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TABLE OF CONTENTS
How to Use this eBook ................................................................................................................. 5
1) With our Online Writing Course ..................................................................................................... 5
2) As a Standalone Study Book ........................................................................................................... 5
About the IELTS Academic Writing Task 1 Test .............................................................................. 7
Task Achievement ........................................................................................................................... 7
Coherence and Cohesion ................................................................................................................ 7
Lexical Resource .............................................................................................................................. 8
Grammatical Range and Accuracy .................................................................................................. 8
Band Descriptors........................................................................................................................ 10
Glossary of Important Terms ...................................................................................................... 11
Tables | The Introduction Paragraph, Organisation and Percentages ........................................... 12
Task | Consumer Spending ............................................................................................................... 12
Model Report ................................................................................................................................ 12
Our Notes | Introduction Paragraph ............................................................................................ 13
Task | Tourists ................................................................................................................................... 15
Model Report ................................................................................................................................ 15
Our Notes | Organisation and How to State Percentages ............................................................ 16
Line Graphs | Describing Time and Noun and Verb Phrases ......................................................... 18
Task | Restaurant Profits .................................................................................................................. 18
Model Report ................................................................................................................................ 18
Our Notes | Describing Time ........................................................................................................ 19
Task | Population of Countries ......................................................................................................... 22
Model Report ................................................................................................................................ 22
Our Notes | Noun and Verb Phrases ............................................................................................ 23
Pie Charts | Describing Spending and Comparing Data ................................................................ 27
Task | Spending................................................................................................................................. 27
Model Report ................................................................................................................................ 27
Our Notes | Describing Spending ................................................................................................. 28
Task | Attractions.............................................................................................................................. 31
Model Report ................................................................................................................................ 31
Our Notes | Comparing data ........................................................................................................ 32
Bar Charts | Prepositions for Data, verb Forms and Planning....................................................... 34

3
 Task | Tourism in Egypt..................................................................................................................... 34
Model Report ................................................................................................................................ 34
Our Notes | Prepositions for Data and Verbs for Changes in Data .............................................. 35
Task | Music Course Enrollment ....................................................................................................... 38
Model Report ................................................................................................................................ 39
Our Notes | Report Planning ........................................................................................................ 39
Processes | Linking Words, Verbs, Referencing and Process Task Organisation ............................ 42
Task | Industrial Process ................................................................................................................... 42
Model Report ................................................................................................................................ 42
Our Notes | Linking Stages and Verb Forms ................................................................................. 43
Task | Natural Process ...................................................................................................................... 47
Model Report ................................................................................................................................ 47
Our Notes | Organisation and Referencing .................................................................................. 48
Maps and Floorplans | Passive and Active Verb Forms, Organistaion and Describing Locations .... 52
Task | Village Map ............................................................................................................................ 52
Model Report ................................................................................................................................ 52
Our Notes | Verb Forms and Organisation ................................................................................... 53
Task | Island Map.............................................................................................................................. 57
Model Report ................................................................................................................................ 57
Our Notes | Organisation and How to Describe Locations ........................................................... 58
Task | Museum Floorplan ................................................................................................................. 61
Model Report ................................................................................................................................ 61
Our Notes | Organisation and Use of Verbs ................................................................................. 62
Final Comments ......................................................................................................................... 66

4
HOW TO USE THIS EBOOK

1) With our Online Writing Course

(https://www.ieltstutors.org/online-courses.html)

This eBook contains example IELTS academic writing task 1 reports from our *online academic task 1
writing course. We recommend that you use this book as a study aid while you complete the online
course.

*https://www.ieltstutors.org/course-writing-task-1-preparation.html

The online course contains 38 lessons that cover all of the academic task 1 types. It provides in depth
exploration of the language and strategies that are introduced in this eBook as well as providing you

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Use the code at checkout when you purchase the course. Follow the steps below.

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2) As a Standalone Study Book

Each of the 13 tasks in this eBook comes with a model answer (we refer to the model answers as
reports). After each report, you will find our notes, which explain important features of the language
used in the report and strategies for analyzing the data, process or map. Studying all 13 reports and
the accompanying notes provides a good introduction to how to achieve a high band score in
academic writing task 1.

5
To make the most of this book, we recommend that you write each report before you read our
model answer. Follow the steps below:

1) Begin with the first task of the book.

2) Read the task very carefully. What are the key words in the task? Key words give us the
most important information about the data. Also, consider what the time frame of the
data is? Is the data from the past, present, a prediction about the future, or a
combination of these?
3) Study the data below the task description and notice what the main trends or features
of the data are. For process and map tasks, identify the main features.
4) Spend 3 to 5 minutes planning how you could write the report yourself. As you will see,
we recommend you write 3 paragraphs. The first paragraph should introduce the task
and include an overview of the information in the diagram. The second and third
paragraphs should include a more detailed description of the information in the
diagram.
5) Write your report. To practice your time management, you may wish to time yourself
(write at least 150 words in 20 minutes including planning time).
6) Compare your finished report to our model report and study our notes. Is there
anything you can learn from our notes that you could have used to make your report
better?
7) Rewrite your report using the lessons learned from our notes.
8) Repeat this process for all of the tasks in the book.

If you follow these steps correctly, by the end of the book you will have a good understanding of
how to write high quality task 1 reports. If you have any questions about the IELTS test or this
eBook, send an email to us as [email protected]

We hope you find this book and our courses useful. We wish you good luck on your IELTS journey!

Sam and Tom

Founders of IELTSTutors.org

6
ABOUT THE IELTS ACADEMIC WRITING TASK 1 TEST
In task 1 of the Academic IELTS Writing test, you are asked to summarize the information displayed
in a diagram. The diagram can be a chart (pie/bar/line), a table, an illustration of a process, a map or
an object. You have 20 minutes to complete the task and you should write at least 150 words. You
can learn more about the writing test on our website here. (https://www.ieltstutors.org/writing.html)

When examiners mark your report, they will award you a band score (from 1, lowest; to 9, highest)
for 4 different criteria: task achievement, coherence and cohesion, lexical resource and grammatical
range and accuracy. Find out more about these criteria below.

TASK ACHIEVEMENT
You must select and, in an academic style, present the main trends or features of the task with
adequate supporting information in order to receive a high score for task achievement.

The key aspects of task achievement are:

Length - You should write at least 150 words in no more than 20 minutes.

Style/format - The task 1 report should be written in an academic style. Therefore, you need to
avoid using contractions (such as isn't or aren't) and informal vocabulary. The report should be
written in paragraphs; bullet points are not allowed.

Paraphrase of Topic - The first sentence of a task 1 report should paraphrase the topic of the data,
process, or maps. You may use a few words from the original task, but the paraphrase sentence
should have a different structure and mostly different vocabulary if possible.

Overview - The overview sentence is the most important part of the report and it should be included
in the introduction paragraph. In this sentence you need to present the main trends or features in
the data, process or maps. The overview should not contain any specific data or information from
the task. Specific details which support the overview should be presented in the body paragraphs.
On the other hand, the overview should not be too general. Try to imagine that the examiner cannot
see the task and you must give him/her a general idea of what it contains and this should help you to
write a good overview.

COHERENCE AND COHESION

A coherent response is one that is logical and well organised. Cohesion refers to the accurate use of
grammar and vocabulary to link information. Correct use of linking words and reference words
increase cohesion.

The key aspects of coherence and cohesion are:

Organisation of information - Information and data should be grouped and presented to the reader
in a logical order. It is logical to start a process report by discussing the first step of the process while
it is logical to start a data report by analysing the main feature or trend in the data. If the report

7
concerns maps of the same town at different times, it may be logical to start by analysing the oldest
map first.

Use of linking words - Linking words are used to show the relationship between ideas and data.

Reference and substitution - In order to not repeat nouns unnecessarily, reference and substitution
can be used.

Paragraphing - Good writing is divided into paragraphs. Each paragraph focuses on different
information or aspects of the data, process or maps.

LEXICAL RESOURCE
This refers to your use of vocabulary. Use formal, academic language that is suitable for academic
report writing.

The key aspects of lexical resource are:

Precision - Precise vocabulary is vocabulary that lets you accurately report and explain data,
processes, or maps. For example, 'a significant increase' is more precise than 'an increase'. The
adjective 'significant' gives us more precise information about the noun 'increase'.

Range - You need to use a wide range of vocabulary. This means not always using simple vocabulary
and not repeating vocabulary if you can avoid it. The examiner will expect a high band IELTS
candidate to use a variety of high level academic words and phrases in his/her report.

Word formation - Words change depending on function (verb, noun, adjective etc.). You must use
the correct form of the word for its position in the sentence. This improves the accuracy of your
writing and shows the examiner that you can use a range of vocabulary.

Collocation - Collocations are pairs of words which are often found together. For example, 'the vast
majority’ or 'a tiny minority'. To get a higher band you must accurately use a range of academic
collocations.

Spelling - Spelling is very important in writing. If you frequently misspell words then the reader will
struggle to understand you writing.

