INTRODUCTION TO IELTS TASK 1

1. RUBIC OF IELTS TASK

Understanding the Rubric
WRITING TASK 1
You should spend about 20 minutes on this task.
The charts below give information about world spending and population.
Summarize the information by selecting and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.

The Task
Tasks involve reporting the data in a visual item or a collection of data such as a table.
The task is to write a report:
 Summarize the information in the visual or set of data:
 Select the main features
 Report the main features
 Make comparisons were relevant
 Spend about 20 minutes on the task
 Minimum 150 words to 165-170 words
Note:
Finish task one during the first 20 minutes of your writing test and then move on to task 2. Do
not swap!
The Answer Sheet
The first two pages of the IELTS writing answer sheet are dedicated to task one and have 30
lines. Although you may ask for extra sheets to write your answer in, it is not likely to become
necessary since the space you are already provided with is way more than sufficient.

2. IELTS ASSESSMENT CRITERIA

Every report is read four times by an examiner and each time, it will be marked on one of the
following criteria:
 Task Achievement (TA)
 Coherence and Cohesion (CC)
 Lexical Resource (LR)
 Grammatical Range and Accuracy (GRA)
Task Achievement (TA)
This criterion assesses how appropriately, accurately and relevantly the response fulfils the
requirements set out in the task, using the minimum of 150 words.
Academic Writing Task 1 is a writing task which has a defined input and a largely predictable
output. It is basically an information-transfer task which relates narrowly to the factual content
of the input data or diagram and NOT to speculated explanations that lie outside the provided
diagram or data.
The examiner has the following questions in mind when assessing this aspect of your report:
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 1. Have you summarized the information appropriately by selecting and properly reporting
the main features?
2. Have you made comparisons properly and sufficiently?
3. Have you provided overviews of the main trends/comparisons/stages?
4. Have you written a clear overview or summary for the report?
Coherence and Cohesion (CC)
This criterion is concerned with the overall clarity and fluency of the message: how the
response organizes and links information, ideas and language.
Coherence refers to the linking of ideas through logical sequencing.
Cohesion refers to the varied and appropriate use of cohesive devices (for example, logi cal
connectors, pronouns and conjunctions) to assist in making the conceptual and referential
relationships between and within sentences clear.
The examiner has the following questions in mind when assessing this aspect of your report:
1. Have you organized your information logically?
2. Is there an overall flow or progression in your report?
3. Have you used linkers correctly, properly and sufficiently?
4. Have pronouns been used correctly and do they have clear references?
5. Have you organized the text in paragraphs logically and sufficiently?
Lexical Resource (LR)
This criterion refers to the range of vocabulary the candidate has used and the accuracy and
appropriacy of that use in terms of the specific task.
The examiner takes the following points into account when assessing this aspect of your report:
1. Words
a. Range and flexibility
b. Level
c. Precision
d. Style
e. Collocation
2. Vocabulary mistakes
a. Spelling
b. Word choice
c. Word formation
Note: When evaluating mistakes, the effect each has on the reader and the intelligibility of your
report is taken into account.
Grammatical Range and Accuracy (GRA)
This criterion refers to the range and accurate use of the candidate’s grammatical resource as
manifested in the candidate’s writing at the sentence level.
The examiner has the following questions in mind when assessing this aspect of your report:
1. Have you used a variety of sentence structures?
2. How often have you used compound structures?
3. Mistakes
a. Grammar
b. Punctuation

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Note: When evaluating mistakes, the effect each has on the reader and the intelligibility of your
report is taken into account.
3. TYPES OF IELTS TASK 1
 Types of tasks according to chart form
You may be given a single visual or a combination of 2 or 3 different task types.
A. Line graphs
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B. Bar chart
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C. Pie-------------------
chart -------------------
D. Table

