How to Write an IELTS Writing Task 1

On the following pages there are lessons to teach you how to write an academic
IELTS writing task 1.

There are examples of all the different types of task which include line graphs, pie
charts, tables, processes, diagrams and maps.

Answers will always vary depending on the type of graph or diagram, and the type of
language will vary, but there is a certain structure that they all follow.

First, on this page, you’ll get an overview of how to answer a task 1.

Once you have studied the general structure, you can view other examples by
looking at the model graphs that are on this site. 

Alternatively, follow on with these lessons to a variety of strategies and tips to

achieve the writing score you need.

How do I answer an IELTS writing task 1?

To analyse this, we’ll look at a line graph. Look at the following question and the
graph.

You should spend about 20 minutes on this task.

The line graph below shows changes in the amount and type of fast food
consumed by Australian teenagers from 1975 to 2000.

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

Write at least 150 words.

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There are three basic things you need to structure an IELTS writing task 1.

1. Introduce the graph

2. Give an overview
3. Give the detail
We’ll look at each of these in turn. 

1) Introduce the Graph

You need to begin with one or two sentences that state what the IELTS writing task 1
shows. To do this, paraphrase the title of the graph, making sure you put in a time
frame if there is one.

Here is an example for the above line graph:

The line graph compares the fast food consumption of teenagers in Australia
between 1975 and 2000, a period of 25 years.
You can see this says the same thing as the title, but in a different way. 

2) Give an Overview
You also need to state what the main trend or trends in the graph are. Don’t give
detail such as data here – you are just looking for something that describes what is
happening overall.

One thing that stands out in this graph is that one type of fast food fell over the
period, whilst the other two increased, so this would be a good overview.

Here is an example:

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Overall, the consumption of fish and chips declined over the period, whereas
the amount of pizza and hamburgers that were eaten increased.
This covers the main changes that took place over the whole period.

You may sometimes see this overview as a conclusion. It does not matter if you put
it in the conclusion or the introduction when you do an IELTS writing task 1, but you
should provide an overview in one of these places. 

3) Give the Detail

You can now give more specific detail in the body paragraphs.

When you give the detail in your body paragraphs in your IELTS writing task 1, you
must make reference to the data.

The key to organizing your body paragraphs for an IELTS writing task 1 is to group
data together where there are patterns.

To do this you need to identify any similarities and differences.

Look at the graph – what things are similar and what things are different?

As we have already identified in the overview, the consumption of fish and chips
declined over the period, whereas the amount of pizza and hamburgers that were
eaten increased.

So it is clear that pizza and hamburgers were following a similar pattern, but fish and
chips were different. On this basis, you can use these as your ‘groups’, and focus
one paragraph on fish and chip and the other one on pizza and hamburgers.

Here is an example of the first paragraph:

In 1975, the most popular fast food with Australian teenagers was fish and
chips, being eaten 100 times a year. This was far higher than Pizza and
hamburgers, which were consumed approximately 5 times a year. However,
apart from a brief rise again from 1980 to 1985, the consumption of fish and
chips gradually declined over the 25 year timescale to finish at just under 40.
As you can see, the focus is on fish and chips. This does not mean you should not
mention the other two foods, as you should still make comparisons of the data as the
questions asks.

The second body then focuses on the other foods:

In sharp contrast to this, teenagers ate the other two fast foods at much higher
levels. Pizza consumption increased gradually until it overtook the
consumption of fish and chips in 1990. It then levelled off from 1995 to 2000.
The biggest rise was seen in hamburgers as the occasions they were eaten
increased sharply throughout the 1970’s and 1980’s, exceeding that of fish
and chips in 1985. It finished at the same level that fish and chips began, with

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consumption at 100 times a year. 

Full Model Answer:

The line graph compares the fast food consumption of teenagers in Australia
between 1975 and 2000, a period of 25 years. (introduction)

Overall, the consumption of fish and chips declined over the period, whereas
(conjunction) the amount of pizza and hamburgers that were eaten increased.

(general trend)

In 1975, the most popular fast food with Australian teenagers was fish and chips,
being eaten 100 times a year. This was far higher than Pizza and hamburgers,
which were consumed approximately 5 times a year. However, apart from a brief
rise again from 1980 to 1985, the consumption of fish and chips gradually declined
over the 25 year timescale to finish at just under 40.