GRAMMATICAL RANGE AND ACCURACY

Grammatical range is high if you use a wide variety of different grammatical structures and sentence
types. Try to use a range of complex and simple sentence forms. Grammatical accuracy is high if you
make few grammar mistakes.

The key aspects of grammatical range and accuracy are:

Range of structures - You must use a range of simple, compound, and complex sentence types in
your writing in order to achieve a high band for grammar. Make sure you use different types of
dependent clauses such as relative, contrast, and result clauses to show the examiner you can
express data or information in complex sentences.

8
Overall Accuracy - The accuracy of the grammar in your writing throughout the report.

Verb accuracy - How accurately you use verbs in your writing

Noun accuracy - How accurately you use nouns and complex noun phrases in your writing.

Simple sentence accuracy - How accurately you form simple sentences. Remember that simple
sentences should follow the formula of subject + verb (+ object). An adverbial of time or place may
be used at the beginning or the end of the sentence.

Complex sentence accuracy - How accurately you form complex sentences. Complex sentences are
sentences formed of an independent clause and at least one dependent clause.

Study the marking criteria for the different bands by looking at the band descriptors on the following
page.

If you would like a tutor to mark your reports and give you a detailed breakdown of
your level based on these criteria, you can order writing feedback on our website.
(https://www.ieltstutors.org/task-1-academic-marking.html)

9
BAND DESCRIPTORS

10
GLOSSARY OF IMPORTANT TERMS
This is a small collection of important words and phrases that we use frequently in this book and
when teaching. Make sure you are familiar with these terms before reading our task notes.

The paragraphs, usually 2, which contain details that support your

Body Paragraph
overview. The introduction paragraph is not a body paragraph.

Two words that are often used together. For example, account for
Collocation
& higher education.

A group of words that contains a verb and usually a subject. A

Clause
clause may be a whole sentence or a part of a sentence.

A clause containing at least a subject and a verb. An independent

Independent Clause clause can stand alone as a sentence. For example: Most of them
were satisfied.

A group of words usually containing a subject and a verb but

which does not express a complete thought and so cannot stand
alone as a sentence. For example: When people were questioned,
Dependent Clause most of them were satisfied. When people were questioned is a
dependent time clause and it must accompany an independent
clause. If the dependent clause precedes the independent clause
then the two are separate by a comma.

A noun that is followed by extra information in the form of a

relative clause, prepositional phrase or other structure (for
example, the vast majority of people who visited – majority is the
Complex noun phrase
head noun and more information is provided about it with the
prepositional phrase of people and the relative clause who
visited).

A paraphrase is when a message is retold using different

vocabulary and/or grammar. For example, The number of
homeowners rose significantly / There was a dramatic increase in
Paraphrase
the amount of people who owned homes. The second sentence
paraphrases the first, meaning it presents exactly the same
meaning as the first, but with different vocabulary and grammar.

A small group of words standing together as a conceptual unit.

They typically form a part of a clause (for example: Most of them
Phrase
were satisfied. This sentence is formed of the noun phrase Most of
them and the verb phrase were satisfied).

A sentence which provides a summary of the most important

Overview
trends or features in the data.

11
 TABLES | THE INTRODUCTION PARAGRAPH, ORGANISATION AND
PERCENTAGES

Task | Consumer Spending

Study this task in our online course: Module 2 - Tables, ‘Structuring your answer’

The table below gives information about the average percentage of money per month spent by
consumers on fashion/clothing, entertainment/leisure and transport in 5 different countries.

Summarise the information by selecting and reporting the main features, and make comparisons
where relevant.

MODEL REPORT

The data illustrates the percentages of money spent on 3 types of goods and services by consumers in
5 countries. Overall, consumer spending is highest on entertainment/leisure in all 5 countries and
lowest on fashion/clothing with the exception of Singapore.

Entertainment/leisure takes up the largest percentage of consumer spending in each country. It is

highest in Singapore at 33.5% and lowest in France at 22.4%. In four countries, transport is the sector
with the second highest consumer spending. Spending on transport in the 3 European countries is
similar at 23.4%, 21.3% and 19.6% in Germany, France and the UK respectively, considerably higher
than in the two Asian countries. Spending in Hong Kong for example stands at 14.2%.

The sector with the lowest average monthly consumer spending in four of the countries is
fashion/clothing. Interestingly, it is lowest in Europe where it ranges between 8.1% in France and

12
5.3% in the UK while in Hong Kong and Singapore it is higher at 11.6% and 15.8% respectively. The
lowest consumer spending in Singapore is on transport at 4%, the lowest spending on any sector in
any country. (185 words)

OUR NOTES | INTRODUCTION PARAGRAPH

Notice how the introduction paragraph is constructed? The first sentence is the task paraphrase. It is
a sentence that introduces the report and is very similar to the description given in the task.

The Task text:

The table below gives information about the average percentage of money per month spent by
consumers on fashion/clothing, entertainment/leisure and transport in 5 different countries.

Our report introduction paraphrase:

The data illustrates the percentages of money spent on 3 types of goods and services by consumers in
5 countries.

Notice that the same information is presented in both the original task text and the writer’s
introduction sentence. The second sentence is a paraphrase, meaning that the same ideas are
presented using different vocabulary and/or grammar. It is important that you do not copy too many
words directly from the task because this may affect your score.

Here is a breakdown of the paraphrase:

The table = the data

gives information = illustrates

the average percentage of money per month = the percentages of money

spent by consumers on fashion/clothing, entertainment/leisure and transport = spent on 3 types of

goods and services by consumers

(Note that it is not important to state exactly what the goods and services are in this sentence since
they are covered in detail later in the report).

in 5 different countries = in 5 countries

The next sentence in the introduction is the overview.

Overall, consumer spending is highest on entertainment/leisure in all 5 countries and lowest on

fashion/clothing with the exception of Singapore.

13
The purpose of this sentence is to give the reader a summary of the key information from the data.
Note that it is not necessary to include a conclusion sentence in this type of task.

The best overviews usually highlight two important features/trends of the data. In this overview, it is
clear that…

consumer spending is highest on entertainment/leisure in all 5 countries

consumer spending is lowest on fashion/clothing with the exception of Singapore.

With these two descriptions, the reader already has a summary of the key trends in the data.

Note that values/numbers/percentages should not be included in the overview because they are
included in the two detail paragraphs.

This introduction paragraph structure can be applied to all academic task 1 types, including
graphs, processes and maps.

Remember when you write your task 1 report, you:

a) have an introduction paraphrase.

b) present an overview of the two key trends or features.

14
Task | Tourists
Study this task in our online course: Module 2 - Tables, ‘Useful Vocabulary and Common Mistakes’

The table below shows what percentage of foreign tourists to a British tourist attraction came from
different regions of the world in 1989 and 2009 as well as the total number of tourists who visited in
each year.

Summarise the information by selecting and reporting the main features, and make comparisons
where relevant.

MODEL REPORT

The table reveals where foreign tourists to a British tourist site came from in two separate years. Overall,
the number of tourists in 2009 was twice as high as in 1989, with the proportion of visitors from Asia and
the Middle East increasing while the percentage from other parts of the world fell or remained stable.

Looking at the data in more detail, visitor numbers stood at 320,020 in 1989 but this had doubled to
731,455 twenty years later. The share of visitors from Asia and the Middle East also doubled from 13%
and 8% respectively in 1989, to 26% and 17% in 2009.

In both years the highest proportion of foreign visitors came from Europe. However, the percentage fell
from 44% in the first year to 31% in the second year. Likewise, the percentage of visitors from North
America fell by a roughly similar amount from 31% to 22%. In contrast, the share of South American
visitors was the same in both years. (164 words)

15
OUR NOTES | ORGANISATION AND HOW TO STATE PERCENTAGES

Organisation

Notice that all of our example reports are divided into 3 paragraphs. The first is the introduction
paragraph, with a paraphrase of the task text and an overview (see Task 1 Table – Spending). The
final two paragraphs (we call them detail paragraphs 1 and 2) contain the detailed descriptions of
the data.

Because there are 2 detail paragraphs, the data should be grouped or divided into 2 parts. This can
be done in a number of ways. How is the data grouped in this sample report?

Detail Paragraph 1: Increasing values (biggest – total number - to smallest – Middle East)

Detail Paragraph 2: Decreasing values (biggest – Europe - to smallest – South America)

This is a logical way of organising the data, but there are other ways that are equally logical,
including organizing the data by year:

Detail Paragraph 1: Data from 1989 (biggest – total number - to smallest – South America)

Detail Paragraph 2: Data from 2009 (biggest – total number - to smallest – South America)

The first detail paragraph would be something like this:

“Looking at the data for 1989, the total number of tourists to the attraction was 362,020. 44% of
these tourists were from Europe, followed by North America and Asia at 31% and 13% respectively.
8% of visitors came from the Middle East, while those of South America descent made up 4% of
holidaymakers.

“Moving on to 2009,…”

Vocabulary note: If you are of South American descent, you are from South America.

Note that it is not appropriate to present the data in a detail paragraph as a list, such as in the
example paragraph below.