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e. Diagram

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F. Flowchart / Process

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 -------------------

-------------------

-------------------
G. Map

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 LESSON 1

THE INTRODUCTION OF IELTS TASK 1

Often the hardest part of writing anything is writing the introduction. If you have a
good technique for this, then the rest of the task is usually less difficult.
The first thing to note is that writing about visuals is not the same as writing an essay.
This means three things in particular:
1. You are not asked to discuss the information, but generally to “write a report
describing" the information.
2. It is not necessary to write an introduction like in an essay for this writing task
You are writing a report, which means that you do not b egin with a broad
general statement about the topic.
3. You do not need to write a conclusion which gives any kind of opinion about the
significance of the information.
I. STEPS TO BRAINSTORM:
There are three steps:
Step l: Identify the main idea behind the graph or table. This will be the focus of your
first sentence.
Step 2: Consider the details of what is being shown - the units of measurement and
the time frame - and decide how much you need to include.
Step 3: Consider the language to use -the introductory expressions, the tenses of the
verbs, the correct expressions of time and/ or measurement etc.
II. INTRODUCTORY EXPRESSIONS
 Introductory Expressions:
 The graph / table shows / indicates / illustrates / reveals / represents….
 The bar graph/pie chart/ line graph/table provides information about ...(+ what +
where+ when)...
 Warnings:
1. Avoid using the phrase: ‘according to the graph’. This is because the phrase
‘according to’ generally means that the information comes from another
person or source, and not from our own knowledge. (For example, ‘According to
the Handbook, you cannot take the exam more than once in three months.
According to my friend, the essay question is not too difficult.)
In the case of a graph or table that is shown, the information is there right in
front of you, the writer, and also the reader, and so you can both know it. That is,
it does not come from another source.
2. Note that the expressions ‘as can be seen from the graph’ or ‘as is shown/
illustrated by the table’ do not contain the dummy subject ‘it’. Avoid these
expressions if you think you are going to forget this unusual grammar.
3. The word ‘presents’ is best avoided, since it requires a sophisticated summarizing
noun to follow. For example: The graph presents an overview of the population
growth of Alia in the last 20 years.
III. PARAPHRASING THE QUESTION PROMPT
In order to change the prompt one of or all the following methods can be used:
1.Substitutes of “show”
In order to avoid repetition, you may want to replace “show” with verbs such as provide,
compare, indicate, or illustrate.
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Example:
-The graph shows the changes in world meat production between 1950 and 1990.
->The graph compares the changes in world meat production between 1950 and 1990.
Notice: Don't try to 'show off' in your introduction. Just use 'show', 'compare' or 'illustrate';
don't use words like 'depict'.
2 Using derivatives of a word:
contribute (v): contribution (n)
Example:
-Young people contributed to the plan significantly.
->The contribution of young people to the plan was significant.
3 Converting active sentences into passive ones and vice versa:
Example:
-Children used the books more eagerly when they were illustrated.
->The books were used more eagerly (by children) when they were illustrated.
Notice: Try to avoid replacing too many active verbs with passive verbs; active verbs are
preferable because they are stronger than passive verbs
4.Using synonyms and antonyms:
Example:
-The graph provides information on the number of cars bought per head of population
in China.
->The graph provides information on the number of cars purchased per head of
population in China.
Notice: It is not a good idea to use synonyms for concept words, technical terms, or proper
nouns (words that begin with capital letters, such as names)
5. Using how much, how many and how+...
Look at the following examples to see how such phrases can help you in paraphrasing the
question and can be used in place of prompt instructions
Example:
-The bar graph shows the number of students who visited the museum in the past
month.
->The bar graph shows how many students visited the museum in the past month.
(countable noun)
-The pie charts show the amount of water used for domestic purposes.
->The pie charts show how much water was used for domestic purposes.
(uncountable noun)
-The table shows different devices which were used to access the Internet by university
students in a dormitory over the last year.
->The table shows how the Internet was accessed by university students in a dormitory
over the last year.
6. Time expressions:
Example:
-The graph shows the changes in world meat production between 1950 and 1990.
->The graph compares the changes in world meat production from 1950 to 1990.
7. Combination of changes:
Example:
-The graph below shows the contribution of three sectors – agriculture, manufacturing,
and business and financial services to the UK economy in the twentieth century.
->The bar chart illustrates how three areas namely Industry, Agriculture and business and
financial services contributed to the economy of the UK from 1900 to 2000.
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Look at the following examples of the topic sentence:
Examples:
1. The pie charts compare the proportion of carbohydrates, protein and fat in three
different diets (what), namely an average diet, a healthy diet, and a healthy diet for
sport.
2. The bar graph provides information about the distribution of internet users in four
different age brackets (what) in Thailand (where) over three consecutive years (1998-
2000) (when).
3. A glance at four indicators of economic and social conditions in four countries, Canada,
Japan, Peru and Zaire (where),in 1994 (when) reflects the great differences that exist
between wealthier and poorer nations (what)
Notice: Avoid Over-paraphrase
Example:
Topic: The bar chart below shows the results of a survey conducted by a personnel department
at a major company. The survey was carried out on two groups of workers: those aged from 18-
30 and those aged 45-60, and shows factors affecting their work performance.
 A too long over-paraphrased introduction:
The bar chart below indicates the findings of a survey carried out on employees in two
groups, those aged from 18-30 and those aged 45-60, and shows factors affecting their
work productivity by a human resource department at a sizable company.
You should focus on the main points:
-Where is this information from? -> A survey
-What is the subject of the survey? -> Employees in two age groups (18-30 and 45-60 years)
-What is the aim of the survey?-> factors affecting their work performance
-“conducted by a personnel department at a major company” may be deleted.
 A good paraphrased introduction:
The bar chart presents findings of a survey that investigated the factors that influenced the
working efficiency of workers of two age groups, from 18-30 and 45-60 years.

