
Please note:
A full IELTS question would also ask you to suggest how families could become closer.
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Wednesday, July 21, 2010

IELTS Writing Task 2: 'genetic engineering' topic

Would you be able to discuss the advantages and disadvantages of genetic engineering? Here are some ideas from my ebook:
- Genetic engineering is the practice of manipulating the genes of an organism.
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- It is used to produce crops that are more resistant to insects and diseases.
- Some genetically modified crops grow more quickly.
- Some drugs and vaccines are produced by genetic engineering.
- It may become possible to change a person's genetic characteristics.
- Scientists may use genetic engineering to cure diseases.
- Inherited illnesses would no longer exist.
- Genes could be changed before a baby is born.
- It could also be possible to clone human organs.
- We could have replacement body parts.
- Humans could live longer, healthier lives.
As you can see, I've only listed the advantages. Can you think of any disadvantages?
PS. I've sent some paragraphs about this topic to people on my email list.
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Thursday, July 08, 2010

IELTS Essay Correction: July only

Many students have asked me to check their IELTS essays. For July only, I can offer this service, but I'm afraid it will not be
free.
For 20 I will give you a score and some advice. I will also correct your mistakes.
For 10 I will give you a score and some advice (a short comment).
The prices above are for one essay (either task 1 or task 2). If you send me two essays, the price will be double.
So, if you want to check your writing progress, here's what you need to do:
1. Send me one essay (task 1 or task 2) by email. Put the essay in the email, not as an attachment. Tell me whether you want
the 10 or 20 service.
2. I will send you an email with a link to pay me using PayPal.
3. When I receive the payment I will check your essay. I will try to return your essay the next day.
Hopefully, by using the website, the ebook, and now the essay correction service, you can make real progress with your
writing this month.
If you have any questions, use the "comments" area below. To send an essay, email me at [email protected].
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Wednesday, July 07, 2010

IELTS Writing Task 2: 'immigration' topic

What are the benefits and drawbacks of immigration or multi-cultural societies?
Here is a paragraph giving some of the economic benefits of immigration:
From an economic perspective, immigration can be extremely positive. Many immigrants have skills that are needed in the
country they move to. For example, countries sometimes lack key workers like doctors and nurses, and immigration is
therefore encouraged. Immigrants who find work contribute to the economy of their new country with the skills they bring
and the taxes they pay. At the same time, many immigrants send money to help family members in their home country,

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therefore helping to boost that economy too.

Can you think of any social benefits of immigration? Are there any economic or social disadvantages?
PS. I'll send a few extra paragraphs about this topic to people on my email list (people who have bought the ebook).
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Wednesday, June 30, 2010

IELTS Writing Task 2: 'children' topic

What problems do children face in today's world? What should we do to address or solve these problems?
Here are some ideas from my ebook to get you thinking about this topic:
The lack of closeness in families can have a negative effect on children.
Many parents have no idea how their children spend their time.
Friends, television and the Internet have become the main influences on childrens behaviour.
Teenagers are influenced by peer pressure.
Juvenile delinquency is on the increase.
Parents should be more involved with their childrens upbringing.
Young people need positive role models.
Can you think of any more problems that children face, or suggest other solutions? Is it the responsibility of parents, schools
or governments to tackle these problems?
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Wednesday, June 09, 2010

IELTS Writing Task 2: public/private healthcare

A recent IELTS Writing Task 2 question was about the advantages and disadvantages of private healthcare. Here are some
ideas from my ebook:
State Health Systems: Advantages
Good healthcare should be available to everyone for free.
State healthcare is paid by the government using money from taxes.
Everyone has access to the same quality of care and treatment.
Private healthcare is unfair because only wealthy people can afford it.
The National Health Service in the UK provides free healthcare for every resident. (use this as an example)
Private Healthcare: Advantages
State hospitals are often very large and difficult to run.
Private hospitals have shorter waiting lists for operations and appointments.
Patients can benefit from faster treatment.
Many people prefer to pay for a more personal service.
Patients have their own room and more comfortable facilities.
Note:
You can use the advantages of state healthcare when discussing the disadvantages of private healthcare.
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Wednesday, May 19, 2010

IELTS Writing Task 2: 'vegetarianism' topic

Today I asked my students about the vegetarianism topic. They found it quite difficult to give both sides of the argument. It's
important to be able to discuss both sides of an issue, even if there are points that you don't agree with.
Here is a summary of the arguments in favour of a vegetarian diet, according to the speaker in yesterday's
video:
A vegetarian diet is healthier.
Eating a hamburger a day can increase your risk of dying by a third.
Raising animals in factory farm conditions is cruel.
Meat production causes more emissions than transportation.
Beef production uses 100 times the amount of water that vegetable production requires.
A vegetarian diet is cheaper.
So, basically he is saying that a vegetarian diet is healthier, kinder to animals, better for the environment and cheaper.
Now you need to think about the opposite argument. Feel free to discuss your ideas in the "comments" area.
PS. I've written about this topic in my ebook.
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Thursday, May 06, 2010

Simon's eBook
You can now buy my ebook "Ideas for IELTS Topics". Click here to find out how to pay
Many students have no ideas or opinions about IELTS writing topics. Even if your grammar is perfect, you will not get a high
IELTS score if you do not know what to write.
This book is for students who want to go into the writing exam feeling confident that they have excellent ideas, opinions and
vocabulary for as many topics as possible.
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Wednesday, May 05, 2010

IELTS Writing Task 2: 'traffic' topic

Today I'd like to show you a good essay by one of my students. This is the essay question:
Traffic congestion is becoming a huge problem for many major cities. Suggest some measures that could
be taken to reduce traffic in big cities.
I gave the student's essay a band 7, mainly because it contains some really good topic vocabulary. Open the file below to see
the full essay, grammar corrections and my comments.
Download Essay
Hopefully you can see that the student has followed my advice. He focuses on answering the question, there is a clear
structure, and there is enough 'band 7' vocabulary.
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Saturday, April 24, 2010

IELTS Advice: the "Firstly, Secondly, Finally" structure

I've had some great responses about the video lesson, but some students were surprised that you can get a band 9 using
"Firstly, Secondly, Finally".
Is the phrase "First and foremost" better than "Firstly"?
The answer is NO.
Using simple organising language like "Firstly, Secondly" makes you focus on the REAL CONTENT of what you are writing topic vocabulary, collocations, examples. This is what the examiner wants to see.
Spend your time preparing ideas, opinions and examples for IELTS topics, not learning alternative ways to write "Firstly".
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Thursday, September 24, 2009

IELTS Academic Writing Task 2

In the second part of the IELTS Academic Writing Test, you have to write 250 words. You should spend 40 minutes on this
task. Writing Task 2 is worth more than Task 1, so you need to do it well.
For IELTS Writing Task 2, you have to write an essay discussing a topic. You will be given an opinion/ argument, different
points of view or a problem to discuss.
Most students prepare phrases for introducing and linking ideas. However, not many students prepare good ideas and
opinions for IELTS topics.
We'll work on these areas:
How to structure a good Task 2 essay.
Preparation of ideas, opinions and good vocabulary for each IELTS topic.
How to build and link sentences to create coherent paragraphs.
Common mistakes in grammar and word usage.
Some hard work on these areas can make a big difference to your writing score.
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In Ireland, waste production increased more than _____.

Korea managed to _____ its waste production between 1990 and 2000.
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Thursday, November 06, 2014

IELTS Writing Task 1: 'waste table' essay

The table below shows the amount of waste production (in millions of tonnes) in six different countries
over a twenty-year period.

The chart compares the amounts of waste that were produced in six countries in the years 1980, 1990 and 2000.
In each of these years, the US produced more waste than Ireland, Japan, Korea, Poland and Portugal combined. It is also
noticeable that Korea was the only country that managed to reduce its waste output by the year 2000.
Between 1980 and 2000, waste production in the US rose from 131 to 192 million tonnes, and rising trends were also seen in
Japan, Poland and Portugal. Japans waste output increased from 28 to 53 million tonnes, while Poland and Portugal saw
waste totals increase from 4 to 6.6 and from 2 to 5 million tonnes respectively.
The trends for Ireland and Korea were noticeably different from those described above. In Ireland, waste production
increased more than eightfold, from only 0.6 million tonnes in 1980 to 5 million tonnes in 2000. Korea, by contrast, cut its
waste output by 12 million tonnes between 1990 and 2000.
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Thursday, October 30, 2014

IELTS Writing Task 1: verbs exercise

The table below shows the amount of waste production (in millions of tonnes) in six different countries
over a twenty-year period.

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I've missed out the verbs in the following description of the table. For some of the gaps, more than one verb is possible. Please
note that the description is not a full essay.
Missing words:
risen, created, recorded, is, produced (x2), managed, given, had (x2), stood, were, increased
Description:
The US, Japan and Korea ______ by far the most waste. In 1980, the US ______ 131 million tonnes of waste, while the
figure for Japan ______ at 28 million tonnes. No figure ______ ______ for Korea in 1980, but in 1990, 31 million tonnes
of waste ______ ______ in that country. By 2000, waste production in the USA ______ ______ to 192 million tonnes,
while Japans figure ______ ______ to 53 million tonnes. However, Korea ______ to reduce its output to 19 million
tonnes. Ireland, Poland and Portugal only ______ a total of around 30 million tonnes of waste between them, adding the
figures for all three years together.
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Thursday, October 23, 2014

IELTS Writing Task 1: percentages

Let's look at where to put the number in sentences that describe percentages.

...
You could put the percentage at the beginning of the sentence (example 1), or at the end of the sentence (example 2):
1. 6% of single aged people were living in poverty.
2. The level of poverty among single aged people stood at 6%.
You could also add a comparison:
1. 6% of single aged people were living in poverty, compared to only 4% of aged couples.
2. The level of poverty among single aged people stood at 6%, whereas the figure for aged couples was only 4%.
Which sentence do you think is clearer? Also, why have I used "people" and "couples" in my sentences when the table says
"person" and "couple"?

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ielts-simon.com
Daily Lessons with Simon, ex-IELTS examiner
Thursday, April 24, 2014

IELTS Writing Task 1: same question, two answers

Today's lesson is longer than normal, so I've attached it as a document. Just click on the link below to download it.
Click here to see the lesson
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Thursday, April 17, 2014

IELTS Writing Task 1: easy introductions

Task 1 introductions should be fast and easy. Just paraphrase the question statement (rewrite it in your own words). If you
practise this technique, you will be able to start the writing test with confidence.
Look at this question statement from Cambridge IELTS book 2, page 95:
The table below shows the figures for imprisonment in five countries between 1930 and 1980.
I'll change 3 elements of this sentence:
1. table shows = bar chart compares
2. figures for imprisonment = number of people in prison
3. between... and... = over a period of
So, here's my paraphrased introduction:
The bar chart compares the number of people in prison in five different countries over a period of 50 years.
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Thursday, April 10, 2014

IELTS Writing Task 1: ages and age groups

It's easy to make small mistakes when describing ages and age groups. Here are some examples that should help.
One person:
He is 10 years old.
He is a 10-year-old.
He is aged 10.
More than one person:
The children in the class are all 10 years old.
It is a class of 10-year-olds (or "10-year-old children").
The children in the class are all aged 10.
Age groups with more than one person:
The chart shows the preferred hobbies of children (who are) between 10 and 12 years old.
The chart shows the preferred hobbies of 10- to 12-year-olds (or "10- to 12-year-old children").
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The chart shows the preferred hobbies of children aged 10 to 12.

Note:
If you miss the hyphens (-), it's not a big problem. It won't affect your score.
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Thursday, April 03, 2014

IELTS Writing Task 1: diagrams and maps

I noticed a comment under last week's map lesson from a student who suggested that we could ignore maps because they are
much less common than graphs and charts.
While it's true that graphs and charts are the most common types of question, I think it would be very unwise not to prepare
for diagrams and maps too. What happens if you get one of these questions in your test and you haven't prepared for it?
Another point to note is that diagrams and maps are really easy to describe if you know what you're doing. Taking the time
to study the lessons I've written about them could turn out to be a very good idea.
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Thursday, March 27, 2014

IELTS Writing Task 1: map essay

Here is a band 9 answer for this question:
The map shows the growth of a village called Chorleywood between 1868 and 1994.
It is clear that the village grew as the transport infrastructure was improved. Four 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.
From 1868 to 1883, Chorleywood covered a small area next to one of the main roads. Chorleywood Park and Golf Course is
now located next to this original village area. The village grew along the main road to the south between 1883 and 1922, and
in 1909 a railway line was built crossing this area from west to east. Chorleywood station is in this part of the village.
The expansion of Chorleywood continued to the east and west alongside the railway line until 1970. At that time, a motorway
was built to the east of the village, and from 1970 to 1994, further development of the village took place around motorway
intersections with the railway and one of the main roads.
Don't just read this essay once. Spend some time analysing it:
In what order did I describe the information shown on the map?
What information did I choose for paragraphs 3 and 4?
What good vocabulary does the essay contain?
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Thursday, March 20, 2014

IELTS Writing Task 1: 'overview' not conclusion

You don't need to write a conclusion for IELTS writing task 1. You need to write an "overview" of the information.
But why don't you need to write a conclusion? What's the difference between a conclusion and an
overview?

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First, a conclusion is really a final judgement, decision or opinion. This is perfect for the task 2 essay, but task 1 asks you to
write a description without analysis or opinions. On the other hand, an "overview" is a simple description of the main points.
It is a summary of the information shown in the graph or chart.
Second, a conclusion should be at the end of a piece of writing. An overview or general summary could go either at the end or
near the beginning. Personally, I think it's a good idea to describe the main features of the graph or chart near the beginning
of your essay.
So, my suggested essay structure for task 1 looks like this:
1. Introduction: what does the chart show?
2. Overview / summary: what are the most noticeable features?
3. Specific details: try to write 2 paragraphs.
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Thursday, March 13, 2014

IELTS Writing Task 1: add a comparison

In last week's video lesson I followed some easy steps to build the following sentence:
The number of Japanese tourists who travelled abroad increased dramatically from just under 5 million to around 15
million between 1985 and 1995, a rise of about 10 million in 10 years.
The next step after writing this sentence about Japanese tourists would be to add a comparison with tourists from the other
countries shown on the graph or chart. Let's use the chart below as an example (numbers represent millions of tourists who
travelled abroad).

Here's my original sentence about Japan, with a comparison sentence about Australia and Canada. Look carefully at how I
construct the comparison sentence. If you want a good score in writing task 1, these are the kinds of sentences that you need
to be able to write!
The number of Japanese tourists who travelled abroad increased dramatically from just under 5 million to around 15
million between 1985 and 1995, a rise of about 10 million in 10 years. By contrast, the number of Australians who visited
other countries remained stable, at just over 7 million, and the figure for Canada fell slightly, from 6 million travellers in
1985 to 5.5 million in 1995.
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Thursday, March 06, 2014

IELTS Writing Task 1: sentence building

The following video lesson contains a useful exercise to help you build longer sentences when describing graphs and charts.

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Safari Power Saver

Click to Start Flash Plug-in

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Thursday, February 27, 2014

IELTS Writing Task 1: pie chart and table

If you get a question like this one from Cambridge IELTS book 8, you don't need to worry about comparing the two charts.
Just describe them separately:
1.
2.
3.
4.

Introduction: say what each chart shows

Overview: write one general sentence about the pie chart, and one about the table
Details: describe the pie chart
Details: describe the table

Here's an example 'overview'. Notice that I write a separate sentence about each chart, and I paraphrase several of the words
from the question.
Overview (paragraph 2):
It is clear from the pie chart that there are three principal reasons why farmland becomes degraded, and over-grazing is the
main one. The table shows that Europe had a far higher proportion of unproductive land than Oceania or North America in
the 1990s.
Task: Find the examples of paraphrasing in the paragraph above.
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Thursday, February 20, 2014

IELTS Writing Task 1: correct the mistakes

The following sentences were written about the table in this lesson. Try to correct or improve them.
1. In 2006, make calls was 100% of mobile phone users.
2. Text messaging was in second place and taking photos was third.
3. Playing games and music were less popular, they had less than 20% each.
4. In 2010, the use of mobiles to play games was increased significantly.
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Thursday, February 13, 2014

IELTS Writing Task 1: describing numbers

Probably the most important skill for writing task 1 is being able to describe numbers correctly. IELTS candidates make a lot
of basic mistakes in this area.
Take the simple table below for example. It shows the percentages of people who used two different forms of communication
in the year 2012.

Can you write one correct sentence to describe the numbers in the table? Here is the big mistake that examiners see all the
time:
In 2012, text message was 95%, while email was only 52%.
Can you see what the problem is here? Try translating the sentence into your language exactly as it is. Does it make sense?
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Thursday, February 06, 2014

IELTS Writing Task 1: my method

Here's a video lesson that I made 3 years ago. Sorry if you've seen it before - I just want to put it in the series of videos that
I'm sharing every week at the moment.

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Saturday, February 01, 2014

IELTS Writing Advice: short, fast introductions

Here's my latest video lesson about writing introductions for tasks 1 and 2.

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Thursday, January 30, 2014

IELTS Writing Task 1: 'hot dog' bar chart

I enjoyed writing today's report about the chart below!

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Note: I've underlined some good phrases.

The bar chart shows the number of hot dogs and buns eaten in 15 minutes by the winners of Nathans Hot Dog Eating
Contest in Brooklyn, USA between 1980 and 2010.
It is noticeable that the number of hot dogs and buns eaten by winners of the contest increased dramatically over the period
shown. The majority of winners were American or Japanese, and only one woman had ever won the contest.
Americans dominated the contest from 1980 to 1996, and the winning number of hot dogs and buns consumed rose from
only 8 to around 21 during that time. 1983 and 1984 were notable exceptions to the trend for American winners. In 1983 a
Mexican won the contest after eating 19.5 hot dogs, almost double the amount that any previous winner had eaten, and 1984
saw the only female winner, Birgit Felden from Germany.
A Japanese contestant, Takeru Kobayashi, reigned as hot dog eating champion for six years from 2001 to 2006. Kobayashis
winning totals of around 50 hot dogs were roughly double the amount that any previous winner had managed. However, the
current champion, American Joey Chestnut, took hot dog eating to new heights in 2009 when he consumed an incredible 68
hot dogs and buns in the allotted 15 minutes.