“Looking at the data for 1989, the total number of tourists to the attraction was 362,020. 44% of
these tourists were from Europe. 31% were from North America and 13% were from Asia. 8% of
tourists were from the Middle East and 4% were from South America.”

If the data is presented as a list, the writer loses marks because the recounting of detail is too
mechanical and the same grammar and vocabulary forms are repeated. This lowers task
achievement and grammatical range and accuracy.

The recounting of detail is mechanical because the structure “% be from + location” is repeated
numerous (many) times. Compare this to the model task 1 report written above. Notice how the
model report has a much wider range of structures.

16
Percentages

There are a few ways that you can state percentages. The model report contains the following
examples:

The percentage/share/proportion/fraction of noun + verb at/by/from/to X%

“The share of people from Europe decreased from 44% to 31%.”

X% of noun + verb

“44% of people came from Europe.”

Notice ‘of’ is used after ‘percentage’ (44% of… , The percentage of…)

Practice using these percentage structures in your next percentage data task.

17
LINE GRAPHS | DESCRIBING TIME AND NOUN AND VERB PHRASES

Task | Restaurant Profits

Study this task in our online course: Module 3 – Line Graphs, ‘Trends and Prepositions’

The graph shows the income of four restaurants in Cambridge in 2016.

Summarize the information by selecting and reporting the main features, and make comparisons
where relevant.

MODEL REPORT
The graph illustrates the earnings made by 4 restaurants in 2016 in Cambridge. The Pizza House, Old
Hall and Taj Mahal saw increased profits by the end of the year whereas the Grosvenor saw greatly
reduced profits over the period.

The Pizza House, Old Hall and Taj Mahal, increased their profits over the year. The Pizza House
started the period at only £50,000, but profits doubled by July. Over the next two months profits
declined from 100,000 to £60,000. From September, profits rose very rapidly so that in December
they stood at £190,000. The Taj Mahal, which started the year as the weakest performing café of the
group at only £30,000 earnings in January, also saw a rapid increase in profits from September
onwards to £120,000 by the end of the year. The Old Hall started and finished the year as the
second most successful restaurant of the group and its profits increased overall. Profits in January

18
were £100,000 and this dipped but then increased by £40,000 to £140,000 by the last month of the
year.

The Grosvenor started the year with the highest income of the four restaurants at £160,000 a
month, but by the end of the year, this figure had dropped by £110,000 to around £50,000 a month,
so that the Grosvenor was the worst performing café at the year’s end. (224 words)

OUR NOTES | DESCRIBING TIME

For data tasks providing data that changes over time, you need to know how to describe different
time periods. This is covered in detail below.

Task 1 data tasks often show data in different years or in different months of a year (as in the
example here). Read the model report again and pay attention to the phrases in blue. There are a
wide variety of phrases that we can use to avoid repetition. Notice the difference between the two
sample texts below.

In January the Grosvenor’s profits were £160,000. In February their profits fell by £30,000 but in
March the figure increased again to £180,000.

In January the Grosvenor’s profits were £160,000. A month later their profits fell by £30,000 but by
the end of March they had increased again to £180,000.

Both examples are grammatically accurate, but the second uses a variety of time expressions so is
likely to get a higher score.

Notice that after by the end of + past time (by the end of March) the writer uses the past perfect
(they had increased). Why does the writer use this verb tense?

Hint: We use the past perfect for a situation (the increase in profits) that happens before a time in
the past (the end of March).

Example: By the end of the weekend I had finished all my homework. (Meaning the weekend is
already over and I spent it finishing my homework).

Accurate use of the past perfect (have + past participle/verb 3) is likely to increase your score for
grammatical range and accuracy.

The writer of the model report consistently uses the past simple verb form, which is also acceptable
with by the end of… Note that since there are no grammar mistakes in the report and it uses a wide
variety of grammatical structures, it would receive a top grammar range and accuracy band score.

19
Here are the time expressions used in the model report. See if you can remember them and apply
them to a similar task.

in 2016, in June, in the 80s

in + year, month, decade

on Tuesday

on + day

by the end of the year

by the end of + the day, the year, the month, the decade, the period

‘the period’ is the time that the data covers. In the case of the task here, ‘the period’ is 1 year.

By the end of… = the time up to the end of…

For example: By the end of the day I had walked over 30 miles.

over the period

over + the year, the month, the period = from the beginning to the end of the year, the month, the
period

started the period, began the period

finished the period, ended the period

verb + the day, the year, the month, the period.

Example: The university began the year with 12,000 students but finished with 11,458.

over the next two months

over the next + number + minute, hour, day, month, year

over the next three years… = from the start of the three years to the end of the three years.

20
from September

to December

from + day, month, year = the beginning

to + day, month, year = the end

Example: From 1971 to 2011 the number of tourists increased by 3 million.

from September onwards

from + day, month, year + onwards

onwards = continuing from that time

Example: From Monday onwards I will quit smoking.

by the last month of the year.

by the last + time + of the + time

Example: By the last year of the course you will know how to write a complex computer program.

at the year’s end

at + the year’s, the period’s, the decade’s + end = at the end of that time

Example: At the period’s end the Pizza House was the most successful restaurant.

21
Task | Population of Countries

The line graph shows the change in population of 5 countries from 1800 to 2020.

Summarize the information by selecting and reporting the main features, and make comparisons
where relevant.

MODEL REPORT

The line graph illustrates how the populations of 5 countries (China, India, the United States,
Indonesia and Brazil) have changed over a 220 year period, from 1800 to 2020. Overall, all countries
have experienced a rise in population, though the change has been the most dramatic for China and
India.

Looking first at the data for China and India, the former had a population of just over 300 million in
1800. This figure slowly fluctuated at around 400 million up to 1900. From 1900 to 1950 China’s
population then gradually increased to 550 million. At this stage, there was a dramatic growth that
saw the number reach 1.44 billion in 2020. Although India began the period with a lower population
(at 180 million people), this number slowly rose to almost 300 million in 1930 before rocketing to
1.38 billion people in 2020.

22
In contrast, the other three countries’ populations rose more gradually. The number of people living
in the USA began noticeably growing in 1860, from around 50 million to approximately 130 million
by 1940. This growth accelerated to over 300 million by 2020. Indonesia and Brazil had lower
populations and both followed a similar trend, seeing their populations begin to rise dramatically in
1960 from under 100 million to around 280 million and 210 million, respectively. (219 words)

OUR NOTES | NOUN AND VERB PHRASES

We can describe changes over time using nouns (with adjectives) or verbs (with adverbs).

Noun Example: There was a gradual increase in China’s population to 550 million.

This example uses a noun (an increase) that is modified (changed) by an adjective (gradual)

Verb Example: China’s population gradually increased to 550 million.

This example uses a verb (to increase) that is modified by an adverb (gradually)

Notice that some words can be a noun and a verb:

Noun Verb

a change to change

an increase to increase (meaning to go up)

a rise to rise (meaning to go up)

a climb to climb (meaning to go up)

a decrease to decrease (meaning to go down)

a fall to fall (meaning to go down)

a decline to decline (meaning to go down)

a peak to peak (meaning to reach the highest value)

Other words should be changed slightly:

23
Noun Verb

a fluctuation to fluctuate (meaning to change in both directions)

a growth to grow (meaning to go up)

an acceleration to accelerate (meaning to change faster)

Many adverbs can be made by adding an ‘ly’ to the end of the adjective. We can then choose to use
a verb phrase or a noun phrase.

Adjective Adverb

significant significantly

Noun phrase: There was a significant increase in the value.

Verb phrase: The value increased significantly.

Meaning: The value went up by a large amount.

dramatic dramatically

Noun phrase: There was a dramatic fluctuation in the value.

Verb phrase: The value fluctuated dramatically.

Meaning: The value went up and down and up and down by a large amount.

steep steeply

Noun phrase: There was a steep rise in the value.

Verb phrase: The value rose steeply.

Meaning: The value went up by a large amount.

slight slightly

Noun phrase: There was a slight drop in the value.

Verb phrase: The value dropped slightly.

24
Meaning: The value went down by a small amount.

slow slowly

Noun phrase: There was a slow decrease in the value.

Verb phrase: The value decreased slowly.

Meaning: The value went down slowly.

steady steadily

Noun phrase: There was a steady growth in the value.

Verb phrase: The value grew steadily.

Meaning: The value went up by an equal amount each time.

Note that we can swap the verb and adverb positions around:

The value grew steadily.

The value steadily grew.

This is a simple way of adding more grammatical variety to our writing. For more practice with this,
see our ‘Egypt’ bar chart task.

Note that we can use the verbs ‘to experience’ and ‘to see’ with noun phrases when describing
values.

The country experienced a gradual increase in its population.

The country saw a gradual increase in its population.

The company experienced a steady fall in profits.

The company saw a steady fall in profits.

Side note: We use ‘the’ before ‘United States’ and ‘United Kingdom’: I want to visit both the United
States and the United Kingdom.

25
Have a look at our model answer again and make a note of the noun and verb phrases that we use
to help describe the data, then use them in your own data tasks to describe changes over time.