(jelaskan satu variable/trend) > dengan sebanyak mungkin informasi > secara
seamless (jangan banyak terpotong)

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In sharp contrast to this, teenagers ate the other two fast foods at much higher
levels. Pizza consumption increased gradually until it overtook the consumption of
fish and chips in 1990. It then levelled off from 1995 to 2000. The biggest rise was
seen in hamburgers as the occasions they were eaten increased sharply
throughout the 1970’s and 1980’s, exceeding that of fish and chips in 1985. It
finished at the same level that fish and chips began, with consumption at 100
times a year.

Jangan jelaskan trend yang sama. Beri penjelasan baru ketika ada perubahan.

(194 words)

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Describing Trends in IELTS Writing Task 1

IELTS Academic Writing

In IELTS Academic Writing Task 1 you will be tested on your ability to describe and interpret
information presented in a graph, table, chart or diagram.

You will need to describe trends, compare and contrast data or report statistical information.
Occasionally you will need to describe a process (which we will explain in another section).

In order to do well in this section, you need to know specific vocabulary related to describing
trends.

Verbs to describe an upward trend

The following verbs can be used to describe a trend or pattern that goes up.

 climb (past: climbed)

 go up (past: went up)
 grow (past: grew)
 increase (past: increased)
 jump (past: jumped)
 rise (past: rose)
 rocket (past: rocketed)

Sentence examples using words that show an upward trend:

 The number of enrolments increased significantly between 2005 and 2010.

 Production rose from 800 units in May to 1000 units the following month.

Verbs to describe a downward trend

The following verbs can be used to describe a trend or pattern that goes down.

 decline (past: declined)

 decrease (past: decreased)
 drop (past: dropped)
 fall (past: fell)
 go down (past: went down)
 plummet (past: plummeted) = to fall or drop suddenly in amount or value
 plunge (past: plunged) = to fall or drop suddenly in amount or value

Plunge and Plummet, when describing trends, have the same meaning.

Sentence examples using words that show a downward trend:

 Prices of Model X dropped significantly once Model Y became available on the market.
 Company profits decreased in 2013 by 15%.

Words and phrases used to describe a stable trend

To describe a more or less stable pattern, you can use the following expressions:

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  maintain (past: maintained)
 remain (past: remained)
 stay (past: stayed)
 constant
 stable
 steady
 unchanged

Adverbs used when describing trends

Adverbs describe HOW something happens. They usually come after a verb.

 sharply, rapidly, quickly, steeply

 considerably, significantly, substantially
 steadily, gradually, moderately
 slightly, slowly

To see the degree of intensity of these adverbs, look at the chart below.

Academic Writing Task 1 Summary Chart

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Nouns used when describing trends
 decline
 decrease
 dip (a momentarily small drop in the level of something)
 drop
 fall
 fluctuation (= an irregular rising and falling in number or amount; a variation)
 growth
 increase
 peak (= the highest point)
 rise
 slump (= a severe or prolonged fall in the price, value, or amount of something)
 variation (= a change or difference in condition, amount, or level)

Quick IELTS Academic Writing Tips when

describing trends
Do not describe every small upwards or downwards movement. You need to look at the
important trends or characteristics and give a general overview.

You will normally use verbs in the past tense when describing trends though always look for
dates to confirm which tense to use.

Do not write about things that do not appear in the graph. You shouldn't give an opinion, just
describe the information that appears.

Even if your grammar (and vocabulary) is perfect, you will lose marks for not showing an
accurate understanding.