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Thursday, January 23, 2014

IELTS Writing Task 1: a funny topic!

I doubt the bar chart below would be used in a real IELTS test, but I think it's a brilliant topic! Let's see if we can describe it in
the normal way.

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Thursday, January 16, 2014

IELTS Writing Task 1: pie charts essay

Today I'm attaching my full band 9 report for the question we looked at last week.
Click here to see the question and essay
Notice that I separate the description of 'details' into two paragraphs: one about the first year, and one about the second year.
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I don't recommend writing a separate paragraph about each country (because this will mean that you don't compare the
countries properly).
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Saturday, January 11, 2014

A real-life example of IELTS writing

A student sent me this link to a BBC article about unemployment. It's a fantastic real-life example of the kind of language that
I often use in my task 1 reports.
Here's part of the article with some useful language highlighted:
The UK unemployment rate has fallen to its lowest level since 2009, official figures show. At 7.4%, this is the lowest rate since
the February-to-April period in 2009. The number of people out of work fell by 99,000 to 2.39 million in the three months to
October.
In Northern Ireland the unemployment rate was slightly higher at 7.5%, while Scotland's figure was 7.1.%. The North East of
England had the highest unemployment rate, at 10.1%, while the lowest rate was 5.6% in the East of England.
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Thursday, January 09, 2014

IELTS Writing Task 1: pie charts

Here are the first two paragraphs of a 4-paragraph report about the pie chart question from last week's lesson:
...
The pie charts compare the proportions of people falling into three distinct age groups in Yemen and Italy in two different
years.
It is clear that Italy had the older population in the year 2000, and the same is predicted for the year 2050. The populations
of both countries are expected to age over the fifty-year period.
...
Notice that the first paragraph has been written by paraphrasing the question, and the second paragraph is an overview of
two main or general points.
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Thursday, January 02, 2014

IELTS Writing Task 1: pie charts

Several people have asked me about the pie chart question in Cambridge IELTS book 9 (page 76). Click here to see the pie
charts, then consider the following questions:
1. Which country has the older population?
2. What trend do both countries have in common?
3. In a 4-paragraph essay, what would each paragraph be about?
I'll continue with this question next week.
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Thursday, December 19, 2013

IELTS Writing Task 1: nouns and verbs

Charts and tables usually show nouns rather than verbs. However, you need to find the right verb in order to write a good
sentence. Example:

Don't write:
- Walking was 255 miles per person in 1985.
- Car was the highest form of transport.
Do write:
- The average person walked 255 miles in 1985.
- People travelled more miles by car than by any other form of transport.
(Table taken from Cambridge IELTS 6, page 52)

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Thursday, December 12, 2013

IELTS Writing Task 1: paraphrasing

If you've read my advice about how to write an introduction for writing task 1, you'll know that we simply paraphrase the
question statement (we rewrite it using different words). A good idea would be to go through all of my sample task 1 reports,
and make a list of paraphrased items.
Working back from my most recent lesson, here's some paraphrasing that I used in my introductions:
graph = line graph
trends in = changes in
US consumption = consumption in the United States
chart = flow chart (also: bar chart, pie chart, table)
the process of paper recycling = how paper is recycled
the diagram = the figure
shows = illustrates
to produce forecasts = to forecast
shows = compares
the total number = the overall number
various mobile phone features = different functions of mobile phones
maps show = diagrams illustrate
an island before and after = some changes to an island
See if you can continue this list. I'm sure you'll find it useful to have a large paraphrasing repertoire.

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Thursday, December 05, 2013

IELTS Writing Task 1: avoid common mistakes

Here's some advice to help you avoid common mistakes in IELTS writing task 1:
1. Don't copy the question for your introduction. You should paraphrase the question (i.e. rewrite it using some different
words).
2. Don't forget to separate your paragraphs clearly.
3. Don't forget to write a good summary/overview of the information. A quick one-sentence conclusion is not good enough.
I prefer to put the overview straight after the introduction, and I try to write 2 sentences describing the information in
general. You won't get a high score if you don't write a good overview.
4. Don't describe items separately (e.g. 2 lines on a graph). You should always try to compare things if it is possible to do
so. Instead of describing 2 lines separately, compare the 2 lines at key points.
5. Don't try to describe every number on a chart or graph (unless there are only a few numbers). A key skill in task 1 is being
able to choose the key information and describe or compare it well. I usually mention around 6 or 7 numbers in my
main paragraphs.
6. Don't spend longer than 20 minutes on task 1. Practise spending 5 minutes on each of your 4 paragraphs. Stop yourself
after 20 minutes; remember that task 2 is worth more marks.
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Thursday, November 28, 2013

IELTS Writing Task 1: specific details

Last week I wrote an introduction and an overview for the graph below. Today I'm going to describe specific details.
The graph below shows trends in US meat and poultry consumption.

(Note: I'm ignoring the forecast and treating 2012 as a past year)

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Between 1955 and 1976, US beef consumption rose from around 60 to a peak of 90 pounds per person per year. During the
same period, consumption of broilers also rose, to nearly 30 pounds per person, while the figures for pork fluctuated between
50 and 40 pounds per person. Turkey was by far the least popular meat, with figures below 10 pounds per capita each year.
By 2012, the amount of beef consumed by the average American had plummeted to around 50 pounds, but the consumption
of broilers had doubled since the 1970s, to approximately 55 pounds per capita. By contrast, there were no significant changes
in the trends for pork and turkey consumption over the period as a whole.
Task:
Analyse the above paragraphs carefully. Look at which figures I decided to include, the language used for comparisons, and
the way I divided the description into two separate paragraphs.
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Thursday, November 21, 2013

IELTS Writing Task 1: introduction and overview

Today I'm going to write the first two paragraphs (introduction and overview) of an essay describing the graph below. I'll
finish the essay by describing specific details next week.
The graph below shows trends in US meat and poultry consumption.

Introduction and overview:

The line graph shows changes in the per capita consumption of beef, pork, broilers and turkey in the United States between
1955 and 2012.
It is noticeable that beef was by far the most popular of the four types of meat for the majority of the 57-year period. However,
a considerable rise can be seen in the consumption of broilers, with figures eventually surpassing those for beef.
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Thursday, November 14, 2013

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IELTS Writing Task 1: statistics in the news

Descriptions of statistics often appear in newspapers and on news websites, and they can give you some useful language for
writing task 1.
The example below comes from the Washington Post website.

The description on the website is inappropriate for IELTS because there is too much analysis of reasons why meat eating
habits are changing - don't try to give reasons in your IELTS essay!
However, there are a few nice phrases that we can use e.g. Americans are projected to eat 12.2 percent less meat in 2012 than
they did in 2007.
Maybe you can share your ideas for an IELTS-style description of this graph.
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Thursday, November 07, 2013

IELTS Writing Task 1: technique review

Let's review the approach (method / technique) that I suggest for writing task 1. Your task 1 essay should contain three
elements:
1. You need a short introduction to explain what the graph, chart or diagram shows. The easiest way to write this is by
paraphrasing the question. The examiner will be impressed if you can paraphrase effectively.
2. You need an overview of the information. This means that you need to look at the "big picture", not the individual details.
I recommend writing a short paragraph with two sentences that summarise two main things that you can see on the
chart. If you forget the overview, you'll get a lower score.
3. Finally, you need to describe some specific details. This is where you select, describe and compare individual pieces of
information (usually numbers). I try to separate this description of details into two paragraphs.
If you look through the task 1 lessons on this site, you'll see how I include these three elements in every essay.
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Thursday, October 31, 2013

IELTS Writing Task 1: past simple, past perfect

Look at the following description:
In 2002, the cost of an average house in the UK was around 130,000. By 2007, the average house price had risen to almost
190,000, but it fell back to just under 150,000 in 2008.
Notice the verbs used with "in" and "by":
I used "in" with the past simple (was, fell).
I used "by" with the past perfect (had risen) to give the idea that the increase had happened in the years leading up to
2007.
To avoid worrying about "by + past perfect" you could write: "Between 2002 and 2007, the average house price rose to..."
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Thursday, October 24, 2013

IELTS Writing Task 1: why was it band 9?

The essay I shared last Thursday was good enough for a band 9, but why? Apart from being well organised and covering all of
the necessary points, the essay contains some phrases that would ensure high vocabulary and grammar scores:
Vocabulary
there are six distinct stages
from the initial collection... to the eventual production
members of the public
directly from businesses
separated according to its grade
Stages four and five both involve cleaning
foreign objects are taken out
remnants of ink and glue
the end product
Grammar
six distinct stages, from... to... (good use of 'from-to' after comma)
where members of the public... (inclusion of extra information between commas)
This paper (use of 'this' to refer back to an idea in the previous sentence)
with any paper... being (use of with + ing to add extra information)
cleaned, pulped, taken out, removed (use of passive verb forms instead of nouns shown on the diagram)
which makes the end product (use of relative pronoun 'which' to connect ideas)
Note: The best way to get a high grammar score is to reduce the number of mistakes that you make, not to use 'difficult'
structures.
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Thursday, October 17, 2013

IELTS Writing Task 1: flow chart essay

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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 objects such as staples
are taken out. Following this, all remnants of ink and glue are removed from the paper at the de-inking stage. Finally, the
pulp can be processed in a paper making machine, which makes the end product: usable paper.
(160 words, band 9)
Note: I joined the introduction and overview together because they were both short. Try to analyse the essay - why is it worth
band 9?
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Thursday, October 10, 2013

IELTS Writing Task 1: flow chart

A flow chart is really the same as a process diagram, but I might use the term 'flow chart' when the process is shown without
any pictures. Try writing 4 paragraphs about the flow chart below. I'll write something for next week.
The chart below shows the process of waste paper recycling.

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Thursday, October 03, 2013

IELTS Writing Task 1: 'special' language

Last week I explained that the language you need for graphs, bar charts, pie charts and tables is the same: language for
describing and comparing numbers.
Only one type of question requires 'special' language: the process diagram.
...

A process diagram shows steps or stages, not numbers.

Task:
Read the essay in this lesson. What are the two 'special' language features in my description of the process?
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ielts-simon.com
Daily Lessons with Simon, ex-IELTS examiner
Thursday, September 26, 2013

IELTS Writing Task 1: the same language

People sometimes ask me to teach them "the language for pie charts" or "the language for tables". I tell them that they already
know it. The language for the following 4 types of chart is the same:
Line graphs
Bar charts
Pie charts
Tables
These 4 types of chart all show the same thing: numbers. You can usually take the same set of numbers and present them in
either of these 4 ways. The language you use to describe them will not change.
So what type of language are you going to use? You need to be able to 1) describe numbers 2) compare different numbers 3)
describe changes in numbers (increase, decrease etc.). Easy!
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Thursday, September 19, 2013

IELTS Writing Task 1: comparing numbers

Can you work out what the missing words in the paragraph below are?
In 1970, around 5 million people travelled to work by car each day, _____ _____ about 4 million who used the bus _____
_____ 2 million who commuted by train. Over the next 30 years there was a significant increase in the number of car users,
to almost 7 million, _____ a steady rise in rail passengers, to 3 million. _____ _____, the number of bus commuters
decreased slightly.
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Thursday, September 12, 2013

IELTS Writing Task 1: students' questions

Here are my answers to some questions about writing task 1:
1) Can I start my introduction like this: "It is on a line graph playing out over a 60 year time period that
one sees..."?
No. That sentence looks very strange to me as a native speaker, and it won't impress the examiner. Just stick to the simple
approach that I recommend in my task 1 lessons here on the website.
2) What will happen if my overview paragraph is different from what the examiner would write for an
overview?
I tell my students to choose two main or general points for their overview (summary) paragraph. There are usually more than
two main points to choose from, so don't worry about whether the examiner would choose something different. If your
overview sentences summarise the information well, you'll be fine.

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3) Is writing task 1 less important than task 2?

Yes. Task 1 is worth one third of your writing score. Task 2 is worth two thirds.
4) Can I write more than 150 words?
Yes. There is no maximum word count.
5) Is every word counted, even words like "a"?
Yes. All words are counted, even small words like "a" and "of".
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Thursday, September 05, 2013

IELTS Writing Task 1: too many synonyms

Some students learn 10 different ways to write the word "shows" (e.g. the graph shows). They find words like depicts,
indicates, reveals, displays, exhibits etc. But none of these words are really appropriate for the kind of essay we are writing.
I advise my students to keep it simple and avoid making mistakes. Just learn one or two different ways to write the same
thing. For example:
shows = illustrates / compares
graph = line graph
chart = bar chart / pie chart
the number of = the figure for
increased = rose / saw an increase / there was a rise
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Thursday, August 29, 2013

IELTS Writing Task 1: the most important skill

Probably the most important skill for task 1 is to be able to describe numbers correctly. Look at the table below.

It's useful to think about how to start your sentences. For example, here are some sentences about the year 1970:
1) 60 million tonnes of goods were transported by road.
2) The amount of goods transported by road totalled 60 million tonnes.
3) Road vehicles were used to transport 60 million tonnes of goods.
You should notice that it's much easier to begin with the number (sentence 1). This is how I usually prefer to write sentences
for task 1.
Number 2 is good, but you might find that you repeat "the amount of goods" too many times if you only use this type of

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sentence.
Number 3 is the most difficult. You can't say "Road was used", so you have to add the word "vehicles". Most students make a
mistake here.
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Thursday, August 22, 2013

IELTS Writing Task 1: different introductions

Have you ever tried writing several different introductions for the same question? It's a useful exercise. Take this question for
example:
The table below shows the proportion of different categories of families living in poverty in Australia in
1999.

(Cambridge IELTS 4, page 31)

Here are 3 introductions that paraphrase the question in different ways. Notice that I sometimes use words from the table to
help me.
1) The chart compares percentages of Australians from six different family types who were classed as poor in 1999.
2) The table gives information about poverty rates among six types of household in Australia in the year 1999.
3) The table compares different categories of Australian families in terms of the proportion of people living below the poverty
line in each one.
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Thursday, August 15, 2013

IELTS Writing Task 1: language for comparing

If you look carefully at the bar chart essay I wrote last week, you'll find some good phrases for comparing. See if you can adapt
them to other task 1 questions.
The chart compares... in terms of the number of...
...is by far the most... OR ...has by far the highest number of...
the figures for... tend to be fairly similar
In second place on the chart is...*
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The number of... is slightly higher than...

Only four other countries have...
...all with similar proportions of...
...is the only country with a noticeably higher proportion of...
*Note: Only use phrases like "in second place" if the chart shows some kind of competition. Don't write "in first / second
place" if the chart shows unemployment or health problems!
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Thursday, August 08, 2013

IELTS Writing Task 1: stacked bar chart essay

The chart below shows the total number of Olympic medals won by twelve different countries.

The bar chart compares twelve countries in terms of the overall number of medals that they have won at the Olympic Games.
It is clear that the USA is by far the most successful Olympic medal winning nation. It is also noticeable that the figures for
gold, silver and bronze medals won by any particular country tend to be fairly similar.
The USA has won a total of around 2,300 Olympic medals, including approximately 900 gold medals, 750 silver and 650
bronze. In second place on the all-time medals chart is the Soviet Union, with just over 1,000 medals. Again, the number of
gold medals won by this country is slightly higher than the number of silver or bronze medals.
Only four other countries - the UK, France, Germany and Italy - have won more than 500 Olympic medals, all with similar
proportions of each medal colour. Apart from the USA and the Soviet Union, China is the only other country with a noticeably
higher proportion of gold medals (about 200) compared to silver and bronze (about 100 each).
(178 words, band 9)
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Thursday, July 25, 2013

IELTS Writing Task 1: stacked bar chart

Last week I asked why a 'stacked' bar chart was chosen to illustrate the information in the figure below. The answer is that
each stacked bar shows us 4 pieces of information (number of gold, silver and bronze medals, and the total number). This is
surely the clearest way to show so much information on one chart.

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The chart below shows the total number of Olympic medals won by twelve different countries.

Here are my first 2 paragraphs (introduction and overview):

The bar chart compares twelve countries in terms of the overall number of medals that they have won at the Olympic Games.
It is clear that the USA is by far the most successful Olympic medal winning nation. It is also noticeable that the figures for
gold, silver and bronze medals won by any particular country tend to be fairly similar.
Note:
Notice that I don't mention any numbers in my overview paragraph. I just make two general observations: one about the
highest total, and one about relative numbers of each medal colour.
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Thursday, July 18, 2013

IELTS Writing Task 1: stacked bar chart

Someone wrote to me recently asking for advice about describing a 'stacked' bar chart. Here's a nice example of this kind of
chart:
The chart below shows the total number of Olympic medals won by twelve different countries.

Why do you think a stacked bar chart has been chosen to illustrate this information?
Note: I'm not sure whether the information in this table is true. I found it on Google.

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Thursday, July 11, 2013

IELTS Writing Task 1: mobile phones essay

Here's my full essay about the table in last week's lesson:
The table compares the percentages of people using different functions of their mobile phones between 2006 and 2010.
Throughout the period shown, the main reason why people used their mobile phones was to make calls. However, there was a
marked increase in the popularity of other mobile phone features, particularly the Internet search feature.
In 2006, 100% of mobile phone owners used their phones to make calls, while the next most popular functions were text
messaging (73%) and taking photos (66%). By contrast, less than 20% of owners played games or music on their phones, and
there were no figures for users doing Internet searches or recording video.
Over the following 4 years, there was relatively little change in the figures for the top three mobile phone features. However,
the percentage of people using their phones to access the Internet jumped to 41% in 2008 and then to 73% in 2010. There was
also a significant rise in the use of mobiles to play games and to record video, with figures reaching 41% and 35% respectively
in 2010.
Note:
The above essay isn't perfect, but it's still good enough for a band 9. You are not expected to write a masterpiece in only 20
minutes.
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Thursday, July 04, 2013

IELTS Writing Task 1: the details

After describing the main features or general trends shown on a graph or chart, we need to describe specific details. It's
important to include some numbers and make some comparisons.