26
 PIE CHARTS | DESCRIBING SPENDING AND COMPARING DATA

Task | Spending
Study this task in our online course: Module 4 – Pie Charts, ‘Analysing Pie Charts’

The pie charts show the spending habits of people in the UK in 1971 and 2001.

Summarize the information by selecting and reporting the main features, and make comparisons
where relevant.

MODEL REPORT
The two charts illustrate the different items and activities that the UK public spent money on in 2
specific years in the past. In 2001 the greatest share of spending was on cars whereas 30 years
earlier it had been on food.

In 2001 cars were by far the greatest expenditure at 43% of the total, whereas, 30 years earlier cars
had only accounted for 22% of expenses. Other items that saw an increase in the share of spending
over the period were computers, which rose from only 2% to 12%, and restaurants, the spending on
which doubled from 7% to 14%.

In 1971 food made up 44% of spending, which, interestingly, was the greatest amount of spending
on any item in either 1971 or 2001. However, this figure decreased significantly and by 2001 food
only accounted for 14% of spending. Money spent on books also dropped dramatically from 6% to
just 1% of the total. Spending on petrol and furniture also dropped, but by less significant amounts.
Spending on petrol, for example, dropped from 10% to 8% and furniture expenses dropped from 9%
to 8%. (186 words)

27
OUR NOTES | DESCRIBING SPENDING
In task 1 you may be given a chart that shows money spent on different items. The spend word
family can be useful to help you complete your report. Let’s analyse how the model report uses this
language.

to spend (verb 1 - present)

spent (verb 2 – past - and verb 3 – past participle)

spending (verb ing form, noun)

expenses (noun - usually used in the countable form) = expenditure (noun – usually used in the
uncountable form) = an amount of money that must be spent to pay for something

Note that the data is from the past, so past tense verb forms are used.

Preposition note:

of - after share/fraction/proportion/percentage we often use of

on – we often collocate (match) spend with on

In 2001 the greatest share/fraction/proportion/percentage of spending was on cars whereas 30

years earlier it had been on food.

The greatest share is the highest percentage. Note that we use ‘the’ with superlatives (‘greatest’,
‘highest’).

Since of is a preposition, we use verb ing after it: share of spending

In 2001 cars were by far the greatest expenditure

Note that we most often use the singular/uncountable form of expenditure.

Preposition note:

Note that we collocate account with for.

30 years earlier cars had only accounted for 22% of expenses.

We can rewrite this as:

28
30 years earlier cars had only accounted for 22% of expenditure.

30 years earlier cars had only accounted for 22% of spending.

Other items that saw an increase in the share of spending were …

Note that values can ‘see’ or ‘experience’ a change:

Other items that experienced a rise in the share of spending were …

the share of spending is a noun phrase. Note that we use ‘the’ with ‘of’ in noun phrases:

‘the colour of the car is…’

‘the number of people fell…’

spending doubled from 7% to 14%

expenses halved from 14% to 7%

expenditure tripled from 7% to 21%

We can use verbs (double, halve, triple etc.) with these subjects (spending, expenses, expenditure).

Money spent on books dropped dramatically

This is shorthand for ‘Money that was spent on books dropped dramatically’. It is a passive verb
form.

Money spent on books is a noun phrase. We can replace this noun phrase with ‘it’ - ‘it dropped
dramatically’ – and the sentence is still grammatically correct.

Other examples:

Young people given a free education are more likely to escape poverty.

They are more likely to escape poverty.

Fast food sold to children contributes to the obesity problem.

It contributes to the obesity problem.

Spending on petrol dropped from 10% to 8%.

29
Again we can see that we use ‘on’ after ‘spending’

Spending on petrol is a noun phrase: ‘it dropped from 10% to 8%’

Note that we begin clauses and sentence with verb ing. Here are some examples:

Listening to loud music can damage your ears.

Helping people in need is often very rewarding.

Note that people in need is a collocation that means ‘people that need help’

furniture expenses dropped from 9% to 8%

furniture expenditure dropped from 9% to 8%

spending on furniture dropped from 9% to 8%

furniture expenses and furniture expenditure are compound nouns because they are two nouns
combined (combine = bring together) into one subject.

We can use this language with numbers as well as percentages:

furniture expenses dropped from $326,000 to $311,000

spending on petrol rose from $175,000 to $196,000

money spent on books fell dramatically to $243,000

Next time you are given a task with data about money, see what language from here you can use.

30
Task | Attractions
Study this task in our online course: Module 4 – Pie Charts, ‘Picking out Data and Vocabulary’

The pie charts show the distribution of visitors to 4 different types of tourist attractions in the UK in
two years.

Summarize the information by selecting and reporting the main features, and make comparisons
where relevant.

MODEL REPORT
The two sets of data reveal the percentage of people visiting different types of attractions in two
separate years in the UK. Overall, 1999 had a far higher number of tourists than 1981 and the most
popular type of attraction in both years was museums and galleries while wildlife parks and zoos
remained the least popular.

The most visited type of attraction in both years was museums and galleries. In 1981 the figure stood
at 48% of visitors and there was a significant gap of 16% between visitors to this type of attraction
and the second most popular, which was theme parks at 32%. However, the percentage of visitors to
museums was 10% less in 1999 than in 1981 standing at only 38% and so the difference in the
percentage of visitors to museums and theme parks stood at only 1% as 37% of people visited
theme parks in that year.

31
In both 1981 and 1999 the least popular type of attraction was wildlife parks and zoos with 4% and
9% of visitors respectively. It is important to note that the percentage of visitors more than doubled
for this type of attraction. In contrast, the percentage of people visiting historic houses and
monuments was the same in both years. (209 words)

OUR NOTES | COMPARING DATA

In the model report, phrases that compare data are highlighted. Comparing and contrasting the data
is an important part of task achievement. Study the notes below.

Overall, 1999 had a far higher number of tourists than 1981.

You can use comparatives ‘higher’ and ‘lower’ to compare data simply. You can also use modifiers
such as ‘far, much, slightly’ with those comparatives.

Notice that because there is one number, ‘number’ is a singular noun so we use ‘a higher
number/value/percentage of…’

the most popular type of attraction in both years was museums and galleries

You can use adjectives such as ‘both, most, all, some’ in time phrases with prepositions:

it is sunny on most days

be prepared at all times

during some months rainfall is very heavy

there was a significant gap of 16% between visitors to this type of attraction and the second most
popular

Note that ‘gap’ is a singular countable noun so it has the article ‘a’. We often collocate (match) ‘gap’
with ‘of’. Adjectives can be used to modify ‘gap’: ‘significant, large, wide, sizeable’ + ‘gap’

between is a useful preposition for comparisons:

there is a sizeable gap between the wealthy and the poor

there was a difference of 8% between the spending on books and the spending on movies

the percentage of visitors to museums was 10% less in 1999 than in 1981

32
You can use ‘less than / more than’ to compare amounts of things (uncountable)

less than 6% of people sleep for 4 hours a night

more than 40% of income is spent on rent

You can use ‘fewer than / more than’ to compare numbers of things (countable)

fewer than 74 people in the survey slept for 4 hours each night

more than $12 billion is spent on makeup each month

the difference in the percentage of visitors to museums and theme parks stood at only 1%

You can use ‘the difference in/between’ to compare numbers and amounts:

the difference between the two economies is great

the difference in spending was 4%

Note that you can use ‘stand at + value’ to directly give a value

In 1999 the budget stood at $3,500,000

The fraction of people from minority backgrounds stands at 34%

Practice these different phrases in the next task that requires comparisons of data.

33
BAR CHARTS | PREPOSITIONS FOR DATA, VERB FORMS AND
PLANNING
Task | Tourism in Egypt
Study this task in our online course: Module 5 – Bar Charts, ‘Introduction and Prepositions’

The graph shows the contribution of tourism in billions of dollars to the Egyptian economy from 1982
to 2003.

Summarize the information by selecting and reporting the main features, and make comparisons
where relevant.

MODEL REPORT

The bar chart illustrates the income generated by tourism in Egypt in certain years between 1982 and
2003. Overall, there was a higher income from tourism at the end of the period than at the beginning
with an increase in income from 1982 to 2000 followed by a decline.

In 1982, income from tourism stood at the lowest amount of the whole period at roughly 0.3 billion
dollars. Between 1982 and the year 2000, income from tourism in Egypt increased significantly. In
1993 it increased by 1.5 billion dollars to approximately 1.8 billion. 2 years later the figure stood at
2.3 billion and in a further 2 years it was just below 3 billion dollars. Earnings reached a peak in 2000
at around 4.3 billion dollars.

34
In 2001 income from tourism dropped slightly to 3.8 billion dollars and it remained stable at this level
in the following year. In 2003 there was a significant drop in the contribution of tourism as it fell from
3.8 billion to the same level as in 1993 at roughly 1.8 billion dollars. (178 words)

OUR NOTES | PREPOSITIONS FOR DATA AND VERBS FOR CHANGES IN DATA
Prepositions for Data

In this model report the prepositions that are used to give data values (not time values, such as ‘in
2001’) are highlighted.