 SUMMARY TIPS:
1. 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:
 This/These graph(s) -> The graph(s)
 Must not use “below” -> given
 graph / chart = line/bar graph
•diagram = figure
 show = illustrate = demonstrate = indicate = give information on…
 The graph shows …
•proportion = percentage
•information = data (data is plural and requires a plural verb)
•the number of = the figure for
•the proportion of = the figure for
•people in the USA = Americans
 In 1990 = in the year 1990
•from 1999 to 2009 = between 1999 and 2009/ the period from…to/ the period between
and…./ 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)
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TASK 3: Paraphrase the following prompts:
a.- The chart shows the participation by young people in sports by gender in Great Britain in
1999.>…………………………………………………………………………………………………………………………………….
………………………………………………………………………………………..……………………………………………………
b. -The two pie charts below show changes in the world population by region between 1900
and
2000.>……………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
c. -The bar chart below shows the employment of all workers by gender and occupation in
the UK in the year 2005.->…………….……………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
d-The bar chart below shows the percentage of people in Great Britain living alone by age
and sex in 2004/2005.->………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
e-The graphs below show the types of music albums purchased by people in Britain
according to sex and age.->…………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
f-The graph shows changes in the number of people who visited to three museums in
London over the period from June to September 2013.
->………………………….……………………………………………………………………………………………………………
…………………………………………………..………………………………………………………………………………………
g-The line graph below gives information about the number of investors to Danang between
2013 and 2016.->………………..…………………….…………………………………………………………………………
…………………………………………………..………………………………………………………………………………………
h-The map illustrates the proposed plan for the reconstruction of a college that would occur
in 2020.->……………………………………………………………………………………………………………………………
…………………………………………………..………………………………………………………………………………………
i-The maps below show the changes that have taken place at the seaside resort of
Templeton between 1990 and 2005.->…………………………………………………………………………………
…………………………………………………..………………………………………………………………………………………
k-The bar chart below shows the number of graduates by level and gender in 1990.
->………………………….……………………………………………………………………………………………………………
…………………………………………………..………………………………………………………………………………………

IV-SOME WAYS TO WRITE THE INTRODUCTION:

 The bar chart shows the respective amounts of money in thousands of dollars spent on
different types of advertising by two companies- Acme and Famous.
 The paragraph shows the birds population in Europe measured in millions, for the
years 1977 to 2001, in three-yearly intervals.
 The bar chart shows how many hours Americans spend watching weekday television in
relation to age group.
 The chart shows the difficulties people have when they move to a new country and
how the problems vary according to people’s ages.