Whenever a chart shows years, I describe the details starting with the first year and the highest figure(s). Here's an example
paragraph about the year 2006:
In 2006, 100% of mobile phone owners used their phones to make calls, while the next most popular uses of mobiles were

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for text messaging (73%) and taking photos (66%). By contrast, less than a fifth of owners played games or music on their
phones, and there were no figures for users doing Internet searches or recording video.
After this, I would write a final paragraph containing a few key numbers for the other two years (2008 and 2010). I'll show
you my full essay next week.
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Thursday, June 27, 2013

IELTS Writing Task 1: the main features

Last week I wrote about looking carefully to find the main features before you start your description of a graph, chart or
diagram. In the table below, I've highlighted my choices for the main features (in purple).

Here's my paragraph describing the information highlighted above:

It is clear that between 2006 and 2010 the main reason why people used their mobile phones was to make calls. However,
during the same period there was a marked increase in the popularity of other mobile phone features, with the most dramatic
increase being seen in the use of mobiles to search the Internet.
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Thursday, June 20, 2013

IELTS Writing Task 1: look carefully!

It's really important that you take time to notice and select the main features for your description of a graph, chart or
diagram.

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Look at the table above and a student's summary of main features below.
Overall, it can be seen that the people who used mobile phones for making calls were at the top in all three years. However,
it is noticeable that there is no record of Internet usage and video recording in 2006.
I told the student that I thought she had missed some of the key features shown in the table. What main features can you see
if you look more carefully?
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Thursday, June 13, 2013

IELTS Writing Task 1: did you analyse?

Did you analyse the map essay I wrote last week, or did you just read it quickly? Here are some things that you might have
noticed if you analysed it carefully:
Range of verb tenses, and use of both active and passive:
- has been developed, have been built
- has changed
- can be seen
- is, are, include
- was
Phrases and collocations that would impress the examiner:
- with the introduction of tourism
- new features
- main developments
- the island is accessible
- small huts*
- to accommodate visitors
- physical structures
- in the middle of, to the north of
- completely bare apart from
- where boats can dock*

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- a designated swimming area

- the western tip* of the island
*huts, dock and tip might be the words that most impress the examiner in this essay. Can you think why? Does this surprise
you?
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Thursday, June 06, 2013

IELTS Writing Task 1: maps essay

Here's my full essay for this map question:
The diagrams illustrate some changes to a small island which has been developed for tourism.
It is clear that the island has changed considerably with the introduction of tourism, and six new features can be seen in the
second diagram. The main developments are that the island is accessible and visitors have somewhere to stay.
Looking at the maps in more detail, we can see that small huts have been built to accommodate visitors to the island. The
other physical structures that have been added are a reception building, in the middle of the island, and a restaurant to the
north of the reception. Before these developments, the island was completely bare apart from a few trees.
As well as the buildings mentioned above, the new facilities on the island include a pier, where boats can dock. There is also a
short road linking the pier with the reception and restaurant, and footpaths connect the huts. Finally, there is a designated
swimming area for tourists off a beach on the western tip of the island.
(175 words, band 9)
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Thursday, May 30, 2013

IELTS Writing Task 1: maps of an island

Last week I linked to this webpage which shows an interesting task 1 question. Now let's write our essay step by step. I'll write
the first 2 paragraphs today, and the rest next week.
1. Introduction: As usual, we can start the essay by paraphrasing the question (rewrite the question in your own words).
Question
The two maps below show an island, before and after the construction of some tourist facilities.
My introduction
The diagrams illustrate some changes to a small island which has been developed for tourism.
2. Overview: For our second paragraph we need to summarise the information in a couple of sentences. When comparing
diagrams, we can count the number of changes and look for the main types of changes.
My overview
It is clear that the island has changed considerably with the introduction of tourism, and six new features can be seen in the
second diagram. The main developments are that the island is accessible and visitors have somewhere to stay.
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Thursday, May 23, 2013

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IELTS Writing Task 1: compare the maps

Cambridge IELTS book 9 contains a great 'map' question. These questions are quite rare compared to questions containing
graphs or charts, but you still need to be prepared for them.
You can see the question on this website, but I would write my essay in a slightly different way to the essay shown on the site.
Before doing the map question, have a look at this similar question and this essay. I think we can write the 'map' essay in the
same way.
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Thursday, May 16, 2013

IELTS Writing Task 1: 'while' sentences

In writing task 1, you usually need to make comparisons. A good way to do this is to write a complex sentence using the word
'while'. I wrote two such sentences in my essay last week. Look carefully at where I put the comma in each sentence.
1) 'while' at the beginning of the sentence:
While the numbers of people who use the car and train increase gradually, the number of bus users falls steadily.
2) 'while' in the middle of the sentence:
In 1970, around 5 million UK commuters travelled by car on a daily basis, while the bus and train were used by about 4
million and 2 million people respectively.
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Thursday, May 09, 2013

IELTS Writing Task 1: full essay

The graph below shows the average number of UK commuters travelling each day by car, bus or train
between 1970 and 2030.

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Here's the essay I wrote with my students' help:

The line graph compares figures for daily travel by workers in the UK using three different forms of transport over a period of
60 years.
It is clear that the car is by far the most popular means of transport for UK commuters throughout the period shown. Also,
while the numbers of people who use the car and train increase gradually, the number of bus users falls steadily.
In 1970, around 5 million UK commuters travelled by car on a daily basis, while the bus and train were used by about 4
million and 2 million people respectively. In the year 2000, the number of those driving to work rose to 7 million and the
number of commuting rail passengers reached 3 million. However, there was a small drop of approximately 0.5 million in the
number of bus users.
By 2030, the number of people who commute by car is expected to reach almost 9 million, and the number of train users is
also predicted to rise, to nearly 5 million. By contrast, buses are predicted to become a less popular choice, with only 3 million
daily users.
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Thursday, May 02, 2013

IELTS Writing Task 1: two main points

Last week I asked you to choose two main things to write about for your overview (summary) of the graph below.

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Here are my choices:

1. The first thing you should notice is that the car was easily the most popular form of transport in each of the years shown
on the graph.
2. Secondly, you could contrast the rising trends for car and train use with the falling trend for bus users.
Here's my overview paragraph describing the two points above:
It is clear that the car is by far the most popular means of transport for UK commuters throughout the period shown. Also,
while the numbers of people who use the car and train increase gradually, the number of bus users falls steadily.
PS. Sorry today's lesson is so late!
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Thursday, April 25, 2013

IELTS Writing Task 1: line graph overview

The 'overview' is a really important part of your task 1 essay. It's a summary of the main things that you can see on the graph
or chart, and I suggest that you write two sentences describing two main things that you notice.
What two main things would you choose for the graph below?
The graph below shows the average number of UK commuters travelling each day by car, bus or train
between 1970 and 2030.

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Tip: Don't look for particular years or numbers. Look at the overall trend over the whole 60-year period.
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Thursday, March 21, 2013

IELTS Writing Task 1: the most common mistake

The most common mistake in IELTS writing task 1 is not a grammar mistake.
Find the 2 big mistakes in the sentences below:
The unemployment rate in the UK rose by 2% between 2008 and 2009, whereas Canada decreased by about 1%. The USA
was the highest, at just over 4%.
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Thursday, March 14, 2013

IELTS Writing Task 1: repeating words

In last week's line graph essay I repeated the word "expenditure" four times. Is this a problem?
The answer is no! If you look at the graph, you can see that the whole essay must be about expenditure. In fact, I needed to
mention the idea of expenditure eleven times! Does the examiner really expect you to think of eleven synonyms for
"expenditure"? Of course not.
It's impossible to avoid repeating some of the key words in writing task 1. Try to add variety where you can (I also used
"spending", "spent" and "paid out"), but don't become obsessed with this. The important thing is to describe and compare the
data.
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Thursday, March 07, 2013

IELTS Writing Task 1: line graph essay

Here's my full essay using last week's ideas:

The line graph compares average yearly spending by Americans on mobile and landline phone services from 2001 to 2010.
It is clear that spending on landline phones fell steadily over the 10-year period, while mobile phone expenditure rose quickly.
The year 2006 marks the point at which expenditure on mobile services overtook that for residential phone services.
In 2001, US consumers spent an average of nearly $700 on residential phone services, compared to only around $200 on cell
phone services. Over the following five years, average yearly spending on landlines dropped by nearly $200. By contrast,
expenditure on mobiles rose by approximately $300.
In the year 2006, the average American paid out the same amount of money on both types of phone service, spending just
over $500 on each. By 2010, expenditure on mobile phones had reached around $750, while the figure for spending on
residential services had fallen to just over half this amount.
(162 words, band 9)
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Thursday, February 28, 2013

IELTS Writing Task 1: line graph ideas

The graph below shows US consumers' average annual expenditures on cell phone and residential phone
services between 2001 and 2010.

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Some paraphrasing that you could use in your introduction:

- annual expenditures = yearly spending
- cell phone services = mobile phones
- residential services = landline phones
Two possible main points for your overview / summary:
- compare the two trends over the whole period
- say what happened in 2006
Select key details:
- compare the figures for 2001
- describe the changes in expenditure over the following 5 years
- give the figures for 2006 (where the two lines meet)
- finish with a comparison of spending in 2010
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Thursday, February 21, 2013

IELTS Writing Task 1: make your own questions

Yesterday I suggested making your own questions for writing task 2. To make a task 1 question, just do a Google image search
for graphs, charts etc. Choose something simple, and try describing it.
For example, here's a line graph that I found:

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Thursday, February 14, 2013

IELTS Writing Task 1: charts showing countries

A few things to remember when the graph or chart shows countries:
1. If the question doesn't name the countries (e.g. "in three countries"), you could name them in your introduction (e.g. "in
Britain, France and Germany"). You could even write "in three countries, namely Britain, France and Germany".
2. Don't forget the word "the" when writing about "the USA" and "the UK".
3. Always compare the countries; never describe the figures for each country in separate paragraphs.
Finally, try to vary the way you write about countries. For example:
The number of elderly people in the USA rose.
Canada also saw a rise in the number of elderly people.
However, the figure for Australia fell.
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Thursday, February 07, 2013

IELTS Writing Task 1: ways to prepare

Yesterday I suggested some good ways to prepare for writing task 2, instead of just writing full essays. Here are some study
ideas for task 1:
1) Print a collection of questions
Before you start writing any task 1 essays, it's a good idea to have an overview of the different types of questions that you
might face. Try to get paper copies (printed) of around 10 different questions - it's useful to be able to see them all in one
place. Your 'pack' of questions should include: a line graph, bar chart, pie chart, table, 2 different charts, 3 or more similar
charts, process diagram, comparison diagram, life cycle, map.
2) Practise parts of essays
Instead of writing a full essay, try writing 10 introductions - one for each of the questions in your 'pack' (see point 1 above).

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The next time you are studying, just focus on writing overviews. On a different day, practise describing percentages, or
comparing numbers etc...
3) Use 'model' sentences
In last week's lesson I showed you some model sentences for describing percentages. If you look through my task 1 essays in
the lessons on this site, you'll find all the sentence structures you need for the 10 question types mentioned in point 1. Use my
sentences as models, and simply change the content according to the topic.
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Thursday, January 31, 2013

IELTS Writing Task 1: describing percentages

Here are 3 useful techniques for describing percentages:
1. English speakers usually put the percentage at the start of the sentence.
2. Use while, whereas or compared to (after a comma) to add a comparison.
3. Use "the figure for" to add another comparison in the next sentence.
Use these examples as models for your own sentences:
In 1999, 35% of British people went abroad for their holidays, while only 28% of Australians spent their holidays in a different
country. The figure for the USA stood at 31%.
Around 40% of women in the UK had an undergraduate qualification in 1999, compared to 37% of men. The figures for the
year 2000 rose slightly to 42% and 38% respectively.
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Thursday, January 24, 2013

IELTS Writing Task 1: life cycle essay

Here's my full essay for the life cycle question:
The diagram illustrates the various stages in the life of a honey bee. We can see that the complete life cycle lasts between 34
and 36 days. It is also noticeable that there are five main stages in the development of the honey bee, from egg to mature
adult insect.
The life cycle of the honey bee begins when the female adult lays an egg; the female typically lays one or two eggs every 3
days. Between 9 and 10 days later, each egg hatches and the immature insect, or nymph, appears.
During the third stage of the life cycle, the nymph grows in size and sheds its skin three times. This moulting first takes place
5 days after the egg hatches, then 7 days later, and again another 9 days later. After a total of 30 to 31 days from the start of
the cycle, the young adult honey bee emerges from its final moulting stage, and in the space of only 4 days it reaches full
maturity.
(169 words, band 9)
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ielts-simon.com
Daily Lessons with Simon, ex-IELTS examiner
Thursday, January 17, 2013

IELTS Writing Task 1: introduction and overview

As I've explained before, we don't write a conclusion for task 1, we write an overview. You can put this at the end of your
essay, but I prefer to put it straight after the introduction. Let's return to last week's life cycle question.

Example introduction and overview:

The diagram illustrates the various stages in the life of a honey bee. We can see that the complete life cycle lasts between 34
and 36 days. It is also noticeable that there are five main stages in the development of the honey bee, from egg to mature
adult insect.
Note: I often separate the introduction and overview, but in this case I've put them together in the same paragraph. Both
ways are fine.
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Thursday, January 10, 2013

IELTS Writing Task 1: life cycle diagram

The diagram shows the life cycle of the honey bee. Two things to consider are:
1. how to summarise the diagram before describing the stages in detail
2. whether to use active or passive verb forms
...
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...
nymph = immature form of an insect
moult = shed or lose old feathers, hair or skin to allow for new growth

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Thursday, January 03, 2013

IELTS Writing Task 1: using the passive

In which of the following sentences is the passive used appropriately? Which sentences should be changed to the active?
1) The number of marriages was decreased between 1999 and 2009.
2) First, the raw materials are mixed together.
3) The figure for residents with no children has been increased this year.
4) The final product is packaged and delivered to shops.
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Thursday, December 20, 2012

IELTS Writing Task 1: a real process description

You might find it useful to read a real process description from this website about insulation manufacturing. The extract
below looks very similar to a paragraph from an IELTS essay!
For glass wool, the raw materials are sand, limestone and soda ash, as well as recycled off-cuts from the production
process. The raw materials are melted in a furnace at very high temperatures, typically between 1,300C to 1,500C. The
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smoke created during this process is filtered and flue gases are cleaned to minimise any environmental impact. The
droplets of melt exiting the furnace are spun into fibres. Small quantities of binding agents are added to the fibres. The
mineral wool is then hardened in a curing oven at around 200C. The mineral wool is cut to the required size and shape.
Task:
Can you find the passive verbs in the paragraph above? Can you improve the paragraph by adding some sequencing words
(firstly, then etc.)?
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Thursday, December 13, 2012

IELTS Writing Task 1: diagram overview

After the introduction, I tell my students to write an overview of the information shown on the chart. When the chart shows
numbers, we look for the highest, lowest, biggest change, overall trend etc.
But how do you write an overview of a diagram that doesn't show numbers?
Here are some things you could put in a process diagram overview:
The total number of steps in the process.
Where the process begins and ends.
And this is what you could write about for a comparing diagram:
The total number of changes or differences.
The main changes or differences.
The main similarities or what doesn't change.
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Thursday, December 06, 2012

IELTS Writing Task 1: process diagrams

The following paragraph describes the process of making cement.
At the first stage in the cement production process, limestone and clay are crushed to form a powder. This powder is then
mixed and passed through a rotating heater. The resulting mixture is ground, and finally the end product, cement, is packed
into large bags.
There are 2 things that make process descriptions special:
1. Phrases that order the process and link the steps (underlined)
2. Passive verbs (highlighted)
(See Cambridge IELTS book 8 for the full question)

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Thursday, November 29, 2012

IELTS Writing Task 1: articles

Correct or natural use of articles (the, a, an) is probably one of the most difficult things for learners of English to master. For
example, why did I write "temperatures are highest" instead of "temperatures are the highest" in the essay I wrote last week?

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Click here to read an explanation.

There are many other complex 'rules' about article use in English, which grammar books and websites do their best to
explain. I also recommend using Google in the way described below.
Task: try Googling the phrases "temperatures were highest" and "temperatures were the highest" (make sure you put the
quotation marks so that Google searches for the whole phrase). Compare the number of search results to see which is more
common, then look through the results to find good examples of full sentences for each phrase. You might find that good
examples help you more than grammar rules do.

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Thursday, November 22, 2012

IELTS Writing Task 1: climate essay

The climograph below shows average monthly temperatures and rainfall in the city of Kolkata.