The most common prepositions used to give data values are at, by, from and to:

(It was) the lowest amount of the whole period at roughly 0.3 billion dollars

We use at to give a value at a specific time

Income from tourism stood at 0.3 billion dollars in 1982.

A common collocation used to give values at a certain time is stood at. This collocation is used to
give individual values and it does not show change over time (Income from tourism stood at 0.3
billion dollars in 1982 – we do not know if this value was different before or after 1982, we only
know its value in 1982).

From 1982 to 1993, Income from tourism increased by 1.5 billion dollars.

The preposition by shows how much a value has changed (From 1982 to 1993, Income from tourism
increased by 1.5 billion dollars – we know that the value was 1.5 billion dollars lower in 1982 than in
1993).

Income from tourism fell from 3.8 to 1.8 billion dollars.

The preposition from gives the value before a change while to gives the value after a change (Income
from tourism fell from 3.8 to 1.8 billion dollars – we know the initial value was 3.8 billion dollars and
the final value was 1.8 billion dollars). Since the difference is 2 billion dollars, it can be written:

Income from tourism fell by 2 billion dollars, from 3.8 to 1.8 billion dollars.

Grammar note: Notice that ‘2 billions dollars’ is incorrect. This type of noun phrase is known as a
compound noun. In a compound noun, it is the final noun (dollars) which is counted and so only this
noun requires an ‘s’ to show that it is plural. Any nouns which occur in the phrase before the final
noun are singular (billion). The same is true for other compound nouns:

35
a 12-mile trip

a 6-hour flight

two 6-hour flights

Verbs for Changes in Data

We can use adverbs with verbs to give greater detail about changes in data. In the IELTS test,
accurately using adverbs in this manner increases your score for lexical range and accuracy.

verb + adverb

increase significantly

Between 1982 and the year 2000, income from tourism in Egypt increased significantly.

drop slightly

In 2001 income from tourism dropped slightly.

Note that the position of the verb and adverb can be swapped and the sentence is still grammatically
correct:

significantly increase

Between 1982 and the year 2000, income from tourism in Egypt significantly increased.

slightly drop

In 2001 income from tourism slightly dropped.

The adverb modifies the verb:

to increase = to go up

to increase slightly = to go up a little

to increase greatly/significantly/dramatically = to go up a long way

to increase steadily = to go up equally each time

to increase gradually/slowly = to go up a little way each time

36
Other useful verbs:

to go up: increase, rise, grow,

to go down: decrease, drop, fall

Note: Use the past form (verb 2) of these verbs if you are describing data from the past.

Use future forms if you are describing predicted data:

Income is expected to/predicted to/likely to rise greatly in 2035.

Poverty is expected to/predicted to/likely to gradually drop by 15% over the next 20 years.

Use combinations of verbs and adverbs to describe data more accurately in your own reports.

37
 Task | Music Course Enrollment
Study this task in our online course: Module 5 – Bar Charts, ‘Noticing Main Trends’

The bar charts show the number of foreign students enrolled on two music production courses at a
college in Scotland.

Summarize the information by selecting and reporting the main features, and make comparisons
where relevant.

38
MODEL REPORT

The graphs reveal the number and gender of foreign students taking two courses in Scotland. Overall,
Switzerland contributes the largest number of students and while more male students take MP1,
more female students take MT1.

On MP1, 7 of the 9 Swiss students are male while only two are female. The same trend can be seen
with Portuguese, Finnish and Belgian students with 6 male and 1 female, 4 male and 2 female, and 3
male and 1 female student respectively. Only with the Turkish students, who make up the smallest
group, is the trend reversed with 3 females and only 1 male student on the course.

The vast majority of foreign students on MT1 are female. More students come from Switzerland than
other nations with 7 Swiss females and 1 Swiss male. Belgium and Finland also contribute 1 male
student to the course each and 7 and 6 female students respectively. From Portugal, there are 2 male
students, double the contribution of other countries, and 3 female students. Only 1 Turkish male and
no females are enrolled on the course. (181 words)

OUR NOTES | REPORT PLANNING

These are our recommended steps to take to plan your report.

Planning time: 3 - 5 minutes

Writing time: 13 - 15 minutes

Checking time: 2 minutes

Total time: 20 minutes

You have 5 minutes to plan but what should you do in that time?

Step 1) Read the task carefully so that you fully understand it.

Step 2) Study the graph/table/chart/diagram(s) until you fully understand it/them.

Ask yourself: What is the time period? Is it in the past? Present? Future?

What are the units of the data? Are they percentages? Numbers? etc.

What are the categories? Are they age groups? Nationalities? Sectors? etc.

Step 3) Identify two trends or features of the data/diagram that you can include in your overview.

39
 These two trends or features should be described in a single sentence that gives the reader
an overall picture of the data.

A trend in the data is an important pattern in the data. In the model report, a trend is ‘while
more male students take MP1, more female students take MT1’

A feature of the data is an interesting value or period of time. In the model report, a feature
is ‘Switzerland contributes the largest number of students’.

By combining these two, we have a complete overview: ‘Overall, Switzerland contributes the
largest number of students and while more male students take MP1, more female students
take MT1.’

IELTSTutors note: The main trend in the data is usually an increase or a decrease over time.
In a bar chart or pie chart it is likely to be the category with the highest value.

Step 4) Select appropriate data which supports your overview.

Selecting and accurately reporting data which supports your overview is necessary in order
to receive a good score for task response. If you’re doing the paper based test, circle the key
data that you want to include in your report.

Step 5) Decide how to divide the data into two parts for each detail paragraph. How will you
organize the data in each detail paragraph?

When you have a task such as the one above with two charts, often the easiest and most
logical way to structure your report is to write one paragraph about each chart. Therefore,
detail paragraph 1 should describe the MP1 data while detail paragraph 2 describes the MT1
data.

After you have decided on the overall structure of your report, you should decide how best
to organize the data in each detail paragraph. Usually the most logical way to do this is by
time (oldest data to newest data) or by values (highest value to lowest value). Since time is
not relevant as all of the data relates to the same period, we can organize each paragraph by
values – the number of students, from highest to lowest:

Detail paragraph 1: MP1 (from most students – Switzerland – to least students – Turkey)

On MP1, 7 of the 9 Swiss students are male while only two are female. The same trend can
be seen with Portuguese, Finnish and Belgium students with 6 male and 1 female, 4 male and
2 female, and 3 male and 1 female student respectively. Only with the Turkish students, who
make up the smallest group, is the trend reversed with 3 females and only 1 male student on
the course.

Detail paragraph 2: MT1 (from most students – Switzerland – to least students – Turkey)

The vast majority of foreign students on MT1 are female. More students come from
Switzerland than other nations with 7 Swiss females and 1 Swiss male. Belgium and Finland
also contribute 1 male student to the course each and 7 and 6 female students respectively.

40
 From Portugal, there are 2 male students, double the contribution of other countries, and 3
female students. Only 1 Turkish male and no females are enrolled on the course.

Step 6) Write!

By this stage you have analysed the task, decided on an overview of the main trends or
features in the data and planned the two detail paragraphs, you can now begin writing your
3-paragraph report. If you have planned well, this should not take very long because you
have already done the analysis and made the difficult decisions.

You can follow this plan for all IELTS academic writing task 1 types, including processes and maps,
although you have to consider different information to include in the overview. How to create an
overview for these other task types is discussed later in the maps and processes task notes.

41
PROCESSES | LINKING WORDS, VERBS, REFERENCING AND PROCESS
TASK ORGANISATION

Task | Industrial Process

Study this task in our online course: Module 6 – Processes, ‘Industrial Processes’

The diagram shows how oil is refined and supplied for use as fuel for cars, planes and ships.

Summarize the information by selecting and reporting the main features, and make comparisons
where relevant.

MODEL REPORT
The diagram illustrates the process of refining oil for use as fuel in the transportation industry.
Overall, this linear process has four main steps, starting with the extraction of the oil from the
ground and finishing with distillation.

42
In the first stage, oil is extracted from beneath the ocean by workers on an oil rig. Subsequently, the
oil is kept in storage tanks. When enough oil has been collected, it is transported on a tanker to a
refinery.

At the refinery, the crude oil is processed in order to make it suitable as fuel for transport. First, the
crude oil is passed through a furnace, where it is heated to around 600 degrees Celsius.
Consequently, it becomes a gas and then is passed into the distillation tower. Following the heating
process, the gas rises and cools. At different temperatures different types of fuel condense and
become liquid. At 450, 200 and 60 degrees, boat, plane and car fuel respectively condense. After the
process is complete, the fuel can be transported by truck or pipeline to the place of sale. (178 words)

OUR NOTES | LINKING STAGES AND VERB FORMS

Linking Stages

In a process task it is important to connect one stage of the process to the next so that the report
has a high level of coherence and cohesion.

In the model report, linking words and phrases are highlighted that help the report move from one
stage to the next. These highlighted phrases are analysed below.

Overall, this linear process has four main steps, starting with the extraction of the oil from the
ground and finishing with distillation.