TASK 4: Write the introduction for the following chart:

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 Students' Daily TV Viewing
80

Average Test Scores

75
70
65
60
55
None 1 hour or 2 hours 3 hours 4 hours 5 hours 6 hours or
less more

TASK 5: Write the introduction for the following chart:

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Thousands of tons of carbon

7,5
7
6,5
6
5,5
5
1990 1992 1994 1996 1998 2000 2002 2004
Global Carbon Dioxide Emission 1990-2004

TASK 6: Write the introduction for the following chart:

Type of Sponsorship
500

400
Thousands of Euros

300
Awesome
200 Best

100

0
Sports Charities Scholarship Art & Culture

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 LESSON 2

OVERALL TRENDS
I- STRUCTRAL PARTS: A Task 1 IELTS answer must have 3 parts:
Structure 1:
 The topic of the chart or graph
 A detailed description of the chart, including data
 An overview or general statement about the main trends or features in the part
Structure 2:
 The topic of the chart or graph
 An overview or general statement about the main trends or features in the part
 A detailed description of the chart, including data
TASK 1: Read the following tasks and decide in which structure each is developed:
a. The graph shows people using new music places on the Internet in fifteen days
period of time namely personal choice and trendy pop music.
The overall trend shows fluctuation with slight increase towards the end of the
period.

Starting with Music Choice websites; 40,000 people went on this new site on first -
day. Half of them backed out the next day. In Contrast to this Pop Parade net sit es
were visited by 120,000 music lovers on day one which decreased slightly on the
next day thereafter regaining the same fame on 3rd day.
After 3rd day the enthusiasm for both music lines on Internet dropped slowly-
reaching maximum fall of 40,000 on 7th day. Whereas Music choice gained
popularity, slightly improving to get the original strength of 30,000 viewers on
screen, but was getting still less visitors than their opponent Pop group i.e. 40,000
on day 7.
In the beginning of the next week both gained remarkable recovery after a few
fluctuations for 8th and 9th day having 40,000 and 50,000 visitors respectively,
reaching to their peaks of one and a half thousand new viewers for Pop Parade on
11th day showing a contrast of very few people visiting Music choice for the same
day. Thereafter Music choice gained popularity on 12th day for having more than
120,000 new visitors on web.
In the end of the period Pop sites were visited by maximum viewers of 180,000
whereas sites located to Music choice were not explored by more than 80,000
explorers on the last day of the report.
b. The bar chart indicates a survey on two different age groups on the factors
contributing to make their environment pleasant for working.
These factors are divided into external and internal factors. The internal factors are
team spirit, competent boss, respect from colleagues and job satisfaction. The
external factors are chance for personal development, job security, promotional
prospects and money.
On the internal factors above 50% in both age groups agreed that team spirit,
competent boss and job satisfaction are essential to make their environment
pleasant. Despite the external factors, there are contrasting results. On the chance
for personal development and promotional aspects, 80% to 90% of the younger
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 groups were in favor while only less than 50% of the older group thought so. A
similar pattern is also noted on job security. With regards to money, 69% to 70% on
both age group said it is essential.
In conclusion, the internal factors have similar responses from the two age groups
while they had dissimilar responses on the external factors.
II-LANGUAGE:
 Overall,…..
 In summary, the overall trend was…..
 In brief, X showed an upward trend……..
Remember that you do not need to write a conclusion for IELTS writing task 1. You can write an
"overview" of the information. An overview is the most important message a graph tries to
convey. In fact, it is a description of the most important fact(s) in your report.
But why do not you need to write a conclusion? What's the difference between a conclusion
and an overview?
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. Admittedly, it's a good idea to
describe the main features of the graph or chart near the beginning of your essay.
Look at the following graph and its overview:

-Overall, 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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Trend
 We have two trends: upward and downward

Look at life expectance in the graph above:

-There is an upward trend for life expectancy.
- There is a downward trend for infant mortality.
 The verb is to fluctuate. The noun is fluctuation. This is when the data on a graph goes
both up and down. The rises and falls may not be regular but they are constant.
-The President’s popularity has fluctuated during his term in office.
-There has been a constant fluctuation in the President’s popularity over the last few
years.

Fluctuate (verb) = to move up and down repeatedly over a period of time.

Let us now review some important points again:

•An overview is simply a summary of the main things you can see.
•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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TASK 1: Write an overview/ an overall trend of a report for the following the charts:

Carbon Dioxide Emission in the world

1990-2004
Millions of tons 8
7,5
7
6,5
6
5,5
5
1990 1992 1994 1996 1998 2000 2002 2004

TASK 2: Write an introduction and an overview of a report for the following the charts:

The chart below gives information about birth and death rates in Switzerland from 1970 to 2020
according to United Nations statistics.

TASK 3: Write an introduction and an overview of a report for the following the charts:
The graph below shows levels of satisfaction among consumers using different shopping
methods, based on a survey of 500 consumers.