The chart compares average figures for temperature and precipitation over the course of a calendar year in Kolkata.
It is noticeable that monthly figures for precipitation in Kolkata vary considerably, whereas monthly temperatures remain
relatively stable. Rainfall is highest from July to August, while temperatures are highest in April and May.
Between the months of January and May, average temperatures in Kolkata rise from their lowest point at around 20C to a
peak of just over 30C. Average rainfall in the city also rises over the same period, from approximately 20mm of rain in
January to 100mm in May.
While temperatures stay roughly the same for the next four months, the amount of rainfall more than doubles between May
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and June. Figures for precipitation remain above 250mm from June to September, peaking at around 330mm in July. The
final three months of the year see a dramatic fall in precipitation, to a low of about 10mm in December, and a steady drop in
temperatures back to the January average.
(173 words, band 9)
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Thursday, November 15, 2012

IELTS Writing Task 1: 'to' or 'by'

In IELTS writing task 1, you might need to use verbs like increase, decrease, rise and fall. These verbs can be followed by the
words 'to' and 'by', but what's the difference?
Let's use these figures:
- Company profit in 2005 = 20,000
- Company profit in 2010 = 25,000
Now compare these sentences:
- Company profit rose to 25,000 in 2010.
- Company profit rose by 5,000 between 2005 and 2010.
It's easy: 'to' is used before the new figure, and 'by' is used to show the change. It's the same when you are talking about a fall.
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Thursday, November 08, 2012

IELTS Writing Task 1: introduction technique

The task 1 introduction should be fast and easy to do. Just write one sentence in which you paraphrase the question
statement.
Here's the question statement from a previous lesson:
The climograph below shows average monthly temperatures and rainfall in the city of Kolkata.
Here's my one-sentence introduction:
The chart compares average figures for temperature and precipitation over the course of a calendar year in Kolkata.
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Thursday, November 01, 2012

IELTS Writing Task 1: double, twice as, twofold

A few students have asked me about how to use 'double', 'twice as', 'three times', 'twofold', 'threefold' etc. Compare how each
word/phrase is used in the following examples:
1. 'double' (verb)
The number of unemployed people doubled between 2005 and 2009.
2. 'twice as...as/compared to', 'three times as...as/compared to'
There were twice as many unemployed people in 2009 as in 2005.
Twice as many people were unemployed in 2009 compared to 2005.
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3. 'twofold', 'threefold' (adjective or adverb)

There was a twofold increase in the number of unemployed people between 2005 and 2009. (adjective with the noun
'increase')
The number of unemployed people increased twofold between 2005 and 2009. (adverb with the verb 'increase')
Try using these forms in your own sentences. Make sure you follow the patterns.
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Thursday, October 25, 2012

IELTS Writing Task 1: climate graph

Here are my answers to last week's questions:
1. Monthly figures for precipitation in Kolkata vary considerably, but monthly temperatures remain relatively stable.
2. Temperatures are highest between April and June, at around 30C, and lowest in December and January, at
approximately 20C.
3. Average rainfall reaches around 330mm in the months of July and August.
4. It is noticeable that Kolkata experiences both its lowest temperatures and its lowest rainfall in January and December.
Note: the verbs used above are in the present simple (vary, remain, are, reaches, experiences) because the graph shows
average figures, not particular years.
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Thursday, October 18, 2012

IELTS Writing Task 1: graph with temperatures

Somebody asked me to help with graphs or charts that show temperature. Let's look at the following graph, which I found on
Wikipedia.
The climograph below shows average monthly temperatures and rainfall in the city of Kolkata (or
Calcutta).

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The following easy questions should help you to notice some key features:
1.
2.
3.
4.

Do temperatures and rainfall vary (change) significantly over the year?

In which months are temperatures highest and lowest? (include figures)
On average, how much rain falls in the months of July and August?
What is noticeable about January and December?

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Thursday, October 11, 2012

IELTS Writing Task 1: a common mistake

Students often make mistakes with thousands, millions and billions. It might seem strange, but you should say "10 million"
not "10 millions". It's the same with hundred, thousand and billion. Try to avoid this mistake in writing task 1 - examiners
notice it!
Correct: 10 million people
Wrong: 10 millions people, 10 millions of people, 10 million of people
Note:
When there is no number, we do write "millions of".
e.g. Millions of people travel abroad each year.
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Thursday, October 04, 2012

IELTS Writing Task 1: repeating key words

Students often worry about repeating the same words in writing task 1. For example, in last week's lesson I repeated the
phrase average weekly spending maybe three times. Is this a big problem?
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No! Repeating a key word or phrase a few times is not a problem; sometimes it is necessary to show that you are consistently
talking about the same thing. If you try to use too much variety, there is a danger that you will confuse the reader or write
something that does not mean what you want it to mean.
It's fine to either repeat the key words or make small changes. Look at these examples of small changes I made to the phrase
average weekly spending:
spent on average
average expenditure
weekly spending figures
levels of spending
spent per week
expenditure per week
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Thursday, September 27, 2012

IELTS Writing Task 1: my 10 sentences

Last week I explained how to write 10 sentences about the chart below.
Average weekly household expenditure by region, 2007-09

Weekly expenditure ()

Here are my 10 sentences:

1.
2.
3.
4.
5.

The bar chart shows average weekly spending by households in different areas of England between 2007 and 2009.
Households in the south of the country spent more on average than those in the north.
Average weekly spending by households was highest in London and lowest in the North East.
English households spent on average around 470 per week.
The average expenditure for households in London was about 560 per week, almost 100 more than the overall figure
for England.
6. Households in the South East, East and South West also spent more than the national average.

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7. Weekly household spending figures for those three regions were approximately 520, 490 and 480 respectively.
8. Similar levels of household spending were seen in the West Midlands, the North West and the East Midlands, at about
430 to 450 per week.
9. In the region of Yorkshire and the Humber, households spent approximately 400 per week, while expenditure in the
North East was around 10 per week lower than this.
10. It is noticeable that average weekly expenditure by households in the North East was around 80 less than the national
average, and around 170 less than the London average.
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Thursday, September 20, 2012

IELTS Writing Task 1: ten sentences

One way to practise for writing task 1 is to think in terms of sentences rather than worrying about the full essay. Just take a
chart or graph and try to write 10 sentences about it.
Try writing the ten sentences suggested below about last week's chart.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

State what the chart shows.

Make a general comparison between the South and the North.
Contrast London with the North East (without giving the figures).
Give the overall figure for England.
Give the figure for London and compare it with the average for England.
Add that figures for the South East, East and South West were also higher than the country average.
Give approximate figures for the three regions above.
Describe the similar figures for the West Midlands, North West and East Midlands.
Give figures for the North East, Yorkshire and the Humber.
Compare figures for the North East, national average and London.

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Thursday, September 13, 2012

IELTS Writing Task 1: bar chart

The bar chart below is taken from the UK national statistics website that I mentioned in last week's lesson.
Average weekly household expenditure, by region, 2007-09

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Weekly expenditure ()

Try writing a full description of this bar chart. If you need some help, use the information below the bar chart on this page.
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Thursday, August 23, 2012

IELTS Writing Task 1: how to use your 20 minutes

You have 20 minutes for task 1, so try spending 5 minutes on each paragraph. This might help you to organise your time
better.
First 5 minutes
Read the question, make sure you understand the chart, write your introduction by paraphrasing the question.
Second 5 minutes
Look at the chart and try to find 2 general points. Don't look at specific details; look for "the big picture". Write 2 sentences
summarising the information.
Final 10 minutes
Describe specific details. Try to break this part into 2 paragraphs because it looks better. You could spend 5 minutes on each
paragraph.
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Thursday, August 09, 2012

IELTS Writing Task 1: example overview

In last week's lesson I gave some tips about how to write a good overview to summarise the information shown on a graph,
chart or diagram. Let's look at an example overview of the graph below.

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My overview:
Overall, car ownership in Britain increased between 1971 and 2007. In particular, the number of households with two cars
rose, while the number of households without a car fell.
Analysis:
Notice that I didn't include any specific numbers. Save the details for later.
The first sentence describes the "big picture". The first thing I did was look at all 4 lines and the whole period. I
noticed that there was an overall trend towards people having more cars (the word 'ownership' came from the question).
Most students tend to miss this kind of general observation.
The second sentence highlights the biggest changes over the whole period. With these 2 sentences, I've definitely
summarised the main features of the graph.
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Thursday, August 02, 2012

IELTS Writing Task 1: the overview

A current examiner recently told me that the most common mistake in students' task 1 essays is that there is no overview.
This was also true when I was an examiner.
So what makes a good overview? Here are a few tips:
An overview is simply a summary of the main things you can see.
Because the overview is so important, I recommend putting it at the beginning of your essay, just after the introduction
sentence.
I write two overview sentences. A one-sentence overview isn't really enough.
Try not to include specific numbers in the overview. Save the specifics for later paragraphs.
Look at the 'big picture' e.g. the overall change from the first year to the last year (if years are shown on the chart), the
differences between whole categories rather than single numbers, or the total number of stages in a process.

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Have another look at the overview paragraphs (paragraph 2) in the essays I've written here on the site. Analyse them
carefully, and practise writing your own overviews in the same way.
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Thursday, July 19, 2012

IELTS Writing Task 1: full essay about 2 bar charts

Here's my full essay for the 'age group bar charts' question:
The bar charts compare students of different ages in terms of why they are studying and whether they are supported by an
employer.
It is clear that the proportion of students who study for career purposes is far higher among the younger age groups, while the
oldest students are more likely to study for interest. Employer support is more commonly given to younger students.
Around 80% of students aged under 26 study to further their careers, whereas only 10% study purely out of interest. The gap
between these two proportions narrows as students get older, and the figures for those in their forties are the same, at about
40%. Students aged over 49 overwhelmingly study for interest (70%) rather than for professional reasons (less than 20%).
Just over 60% of students aged under 26 are supported by their employers. By contrast, the 30-39 age group is the most selfsufficient, with only 30% being given time off and help with fees. The figures rise slightly for students in their forties and for
those aged 50 or more.
(178 words, band 9)
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Thursday, July 12, 2012

IELTS Writing Task 1: choosing which details to include

In last week's lesson I wrote an introduction and overview for a question about two bar charts. For paragraphs 3 and 4, we
need to describe each chart in detail.
I usually find that 3 sentences are enough for a good 'details' paragraph, which means that we only need to choose 3 things to
describe for each chart.
3 sentences about the first chart:
1. Compare the percentages for students under 26.
2. Mention the overall trend as students get older, and that the proportions are the same for the 40-49 age group.
3. Compare the percentages for students over 49.
3 sentences about the second chart:
1. Write about the two youngest age groups.
2. Write about the 30-39 age group.
3. Write about the two oldest age groups.
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Thursday, July 05, 2012

IELTS Writing Task 1: bar charts with age groups

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A few people have asked about the question on page 52 of Cambridge IELTS 5. It shows two bar charts with age groups. Click
here to see the question.
As usual, I recommend writing 4 paragraphs:
1.
2.
3.
4.

A quick introduction to say what the charts show.

An overview of the main features - one sentence for each chart.
Describe the first chart in detail.
Describe the second chart in detail.

Here's an example introduction and overview:

The first bar chart compares students of different ages in terms of why they are studying their chosen courses, and the second
chart compares the same age groups in terms of the help they require at work.
It is clear that the proportion of people who study for career purposes is far higher among the younger age groups, and
decreases steadily with age. The need for employer support also decreases with age, but only up to the point when employees
enter their forties.
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Thursday, June 28, 2012

IELTS Writing Task 1: 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 graph
chart = bar chart
diagram = figure
shows = illustrates (or 'compares' if the graph is comparing)
proportion = percentage
information = data
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)
Tip:
"The figure for / figures for" is a great phrase that not many people use (e.g. the graph shows figures for unemployment in
three countries).
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Thursday, June 21, 2012

IELTS Writing Task 1: more than one chart

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Many students are still worried about questions with more than one chart.
Here are some tips:
1. If there are 2 charts, they often show different information. Don't worry about comparing them. Just do: introduction,
overview, then one paragraph for each chart.
2. If the units are different (e.g. one chart shows 'millions' and the other shows 'percentages'), you can't usually compare
them.
3. If the units are the same, you can probably compare the charts.
4. If there are 3 or 4 charts, you can usually compare them.
To see an essay about 2 different charts click here (Cambridge IELTS 6, p98).
To see an essay about 4 related charts click here (Cambridge IELTS 7, p101).
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Thursday, June 14, 2012

IELTS Writing Task 1: why I'd start with task 1

Students often ask whether it's better to do task 1 or task 2 first.
In my opinion, it's best to start any exam with something quick and easy that gives you confidence. Hopefully you'll agree that
the quickest and easiest part of the whole writing test is the introduction to task 1.
You don't need to think too much about the introduction to task 1; simply rewrite the question statement by changing a few
words. Click here to read one of my lessons about introductions, and then read this lesson about paraphrasing. If you practise
these techniques, you'll start your IELTS writing test with confidence.
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Thursday, June 07, 2012

IELTS Writing Task 1: 'chart without years' essay

The chart below shows numbers of incidents and injuries per 100 million passenger miles travelled (PMT)
by transportation type in 2002.

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The bar chart compares the number of incidents and injuries for every 100 million passenger miles travelled on five different
types of public transport in 2002.
It is clear that the most incidents and injuries took place on demand-response vehicles. By contrast, commuter rail services
recorded by far the lowest figures.
A total of 225 incidents and 173 injuries, per 100 million passenger miles travelled, took place on demand-response transport
services. These figures were nearly three times as high as those for the second highest category, bus services. There were 76
incidents and 66 people were injured on buses.
Rail services experienced fewer problems. The number of incidents on light rail trains equalled the figure recorded for buses,
but there were significantly fewer injuries, at only 39. Heavy rail services saw lower numbers of such events than light rail
services, but commuter rail passengers were even less likely to experience problems. In fact, only 20 incidents and 17 injuries
occurred on commuter trains.
(165 words, band 9)
Note:
Don't worry about the repetition of "incidents and injuries" in this essay. There are no perfect synonyms for these words,
although I managed to use "problems" and "such events" later in the essay. The most important thing is to describe the data
clearly and make some good comparisons.
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Thursday, May 31, 2012

IELTS Writing Task 1: bar chart without years

Last week we saw that there are two types of bar chart:
1. those that show changes over time
2. those that compare different items
The important thing to remember about the second type is that you can't describe increases and decreases. Let's look at this
type in more detail.

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The chart below shows numbers of incidents and injuries per 100 million passenger miles travelled (PMT)
by transportation type in 2002.

Here's my advice for a 4-paragraph essay:

1. Introduction: Explain what the chart shows by paraphrasing the question.
2. Overview: Look for two main things - in this case, we could mention the highest item and the fact that there were more
incidents than injuries for all five transport types. You don't need to mention any numbers at this point.
3. Details: I'd probably group together the two highest items (demand response and bus) in this paragraph. Remember that
you can't talk about an increase or decrease; you can only compare the numbers.
4. Details: I'd group the three types of rail transport together for this paragraph. Write some nice comparison sentences!
Note:
You don't need to know what 'demand-response' transport is (it's an American term which I've never used), but click here if
you want to know.
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Thursday, May 24, 2012

IELTS Writing Task 1: change or comparison?

While line graphs always show changes or trends (increase, decrease etc.), this is not always true for bar charts, pie charts and
tables.
Here is a bar chart that does show 'change':

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And here is a bar chart that shows 'comparison' rather than change:

Can you see the difference? How will this difference affect what you write in your essay? I'll go into more detail about the two
charts next week, but the important thing for now is to see the difference.
(Charts taken from US Department of Transportation website)

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Thursday, May 17, 2012

IELTS Writing Task 1: find the mistakes

Can you find the mistakes in the paragraph below?
In 1980, the US produced 131 millions of tonnes of waste. Japan was in second place with 28 millions, while the figures for
Poland, Portugal and Ireland were less than 5 millions. In 1990, the US was 151, and in 2000 it rose to 192 millions.
Note:
Some of the mistakes are not related to grammar.

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ielts-simon.com
Daily Lessons with Simon, ex-IELTS examiner
Thursday, May 03, 2012

IELTS Writing Task 1: 'waste' table

Last week we looked at the following question:
The table below shows the amount of waste production (in millions of tonnes) in six different countries in
three different years over a twenty-year period.

Here are my answers to last week's questions:

1. It's fine to repeat the word 'waste' because there isn't really an ideal synonym ('rubbish' and 'garbage' have a more
limited meaning). However, we can vary our sentences by writing things like 'waste output', 'waste materials' or 'the
waste that was produced'.
2. The most noticeable feature must be that the US produced by far the most waste in all 3 years. Use this idea in you
'overview' paragraph.
3. The general trend is that waste production rose in every country apart from Korea. This could be your second 'overview'
idea.
4. I would write one main paragraph comparing the 3 countries with the highest figures (US, Japan, Korea), and a separate
paragraph about Ireland, Poland and Portugal. Try to use some 'comparing' language when describing the countries (e.g.
while, whereas, by contrast) and some 'trend' language when describing the years (e.g. increased, rose, fell).
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Thursday, April 26, 2012

IELTS Writing Task 1: table about waste

A student sent me the following question from a recent IELTS test:
The table below shows the amount of waste production (in millions of tonnes) in six different countries in
three different years over a twenty-year period.

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A few things to consider before you write your essay:

1.
2.
3.
4.

Can you think of a few alternative ways to write "waste production"?

What is the most noticeable feature of the table?
Is there a general trend over the period of time shown?
How can you separate the information into 2 groups (in order to write 2 paragraphs about specific details)?

I'll share my answers to these questions next week.

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Thursday, April 19, 2012

IELTS Writing Task 1: singular or plural?

Students often make simple mistakes with singular and plural forms, especially in Writing Task 1. The problem is that the
words used on graphs, charts and tables are usually singular.
So, the labels on a chart could be:
single parent
graduate
only child
laptop computer
But when you write a sentence, you might need to use a plural:
The number of single parents increased.
In 1999 nearly 55% of graduates were female.
The UK has the highest number of only children.
More laptop computers were sold in the UK than any other country.
Don't just copy the words from the graph or chart. Think first about how to use them correctly.
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Thursday, April 12, 2012

IELTS Writing Task 1: essay about 2 bar charts

Last week I suggested a way of writing introductions for 2 charts.
Today I'm attaching a full sample essay for this type of question. Click the following link to open my essay: download bar

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charts essay
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Thursday, April 05, 2012

IELTS Writing Task 1: introduction for 2 charts

You might find it easier to introduce two different charts by writing two separate sentences.
Here is an example question about a graph and bar chart:
The charts below give information about travel to and from the UK, and about the most popular countries for UK residents to
visit.
Here is my 2-sentence introduction:
The graph shows numbers of visits to the UK and trips abroad by UK residents. The bar chart shows the five most popular
destinations for UK travellers.
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Thursday, March 29, 2012

IELTS Writing Task 1: analyse model essays

Maybe you read my line graph essay last week, but did you really study it?
Here's some example analysis of last week's essay:
Structure - 4 paragraphs: introduction, overview, 2 specific details
Paraphrasing - proportion of the population = percentage of people (find more examples)
Overview - overall trend, then biggest change
Selecting key information - first year (1940), middle years (1990, early 2000s), end of period (2030 to 2040)
Comparing - in each country, most dramatic, and, compared to, by contrast, while, slightly lower, respectively (analyse
my sentences to learn how to use these words correctly)
Verbs - compares, increases, is expected to see, were, rose, remained... (look carefully at the use of tenses)
It's possible to read model essays quickly and learn a little. It's also possible to spend a long time studying them carefully and
learn a lot!
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Thursday, March 22, 2012

IELTS Writing Task 1: full essay

Here's my full essay for last week's line graph question:
The line graph compares the percentage of people aged 65 or more in three countries over a period of 100 years.
It is clear that the proportion of elderly people increases in each country between 1940 and 2040. Japan is expected to see the
most dramatic changes in its elderly population.
In 1940, around 9% of Americans were aged 65 or over, compared to about 7% of Swedish people and 5% of Japanese people.
The proportions of elderly people in the USA and Sweden rose gradually over the next 50 years, reaching just under 15% in
1990. By contrast, the figures for Japan remained below 5% until the early 2000s.