Note that the overview is in the same position within the introduction paragraph as for other task 1
tasks: after the introduction paraphrase.

The overview should mention if the process is linear (does not repeat itself) or cyclical (/sik-li-kal/ -
repeats itself). In the sample report above it is linear. After this, the writer then states how many
steps there are and what the first and last steps are, using the phrases ‘starting with’ and ‘finishing
with’.

Note that we use verb + ing to begin a sentence or a clause (see ‘starting with’ in the overview).

The verb form on both sides of ‘and’ should be the same if the subject is the same: ‘verb ing + and +
verb ing’

People went to the city centre to shop and visit cafes. (present tense verb + and + present tense
verb)

She went to the market and saw a band perform. (past tense verb + and + past tense verb)

In the first stage, oil is extracted

43
In the + ordinal number + stage/step

This is a simple way to begin the description of each stage/step:

In the second stage, water is collected

In the third step, the trees are planted

In the next stage, the machine is turned on

In the final step, the material is mixed

Of course, repeating this structure too many times makes writing mechanical and repetitive. It is
better to use a wider range of sequencing words/phrases.

Subsequently, the oil is kept in storage tanks

Subsequently is an academic adverb that means ‘next’.

When enough oil has been collected, it is transported

Note that the tense used here is the passive present perfect (has/have + been + verb 3). More on
this later.

‘When’ is often used with the present perfect (has/have + past participle ((verb 3))) or the present
simple in processes tasks:

When the tree has grown to 5 meters, it is cut down.

When the tree is 5 meters tall, it is cut down.

When the eggs have reached 2 months old, they hatch

When the eggs are 2 months old, they hatch

In the examples above, when is used to introduce a time clause that helps to sequence events. The
form is as follows:

When + subject + verb, main clause.

Notice that a comma is used to separate the time clause from the main clause of the sentence.

At the refinery, the crude oil is processed

We use ‘in, on, at’ to give locations of stages

On the farm, the crops are planted

In the container, the goods are stored

44
First, crude oil is passed through a furnace

You can use these words or phrases to order stages:

First, Second, Third

Firstly, Secondly, Thirdly

First of all, Second of all

Finally,

You can mix different kinds of sequencing words to reduce repetition:

First of all, the water is boiled. Secondly, it is poured into a cup. Third, a tea bag is added. Finally, the
tea is drunk.

Consequently, it becomes a gas

Consequently,… is used to introduce a result. ‘As a result,…’ is used for the same purpose.

The summer was very hot. As a result, there were many forest fires.

Following the heating process, the gas rises

You can use ‘Following this,…’ or ‘Following (the name of previous stage/step),…’

This can be replaced with ‘After’

After the heating process, the gas rises

We can also use ‘Before’:

Before the gas can rise, it must be heated

Verb Forms

You may notice that sometimes the active voice is used. This means that the subject of the sentence
performs/does the action of the verb (subject + verb):

the gas rises

fuel condenses

45
However, many sentences are in the passive voice. This means that the action of the verb happens
to the subject (subject + be + past participle ((verb 3)):

oil is extracted

When enough oil has been collected,…

…it is transported

the crude oil is processed

the fuel can be transported

If the subject has control, the active voice is used. If the subject does not have control and
something else controls it, the passive voice is used. In this task, people find the oil, transport it and
refine it. As a result, the oil is passive, so the passive voice is used.

Study this example from earlier: First of all, the water is boiled. Secondly, it is poured into a cup.
Third, a tea bag is added. Finally, the tea is drunk.

All these sentences are in the passive voice because the person doing the action is not important;
the action itself is important.

You need to use passive verb forms for most industrial processes and some natural processes.

A natural process describing the life cycle of an animal, for example, may need a mix of active and
passive verb forms:

The eggs are placed in a nest in a tree (passive)

The birds grow to a height of 30cm (active)

They hunt smaller animals like mice (active)

Remember, consider carefully when to use the passive or active voice when describing each stage in
a process task and link those stages carefully with appropriate linking words/phrases.

46
 Task | Natural Process
Study this task in our online course: Module 6 – Processes, ‘Natural Processes’

The diagram shows how rocks are created and destroyed in the rock cycle.

Summarize the information by selecting and reporting the main features, and make comparisons
where relevant.

MODEL REPORT
The diagram illustrates how rocks are formed due to erosion, heat and pressure. Overall, there are
three stages in the cyclical process which creates sedimentary, metamorphic and igneous rock.

Rock on the surface of the Earth is eroded by the weather into sand and small stones which are then
transported to the sea. These fall to the bottom of the sea where they form a layer of sediment. Over
time, more sediment builds up on top and the pressure turns the sediment below into sedimentary
rock. As the sedimentary rock is pushed down, the pressure and heat increases. Consequently, the
sedimentary rock changes into metamorphic rock.

47
After metamorphic rock forms, it may slowly pass up to the Earth’s surface and the process of erosion
and sedimentation repeats. Alternatively, the metamorphic rock may continue down into the earth.
When it reaches a certain level of pressure and heat it melts, becoming magma. This magma may
rise to the surface through a volcano. When this cools on the Earth’s surface, igneous rock is formed
and the process of erosion begins again. (179 words)

OUR NOTES | ORGANISATION AND REFERENCING

Organisation

Write three paragraphs for all task 1 essay types.

Paragraph 1:

Begin with a paraphrase of the task text. To do this, state the topic of the diagram using different
vocabulary to that in the task text.

Task text: The diagram shows how rocks are created and destroyed in the rock cycle.

Paraphrase: The diagram illustrates how rocks are formed due to erosion, heat and pressure.

Then include an overview.

Overall, there are three stages in the cyclical process which creates sedimentary, metamorphic and
igneous rock.

An easy way to write the overview for processes tasks is to…

1) state if the process is natural or man-made

2) state if the process is linear (does not repeat itself) or cyclical (/sik-li-kal/ - repeats itself)
3) state the number of steps/stages
4) include important features of the process (i.e. what the first/last step is, or where the
process takes place, or what is needed for the process)
If you can do this in a sentence, you have an overview! Examples from other tasks:

Overall, this man-made linear process includes 4 main steps and takes place underground.

Overall, this is a natural cyclical process that has 5 stages, starting with evaporation and ending with
rain.

Below is an analysis of what the following two paragraphs should contain.

Paragraphs 2 and 3:

48
In the next two paragraphs, the process should be described in the order that it occurs (happens). If
the process is cyclical, you should decide a logical position at which to begin the description.

The first detail paragraph describes the first half of the process in detail:

Rock on the surface of the Earth is eroded by the weather into sand and small stones which are then
transported to the sea. These fall to the bottom of the sea where they form a layer of sediment. Over
time, more sediment builds up on top and the pressure turns the sediment below into sedimentary
rock. As the sedimentary rock is pushed down, the pressure and heat increases. Consequently, the
sedimentary rock changes into metamorphic rock.

The second detail paragraph describes the second half of the process in detail:

After metamorphic rock forms, it may slowly pass up to the Earth’s surface and the process of erosion
and sedimentation repeats. Alternatively, the metamorphic rock may continue down into the earth.
When it reaches a certain level of pressure and heat it melts, becoming magma. This magma may
rise to the surface through a volcano. When this cools on the Earth’s surface, igneous rock is formed
and the process of erosion begins again.

You must decide when to finish the first detail paragraph and when to begin the second detail
paragraph. This means you have to decide where the halfway point of the process is. In the model
report above, the writer decided that the halfway point is when metamorphic rock forms.

You should use linking words and phrases (‘first, second, following this, before, after, subsequently,
finally…’ etc.) to connect the stages in the process. See our notes on industrial processes for more.

Referencing

Referencing connects a text and so increases cohesion. Pronouns are used to refer back to
previously mentioned nouns, avoiding repetition. Here are some examples:

Many students have tried the IELTS test. They know it can be difficult sometimes.

they = many students who have tried the IELTS test

it = the IELTS test

Substitution is used to replace certain nouns, noun phrases or sometimes even whole sentences as
seen below.

Many students have tried the IELTS test. The ones who worked hard achieved the score they wanted.

the ones (a noun substitution phrase) = the students who have tried the IELTS test

This, that, these and those can be used as demonstrative adjectives to refer to people or things.

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Many students have tried the IELTS test. Those students who worked hard achieved the score they
wanted.

those students = the students who have tried the IELTS test

Many students have tried the IELTS test. Those who worked hard achieved the score they wanted.

those = the students who have tried the IELTS test

Study the paragraph below. What is the meaning and use of the words in bold?

Rock on the surface of the Earth is eroded by the weather into sand and small stones which are then
transported to the sea. These fall to the bottom of the sea where they form a layer of sediment.

Grammar Note:

Relative clauses, introduced with a relative pronoun: that, which, who, describe a noun.

Without the relative clause there would be repetition of the nouns (sand and small stones):

Rock on the surface of the Earth is eroded by the weather into sand and small stones. The sand and
small stones are then transported to the sea.