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IELTS Writing - Academic Task 1 -
Vocabulary
The following words and phrases will help you describe trends:
a rise
an increase
a surge
a growth
a peak

a fluctuation
a variation
Nouns

a period of stability
a plateau

a fall
a decrease
a decline
a dip

to rise
to increase
to surge
to grow
to peak
to skyrocket

to fluctuate
Verbs
to vary

to fall
to decrease
to decline
to dip
to dive
to plunge

Phrases to show an upward trend

to show a downward trend
to hit the highest point
to hit the lowest point
to reach a peak
to show some fluctuation
to fluctuate wildly
to remain stable
to remain static
to remain unchanged
to stay constant

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 to reach a plateau
to level off
to flatten out
the highest
the lowest
the second highest
the third highest

compared to 
compared with
relative to

sharply
suddenly
rapidly
abruptly
dramatically
significantly
Adverbs steadily
considerably
markedly
slightly
gently
gradually
wildly

sharp
sudden
rapid
abrupt
dramatic
steep
Adjectives significant
steady
considerable
marked
slight
gentle
gradual

SAMPLE SENTENCES
 There was a substantial increase in the value of stocks on March 15th.
 House prices rose dramatically in July.
 The number of tourists visiting New York fell sharply in October.
 The percentage of students walking to school continued to rise gradually over the ten
year period from 2000-2010.
 There was a sharp increase in employee turnover after the strike.
 Interest in environmental issues has risen steadily over the last 10 years.

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MORE USEFUL WORDS AND PHRASES
1. Percent � the word percent comes after a number

Examples:
More than 25% of the students are from Brazil. 
More than 25 percent of the students come from Brazil.
2. Percentage - The word percentage comes after words like the, a, this and that.
Often, it is preceded by an adjective.
Examples:
A small percentage of residents have lived in the building for more than 20 years. 
The percentage of students who live on campus has fallen sharply since the fire.
3. For numbers up to ten, write the numbers in words. For numbers over 10, you can
write the numbers in numbers.
Examples:
Five percent of the employees were late this month.
More than 50 percent of the students handed in their assignments late after the long
weekend.
4. If the sentence starts with a number, always write it in words.
Examples: Wrong: 25 students were from China.
Right: Twenty-five students were from China.

GRAMMAR
Take note of the following prepositions which you will need to describe dates, numbers and
comparisons:
Dates
In December,
In 2005,
From 2001-2010,
By 1998,
Between 1965-1969
Numbers
Increase of 25%
Decreased by 10%
Fell from 200 in July to 150 in August
Comparison
Compared to
Compared with
Relative to

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The IELTS writing test marking scheme is divided into four parts:

 Grammatical Range and Accuracy

 Task Achievement
 Lexical Resource
 Coherence and Cohesion
Grammar therefore accounts for 25% of the marks in your writing test.
You are assessed on two things:

1. Your ability to produce grammatically accurate sentences;

2. Your ability to use a wide range of grammar structures.
Grammar is often the area that students struggle with the most and it can
easily bring a student’s scores down.

Accuracy of grammar
Examiners look for how many ‘error free’ sentences you have. You
therefore need to make sure each sentence has no errors. Even a small
mistake like an article in the wrong place or misplaced plural counts
towards this.
This is why it is so important to check your work after you finish writing.
Always try to leave yourself two minutes at the end to check your work.
Simple errors, which could be fixed with a quick check, will really bring your
marks down in this area.

Range of grammar
A good answer will have a range of appropriate structures and tenses.
Many students try to insert complex sentences and tenses into their
answers. This is not how to do it and will result in your answers looking
unnatural and you making mistakes.
If you write a good answer, complex sentences, such as conditional and
relative clauses will flow naturally.
Below is some advice on certain grammar structures that will help boost
your mark in part one of the writing test, if used appropriately. I have only
included advice for charts, such as pie charts, line graphs and bar charts, in
this post. I will deal with process diagrams in a separate post.

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Describing Trends
IELTS Task 1- Describing Trends over time | Create infographics

In IELTS writing task 1 you may have to describe trends. This may come
up in a line graph, bar chart or when comparing more than one chart.
There are two main grammatical structures we can use to describe trends.

1. There + be + adj. + noun + in + noun phrase

Example:
There was a gradual rise in the price of oil.
There has been a sharp drop in the price of oil.
Possible adjectives

 gradual
 moderate
 modest
 sharp
 dramatic
 slight
 steep
 steady
 significant
 considerable
 rapid

Possible nouns:

 variation
 decline
 decrease
 dip
 drop
 fall
 peak
 fluctuation
 growth
 increase

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  rise
 slump

2. Noun phrase + verb + adverb

Example:
The price of oil rose gradually.
The price of oil has risen dramatically.