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Looking into the future, a sudden increase in the percentage of elderly people is predicted for Japan, with a jump of over 15%
in just 10 years from 2030 to 2040. By 2040, it is thought that around 27% of the Japanese population will be 65 years old or
more, while the figures for Sweden and the USA will be slightly lower, at about 25% and 23% respectively.
(178 words, band 9)
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Thursday, March 15, 2012

IELTS Writing Task 1: graph showing future years

Several students have asked me about the following question from Cambridge IELTS book 5 (page 29).
The graph below shows the proportion of the population aged 65 and over between 1940 and 2040 in
three different countries.

Here are the steps I would follow to write my essay:

1. Introduction: write one sentence to introduce what the graph shows. Just paraphrase the question statement (i.e.
change a few words).
2. Summary: describe 2 main things e.g. the overall trend for all 3 countries, and the biggest change that you can see.
3. Details: compare all 3 countries in 1940, then in 1990.
4. Details: describe the dramatic increase predicted for Japan, and compare all 3 countries in 2040.
Note:
Try writing some essay plans like the one above. Planning makes you think about selecting and organising, so it's a useful skill
to practise (even if you don't do a plan in your exam).
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Thursday, March 08, 2012
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IELTS Writing Task 1: 'process diagram' details

Here are my 'details' paragraphs to finish the essay I started last week:
Looking at the coffee production process in detail, coffee beans must first be picked in the fields. These beans are then dried,
roasted, and cooled before being put in a grinding machine, which turns the beans into coffee granules.
At the sixth stage in the process, the ground coffee is mixed with hot water, and the resulting mixture is strained. Next, the
mixture is frozen and then passed once again through the grinder. After that, the ground, frozen liquid is dried in a vacuum so
that the water evaporates, leaving the coffee granules. Finally, these granules are packed into coffee jars for delivery to shops.
Did you notice the passives and sequencing phrases?
- Passives: must be picked; are dried, roasted and cooled; is mixed...
- Sequencing: then; and; at the sixth stage; next; after that; finally...
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Thursday, March 01, 2012

IELTS Writing Task 1: 'process' introduction and overview

Last week I gave some advice about how to write an overview (summary) for process diagram questions. Here's the question
again:
The diagram below shows how coffee is produced and prepared for sale in supermarkets and shops.

(Click on picture to make it bigger. Source: 'Meanings into Words Upper-Intermediate')

Here's my introduction and overview:

The picture illustrates the process of coffee manufacture and preparation for sale on the market.

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It is clear that there are 11 stages in the production of coffee. The process begins with the picking of coffee beans, and ends at
the packing stage.
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Thursday, February 23, 2012

IELTS Writing Task 1: process diagram summary

When describing a process diagram, most students have no problem describing the stages in the process step by step.
However, not many students are able to write a good summary (or 'overview') of the process as a whole.
Think about how you would summarise this process:

(Click on picture to make it bigger. Source: 'Meanings into Words Upper-Intermediate')

Here are my tips for summarising process diagrams:

Write 2 sentences:
- First say how many stages there are in the whole process.
- Then say how/where the process begins and ends.
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Thursday, February 16, 2012

IELTS Writing Task 1: grammar mistakes

Can you find the mistakes in the following sentences?
1. The first table shows us the rate of marriage and divorce between 1970 - 2000.
2. While the divorce rate increased from 1 million to 1.5 million during the same period.

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3. As from 1990 to 2000 marriage rate has decreased relatively from 2.5 to 2 million.
4. As shown in table 1 that the total number of marriages were high in 1970.
5. Finally few people got divorced in 1970 than 2000.
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Thursday, February 02, 2012

IELTS Writing Task 1: line graph exercise

The graph below gives information about car ownership in Britain from 1971 to 2007.

The graph shows changes in the number of cars ______ household in Great Britain ______ a period of 36 years.
Overall, car ownership in Britain increased ______ 1971 and 2007. In particular, the number of households with two cars
rose, while the number of households ______ a car fell.
In 1971, ______ half of all British households did not have regular use of a car. Around 44% of households had one car, but
only about 7% had two cars. It was uncommon for families to own three or more cars, ______ around 2% of households
falling into this category.
The one-car household was the most common type from the late 1970s ______, although there was little change in the
______ for this category. The biggest change was seen in the proportion of households without a car, which fell steadily over
the 36-year period ______ around 25% in 2007. In contrast, the proportion of two-car families rose steadily, reaching about
26% in 2007, and the proportion of households with more than two cars rose ______ around 5%.
Fill the gaps in the essay with the following words:
almost, to, figures, per, between, by, over, with, without, onwards
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Thursday, January 19, 2012

IELTS Writing Task 1: how to describe future years

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Several people have asked me how to write about future years on a graph or chart. For example, what tense should you use if
the graph shows the year 2025?
Try this exercise: take a description of past years, and rewrite it with future years.
Past:
In 1999, the proportion of people using the Internet in the USA was about 20%. The figures for Canada and Mexico were
lower, at about 10% and 5% respectively. In 2005, Internet usage in both the USA and Canada rose to around 70% of the
population, while the figure for Mexico reached just over 25%.
Future (I've changed the years and the verbs):
In 2015, the proportion of people using the Internet in the USA is expected to be about 20%. The figures for Canada and
Mexico are likely to be lower, at about 10% and 5% respectively. In 2025, it is predicted that Internet usage in both the USA
and Canada will rise to around 70% of the population, while the figure for Mexico should reach just over 25%.
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Thursday, January 12, 2012

IELTS Writing Task 1: comparing numbers

Fill the gaps in the following text using the words below it. If you find any of the gaps difficult, miss them and come back to
them after doing the easier ones.
Emigration from the UK
The number of people leaving the UK for 12 months or more ______ ______ record ______ in 2008, ______ an
estimated 427,000 people emigrating. This ______ ______ from 341,000 in 2007.
There has been a large ______ ______ the number of people emigrating for work related reasons, particularly those with a
definite job to go to. In 2008 an estimated 136,000 people emigrated from the UK to take up a definite job, ______ ______
100,000 in 2007.
- in
- high
- increase
- up
- reached
- with (x2)
-a
- compared
- was
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Thursday, January 05, 2012

IELTS Writing Task 1: describing 2 charts

Here are some tips for writing about 2 charts, graphs or tables:
1. Introduction
Write one sentence, but introduce each chart separately e.g. "The first bar chart shows..., and the second chart illustrates..."
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2. Summary of main points

Write 2 sentences. If the information in the charts is not connected, find one main point or general trend for each chart. If the
charts are connected, try to make comparisons.
3. Main body paragraphs
If the 2 charts are completely different (e.g. a graph and a table), write a separate paragraph about each.
If the charts are the same, and show the same information (e.g. 2 pie charts), don't describe them separately; the examiner
will want to see comparisons. In this case, you could write one paragraph describing all of the information, but I still prefer to
write 2 paragraphs because it makes the essay look more organised.
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Thursday, December 29, 2011

IELTS Writing Task 1: accuracy

The gap-fill exercise below should test whether you can describe numbers accurately. I'll put the correct answers in the
'comments' area tomorrow.
UK Household Expenditure in 2009
Household ______ ______ highest in the transport category, ______ 63 a week. This included 21.10 per week ______
purchase of vehicles, 31.80 on the operation of personal transport (such as petrol, diesel, repairs and servicing) and 10.50
on transport services such as rail, tube and bus fares.
Food and non-alcoholic drink purchases ______ 51 to weekly household expenditure - 13.10 of which ______ ______
on meat and fish, 3.70 on fresh vegetables, and 3.00 on fresh fruit. Non-alcoholic drinks ______ ______ 4.00 ______
weekly expenditure, and 2.10 per week was spent on chocolate and confectionery.
Fill the gaps with the following words:
spent, spending, for, on, at, of, accounted, contributed, was (x2)
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Thursday, December 22, 2011

IELTS Writing Task 1: 'table' essay

Here's my band 9 essay following the steps in last week's lesson:
The table below gives information on consumer spending on different items in five different countries in
2002.
Percentage of national consumer expenditure by category - 2002

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The table shows percentages of consumer expenditure for three categories of products and services in five countries in 2002.
It is clear that the largest proportion of consumer spending in each country went on food, drinks and tobacco. On the other
hand, the leisure/education category has the lowest percentages in the table.
Out of the five countries, consumer spending on food, drinks and tobacco was noticeably higher in Turkey, at 32.14%, and
Ireland, at nearly 29%. The proportion of spending on leisure and education was also highest in Turkey, at 4.35%, while
expenditure on clothing and footwear was significantly higher in Italy, at 9%, than in any of the other countries.
It can be seen that Sweden had the lowest percentages of national consumer expenditure for food/drinks/tobacco and for
clothing/footwear, at nearly 16% and just over 5% respectively. Spain had slightly higher figures for these categories, but the
lowest figure for leisure/education, at only 1.98%.
Note:
- Which information did I choose to include in my 'summary' paragraph?
- Why did I use past and present tenses in paragraph 2?
- How did I group the information for paragraphs 3 and 4?
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Thursday, December 15, 2011

IELTS Writing Task 1: my thinking steps

Today I'm going to explain my thinking process when I answer an IELTS Writing Task 1 question. We'll use this question
(Cambridge IELTS 7, page 30):
The table below gives information on consumer spending on different items in five different countries in
2002.
Percentage of national consumer expenditure by category - 2002

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Before I worry about what language to use, it's really important to understand the information, and decide how to organise it.
This is what I'm thinking:
1. I know that I can write a short introduction by paraphrasing the question.
2. I look for an overall trend. I can see that the food/drinks/tobacco category has the highest percentages, and
leisure/education has the lowest.
3. Now I want to write two main body paragraphs. I need to select something to say about each country. Remember, there
is no rule about what information you select; everyone will do this differently.
4. I look for the highest figures in each category: I can see that Turkey has the highest figure for food/drinks/tobacco AND
for education/leisure. Italy has the highest figure for clothing/footwear.
5. So, I'll write a paragraph about Turkey and Italy.
6. My final paragraph needs to talk about Ireland, Spain and Sweden.
7. Maybe I'll point out that Ireland has a high figure for the first category, Spain has the lowest figure for education/leisure,
and Sweden has the lowest figures for the first AND second categories.
8. I don't need a conclusion because I have already mentioned a general trend in point 2.
Try writing an essay following these steps. You can compare your essay with mine next week.
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Thursday, December 08, 2011

IELTS Writing Task 1: graph and table essay

Last week I wrote a plan for this question. Now I've added my full essay below.
The graph and table below give information about water use worldwide and water consumption in two
different countries.

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The charts compare the amount of water used for agriculture, industry and homes around the world, and water use in Brazil
and the Democratic Republic of Congo.
It is clear that global water needs rose significantly between 1900 and 2000, and that agriculture accounted for the largest
proportion of water used. We can also see that water consumption was considerably higher in Brazil than in the Congo.
In 1900, around 500km 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. By 2000, global water use for agriculture had increased to around
3000km, industrial water use had risen to just under half that amount, and domestic consumption had reached
approximately 500km.
In the year 2000, the populations of Brazil and the Congo were 176 million and 5.2 million respectively. Water consumption
per person in Brazil, at 359m, was much higher than that in the Congo, at only 8m, and this could be explained by the fact
that Brazil had 265 times more irrigated land.
(184 words, band 9)
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Thursday, December 01, 2011

IELTS Writing Task 1: 'water use' graph and table

The following question comes from Cambridge IELTS book 6, page 30.
The graph and table below give information about water use worldwide and water consumption in two
different countries.

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Here's my plan for a 4-paragraph essay:

1.
2.
3.
4.

Introduction - rewrite the question in a different way.

Summary - write one sentence summarising the trend shown on the graph, and one sentence summarising the table.
Details paragraph - describe the graph in detail (maybe 3 sentences).
Details paragraph - describe the table in detail (maybe 3 sentences).

Remember: we don't write a conclusion because a conclusion means a final decision or opinion. However, you can put the
summary at the end (instead of second) if you want.
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Sunday, November 27, 2011

IELTS Grammar: using 'see' in writing task 1

A few people have asked me about using 'see' to describe numbers on a graph or chart. Look at the following sentence:
In Britain, CD sales increased dramatically in the 1980s.
We can write the same sentence in various ways using 'see':
Britain saw a dramatic increase in CD sales in the 1980s.
The 1980s saw a dramatic increase in CD sales in Britain.
British shops saw CD sales increase dramatically in the 1980s.
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Thursday, November 17, 2011

IELTS Writing Task 1: pie chart essay

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Here's my full essay for the pie charts in last week's lesson. I've made the last two paragraphs into a gap-fill exercise to focus
your attention on some good ways to describe numbers.
Fill the gaps with these words:
constitutes, drops, amount, fifth, higher, make, one, relative, 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.
It is noticeable that sportspeople require 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.
Carbohydrates ______ ______ 60% of the healthy diet for sport. This is 10% ______ than the proportion of carbohydrates
in a normal healthy diet, and 20% more than the proportion in an average diet. On the other hand, people who eat an average
diet consume a greater ______ ______ of protein (40%) than those who eat a healthy diet (30%) and sportspeople (25%).
The third compound shown in the charts is fat. Fat ______ exactly ______ ______ of both the average diet and the
healthy diet, but the ______ ______ to only 15% for the healthy sports diet.
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Thursday, November 10, 2011

IELTS Writing Task 1: introduction and summary

Last week I said that you need to do 3 things to write a task 1 essay: introduce, summarise, and describe details. Today I'll
look at the introduction and summary for the pie charts below.

Introduction - just say what the pie charts show:

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.
Note: Don't try to 'show off' in your introduction. Just use 'show', 'compare' or 'illustrate'; don't use words like 'depict' or
'indicate'.

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Summary - write 2 sentences about the main/general points:

It is noticeable that sportspeople require 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.
Note: There is no 'right' way to choose your main/general points. Just choose the two things that you notice first. I try to
avoid specific numbers in my summaries - save numbers for the 'details' paragraphs. We'll look at those next week.
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Thursday, November 03, 2011

IELTS Writing Task 1: pie chart practice

Try doing a Google image search for 'pie charts' and you'll find plenty of charts that you could practise describing. Here's one
I found:

To write an essay, you need to do 3 things:

1. Introduce the chart by saying what it shows.
2. Summarise the information by describing the main/general points.
3. Describe the charts in detail, comparing the figures (2 paragraphs).
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Thursday, October 27, 2011

IELTS Writing Task 1: table exercise

The chart below shows average hours and minutes spent by UK males and females on different daily
activities.

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I've made the following essay into a gap-fill exercise.

The table compares the average ______ of time per day that men and women in the UK spend ______ different activities.
It is clear that people in the UK spend more time ______ than doing any other daily activity. Also, there are significant
differences between the time ______ by men and women on employment/study and housework.
On average, men and women in the UK ______ for about 8 hours per day. Leisure ______ ______ the second largest
proportion of their time. Men spend 5 hours and 25 minutes doing various leisure activities, such as watching TV or doing
sport, ______ women have 4 hours and 53 minutes of leisure time.
It is noticeable that men work or study for an average of 79 minutes more than women every day. By contrast, women spend
79 minutes more than men doing housework, and they spend ______ ______ as much time looking after children.
Fill the gaps using these words:
doing, up, over, spent, while, sleeping, sleep, twice, amount, takes
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Thursday, October 20, 2011

IELTS Writing Task 1: tables

Tables seem difficult when they contain a lot of numbers. Here's some advice:
Try to write 4 paragraphs - introduction, summary of main points, 2 detail paragraphs.
Before you start writing, highlight some key numbers. Choose the biggest number in each category in the table (i.e. in
each column and row). If the table shows years, look for the biggest changes in numbers over the time period. You could
also mention the smallest numbers, but you can ignore 'middle' numbers (neither biggest nor smallest).
For your summary paragraph, try to compare whole categories (columns or rows) rather than individual 'cells' in the

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table. If you can't compare whole categories, compare the biggest and smallest number. Write 2 sentences for the
summary.
In your two 'details' paragraphs, never describe each category (column or row) separately. The examiner wants to see
comparisons. Try to organise the numbers you highlighted into 2 groups - one for each paragraph (e.g. highest numbers
for all categories together, and lowest numbers together).
Describe / compare the numbers you highlighted - include at least 3 numbers in each paragraph.
Use the past simple for past years, and 'will' or 'is expected/predicted to' for future years. If no time is shown, use the
present simple.
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Thursday, October 13, 2011

IELTS Writing Task 1: line graph exercise

The graph below shows UK acid rain emissions, measured in millions of tonnes, from four different
sectors between 1990 and 2007.

I've made the following essay into a gap-fill exercise.

The line graph compares four sectors in ______ of the amount of acid rain emissions that they produced over a period of 17
years in the UK.
It is clear that the total amount of acid rain emissions in the UK ______ ______ between 1990 and 2007. The most
______ decrease was seen in the electricity, gas and water supply sector.
In 1990, around 3.3 million tonnes of acid rain emissions came from the electricity, gas and water sector. The transport and
communication sector was ______ for about 0.7 million tonnes of emissions, while the domestic sector ______ around 0.6
million tonnes. Just over 2 million tonnes of acid rain gases came from other industries.
Emissions from electricity, gas and water supply fell dramatically to only 0.5 million tonnes in 2007, a ______ of almost 3
million tonnes. While acid rain gases from the domestic sector and other industries fell gradually, the transport sector
______ a small increase in emissions, ______ a peak of 1 million tonnes in 2005.