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FURTHER PRACTICE:
Write an introduction and an overview of a report for the following the charts:
A-The bar chart below shows the number of graduates by level and gender in 1990.

B-

C-

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 LESSON 3

COMMON EXPRESSIONS USED IN DESCRIPTION

I-INTRODUCING PHRASES
a. It is best to avoid using personal pronouns. Instead of saying ‘We can see from the
graph....’ it is better to use the passive or impersonal constructions, as above. Do
not forget that the second way is also very acceptable (i.e., not referring to the
text directly at all).
b.
-Most of the above expressions can be followed by a clause starting with that.
-Several of the above expressions can be followed by a noun or noun phrase.
-Several of the above expressions must be followed by a main clause.
Try to identify which is which by doing the next exercise.
TASK 1: Make all the possible matches between the expressions in the table on the left
with those on the right:

II.TIME EXPRESSIONS

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TASK 2: Write AN INTRODUCTION and OVERALL TREND for the following tasks, using the
exact time expression:
A. The graph below shows the different modes of transport used to travel to and from
work in one European city in 1960, 1980 and 2000.
Write a report for a university lecturer describing the information below.

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B.

III. TENSES

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TASK 3: Look at the graphs and decide the tense used for each:
A.

B.

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C.

IV-MEASUREMENTS
 NOUNS
Since graphs and tables show measurements, it is necessary for you to have a knowledge
of the most common terms used to describe quantity and related expressions, and, as
always, to know how to use them CORRECTLY. The following lists are there to act as a
reminder for you of nouns that you are probably already familiar with, and to show you the
verbs that they are associated with, and the typical phrases used to describe visual aids.

Notice:
a-A common error is to omit ‘the’ after expressions Iike ‘all of’ or ‘ the whole of’ Do not
write ‘all of population’; "the whole of energy used’. it must be: ‘All of the population; the
‘whole of the energy used’
b-Remember also that many is used for countable nouns, while ‘a great deal of’ should be
used for uncountable nouns. (For uncountable nouns ‘a lot of’ can be used informally, but

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it should be avoided in formal writing.) Here is a summary of the points made above. The
expressions in brackets are the less common ones.
c-Be careful to use measurement terms to avoid mistakes like the following:
-In the past years the cars rose. (wrong)
-> In the past years the number of cars rose.
-The amount of students increased. (wrong)
-> The number of students increased.
TASK 4: Complete the sentences with the appropriate expressions of quantity:
1. The pie chart provides information about the ……………..of wheat.
2. The graph illustrates the ………….of training which every student could receive.
3. The table describes the ………….. of complaints the hotel received every day.
4. The bar chart compares the ………. of horses in two regions.
5. The line graph shows the ………….. of applicants the job advertisements attracted.
6. The table describes the ………………of drugs police found in the warehouse.

 ADVERBIALS AND NUMBER

Adverbs and adverbial phrases are also widely used to modify adjectives or numbers in
order to express precise meaning. Here are some examples:
Type Word(s) should be used

Similar about / almost / nearly / roughly / approximately / around / just about / very nearly /

Just over just above / just over / just bigger / just beyond / just across

Just short just below / just beneath / just short / just under / just a little

Much more well above / well above / well beyond / well across / well over

Much less well below / well under / well short / well beneath

TASK 5: Replace the symbols with the above adverbial phrases:

1. The number of high-level women executives is << than the number of male executives in this organization
where ≈ 2000 people work in executive levels.
2. About 1000 people died in the highway car accident in 2003 which is >> than the statistics of all other
years
3. The number of domestic-violence cases was ≤ 500 in March which is just a little over than the previous
months.
4. The average rainfall in London in 2014 was ≥ than the average of other two cities.
V-RELATED VERBS

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TASK 6: Look at the following graph and make sentences with the verbs and adverbial
phrases to describe the data from July to December in the graph given below:

TASK 7:
Read the following description of the bar graph given underneath, then cover the
description and try to fill the gaps in the version below. You do not need to use
exacdy the same expressions as those given, but the meanings and grammar must
be accurate.

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V-PREFERABRICATED FORMS

TASK 8
Read the following description of the pie chart given, and underline all the
expressions of measurement, and put a circle around the verbs. Then write a
description of the graph that follows, using as many of these expressions as you
can.

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