Possible verbs:

 rise
 jump
 grow
 climb
 increase
 rocket
 fall
 drop
 decline
 decrease
 go down
 plummet
 plunge

Possible adverbs:

 gradually
 moderately
 modestly
 sharply
 dramatically
 slightly
 steeply
 steadily
 significantly
 considerably
 rapidly

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 slowly

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Describing Increases and Decreases
When describing any of the charts in IELTS writing task 1, you might have
to describe increases and decreases. There are three main ways you can
describe increases and decreases.

1. Noun phrase + verb + adverb

Example:
The price of property fell sharply
The percentage of homes dropped dramatically.

2. There + be + noun + in + noun phrase

Example:
There was a fall in literacy levels.
There has been an increase in the cost of coffee.

3. Using fractions
Example:
The price of oil halved in less than a year.
The price of oil has halved since July.
By July, the price of oil has halved.

Making Comparisons
IELTS writing task 1 will often require you to make comparisons between
data sources, groups and times. Here are five grammatical structures you
can use to make comparisons.

1. More/few/less + noun + than

Example:
Overall, more people preferred public transport than taxis.

2. of one syllable -er + than

Example:
A higher number for people preferred public transport than taxis.

3. More/less + adj. of more than one syllable + than

Example:
Taxis were more popular than public transport.

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 4. of one syllable -est.
Example: 
The highest % of commuters preferred taxis.

5. The most/least + adj. of more than one syllable.

Example:
The least popular mode of transport was buses.

Summarising
IELTS writing task 1 is essentially a summarising task. Your overview
paragraph should contain two or three sentences summarising the main
features of the graph. In order to help you do this, here are some short
phrases.

 To summarise, the most marked change is….

 Overall it is clear….
 Overall the majority/minority….
 In sum, the most noticeable trend is….
Don’t say ‘to conclude’. This is only for discursive essays.

Tenses
Using the appropriate tenses in IELTS writing task 1 is essential if you want
to get a high band score.
The key is to look at the title of the chart and the information contained on
both axes to establish what time frame is used. This will help you establish
what tense you should use.
Example:

 If the time is one point in the past, for example January 1990, then
we should use the past tense.
 If it has projections for the future, for example 2045, we use future
tenses.
 It there is no time, we use present simple.
Below are a range of tenses that could be used in task 1. Remember, the
tense you use will depend on the information displayed in the graph. This is
not a complete list of tenses and an awareness of all the English tenses will
help you achieve the IELTS score you need.

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 1. Present Perfect:
We use this tense generally to talk about an action that happened at an
unspecified time before now. The exact time period is not important.
In writing task 1, we use this tense to talk about changes in data that have
happened over a period of time.
Example
The price of oil has fallen by $5 a barrel every week since July.

2. Present Perfect Continuous

We use this tense to show that something started in the past and has
continued up until now.
Example
Oil prices have been decreasing since July.

3. Future Perfect
We use this tense to state that something will be finished by a particular
time in the future.
We often use it with ‘by’ or ‘in’.
Example
The price of oil will have reached $300 a barrel by 2020.

4. Past Simple
Use this tense to talk about an action that started and finished at a specific
time in the past.
Example
The price of oil fell from $150 in Jan 2014 to $50 in Jan 2015.

Approximations, Percentages and Fractions

In many of the IELTS writing task 1 questions, you will have to deal with
percentages. This is a good opportunity to express these percentages in a
different way and boost your score. A way of varying this language is to
express them as fractions or proportions.
Remember that you should vary your language as much as possible in
order to score high in the ‘lexical resource’ part of the test.
It is also fine to use approximations, for example, 49% can be expressed
as nearly a half.
Below are a range of expressions that can be used to express
percentages.

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Fractions
73%- nearly three quarters
51%- just over a half
49%- just under a half
32%- nearly a third
3%- a tiny fraction
50%- exactly a half
26%- roughly one quarter
49%- around a half
24%- almost a quarter
77%- approximately three quarters

Proportions
70%- a large proportion
71%- a significant majority
15% a small minority
3%- an insignificant minority
I hope you have found this post on IELTS Writing Task 1 vocabulary and
grammar useful and if you have any grammar queries, please comment
below.