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Fill the gaps using these words:

produced, reaching, fell, responsible, saw, considerably, terms, drop, dramatic
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Thursday, October 06, 2011

IELTS Writing Task 1: general to specific

If you read any of my example essays, you will see that I always write 4 paragraphs, and I use a "general to specific" essay
structure.
The introduction is the most general part of the essay; it tells the reader what the chart is about.
Then I write a paragraph about the main points or the most general points.
Finally, I write 2 paragraphs describing specific facts or figures.
I don't write a conclusion because I have already summarised the information in paragraph 2.
One reason I put the summary near the beginning (rather than at the end) is because I think it's easier to describe general
things first, then specific things later.
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Thursday, September 29, 2011

IELTS Writing Task 1: house prices (full essay)

Here's my full essay (band 9) for last week's question:
The bar chart compares the cost of an average house in five major cities over a period of 13 years from 1989.
We can see that house prices fell overall between 1990 and 1995, but most of the cities saw rising prices between 1996 and
2002. London experienced by far the greatest changes in house prices over the 13-year period.
Over the 5 years after 1989, the cost of average homes in Tokyo and London dropped by around 7%, while New York house
prices went down by 5%. By contrast, prices rose by approximately 2% in both Madrid and Frankfurt.
Between 1996 and 2002, London house prices jumped to around 12% above the 1989 average. Homebuyers in New York also
had to pay significantly more, with prices rising to 5% above the 1989 average, but homes in Tokyo remained cheaper than
they were in 1989. The cost of an average home in Madrid rose by a further 2%, while prices in Frankfurt remained stable.
(165 words)
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Thursday, September 22, 2011

IELTS Writing Task 1: 'house prices' chart

The question below comes from Cambridge IELTS book 7. Students tend to find this question difficult, but last week's lesson
about house prices might help.
The chart below shows information about changes in average house prices in five different cities between
1990 and 2002 compared with the average house prices in 1989.

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Some advice:
Introduction: paraphrase the question.
Summary: compare the two periods (prices fell overall from 1990-95, but rose from 1996-2002), and mention that
London prices changed the most.
Details: write one paragraph about each period.
Note: don't write -5%, write "fell by 5%".
I'm afraid I can't give feedback for essays that people share in the "comments" area, but I'll share my own full essay next
week.
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ielts-simon.com
Daily Lessons with Simon, ex-IELTS examiner
Thursday, September 15, 2011

IELTS Writing Task 1: house prices

If you want to learn how to describe trends (increase, decrease etc.), search for some news about house prices.
Here's part of a news article I found about UK house prices:
There was seemingly good news for UK home owners when Halifax announced house prices had risen by 0.3% in July 2011, boosting the
average value of a property to 163,981. Halifax also noted that prices were 0.5% higher over the three months from May to July than in the
previous three months.
But is it time to celebrate the renaissance of the housing market? Even Halifaxs index shows that over the preceding 12-month period,
prices actually fell by 2.6%. Despite the price increases seen in recent months, we are finding that the average price of a property remains
just under 13% below its peak in 2007.
Try to answer the questions below. Write a full sentence for each answer.
1. What happened to UK house prices in July 2011?
2. What do the figures 0.5% and 2.6% refer to?
3. Compare the 2011 average UK house price with the 2007 average.
I'll share my answers in the "comments" area tomorrow, and we'll look at an IELTS question about house prices next week (Cambridge 7,
test 3).
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Thursday, September 08, 2011

IELTS Writing Task 1: process diagrams

Process 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, 2 detail paragraphs.
Write the introduction by paraphrasing the question (rewrite it by changing some of the words).
For your summary, first say how many steps there are in the process. Then say where/how the process begins and ends (look at the
first and last stages).
In paragraphs 3 and 4, describe the process step by step. Include the first and last steps that you mentioned in the summary, but try to
describe them in more detail or in a different way.
You could describe the steps in one paragraph, but it looks more organised if you break the description into two paragraphs. Just start
paragraph 4 somewhere in the middle of the process.
Mention every stage in the process.
Use 'sequencing' language e.g. at the first / second / following / final stage of the process, next, after that, then, finally etc.
Times (e.g. past dates) are not usually shown, so use the present simple tense.
It's usually a good idea to use the passive e.g. 'At the final stage, the product is delivered to shops' (because we don't need to know who
delivered the product).
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Thursday, September 01, 2011

IELTS Writing Task 1: line graphs

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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, 2 detail paragraphs.
For your summary paragraph, look 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). Is there a trend that all of the lines follow (e.g. an overall increase)?
You don't need to give numbers in your summary paragraph. Numbers are specific details. Just mention general things like 'overall
change', 'highest' and 'lowest', without giving specific figures.
Never describe each line separately. The examiner wants to see comparisons.
If the graph shows years, you won't have time to mention all of them. The key years to describe are the first year and the last year. You
should also mention any 'special' years (e.g. a peak or a significant rise/fall).
Start describing details (paragraph 3) with a comparison of the lines for the first year shown on the graph (e.g. In 1990, the number
of...).
Use the past simple (increased, fell) for past years, and 'will' or 'is expected/predicted to' for future years.
Don'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).
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Thursday, August 25, 2011

IELTS Writing Task 1: full essay

The table below shows the proportion of different categories of families living in poverty in Australia in 1999.

The table gives information about poverty rates among six types of household in Australia in the year 1999.
It is noticeable that levels of poverty were higher for single people than for couples, and people with children were more likely to be poor
than those without. Poverty rates were considerably lower among elderly people.
Overall, 11% of Australians, or 1,837,000 people, were living in poverty in 1999. Aged people were the least likely to be poor, with poverty
levels of 6% and 4% for single aged people and aged couples respectively.
Just over one fifth of single parents were living in poverty, whereas only 12% of parents living with a partner were classed as poor. The same
pattern can be seen for people with no children: while 19% of single people in this group were living below the poverty line, the figure for
couples was much lower, at only 7%.
(150 words, band 9)
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Thursday, August 11, 2011

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IELTS Writing Task 1: full essay (describe a map)

In last week's lesson we looked at a 'describe a map' question. If you wrote an essay for this question, compare it with my essay below.
Here's my band 9 essay. I focused on describing similarities and differences.
The map shows two potential locations (S1 and S2) for a new supermarket in a town called Garlsdon.
The main difference between the two sites is that S1 is outside the town, whereas S2 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.
Looking at the information in more detail, S1 is in the countryside to the north west of Garlsdon, but it is close to the residential area of the
town. S2 is also close to the housing area, which surrounds the town centre.
There are main roads from Hindon, Bransdon and Cransdon to Garlsdon town centre, but this is a no traffic zone, so there would be no
access to S2 by car. By contrast, S1 lies on the main road to Hindon, but it would be more difficult to reach from Bransdon and Cransdon.
Both supermarket sites are close to the railway that runs through Garlsdon from Hindon to Cransdon.
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Thursday, August 04, 2011

IELTS Writing Task 1: describe a map

Sometimes (quite rarely) you have to describe a map for IELTS Writing Task 1. Today I'll explain how I would answer this type of question.
The map below is of the town of Garlsdon. A new supermarket (S) is planned for the town. The map shows two
possible sites for the supermarket.

(From Cambridge IELTS 5)

Here is some advice:

1. Introduction - Just paraphrase the question (instead of 'two possible sites' you could write 'two potential locations').
2. Summary - The main point is that the first site (S1) is outside the town, whereas the second site is in the town centre. Also, you could

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mention that the map shows the position of both sites relative to a railway and three roads which lead to three smaller towns.
3. Details (2 paragraphs) - Don't write a separate paragraph about each site; it's much better to compare the sites. I'd write one
paragraph comparing the position of each site relative to Garlsdon (mention the different areas of the town), and another paragraph
about the positions relative to transport links with the other three towns.
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Thursday, July 28, 2011

IELTS Writing Task 1: selecting details

Last week's lesson was about selecting the main points. After that you need to describe specific details.
The bar chart we saw last week contains a lot of information, so you will not be able to include everything.
Make sure that you write something about each country. Select the most relevant
point for each country, and don't forget to mention some figures. I've written an
example sentence about each country below.
United States
The United States had the highest number of prisoners in four out of the six years
shown on the chart, and in 1980 the figure for this country peaked at nearly
140,000 prisoners.
Canada
Canada had the highest figures for imprisonment in 1930 and 1950, with about
120,000 prisoners in both years.
New Zealand and Australia
The figures for New Zealand an Australia fluctuated between 40,000 and 100,000 prisoners, although New Zealand's prison population
tended to be the higher of the two.
Great Britain
In contrast to the figures for the other countries, the number of prisoners in Great Britain rose steadily between 1930 and 1980, reaching a
peak of about 80,000 at the end of the period.
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Thursday, July 21, 2011

IELTS Writing Task 1: how to select main points

After a short introduction, I always try to write a paragraph which summarises the main points. When there is a lot of information (like in
the bar chart below), it can be difficult to select the main points.
The table below shows the figures for imprisonment in five countries between 1930 and 1980. (The y axis shows numbers
of prisoners in thousands)

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(Cambridge IELTS 2)

Usually I look for a change from the beginning to the end of the period. However, there is no overall trend because the figures fluctuate. So,
I'll talk about the highest and lowest figures instead.
Here is my summary of the main points:
While the figures for imprisonment fluctuated over the period shown, it is clear that the United States had the highest number of prisoners
overall. Great Britain, on the other hand, had the lowest number of prisoners for the majority of the period.
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Thursday, July 14, 2011

IELTS Writing Task 1: describing details

Last week I wrote a lesson about summarising the information on a graph. After your summary, you then need to describe specific details.
It's important to include numbers and make some comparisons.

Try to write 2 paragraphs describing details. It looks more organised if you divide the information into 2 parts.
For line graphs, I always use the following approach:
1st detail paragraph: compare the numbers for the first year (e.g. 1951), then describe the changes up to a key point on the graph (e.g. peak
numbers in 1971).
2nd detail paragraph: explain the general trend for each line after the key point (1971), then compare the numbers for the last year shown
(2009).

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Thursday, July 07, 2011

IELTS Writing Task 1: the summary paragraph

As part of your task 1 essay, you need to write a general summary of the information (examiners call this the 'overview'). I usually write my
summary straight after the introduction, but you can also put it at the end of the essay.
To summarise graphs, I look for the overall change from the first year to the last year shown. I also look for the main trends or the highest
and lowest numbers.

Here's my 2-sentence summary for the graph above:

It is clear that the total number of marriages per year fell between 1951 and 2009. While the number of first marriages fell dramatically
from the end of the 1960s, the figure for remarriages remained stable.
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Thursday, June 30, 2011

IELTS Writing Task 1: describing numbers

A good exercise is to choose one piece of information (a number) from a graph or chart, and try to describe it in several different ways.

UK marriages, 1951 - 2009

Here are 5 different sentences describing the 'all marriages' figure for the year 1951 (from the graph above):
Around 400,000 couples got married in the UK in 1951.
Around 400,000 weddings took place in the UK in the year 1951.
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In 1951, there were around 400,000 marriages in the UK.

In 1951, the number of UK marriages stood at about 400,000.
In 1951, the figure for marriages in the UK was approximately 400,000.
Don't spend all your time writing full essays; do some focused exercises too.
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Thursday, June 23, 2011

IELTS Writing Task 1: comparisons

You can use "compared to", "compared with" and "in comparison with" in the same way. For example:
Prices in the UK are high compared to / with / in comparison with (prices in) Canada and Australia.
Compared to / with / in comparison with (prices in) Canada and Australia, prices in the UK are high.
When writing about numbers or changes, I find it easier to use "while" or "whereas":
There are 5 million smokers in the UK, while / whereas only 2 million Canadians and 1 million Australians smoke.
Between 1990 and 2000, the number of smokers in the UK decreased dramatically, while / whereas the figures for Canada and
Australia remained the same.
Please note:
We don't say "comparing to".
We say "2 million" not "2 millions".
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Thursday, June 16, 2011

IELTS Writing Task 1: bar chart essay

Here's my full band 9 essay for last week's question:
The bar chart compares consumer spending on six different items in Germany, Italy, France and Britain.
It is clear that British people spent significantly more money than people in the other three countries on all six goods. Of the six items,
consumers spent the most money on photographic film.
People in Britain spent just over 170,000 on photographic film, which is the highest figure shown on the chart. By contrast, Germans were
the lowest overall spenders, with roughly the same figures (just under 150,000) for each of the six products.
The figures for spending on toys were the same in both France and Italy, at nearly 160,000. However, while French people spent more
than Italians on photographic film and CDs, Italians paid out more for personal stereos, tennis racquets and perfumes. The amount spent
by French people on tennis racquets, around 145,000, is the lowest figure shown on the chart.
Note:
- I tried to keep the essay short (154 words) by selecting carefully.
- It's difficult to change spend, but I used spending, spenders and paid out.
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Thursday, June 09, 2011

IELTS Writing Task 1: selecting

The following bar chart has a total of 24 bars. It's impossible to describe 24 pieces of information in only 20 minutes, so you need to select.

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A simple rule is to select at least one key thing about each country. Here are some examples:
Britain: highest spending on all 6 products, give the figure for photographic film.
France: second highest for 3 products, but lowest for the other 3.
Italy: Italians spent more money on toys than on any other product.
Germany: lowest spending overall, similar figures for all 6 products.
I'll write a full essay about this chart for next week.
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Thursday, June 02, 2011

IELTS Writing Task 1: house design essay

Here is my full essay for last week's question:
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.
We can see that the cool climate house has a high-angled roof, which allows sunlight to enter through the window. By contrast, the roof of
the warm climate house has a peak in the middle and roof overhangs to shade the windows. Insulation and thermal building materials are
used in cool climates to reduce heat loss, whereas insulation and reflective materials are used to keep the heat out in warm climates.
Finally, the cool climate house has one window which faces the direction of the sun, while the warm climate house has windows on two

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sides which are shaded from the sun. By opening the two windows at night, the house designed for warm climates can be ventilated.
(162 words, band 9)
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Thursday, May 26, 2011

IELTS Writing Task 1: always the same method

Students worry about how to describe diagrams, but the basic method is always the same: introduction, summary of main points, specific
details.
Look at the following question for example:
The diagrams below show some principles of house design for cool and for warm climates.

Although this question is different from the normal graph/chart questions, you should structure your answer in the same way. Try to write
4 paragraphs:
1.
2.
3.
4.

Introduction: paraphrase the question.

Summary: describe the main differences - the design of the roof and windows, and the use of insulation.
Details: compare the roof design and use of insulation.
Details: compare the window design and how windows are used during the day and at night.

I'll write the full essay for next week's lesson.

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Thursday, May 05, 2011

IELTS Writing Task 1: to, by, with, at

Several people have asked me to explain how to use to, by, with and at when describing numbers. Here are some examples to give you a
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basic idea of the differences:

1) Use to when describing what happened to the number:
In 2008, the rate of unemployment rose to 10%.
2) Use by when describing the amount of change between two numbers:
In 2009, the rate of unemployment fell by 2% (from 10% to 8%).
3) Use with to give the idea of 'having' the number:
Obama won the election with 52% of the vote.
4) Use at to add the number on the end of a sentence:
Unemployment reached its highest level in 2008, at 10%.
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Thursday, April 28, 2011

IELTS Writing Task 1: the 'overview'

If you want to get a high score for task 1, you must write an 'overview' of the information. An overview is a summary of the main points or
general trends.
How would you write an overview for this graph?

I try to write two sentences for my overview, so I look for two main points or trends. I don't usually mention any numbers because I save
them for my 'details' paragraphs.
Example overview:
It is clear that Canada exported more wheat than Australia and the European Community for most of the period shown. However, while
Canada's wheat exports fluctuated and Australia's fell, wheat exports from the European Community rose steadily.
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Thursday, April 21, 2011

IELTS Writing Task 1: common mistakes

Many students make the same mistakes when describing numbers. You must express numbers correctly if you want to get a high score.
Look at the graph below (thanks to Magi for sending it to me).
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What is wrong with these sentences?

1.
2.
3.
4.

In 1985, Canada was about 19 million tonnes.

Australia was lower, at 15 million tonnes of wheat exports.
In 1988, Canada increased by about 5 million tonnes of wheat exports.
Australia exported about 11 millions of tonnes of wheat in 1990.

What big mistake in the first 3 sentences has not been made in the 4th sentence?
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Thursday, April 14, 2011

IELTS Writing Task 1: 'water cycle' essay

Several people have asked me for the full essay for this question, so here it is!
The diagram below shows the water cycle, which is the continuous movement of water on, above and below the
surface of the Earth.

The picture illustrates the way in which water passes from ocean to air to land during the natural process known as the water cycle.
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Three main stages are shown on the diagram. Ocean water evaporates, falls as rain, and eventually runs back into the oceans again.
Beginning at the evaporation stage, we can see that 80% 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. At the second stage, labelled precipitation on the diagram, water falls as rain or
snow.
At the third stage in the cycle, rainwater may take various paths. Some of it may fall into lakes or return to the oceans via surface runoff.
Otherwise, rainwater may filter through the ground, reaching the impervious layer of the earth. Salt water intrusion is shown to take place
just before groundwater passes into the oceans to complete the cycle.
(156 words, band 9)
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Thursday, April 07, 2011

IELTS Writing Task 1: pie chart

The pie chart below shows how electricity is used in an average English home.
(Cambridge IELTS 4, page 54)

Fill the gaps using words from the following list.

appliances
remaining
account
proportion
for
largest
household
In an average English home, the ______ ______ of electricity, 52.5%, is used for heating rooms and water.
Three kitchen ______, namely ovens, kettles and washing machines, ______ ______ 17.5% of ______ electricity use.
The ______ 30% of electricity is used for lighting, televisions and radios (15%), and vacuum cleaners, food mixers and electric tools (15%).
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Thursday, March 31, 2011

IELTS Writing Task 1: 'building plans' essay

Here is my full essay for last week's question.
Click here to see the question
The first picture shows the layout of an art gallery, and the second shows some proposed changes to the gallery space.
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It 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 exhibitions.
At present, visitors enter the gallery through doors which lead into a lobby. However, the plan is to move the entrance to the Parkinson
Court side of the building, and visitors will walk straight into the exhibition area. In place of the lobby and office areas, which are shown on
the existing plan, the new gallery plan shows an education area and a small storage area.
The permanent exhibition 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 exhibitions. There will also be a new room for special exhibitions. This room is shown in red on the existing plan
and is not currently part of the gallery.
(178 words, band 9)
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Thursday, March 24, 2011

IELTS Writing Task 1: 'before and after' diagram

Several students have asked for help with the following type of question.
The diagrams below are existing and proposed floor plans for the redevelopment of an art gallery.
(click on the diagram to enlarge it)

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Here's my advice:
1.
2.
3.
4.