Note that to refer back to a noun which has already been introduced, use the definite article ‘the’:

…into sand and small stones. The sand and small stones…

When a sentence ends with a noun that is the subject of the next sentence, a relative clause can
often be used:

The buildings are made of sandstone. The sandstone erodes easily.

The buildings are made of sandstone which erodes easily.

When referring back to a previous noun, make sure you know if the noun is singular (one) or plural
(more than one)

These = sand and small stones (plural)

they = sand and small stones (plural)

After metamorphic rock forms, it may slowly pass up to the Earth’s surface and the process of erosion
and sedimentation repeats.

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it = metamorphic rock (singular / uncountable)

When it reaches a certain level of pressure and heat it melts, becoming magma. This magma may
rise to the surface through a volcano. When this cools on the Earth’s surface, igneous rock is formed
and the process of erosion begins again.

it = metamorphic rock (singular / uncountable)

This magma = the magma from the previous sentence (singular / uncountable)

this = the magma that has risen to the surface through a volcano (singular / uncountable)

The writer states this magma to make it very clear what he/she is referencing (the magma). Use this
if the context is already clear about what this (the magma) refers to.

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MAPS AND FLOORPLANS | PASSIVE AND ACTIVE VERB FORMS,
ORGANISTAION AND DESCRIBING LOCATIONS

Task | Village Map

Study this task in our online course: Module 7 – Maps, ‘Vocabulary | Verbs’

The maps show the changes in the village of Wells-on-the-Water in the UK between 1985 and 2010.

Summarize the information by selecting and reporting the main features, and make comparisons
where relevant.

MODEL REPORT
The maps reveal developments in the British village of Wells-on-the-Water over a 25-year period.
Overall, it is clear that Wells-on-the-Water developed from a small, agricultural village to a larger
and more commercial settlement.

The most notable development was that the forest north of Woods Drive was cleared and replaced
with a new commercial area. A new access road, Queen’s Drive, was constructed which connected
Woods Drive to the area northeast of the village. New shops were constructed along both Woods
Drive and Queen’s Drive. In the south of the village, Mansion Lane was extended and a bridge was
built allowing access across the river. New houses were constructed on both sides of Mansion Lane.
All of this construction greatly reduced the amount of farmland around the village. The old farm

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house and the post office at the western end of Mansion Lane were demolished and replaced with a
park. The post office was relocated to one of the new buildings on Queen’s Drive.

The largest building in the village in both years was the mansion. However, by 2010 it had been
converted into a care home. Likewise, the old factory was converted into luxury flats. Only Mansion
Gardens remained unchanged throughout the period. (204 words)

OUR NOTES | VERB FORMS AND ORGANISATION

Organisation

Like the other task 1 reports, we want to complete this report in three paragraphs. The first
paragraph contains the introduction paraphrase and an overview. Like with overviews in the other
task 1 types, we do not want to be too general or too specific.

Too general: Overall, it is clear that Wells-on-the-Water changed greatly over the years. – This
sentence could describe most towns/villages/cities

Too specific: Overall, it is clear that Wells-on-the-Water changed, with new roads in the north and
south that replaced farmland, as well as a conversion of an old factory into new flats.- This
information covers a lot of the changes but is likely to be repeated in the detail paragraphs.

Good overview: Overall, it is clear that Wells-on-the-Water developed from a small, agricultural
village to a larger and more commercial settlement. – This information gives the reader a good idea
of the general changes without specific details.

There are a number of different ways we can organize our two detail paragraphs when describing
maps. It is best to choose a way that you are most comfortable with. Let’s look at the most common
options:

1) We can spend each paragraph describing each map:

DP1: “Looking first at Wells-on-the-Water in 1985,…”

DP2: “Moving on to the changes that took place up to 2010,…”

We can organize the description inside each paragraph by the compass (for example, by
describing the north, south, east, west of the first map in the first detail paragraph, then the
north, south, east, west changes made in the second map in the second detail paragraph)

or

We can organize the description inside each paragraph by the largest to smallest feature of
the maps (for example, we start with the biggest to smallest features of the first map in the
first detail paragraph, then biggest to smallest changes in the second map in the second
detail paragraph)

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 2) We can spend each paragraph describing the changes between the maps:
We can organise the changes by the compass:
DP1: “Looking first at the changes to the north and south of Wells-on-the-Water over the
period,…”

DP2: “Moving on to the changes that took place in the east and west,…”

or

We can organise the changes from largest to smallest:

DP1: “Looking first at the biggest changes made to the village over the period,…”

DP2: “Moving on to the smaller changes that took place,…”

or

We can organize the changes by the type of change.

For example, building changes and transport changes:

DP1: “A number of changes were made to the road network over the period,…”

DP2: “Moving on to the changes made to the buildings,…”

In our model answer, we have organized the detail paragraphs using method 2) – from largest (extra
roads, shops and houses) to smallest (conversions and unchanged areas):

The most notable development was that the forest north of Woods Drive was cleared and replaced
with a new commercial area. A new access road, Queen’s Drive, was constructed which connected
Woods Drive to the area northeast of the village. New shops were constructed along both Woods
Drive and Queen’s Drive. In the south of the village, Mansion Lane was extended and a bridge was
built allowing access across the river. New houses were constructed on both sides of Mansion Lane.
All of this construction greatly reduced the amount of farmland around the village. The old farm
house and the post office at the western end of Mansion Lane were demolished and replaced with a
park. The post office was relocated to one of the new buildings on Queen’s Drive.

The largest building in the village in both years was the mansion. However, by 2010 it had been
converted into a care home. Likewise, the old factory was converted into luxury flats. Only Mansion
Gardens remained unchanged throughout the period. (204 words)

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Notice that we have separated the paragraphs by the type of change. The first detail paragraph
contains the largest changes that involved construction. The second detail paragraph contains the
smallest changes that were just conversions.

This is just one way of organizing this report. There are many ways so practice and see which way
you like the most.

Verb Forms

In the model report you can see the verbs highlighted in different colours.

Red – active verbs

Purple – Passive verbs

You should notice that there are many more passive verb forms than active verb forms. This is
because the building and roads are the focus of the report, not the people who built them. In the
final paragraph, we can gain extra grammatical range marks by showing the examiner that we can
use the past perfect passive form:

However, by 2010 the mansion had been converted into a care home.

We can use the past perfect (had + verb 3) to describe a time before a time in the past (i.e. a time
before 2010). This can often be used with ‘by’.

Active: By 1990 the economy had improved. (the economy improved before/up to 1990)

Passive: By 1990 30 new schools had been built. (30 new schools were built before/up to 1990)

There are many useful verbs in this report:

to clear = to destroy / remove (forests/jungles/trees)

to demolish = to destroy / remove (buildings)

to reduce = to make smaller

to construct = to build

to build

to connect = to join/bring together

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to extend = to make longer

to relocate = to move to a new place

to replace = to destroy something and make something new in the same place

to convert = to change the function of a place

to remain = to stay in the same place

Note that you will have to change the tense to suit the task:

past tense:

the road was extended

future tense:

the road will be extended / the road is planned to be extended etc.

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Task | Island Map
Study this task in our online course: Module 7 – Maps, ‘Structure of Your Answer’

The maps show Coco Island as it is now and plans for how it will be developed over the next 5 years.

Summarize the information by selecting and reporting the main features, and make comparisons
where relevant.

MODEL REPORT
The two maps show how Coco island appears today and how it is predicted to appear after
development takes place over 5 years. It is clear that the currently uninhabited island will undergo
many changes in order to make it into a resort island suitable for tourists.

Starting in the south of the island, a pier will be constructed, allowing passengers to easily access the
island from boats. Immediately north of the dock but still close to the southern coast, the hotel
reception will be situated in a large building. On the northern coast of the island the hotel restaurant
will be built, affording ocean views for diners.

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Visitors to the resort will stay in villas situated in either the east or the west of the island. Those in
the west will be beach villas, which will be close to the island’s only swimming beach. Those located
in the east are to be constructed around an area of palm trees. All of the planned buildings will be
connected by footpaths. (172 words)

OUR NOTES | ORGANISATION AND HOW TO DESCRIBE LOCATIONS

Organisation

This three-paragraph report begins with the introduction paragraph containing a paraphrase of the
task text.

Task text: The maps show Coco Island as it is now and plans for how it will be developed over the
next 5 years.

Paraphrase: The two maps show how Coco island appears today and how it is predicted to appear
after development takes place over 5 years.

A paraphrase contains the same information as the original sentence but uses different vocabulary
or grammar.

After the paraphrase is the overview, which is a single sentence that summarises the maps in a
general way: It is clear that the currently uninhabited island will undergo many changes in order to
make it into a resort island suitable for tourists.

For this type of task, you should write two detail paragraphs (see our other maps task - villages).

In this model report the writer has organized the paragraphs by the location of the planned changes.
The first detail paragraph describes the changes planned to occur in the south and the north of the
island:

Starting in the south of the island, a pier will be constructed, allowing passengers to easily access the
island from boats. Immediately north of the dock but still close to the southern coast, the hotel
reception will be situated in a large building. On the northern coast of the island the hotel restaurant
will be built, affording ocean views for diners.