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IELTS Writing Task 1: Useful Language
 March 6, 2012  IELTSAcademic

Here’s an interesting question that IELTS teachers get asked all the time: Is it a
good idea to memorise sentences for use in the writing section of IELTS?
My answer is that Yes, memorisation is a natural part of learning a language and can
be especially useful as preparation for a test. In IELTS, the trick is to identify and
learn phrases not sentences.
Whole sentences are useful when you can predict the topic. For example, you can
memorise sentences to use in your real-life self-introduction, since you already know
the topic: yourself. However, you cannot predict the topic in IELTS, so stick to
learning phrases instead. Phrases offer you more flexibility and can be used
regardless of the topic. They also tell the examiner that you’re familiar with the type
of language used when completing this type of task.
Sometimes these phrases are called signposting language. This is because they
describe connections rather than facts. Useful language in this category focuses on
the relationships between things and the sequence in which they occur. The phrases
can also be grouped into functions: in other words, each phrase has a particular
function or purpose, for example introducing an exception to the main trend.
The useful language below is grouped around functions common in IELTS Writing
Task 1 (Academic Module) in which you have to compare a set of data. Memorise
these phrases and use some of them (not all!) to organise your ideas when writing
your Task 1 answer.

Introducing the topic

 The graph shows… / The table reveals…

 The chart displays… / The diagram illustrates…
 Some interesting facts concerning… are revealed in the diagram.
 Several key trends are revealed by the graph showing…

Introducing the first set of data

 Beginning with the…

 To begin with the…
 Let me begin by describing the…

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Introducing the second set of data

 Meanwhile, the…  shows that…

 As for the… , it shows that…
 Turning to the… , it can be seen that…

Introducing the first major trend

 First of all, it is clear that…

 Most noticeably of all, it can be seen that…
 The first result worth pointing out is that…

Introducing lesser trends

 Another trend that can be observed is that…

 It is also worth pointing out that…
 Also worth noting is that…

Exceptions to the main trend

 However, this was not always the case.

 However, it should be pointed out that…
 There was one noticeable exception, however.

Comparing and contrasting

 Similarly, … / By contrast, …
 A similar trend can be observed in…
 The results for… , however, reveal a markedly different trend.

Adding figures

 The figures were X and Y respectively.

 …, at X. / …, with Y. (Usage note: use ‘at’ when you mean ‘the figure was’; use ‘with’
when you mean ‘something had’)
 …, at/with X and Y respectively.

Concluding and summarising

 To sum up, … / In summary, … / In short, …

 Overall, … / On the whole, …
 The main thing that can be observed here is that…

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22
 Academic IELTS Task 1 – Useful Vocabulary for
Graphs and Diagrams
To get a high score in Task 1 writing of the academic IELTS you need to give accurate and
strong description and analyses for the provided graph(s) or diagram. In this minimum 150
word essay it is easy to keep repeating words and numbers. However, this is not good to
achieve a high score. In order to get a great band level on this section of the IELTS, you must
use a variety of vocabulary that not only describes but also emphasizes the changes,
similarities and differences in the data. You should review and practice the vocabulary below.
For lots more help with IELTS visit and join today, click here: AEHelp IELTS full course
Verbs

These verbs are alternatives to the basic rise and fall vocabulary. One benefit of using them is
that sometimes they help you avoid repeating too many numbers. If you have a strong verb,
you don’t always have to give the exact figure.

Up Verbs

Verbs Example
soar the use of water soared in March
leap the prices leapt to 90% in one year
Climb populations climbed to over one million by 1980
Rocket use of cars rocketed in the first decade
Surge a surge of migration is seen in November
 

Notes:

 “Soar “and “rocket” are both very strong words that describe large rises. “Rocket” is
more sudden. You probably do not need to qualify these verbs with adverbs.
 “Leap” shows a large and sudden rise. Again, you probably do not need to qualify it
with an adverb.
 “Climb” is a relatively neutral verb that can be used with the adverbs below.