Introduction: paraphrase the question

Summary: the main changes to the gallery (entrance and use of space)
Paragraph comparing entrance, lobby, office, education area
Paragraph comparing use of space for exhibitions

I'll show you my full essay for this diagram next week.
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Thursday, March 17, 2011

IELTS Writing Task 1: line graph

The graph below shows the demand for electricity in England during typical days in winter and summer. (Cambridge IELTS 4, page 54)

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Fill the gaps below using words from the following list:
demand (x2)
lowest
at (x2)
in
highest
consumption (x2)
peaks
twice
1. The daily ______ of electricity in England is about ______ as high in the winter compared to the summer.
2. During the winter, ______ for electricity ______ ______ around 45,000 units between 9 p.m. and 10 p.m.
3. During the summer, ______ of electricity is at its ______, at about 20,000 units, between 1 p.m. and 2 p.m.
4. ______ for electricity is ______ its ______ between 6 a.m. and 9 a.m. ______ both seasons.
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Thursday, March 10, 2011

IELTS Writing Task 1: 'natural process' diagram

Some of my students are working on the following question:
The diagram below shows the water cycle, which is the continuous movement of water on, above and below the
surface of the Earth.

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Here are some tips:

1. Introduction: Paraphrase the question. You could use the words 'natural process'.
2. Summary: Say how many steps there are, and mention the first and last steps. You can choose where the cycle begins, but I'd start
from the ocean.
3. Details (2 paragraphs): Describe the process step by step. You don't have to mention every word shown on the diagram, so don't
worry if you don't understand 'salt water intrusion'.
4. No conclusion: It's a description, so there is nothing to conclude.
Note:
Verbs will be active, not passive e.g. "water evaporates", not "water is evaporated".
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Thursday, March 03, 2011

IELTS Writing Task 1: 'table' essay

The table below gives information about the underground railway systems in six cities.

Full essay (band 9):

The table shows data about the underground rail networks in six major cities.
The table compares the six networks in terms of their age, size and the number of people who use them each year. It is clear that the three
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oldest underground systems are larger and serve significantly more passengers than the newer systems.
The London underground is the oldest system, having opened in 1863. It is also the largest system, with 394 kilometres of route. The
second largest system, in Paris, is only about half the size of the London underground, with 199 kilometres of route. However, it serves
more people per year. While only third in terms of size, the Tokyo system is easily the most used, with 1927 million passengers per year.
Of the three newer networks, the Washington DC underground is the most extensive, with 126 kilometres of route, compared to only 11
kilometres and 28 kilometres for the Kyoto and Los Angeles systems. The Los Angeles network is the newest, having opened in 2001, while
the Kyoto network is the smallest and serves only 45 million passengers per year.
(185 words)
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Thursday, February 17, 2011

IELTS Writing Task 1: active & passive for processes

When describing a process, verbs may be 'active' or 'passive'.
Active: A chicken lays an egg.
Passive: An egg is laid (by a chicken).
We often use the active to describe a natural process and the passive to describe a man-made process. The sentences below come from this
lesson. I've underlined the active and passive verbs.
Life cycle (natural process):
The adult moth lays its eggs.
The silkworm larva produces silk thread.
Production of silk cloth (man-made process):
The cocoon is boiled in water.
The silk thread is unwound, twisted and then dyed.
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Thursday, January 13, 2011

IELTS Writing Task 1: 'consumer durables' table

Yesterday I looked at the following question with my students.
The table below shows the consumer durables owned in Britain from 1972 to 1983.

Here's our essay plan:

1. Introduction: paraphrase the question
2. Overview: highest = TV, biggest change = telephone and central heating
3. Describe figures for the 4 items with highest percentages

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4. Describe figures for the 4 items with lowest percentages

We did paragraph 3 as an example:
In 1972, 93% of British homes had a television, and this increased to 98% in 1983. The majority of homes also had a vacuum cleaner and a
refrigerator. These consumer durables were owned by over 90% of households by the end of the period. Washing machines were the fourth
most common item, with 66% of households owning one in 1972, rising to 80% of households in 1983.
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Thursday, January 06, 2011

IELTS Writing Task 1: comparisons

Yesterday I looked at this question with my students. When describing a line graph:
- Do not describe each line separately.
- You must compare the figures.
Here is an example of how to compare the 4 lines for the year 1990:
In 1990, almost 90% of 14 to 24 year olds went to the cinema at least once a year. Cinema attendance was about 30% lower than this among
people aged 25 to 34 and 35 to 49, while the figure for those aged over 50 was the lowest, at only 40%.
If you can write comparisons like this, you will get a very high score. Try using my comparison as a model to help you compare the figures
for 2010.
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Thursday, December 16, 2010

IELTS Writing Task 1: describing steps

For process diagrams, you will need to describe each step in order.
Click here to see an example process diagram.
Here are my 2 main paragraphs describing the steps:
At 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
mixed with sand and water. After that, the clay can be shaped into bricks in two ways: either it is put in a mould, or a wire cutter is used.
At the fourth stage in the process, the clay bricks are placed in a drying oven for one to two days. Next, the bricks are heated in a kiln at a
moderate temperature (200 - 900 degrees Celsius) and then at a high temperature (up to 1300 degrees), before spending two to three days
in a cooling chamber. Finally, the finished bricks are packaged and delivered.
Note:
Look at the use of passive verbs e.g. is dug, can be shaped, are placed.
I divided the stages into 2 paragraphs to make the essay easier to read.
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Thursday, December 09, 2010

IELTS Writing Task 1: process diagrams

Here is some advice for describing a process diagram. The question I'm using comes from Cambridge IELTS 6. It's also on this website (go
down the page to test 3).
Advice:
1. Introduction: paraphrase the question (one sentence).
2. Summary paragraph: write how many steps there are. You could also mention the first step and the last step (two sentences).
3. Details: describe each step in the diagrams.

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Introduction and summary paragraphs:

The figures illustrate the stages in the life of a silkworm and the process of producing silk cloth.
There are four main stages in the life cycle of the silkworm, from eggs to adult moth. The process of silk cloth production involves six steps,
from silkworm cocoon to silk material.
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ielts-simon.com
Daily Lessons with Simon, ex-IELTS examiner
Thursday, December 02, 2010

IELTS Writing Task 1: four pie charts essay

Here is my full essay for a question about 4 pie charts.
Cambridge IELTS book 7, page 101:
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 1980 to 2000 in both Australia and France. While the totals for both
countries were similar, there were big differences in the fuel sources used.
Coal was used to produce 50 of the total 100 units of electricity in Australia in 1980, rising to 130 out of 170 units in 2000. By
contrast, nuclear power became the most important fuel source in France in 2000, producing almost 75% of the countrys
electricity.
Australia depended on hydro power for just under 25% of its electricity in both years, but the amount of electricity produced
using this type of power fell from 5 to only 2 units in France. Oil, on the other hand, remained a relatively important fuel
source in France, but its use declined in Australia. Both countries relied on natural gas for electricity production significantly
more in 1980 than in 2000.
(170 words)
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Thursday, November 25, 2010

IELTS Writing Task 1: pie charts are easy!

A lot of people seem to be worried about pie charts. Here are some questions to get you thinking about how to describe them:
1.
2.
3.
4.

What does a pie chart always show?

Are pie charts used for comparing?
Do pie charts show changes (increase, decrease)?
What verb tense would you use to describe pie charts?

Feel free to answer these questions in the "comments" area below. I'll add my answers tomorrow.
PS. There could be more than one answer to some of the questions.
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Thursday, November 18, 2010

IELTS Writing Task 1: two different charts

Sometimes you are given two different charts e.g. a line graph and a bar chart, or a bar chart and a pie chart.
How to describe two different charts in 4 paragraphs:
1. Mention each chart in the introduction. Sometimes it's easier to write a sentence for each.

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2. Describe the main feature of each chart. If there is a connection between the charts, describe it.
3. Describe the first chart.
4. Describe the second chart.
Find Cambridge IELTS 4, page 54, which shows a line graph and a pie chart.
Click here to see a website that has a copy of this question.
Here is my introduction and summary paragraph for the above question:
The line graph compares daily electricity consumption in England during the winter and summer, while the pie chart shows
information about the different uses of this electricity in an average English household.
It is clear that English homes use around double the amount of electricity in the winter compared to the summer. Throughout
the year, just over half of the electricity consumed by English households is used for heating rooms and water.
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Thursday, November 04, 2010

IELTS Writing Task 1: sample essay (migration)

Read my full essay for the chart below. How have I organised the information? What language have I used to explain
changes and to make comparisons?

Full essay (159 words):

The chart gives information about UK immigration, emigration and net migration between 1999 and 2008.
Both immigration and emigration rates rose over the period shown, but the figures for immigration were significantly higher.
Net migration peaked in 2004 and 2007.
In 1999, over 450,000 people came to live in the UK, while the number of people who emigrated stood at just under 300,000.
The figure for net migration was around 160,000, and it remained at a similar level until 2003. From 1999 to 2004, the
immigration rate rose by nearly 150,000 people, but there was a much smaller rise in emigration. Net migration peaked at
almost 250,000 people in 2004.

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After 2004, the rate of immigration remained high, but the number of people emigrating fluctuated. Emigration fell suddenly
in 2007, before peaking at about 420,000 people in 2008. As a result, the net migration figure rose to around 240,000 in
2007, but fell back to around 160,000 in 2008.
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Thursday, October 28, 2010

IELTS Writing Task 1: look at the chart first

A good piece of advice for IELTS writing task 1: look at the chart/graph/picture before you read the question.
Sometimes the question contains words that you don't know, and this can cause you to panic. But you don't really need to
understand the question if you already understand the chart.
If you understand the chart below, you will understand any IELTS chart, graph or picture! Feel free to explain this chart in
the "comments" area.

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Thursday, October 14, 2010

IELTS Writing Task 1: bar charts essay

Here is my full essay for last week's bar chart question. Study the essay carefully to see which details I selected for each
paragraph. Notice that I describe the two science bar charts in the same paragraph.
Click here to see the question
The three bar charts show average years of schooling, numbers of scientists and technicians, and research and development
spending in developing and developed countries. Figures are given for 1980 and 1990.
It is clear from the charts that the figures for developed countries are much higher than those for developing nations. Also,
the charts show an overall increase in participation in education and science from 1980 to 1990.
People in developing nations attended school for an average of around 3 years, with only a slight increase in years of

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schooling from 1980 to 1990. On the other hand, the figure for industrialised countries rose from nearly 9 years of schooling
in 1980 to nearly 11 years in 1990.
From 1980 to 1990, the number of scientists and technicians in industrialised countries almost doubled to about 70 per 1000
people. Spending on research and development also saw rapid growth in these countries, reaching $350 billion in 1990. By
contrast, the number of science workers in developing countries remained below 20 per 1000 people, and research spending
fell from about $50 billion to only $25 billion.
(187 words)
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Thursday, October 07, 2010

IELTS Writing Task 1: more than one chart

Look at the following bar charts, taken from Cambridge IELTS 3, page 73.
The charts below show the levels of participation in education and science in developing and
industrialised countries in 1980 and 1990.

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Advice for band 7 or higher:

You must give an overview of the information. This means that you need to find an overall trend that connects all 3 charts.
Can you find any overall trends? Feel free to discuss your ideas in the "comments" area. I'll tell you what I think tomorrow.
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Thursday, September 30, 2010

IELTS Writing Task 1: more than one chart

How do you answer a task 1 question that has more than one chart or graph?
Here's my advice:
Introduction
Write your introduction in the usual way: paraphrase the question. For this kind of question, it's easier to write 2 sentences
e.g. "The first chart illustrates... The second chart shows..."
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Summary
Write a paragraph describing the main points. If possible, try to summarise all of the information, rather than writing a
separate summary for each chart. Look for a topic or trend that links the charts.
Details
Describe each chart separately. Just write a short paragraph about each chart. Choose the most important information from
each one.
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Thursday, September 16, 2010

IELTS Writing Task 1: process diagram essay

Last week I suggested an essay structure for the following question:
The diagram below shows how the Australian Bureau of Meteorology collects up-to-the-minute
information on the weather in order to produce reliable forecasts.

Here is my full essay (170 words):

The figure illustrates the process used by the Australian Bureau of Meteorology to forecast the weather.

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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.
Looking at the first and second stages of the process, there are three ways of collecting weather data and three ways of
analysing it. Firstly, 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. Secondly, incoming
information may be collected directly by radar and analysed on a radar screen or synoptic chart. Finally, drifting buoys also
receive data which can be shown on a synoptic chart.
At the third stage of the process, the weather broadcast is prepared on computers. Finally, it is delivered to the public on
television, on the radio, or as a recorded telephone announcement.
Note:
I've also sent a full essay version of yesterday's task 2 lesson to everyone who has bought the ebook.
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Thursday, September 09, 2010

IELTS Writing Task 1: process diagram

A 'process diagram' is any diagram that shows steps or stages in a process. Many students worry about this type of question,
but they are really quite easy if you know what to do.
Look at the following example from Cambridge IELTS 1, page 51:
The diagram below shows how the Australian Bureau of Meteorology collects up-to-the-minute
information on the weather in order to produce reliable forecasts.

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Here are some tips for describing this diagram:

1.
2.
3.
4.

Introduction: rewrite the question in a different way

Summary: say that there are 4 steps, and briefly mention each one
Main body: describe steps 1 and 2
Main body: describe steps 3 and 4

I'll show you my full essay next week.

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Thursday, August 26, 2010

IELTS Writing Task 1: full essay

The essay below is 151 words long. I've tried to make it as simple as possible, but it's still good enough to get a band 9.

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The line graph compares the percentage of people in three countries who used the Internet between 1999 and 2009.
It is clear that the proportion of the population who used the Internet increased in each country over the period shown.
Overall, a much larger percentage of Canadians and Americans had access to the Internet in comparison with Mexicans, and
Canada experienced the fastest growth in Internet usage.
In 1999, the proportion of people using the Internet in the USA was about 20%. The figures for Canada and Mexico were
lower, at about 10% and 5% respectively. In 2005, Internet usage in both the USA and Canada rose to around 70% of the
population, while the figure for Mexico reached just over 25%.
By 2009, the percentage of Internet users was highest in Canada. Almost 100% of Canadians used the Internet, compared to
about 80% of Americans and only 40% of Mexicans.
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Thursday, August 19, 2010

IELTS Writing Task 1: easy verbs

For IELTS writing task 1, don't worry about using "difficult" verbs or verb tenses. Forget about continuous and perfect tenses;
just use present or past simple.

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Fill the gaps in the graph description with the past simple verbs below.
In 1999, the proportion of people using the Internet in the USA ______ about 20%. The figures for Canada and Mexico
______ lower, at about 10% and 5% respectively. In 2005, Internet usage in both the USA and Canada ______ around 70%
of the population, while the figure for Mexico ______ just over 25%.
By 2009, the percentage of Internet users ______ highest in Canada. Almost 100% of Canadians ______ the Internet,
compared to about 80% of Americans and only 40% of Mexicans.
Verbs:
rose to, were, used, reached, was (x2)
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Thursday, August 12, 2010

IELTS Writing Task 1: graph trends

After your introduction (see last week's lesson), you should write a general summary of the information in the graph, chart
etc.
For graphs that show time periods (years, months etc.):
Look for the overall trend from left to right on the graph. Is there a change from the first year to the last year?
Do the lines on the graph follow a similar trend, or can you see any differences?

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In the paragraph below, I describe the overall trend for all 3 countries. Then I point out a clear difference in the trends for 2
countries.
Summary of trends:
It is clear from the graph that the proportion of people who use the Internet increased in each country over the period shown.
Overall, Mexico had the lowest percentage of Internet users, while Canada experienced the fastest growth in Internet usage.
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Thursday, August 05, 2010

IELTS Writing Task 1: how to write an introduction

The introduction to an IELTS writing task 1 essay should explain what the chart/graph shows. To do this, just paraphrase the
question (rewrite it in your own words).
Here is an example description from an IELTS Task 1 question:
The graph below shows the proportion of the population aged 65 and over between 1940 and 2040 in three
different countries.
By rewriting this description with a few changes, I can quickly create a good introduction:
The line graph compares the percentage of people aged 65 or more in three countries over a period of 100
years.
If you practise this technique, you will be able to write task 1 introductions very quickly. You will be able to start the writing
test quickly and confidently.
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Thursday, July 15, 2010

IELTS Writing Task 1: describe a map

According to some students, 'map' questions have been popular in recent IELTS exams. There are 2 types of map:
1. A map that shows a comparison (see this lesson)
2. A map that shows development of an area.
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For a good example of the second type of map, have a look at this question from Cambridge IELTS book 1 (go down to page
91), or look at the same map here.
To help you think about how to describe the map, answer these questions:
1.
2.
3.
4.

How could you paraphrase "the map shows the development of the village"?
How many periods of development are shown, and which period saw the most development?
What is the relationship between transport and the growth of the village?
How could you group the information in order to write two 'specific details' paragraphs?