The second detail paragraph describes the changes in the east and west:

Visitors to the resort will stay in villas situated in either the east or the west of the island. Those in
the west will be beach villas, which will be close to the island’s only swimming beach. Those located
in the east are to be constructed around an area of palm trees. All of the planned buildings will be
connected by footpaths.

This is a logical decision for this particular map task because the changes in the north and south
relate to tourist facilities (the pier, reception and restaurant) while the changes in the west and east
are connected to tourist accommodation (the beach and island villas).

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There are other possible ways of organizing this report that could also earn you full marks (for
example, a paragraph for each map, or describing the largest to smallest changes). Whichever way
you choose to organise your detail paragraphs, make sure it is logical and not random!

Locations

To help us describe the maps, we can use compass directions:

We use in the + compass point (+ of) to give the location on the map:

A pier will be built in the south of the island

Beach villas will be constructed in the west.

We use to the + compass point (+ of) to give the location on the map relative to another object:

A reception will be built to the north of the pier.

Notice the reception is in the south (of the map), but to the north of the pier.

We use immediately + compass point (+ of) to give the location on the map very close to another
object:

The beach villas will be immediately east of the beach in the west of the island.

We can turn these compass points into adjectives:

northern, southern, eastern, western, central + noun

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The swimming area will be on the western coast.

The island villas will be placed on the eastern side of the island.

A path will be built in the central area of the island.

Vocabulary note:

the coast (noun) = the area where the land meets the sea

If you want to add more detail to this model report, you could describe the paths in more detail
using the verbs run or lead with from and to:

A path will run from the reception in the south to the restaurant in the north.

A path will lead from the center of the resort to the beach.

Practice using compass points to describe locations in your next maps task!

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 Task | Museum Floorplan
Study this task in our online course: Module 7 – Maps, ‘Floorplans’

The diagrams below show existing and proposed floor plans for the redevelopment of the
Shepperton People’s History Museum.

Summarize the information by selecting and reporting the main features, and make comparisons
where relevant.

MODEL REPORT
The maps illustrate Shepperton People’s History Museum before and after planned developments.
Overall, the existing space will be altered to provide more exhibition space and educational facilities
while outside the parking area will be extended.

Currently, a small car park provides access to the lobby. The People’s History Gallery and office open
off the lobby to the east. North of the People’s History Gallery is the temporary exhibition and west of
this is a large garden. Stairs in the People’s History Gallery lead up to the children’s exhibition on the
first floor. North of this is a restaurant overlooking the garden and behind the restaurant is a storage
area.

The car park will be extended to the north which will make the garden smaller; however, a fountain
will be added to the garden. The lobby and temporary exhibition space will exchange places so
museum entry will be from the garden. The office will remain on the ground floor but at the east end

61
of the lobby. On the first floor, two educational rooms will be built overlooking the car park and a
second People’s History Gallery will replace the storage area. (191 words)

OUR NOTES | ORGANISATION AND USE OF VERBS

Organisation

Floorplan tasks are similar to map tasks and so require similar organisation and use of language. As
usual, we recommend writing three paragraphs, beginning with an introduction paraphrase of the
task text and overview in paragraph 1:

Task text: The diagrams below show existing and proposed floor plans for the redevelopment of
the Shepperton People’s History Museum.

Our paraphrase: The maps illustrate Shepperton People’s History Museum before and after planned
developments.

Our Overview: Overall, the existing space will be altered to provide more exhibition space and
educational facilities while outside the parking area will be extended.

Linking Note: ‘while’ can be used to contrast ideas or to mean ‘at the same time’. In the example
below, while introduces contrasting information:

60% of people prefer taking the train, while only 18% choose to take the bus.

In the example below, while introduces an action which will occur at the same time as the action in
the first clause:

The car park will be extended while the lobby will be replaced.

After the introduction paragraph you must organise the information in the two detail paragraphs.
You could organise the detail paragraphs in one of the following ways:

 Separate the paragraphs by map (1 paragraph to describe each map).

 Separate the paragraphs by the importance of changes (1 paragraph for the major changes, 1
paragraph for the minor changes).
 Separate the paragraphs by location (for example, 1 paragraph for changes occurring in the north and
south and 1 paragraph for changes occurring in the east and west).

Which structure is best depends on which you are most comfortable using and which is most
suitable for the task.

This floorplan task is quite complex, so the easiest structure to use is to write one paragraph for each
floorplan (present and future).

Now you need to decide how to organise the information inside each paragraph. For buildings such
as this, one obvious way is to organise the information into the order that a visitor sees. For

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example, a visitor to this museum will first see the garden, then the lobby and then the People’s
History Gallery. Note that you should not write about the visitor directly, only the building itself.

The structure of the first detail paragraph (current floorplan, from entrance to first floor):

Currently, a small car park provides access to the lobby. The People’s History Gallery and office open
off the lobby to the east. North of the People’s History Gallery is the temporary exhibition and west of
this is a large garden. Stairs in the People’s History Gallery lead up to the children’s exhibition on the
first floor. North of this is a restaurant overlooking the garden and behind the restaurant is a storage
area.

Vocabulary note: Compass points (north, south, east, west) are useful to describe positions of
building relative to each other. IELTS map tasks always provide the compass points on the map.
Below are examples of how to use compass points to describe location:

North of the People’s History Gallery is the temporary exhibition

west of this (the temporary exhibition) is a large garden

The structure of the second detail paragraph (developed floorplan, from entrance to first floor):

The car park will be extended to the north which will make the garden smaller; however, a fountain
will be added to the garden. The lobby and temporary exhibition space will exchange places so
museum entry will be from the garden. The office will remain on the ground floor but at the east end
of the lobby. On the first floor, two educational rooms will be built overlooking the car park and a
second People’s History Gallery will replace the storage area.

Remember there are other ways of organising a task such as this to achieve the highest scores. This
is just one example.

Use of Verbs

This floorplan task has a current floorplan, which requires the use of the present simple verb tense,
and a proposed/planned floorplan, which requires the use of future forms.

Note that some floorplans show changes made in the past; therefore, the past tense must be used
(see our Maps – Village task).

As the first detail paragraph describes the current museum, the verb forms are in the present
simple:

Currently, a small car park provides access to the lobby. The People’s History Gallery and office open
off the lobby to the east. North of the People’s History Gallery is the temporary exhibition and west of
this is a large garden. Stairs in the People’s History Gallery lead up to the children’s exhibition on the
first floor. North of this is a restaurant overlooking the garden and behind the restaurant is a storage
area.

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When using the present simple tense, the subject and verb must agree.

If the subject is singular (one), add ‘s’ to the verb:

a small car park provides access (a small car park = singular)

west of this is a large garden (the same meaning as ‘a large garden is west of the People’s History
Gallery’ – a large garden = singular)

If the subject is plural (more than one), the base verb is used:

Stairs lead up to the children’s exhibition (stairs = plural)

The People’s History Gallery and office open off the lobby (gallery and office = plural)

Vocabulary note: If room B opens off room A, it means the rooms are next to each other and you
can walk from room A directly to room B.

The second detail paragraph describes the proposed plans for the museum, so future language is
used:

The car park will be extended to the north which will make the garden smaller; however, a fountain
will be added to the garden. The lobby and temporary exhibition space will exchange places so
museum entry will be from the garden. The office will remain on the ground floor but at the east end
of the lobby. On the first floor, two educational rooms will be built overlooking the car park and a
second People’s History Gallery will replace the storage area.

Passive forms are used (be + the past participle ((verb 3)) because the changes to the building are
what is relevant, not the people who created the changes.

Passive forms:

The car park will be extended

a fountain will be added

two educational rooms will be built

Active forms:

The car park will make the garden smaller

The lobby and temporary exhibition space will exchange places

The office will remain

a second People’s History Gallery will replace the storage area

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In this report will is used with the present tense verb, but there are other forms which could be
used.

Passive forms:

The car park is expected to be extended

a fountain is planned to be added

two educational rooms are going to be built

Active forms:

The car park is likely to make the garden smaller

The lobby and temporary exhibition space are planned to exchange places

The office is going to remain

a second People’s History Gallery is expected to replace the storage area

Note that will is used most often for future changes because it is concise (short and direct).
However, using a number of different forms to explain predicted or planned changes shows the
examiner that you can use a range of vocabulary and grammar and so is likely to improve your score.

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FINAL COMMENTS
We hope this book has given you some useful tools to write great reports. Here are our top tips for
continuing your IELTS writing journey.

 You must practice what you have studied. With repetition, correct use of language will
become automatic. This may take time, so be patient with yourself.
 Help your memory by putting important language notes on the walls of your
bedroom/office/living room/ kitchen etc.
 Get feedback on your writing from an experienced tutor. Analyse the mistakes that you
make and think about how you can do better in the future.
 Read in English. People who are good readers are generally better writers. From the texts
that you read, make sure that you learn interesting vocabulary and think about the way that
each text is structured.
 Find out what time of day you will take the test and get into a habit of using English at that
time in the weeks leading up to the day of the exam. Also make sure that you get a good
night’s sleep before the test.

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