Down verbs

Verbs Example
Sink The cost of housing sunk after 2008
Slip back Use of electricity slipped back to 50 in May
Dip Divorce rate dipped in the 60s
Drop A drop in crime can be seen last year
Plummet Tourists to the city plummets after September
 

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 Notes:

 “Plummet” is the strongest word here. It means to fall very quickly and a long way.
 “Drop”  and “drop” are normally used for fairly small decreases
 “Slip back” is used for falls that come after rises
 “Drop” and “Dip” are also frequently used as nouns: “a slight dip” “a sudden drop”

Adjectives and adverbs

This is a selection of some of the most common adjectives and adverbs used for trend
language. Please be careful. This is an area where it is possible to make low-level mistakes.
Make sure that you use adjectives with nouns and adverbs with verbs:

 a significant rise – correct (adjective/noun)

 rose significantly – correct (adverb/verb)
 a significantly rise – wrong

Please also note the spelling of the adverbs. There is a particular problem with the word
“dramatically:

 dramatically – correct
 dramaticly – wrong
 dramaticaly – wrong

Adjectives of Degree

Adjective Example Adverb Example

Significant A significant change Significantly Changed significantly
Dramatic A dramatic shift Dramatically Sifts dramatically
Sudden A sudden rise Suddenly Has risen suddenly
Substantial A substantial gain Substantially Gained substantially
Sharp A sharp decrease Sharply Had decreased sharply
 

Notes:

 “sudden” and “sharp” can be used for relatively minor changes that happen quickly
 “spectacular” and “dramatic” are very strong words only used for big changes

Steady Adjectives

Adjective Example Adverb Example

Consistent A consistent flow Consistently Flowed consistently
Steady A steady movement Steadily Moved steadily
Constant Constant shift Constantly Sifted constantly
 

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25
 Small adjectives

Adjective Example Adverb Example

Slight A slight rise Slightly Rose slightly
Gradual A gradual fall Gradually Has fallen gradually
Marginal A marginal change Marginally Had changed
marginally
Modest A modest increase Modestly Increases modestly
 

Notes:

 “marginal” is a particularly useful word for describing very small changes

Other useful adjectives

These adjectives can be used to describes more general trends

Adjective Example
Upward By looking at the five data points, there appears to be a clear upward pattern in
prices
Downward Over the past quarter century there is a downward trend in use of pesticides
Overall The overall shift in the market seems to favour the use of nuclear power
 

Notes:

 “overall” can be used to describe changes in trend over the whole period: very useful
in introductions and conclusions
 “upward” and “downward” are adjectives: the adverbs are “upwards” and
“downwards”

26
The graph and table below give information about water use worldwide and
water consumption in two different countries.
Summarise the information by selecting and reporting the main features, and
make comparisons where relevant.

Write at least 150 words.

Country Population Irrigated land Water consumption per person

Brazil 176 million 26,500 km² 359 m³

Democratic
Republic 5.2 million 100 km² 8 m³
of Congo

Model answer

The graph shows how the amount of water used worldwide changed between 1900
and 2000.

Throughout the century, the largest quantity of water was used for agricultural
Purposes, and this increased dramatically from about 500 km³ to around 3,000 km³
in the year 2000. Water used in the industrial and domestic sectors also increased,
but consumption was minimal until mid-century. From 1950 onwards, industrial
use grew steadily to just over 1,000 km³, while domestic use rose more slowly to
only 300 km³, both far below the levels of consumption by agriculture.

The table illustrates the differences in agriculture consumption in some areas of the
world by contrasting the amount of irrigated land in Brazil (26,500 km³) with that
in the D.R.C. (100 km²). This means that a huge amount of water is used in
agriculture in Brazil, and this is reflected in the figures for water consumption per
person: 359 m³ compared with only 8 m³ in the Congo. With a population of 176
million, the figures for Brazil indicate how high agriculture water consumption can
be in some countries.

(180 words)

27
The charts below show the reasons why people travel to work by bicycle or by
car.

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

Write at least 150 words.

28
Model answer
The first chart shows the reasons why some people in the UK prefer to cycle to work.
Conversely, the second chart gives reasons for those who choose to go to work by car.

The highest percentage of those who favour cycling say that this is because riding a
bicycle to work is healthier than driving. 30% of them gave this as a reason. The same
amount of people, 30% say that they cycle to work because it causes less pollution. 13%
of people cycle to work because it is cheaper than driving. Surprisingly, a similar amount
of people said that they cycled to work because it is faster than travelling by car.