I'll give you my answers to these questions tomorrow, and I'll write the full essay for next week.
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Thursday, July 08, 2010

IELTS Essay Correction: July only

Many students have asked me to check their IELTS essays. For July only, I can offer this service, but I'm afraid it will not be
free.
For 20 I will give you a score and some advice. I will also correct your mistakes.
For 10 I will give you a score and some advice (a short comment).
The prices above are for one essay (either task 1 or task 2). If you send me two essays, the price will be double.
So, if you want to check your writing progress, here's what you need to do:
1. Send me one essay (task 1 or task 2) by email. Put the essay in the email, not as an attachment. Tell me whether you want
the 10 or 20 service.
2. I will send you an email with a link to pay me using PayPal.
3. When I receive the payment I will check your essay. I will try to return your essay the next day.
Hopefully, by using the website, the ebook, and now the essay correction service, you can make real progress with your
writing this month.
If you have any questions, use the "comments" area below. To send an essay, email me at [email protected].
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Thursday, June 03, 2010

IELTS Writing Task 1: general to specific

My IELTS Writing Task 1 essays follow a "general to specific" structure.
The introduction is the most general part of the essay; it simply tells the reader what the graph is about.
Then I write a paragraph about the main points or a general trend.
Finally, I write 2 paragraphs describing specific facts or figures.
I don't write a conclusion because I have already summarised the information in paragraph 2.
Look at the graph below. First, make sure you understand it. Then look for a general trend. Finally, select specific points on
the graph to describe in detail.

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Wednesday, September 23, 2009

IELTS Academic Writing Task 1

The IELTS Writing Test should start at 11.45am, after the Reading Test. There are 2 parts to the Writing Test, and you have a
total of 60 minutes to complete them.
You should spend 20 minutes doing IELTS Writing Task 1. You must write 150 words or more. You will have to describe a
graph, chart, table, diagram or map.
The good news is that you can quickly learn how to write a Task 1 essay. I'll make sure you know exactly what to do in the
exam.
We'll work on these areas:
How to structure a good Task 1 essay.
How to decide what information to include in your description.
The words, phrases and grammatical structures for describing graphs, charts, tables, diagrams and maps.
By using the right techniques, you can write the kind of essay that examiners like.
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Thursday, October 16, 2014

IELTS Writing Task 1: verbs

Fill the gaps in the following sentences with suitable verbs.
1.
2.
3.
4.
5.

In 1995, people in the UK ______ around 72 billion minutes of local phone calls.
They ______ about half this amount of time making national or international calls.
In the same year, less than 5 billion minutes of mobile calls ______ made.
National and international calls ______ a high point of around 61 billion minutes in 2002.
The time spent on mobiles ______ from 15 billion minutes in 1999 to 45 billion in 2002.

Note: these sentences refer to a bar chart in Cambridge IELTS book 9.

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Thursday, October 09, 2014

IELTS Writing Task 1: pie charts essay

Here's my full essay for the 3 pie charts question that we've been looking at over the last two weeks:
The pie charts compare the expenditure of a school in the UK in three different years over a 20-year period.
It is clear that teachers salaries made up the largest proportion of the schools spending in all three years (1981, 1991 and
2001). By contrast, insurance was the smallest cost in each year.
In 1981, 40% of the schools budget went on teachers salaries. This figure rose to 50% in 1991, but fell again by 5% in 2001.
The proportion of spending on other workers wages fell steadily over the 20-year period, from 28% of the budget in 1981 to
only 15% in 2001.
Expenditure on insurance stood at only 2% of the total in 1981, but reached 8% in 2001. Finally, the percentages for resources
and furniture/equipment fluctuated. The figure for resources was highest in 1991, at 20%, and the proportion of spending on
furniture and equipment reached its peak in 2001, at 23%.
(158 words, band 9)
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Thursday, October 02, 2014

IELTS Writing Task 1: 'details' paragraphs

Last week I asked you to think about how to divide the information from 3 pie charts into 2 groups in order to write 2 'details'
paragraphs (click here to see the pie charts again).
Here are two paragraphs that I wrote with my students:
In 1981, 40% of the schools budget went on teachers salaries. This figure rose to 50% in 1991, but fell again by 5% in 2001.
The proportion of spending on other workers wages fell steadily over the 20-year period, from 28% of the budget in 1981 to
only 15% in 2001.
Expenditure on insurance stood at only 2% of the total in 1981, but reached 8% in 2001. Finally, the percentages for resources
and furniture/equipment fluctuated. The figure for resources was highest in 1991, at 20%, and the proportion of spending on
furniture and equipment reached its peak in 2001, at 23%.
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Analysis:
You can see that I chose to put the two types of salaries together in one paragraph, and the other three categories together in
the second paragraph. There are other ways to divide the information, but this seemed the most obvious way to me.
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Thursday, September 25, 2014

IELTS Writing Task 1: 'details' paragraphs

If you've read my task 1 lessons, you'll know that I always write 4 paragraphs:
1. Introduction - paraphrase the question
2. Overview - describe 2 main or general things
3. Details
4. Details
Let's forget the introduction and overview for the moment, and focus on the two 'details' paragraphs. Why do we need two
paragraphs?
The answer is that this encourages you to divide the information into 2 groups, and hopefully this means that your essay will
be better organised and you'll make some useful comparisons.
Click here to see 3 pie charts (taken from Cambridge book 8). Thinking about the 'details' paragraphs only, how would you
divide the information into 2 groups?
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Thursday, September 18, 2014

IELTS Writing Task 1: variety

In a comment below last week's lesson, Lynn pointed out that my essay contained some good paraphrasing.
Instead of the phrase "the numbers of residents cycling to work", I wrote:
the numbers of people who cycled to work
the number of UK commuters who travelled to work by bicycle
the number of cycling commuters
...residents commuted by bicycle
this figure
total numbers of cycling commuters
figures for
It doesn't matter that I often repeated the word 'number' (it's normal to repeat this word in English). What the examiner will
notice is that I am able to express "residents cycling to work" in a variety of ways. Doing this is harder than it looks!
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Thursday, September 11, 2014

IELTS Writing Task 1: table essay

Here's my full essay, which follows the plan in last week's lesson.
The table below shows changes in the numbers of residents cycling to work in different areas of the UK
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between 2001 and 2011.

The table compares the numbers of people who cycled to work in twelve areas of the UK in the years 2001 and 2011.
Overall, the number of UK commuters who travelled to work by bicycle rose considerably over the 10-year period. Inner
London had by far the highest number of cycling commuters in both years.
In 2001, well over 43 thousand residents of inner London commuted by bicycle, and this figure rose to more than 106
thousand in 2011, an increase of 144%. By contrast, although outer London had the second highest number of cycling
commuters in each year, the percentage change, at only 45%, was the lowest of the twelve areas shown in the table.
Brighton and Hove saw the second biggest increase (109%) in the number of residents cycling to work, but Bristol was the
UKs second city in terms of total numbers of cycling commuters, with 8,108 in 2001 and 15,768 in 2011. Figures for the other
eight areas were below the 10 thousand mark in both years.
(172 words, band 9)
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Thursday, September 04, 2014

IELTS Writing Task 1: choosing the numbers

In last week's lesson, I asked which numbers we should choose for a description of the table below.
The table below shows changes in the numbers of residents cycling to work in different areas of the UK
between 2001 and 2011.

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Here are my choices:

Introduction
Don't mention any numbers here.
Overview
Don't mention any numbers; just describe the main features / overall trend.
Paragraph 3
A description (and comparison) of the figures for Inner London and Outer London would probably be enough for this
paragraph.
Paragraph 4
Maybe mention Brighton and Hove as the only area outside Inner London with a percentage change above 100%. We could
also highlight Bristol as the second city in terms of cycling numbers. Finish with a general statement about the other areas
(e.g. all below 10,000 residents cycling to work).
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Thursday, August 28, 2014

IELTS Writing Task 1: too many numbers!

Students often find it difficult to describe tables with lots of numbers.
The table below contains 36 numbers. We can't describe all of them, so which ones should we choose? How many numbers do
we need to include?
...
The table below shows changes in the numbers of residents cycling to work in different areas of the UK
between 2001 and 2011.

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...
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Thursday, August 21, 2014

IELTS Writing Task 1: two different charts

From Simon: I've been busy moving house today, which is why this lesson is so late!

Question: How should you structure your task 1 report if the question shows two different charts (e.g. a line graph and a pie
chart)?
Answer: It's easy. Just follow the 4-paragraph structure below:
1.
2.
3.
4.

Introduction - say what each chart shows (one or two sentences)

Overview - write one sentence about each chart, describing it's main feature
Describe the first chart in detail
Describe the second chart in detail

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Saturday, August 16, 2014

IELTS Vocabulary: soar, rocket, plummet

In Thursday's lesson I suggested that you should avoid using words like soar, rocket and plummet when describing changes
on a graph or chart. I explained that these words exaggerate too much, and that they are not 'academic'.
But someone asked this sensible question:
How can we get a high score for lexical resource (vocabulary) if we only use common words like 'increase', 'rise' and 'fall'?
The quick answer is that it's better to use 'less common vocabulary' for other aspects of your description. If you analyse this
band 9 essay, you'll see that I used common words like rose, decreased, reaching and dropped to describe changes, but I
managed to use 'less common vocabulary' for other aspects of my description e.g. global turnover, devices, namely, platform.
I'll explain more about how to get a high vocabulary score tomorrow.
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Thursday, August 14, 2014

IELTS Writing Task 1: nouns and verbs

When describing changes I prefer to avoid words like soar, rocket and plummet because they are too "sensationalist" - they
exaggerate too much, and are more journalistic than academic in style.
Instead, we can demonstrate good control of grammar by using words like increase, rise and fall as both nouns and verbs:
- London saw a significant increase in the cost of homes. (noun)
- The cost of homes in London increased significantly. (verb)
- There was a rise in house prices between 1990 and 1995. (noun)
- House prices rose between 1990 and 1995. (verb)
- There was a 7% fall in the average house price in Tokyo. (noun)
- The average Tokyo house price fell by 7%. (verb)
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Thursday, August 07, 2014

IELTS Writing Task 1: real statistics

A good place to find 'real' descriptions of graphs and charts is a government statistics website like this one for the UK. If you
click on the different themes, you'll see graphs, charts and written summaries of recent statistics for the country.
Here's an example summary from the website:
The employment rate for those aged from 16 to 64 for the three months to June 2012 was 71.0 per cent. This is the highest
figure since the three months to May 2009 and it is up 0.4 percentage points on the previous quarter. The number of people
in employment aged 16 and over increased by 201,000 on the quarter to reach 29.48 million, the largest quarterly increase
since the three months to July 2010. The number of people in employment was 96,000 lower than the pre-recession peak of
29.57 million recorded for March-May 2008.
Note:
I've underlined the verbs in the paragraph above. Notice that we tend to use 'easy' verbs when describing statistics.
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Thursday, July 24, 2014

IELTS Writing Task 1: describing details

Here are my two "details" paragraphs for the question that I started in last week's lesson. Notice that I only mention three of
the years, but I make lots of comparisons between the four groups of people.
Fill the gaps to complete my description:
In 1993, around 18% of English 16 to 24-year-olds living _____ London were unemployed, but the figure for those living in
the capital was 5% higher, at 22%. Similarly, the overall adult unemployment rate in London, at 14%, was 4% higher than the
rate in the rest of England. While levels of joblessness fell significantly over the _____ 10 years, the trend for higher levels in
London and among young adults _____.
Young adult unemployment in England rose _____ between 2002 and 2012, from 12% to 21% outside London, and from
around 15% to a _____ of 25% in the capital. By contrast, the proportions of all adults without work _____ below 10%, both
in London and in the rest of the country.
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Thursday, July 17, 2014

IELTS Writing Task 1: introduction and overview

Let's look at an introduction and overview for the line graph below.
The graph below shows changes in young adult unemployment rates in England between 1993 and 2012.

Introduction and overview paragraphs:

The line graph compares levels of unemployment among 16 to 24-year-olds with overall unemployment figures over a period
of 20 years in England.
It is clear that the proportion of young adults who were unemployed at any time between 1993 and 2012 was significantly
higher than the overall proportion of adults without work. Unemployment rates for both groups of adults were consistently
higher in London than in the rest of England.
Analysis:
Can you see examples of paraphrasing in my introduction? Can you see which two main points I chose for my overview?
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Thursday, July 10, 2014

IELTS Writing Task 1: line graph

We haven't looked at a line graph for a while, so let's try describing the one shown below.
The graph below shows changes in young adult unemployment rates in England between 1993 and 2012.

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(Click on the graph to make it bigger)

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Thursday, July 03, 2014

IELTS Writing Task 1: shows, compares, illustrates

I often meet students who have learnt ten different ways to paraphrase "the graph shows". If you look in a dictionary, you'll
find many synonyms for the word "show" (e.g. display, exhibit, parade, depict, convey). But is it a good idea to use these
synonyms?
The answer is no.
First, most synonyms of the word "show" are not appropriate for descriptions of a graph or chart. The phrase "the graph
exhibits" will look very strange to the examiner. Second, if you learn ten synonyms, you'll probably waste time deciding which
one to use.
I tell my students to remember just two synonyms for "shows": compares and illustrates (e.g. the bar chart compares; the
diagram illustrates). It won't help your score if you use a strange synonym that you found in a dictionary.
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Thursday, June 26, 2014

IELTS Writing Task 1: fill the gaps

The following sentences describe the bar chart on page 51 of Cambridge IELTS book 2. What words would you use to fill the
gaps?
1.
2.
3.
4.
5.
6.

The chart compares the _____ of hours of free time that men and women had between 1998 and 1999.
It is _____ that men enjoyed more leisure time than women.
Unemployed males had just _____ 80 hours of leisure time per week.
The figures for retired men and women were exactly the same as _____ for the unemployed.
Housewives enjoyed the next highest _____ of spare time.
Part-time working women enjoyed only 3 extra hours of leisure _____ to those who worked full-time.

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Thursday, June 19, 2014
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IELTS Writing Task 1: make a list of collocations

Collocations (explained in more detail in this lesson) are groups of words that are often found together.
I'm sure you already know several common collocations for writing task 1 (e.g. a significant rise, reach a peak), but why not
make a list of as many as possible? Let's start the list by looking through my recent task 1 lessons.
Collocations for any topic:
distinct stages
final steps
at the... stage
a significant rise
over a/the period
Collocations for specific topics:
produce electricity
the capture of energy
take energy, convert energy
global turnover
sales figures, worldwide sales
See if you can add to the list. I'll give you some more advice about collocations this weekend.
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Thursday, June 12, 2014

IELTS Writing Task 1: 'solar panel' process

Here's my full report for the solar panel process diagram:
The picture illustrates the process of producing electricity in a home using solar panels.
It is clear that there are five distinct stages in this process, beginning with the capture of energy from sunlight. The final two
steps show how domestic electricity is connected to the external power supply.
At the first stage in the process, solar panels on the roof of a normal house take energy from the sun and convert it into DC
current. Next, this current is passed to an inverter, which changes it to AC current and regulates the supply of electricity. At
stage three, electricity is supplied to the home from an electrical panel.
At the fourth step shown on the diagram, a utility meter in the home is responsible for sending any extra electric power
outside the house into the grid. Finally, if the solar panels do not provide enough energy for the household, electricity will
flow from the utility grid into the home through the meter.
Note:
I've underlined examples of the two language features that make process diagram descriptions special: 'steps' language, and
passive verbs.
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Thursday, June 05, 2014

IELTS Writing Task 1: process diagram

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Last week I showed you the following question.

The diagram below shows how solar panels can be used to provide electricity for domestic use.

Let's start by writing the first two paragraphs: the introduction and overview. We'll look at the 'details' paragraphs next week.
Introduction: paraphrase the question as usual
The picture illustrates the process of producing electricity in a home using solar panels.
Overview: say two general things about the diagram
It is clear that there are five distinct stages in this process, beginning with the capture of energy from sunlight. The final two
steps show how domestic electricity is connected to the external power supply.
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Thursday, May 29, 2014

IELTS Writing Task 1: how something works

A diagram showing how something works is a type of 'process diagram'. Here's an example:
The diagram below shows how solar panels can be used to provide electricity for domestic use.

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(Click on image to enlarge. Source: http://www.easyassolar.com.au/solar-power-2/)

For tips about writing a 'process diagram' report, go to this lesson.

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Thursday, May 22, 2014

IELTS Writing Task 1: essay analysis

Did you analyse the bar chart essay in last week's lesson?
For example, did you highlight the paraphrasing used in the introduction, or the two main points in the overview paragraph?
Did you note the words and phrases used to compare numbers or to describe changes in numbers?
It's not enough to simply read a model answer and understand it. You need to analyse it carefully, and use as much of it as
you can in your own work.
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Thursday, May 15, 2014

IELTS Writing Task 1: bar chart essay

Here's my full essay for last week's question:
The bar chart compares the turnover in dollars from sales of video games for four different platforms, namely mobile phones,
online, consoles and handheld devices, from 2000 to 2006.
It is clear that sales of games for three out of the four platforms rose each year, leading to a significant rise in total global
turnover over the 7-year period. Sales figures for handheld games were at least twice as high as those for any other platform
in almost every year.
In 2000, worldwide sales of handheld games stood at around $11 billion, while console games earned just under $6 billion.
No figures are given for mobile or online games in that year. Over the next 3 years, sales of handheld video games rose by
about $4 billion, but the figure for consoles decreased by $2 billion. Mobile phone and online games started to become
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popular, with sales reaching around $3 billion in 2003.

In 2006, sales of handheld, online and mobile games reached peaks of 17, 9 and 7 billion dollars respectively. By contrast,
turnover from console games dropped to its lowest point, at around $2.5 billion.
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Thursday, May 08, 2014

IELTS Writing Task 1: bar chart

The bar graph shows the global sales (in billions of dollars) of different types of digital games between
2000 and 2006.

Here's the first half of my model answer, the introduction and overview:
The bar chart compares the turnover in dollars from sales of video games for four different platforms, namely mobile phones,
online, consoles and handheld devices, from 2000 to 2006.
It is clear that sales of games for three out of the four platforms rose each year, leading to a significant rise in total global
turnover over the 7-year period. Sales figures for handheld games were at least twice as high as those for any other platform
in almost every year.
Note:
What examples of paraphrasing can you see in my introduction? Which two main points did I choose for my overview?
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Thursday, May 01, 2014

IELTS Writing Task 1: recent bar chart

The following question was used in a recent IELTS test. Thanks to Younes for remembering and sharing it.
The bar graph shows the global sales (in billions of dollars) of different types of digital games between
2000 and 2006.
...

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Things to consider:
- how you would paraphrase the question for your introduction
- what two things to include in your overview paragraph
- how to separate your description of details into two paragraphs
Note: click on the photo to see a larger version.

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