In contrast to this, the percentage who prefer to travel by car because it is more
comfortable is 40%. The two least important reasons for going to work by car, with 14%
and 11% respectively, is that people need to carry things to work and that it is safer than
cycling to work. Finally, 16% say they prefer driving because it is faster than cycling.
This contrasts with the cyclists who ride to work because it is faster than driving.

In general, it seems that the majority of people who cycle to work do this for health and
environmental reasons. By contrast, those who travel by car want to have a more
comfortable journey over longer distances.

(229 words)

29
The graph below shows population figures for India and China since the year 2000 and
predicted population growth up until 2050.

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

Write at least 150 words.

 Model answer
The graph shows how the populations of India and China have changed since 2000 and how
they will change in the future.

In 2000, there were more people living in China than in India. The number of Chinese was
1.25 bill ion, while India's population was about 1 billion. Between 2000 and the present,
there has been a 0.2 billion rise in the number of Indian citizens. Over the same period,
China's population has increased by 0.1 billion to reach over 1.35 billion.

According to the graph, the population in India will increase more quickly than in China, and
experts say that by 2030, both countries will have the same population of 1.45 billion. After
this, China's population is likely to fall slightly to 1.4 billion in 2050, while India's population
will probably increase and reach 1.6 billion.

Thus, over the 50-year period, India is going to experience steady growth in its population
and it will overtake China. On the other hand, China's population will peak in 2030 and then
begin to fall.

(173 words)

30
You should spend about 20 minutes on this task.

The chart below gives information about Someland's main exports in 2005, 2015,
and future projections for 2025.

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

Write at least 150 words.

Model answer
This bar chart illustrates the performance of Someland's primary exports in 2005 and
2015. It also indicates future projections for 2025. According to the data, it seems likely
that international tourism will become the dominant industry, although dairy exports will
remain strong. In 2005, we can see that tourism was the greatest exports earner of the
three industries, with revenue standing at just over $6 billion.

This figure has increased slightly, so that now, in 2015, it has reached almost $7 billion.
It is estimated that international tourism will continue to grow, so that by 2025, it will be
earning around $8 billion for the country. In 2000, dairy exports were worth around $5
billion, but since then there has been a dramatic increase, and sales for this year are
approximately $8 billion. Experts are predicting that exports in this area may fall slightly,
so a figure of $7.5 billion is expected for 2025. Meat products are the third key industry
in Someland, but sales have dropped since 2000 and now stand at $3.5 billion. It is
expected that sales will continue to decrease in the future.

(187 words)

31
You should spend about 20 minutes on this task.

The diagram below shows the production of electricity using a system called Ocean Thermal Energy
Conversion (OTEC).

Write a report for a university lecturer describing the information below.

Write at least 150 words.

How Ocean Thermal Energy Conversion (OTEC) works

Source: Daily Telegraph - 8th Jan 2008

32
Model answer
Ocean thermal energy conversion (OTEC) is a system that converts heat
energy into the electric power using the temperature difference between
surface seawater, which can be up to 29 degrees Celsius, and deep
seawater, which is only 5 degrees Celsius.
The main components of the system are an evacuated evaporation
chamber, a turbine and a condensing chamber. The solar energy of the sun
heats up the surface water and this warm water is introduced into the
evacuated evaporation chamber, where it boils. As it boils, salt is
deposited and water vapour is generated. This vapour then drives a turbine
to generate electricity. After it powers the turbine, the water vapour enters
the condensing chamber, which is cooled by the water from the depths of
the ocean. The water vapour is condensed in this chamber, producing
drinking water. Meanwhile, waste salt water is discharged into the ocean
and the process can be repeated.
(152 words)

33
You should spend about 20 minutes on this task.

The map below is of the town of Canterbury. A new school (S) is planned
for the area. The map shows two possible sites for the school.
Summarise the information by selecting and reporting the main features,
and make comparisons where relevant.

Write at least 150 words.

34
Model answer
The map shows two proposed sites for a new school for the town of
Canterbury and the surrounding area.

The first site (S1) is situated in the countryside, to the north-east of the town
centre. It is just outside the main housing area of the town and not far from the
main road that links Sturry with Canterbury. It would therefore probably be in
an ideal location for students coming from Sturry, which is only 5 kilometres
away, and those who live on the east side of Canterbury. If there are students
coming from Chartham, which is 7 kilometres to the south-west, they would be
able to reach the school by taking the main road that runs south-west of
Canterbury.
The second site (S2) is located in the town centre itself. There are advantages
of this: it makes it practically equidistant for students coming from either Sturry
or Chartham. Moreover, it would presumably be relatively easy for students
who live in the housing area around the town centre to reach the school.
However, because of the no traffic zone in the town centre, no parent would
be able to drive their child all the way to school. This may make travel
arrangements difficult for some parents.

(206 words)

35
The diagrams show a structure that is used to generate electricity from wave
power.

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

Write at least 150 words.

Generating electricity from sea waves

36
Model answer
The two diagrams show how electricity can be generated from the
rise and fall of water caused by sea waves.
The process involves a structure which is mounted on the side of a
cliff or sea wall. This structure consists of a large chamber. One end
is open to the sea, and the other leads into a vertical column, which
is open to the atmosphere. A turbine is installed inside this column
and this is used to generate the electricity in two phases.

The first diagram indicates that when a wave approaches the

device, water is forced into the chamber, applying pressure on the
air within the column. This air escapes to atmosphere through the
turbine, thereby producing electricity.
The second diagram illustrates the next part of the process when
wave retreats. As the water level falls, the air from outside the
column is sucked back in through the turbine. As a result, electricity
continues to be generated. The turbine rotates only in one direction,
regardless of the direction of the air flow.
In conclusion, we can see that this structure is useful as electricity
is generated in both phases: entering and retreating of water.
(195 words)

37
You should spend about 20 minutes on this task.

The diagrams below give information on transport and car use in Edmonton.

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

Write at least 150 words.

People’s reasons for using the car in city

Commute to work 55%

Shopping 15%

Leisure activities 15%

Taking children to school 40%

Business 45%

Model answer

The table shows the reason why people in Edmonton use their cars in the city and the pie chart
explains what type of transport people prefer to use most of the time.

Looking at the pie chart first, it is clear that the car is the most popular means of transport in this city.
45% of the people say that they prefer to commute by car. The second most popular form of transport
is the LRT, while busses and taxis are the main means of transport for the rest of the people.

The table gives more detailed information about why people use their cars. Surprisingly, 55% of the
people need to commute to work by car. Cars are also used a lot for taking children to school or
business purposes. Only 15% of drivers are doing their shopping and, similarly, 15% need to travel by
car for leisure.

Overall, people in Edmonton make good use of alternative methods of transport but there is a heavy
dependence on cars for work.

(170 words)

38
You should spend about 20 minutes on this task.

The graphs below provide information on global population figures and figures for urban
populations in different world regions.

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

Write at least 150 words.

 
Source: http://en.wikipedia.org/wiki/World_population

39
Model answer

The first graph shows the trend in world population growth between 1800 and 2100, while the second
graph gives predicted urban population figures for the next 25 years.

The world population has experienced continuous growth since 1800. Between 1800 and 1950, the
population grew slowly from just under 1 billion to 2.5 billion people. After that, the growth rate
increased and currently the figure is around 6.5 billion. Projections show a continued increase in
population in the near future, but a steady decline in the population growth rate. The global population
is expected to peak at 8.2 billion by 2050, and then decline to around 6.2 billion by 2100.

The predictions also show that almost all urban population growth in the next 25 years will occur in
cities of developing countries. In developed regions, on the other hand, the urban population is
expected to remain unchanged at about 1.3 billion people over the next two decades.

The graphs show that the global population increase will not occur evenly throughout the world, but
will be greater in some areas than others.

(180 words)

40
ou should spend about 20 minutes on this task.

The diagrams below show UK students' responses to the question of to what extent would they describe
themselves as financially organised.
Summarise the information by selecting and reporting the main features, and make comparisons where
relevant.

Write at least 150 words.

  Very organised %
All students 21

   

Age up to 22 years 18

Age 23-25 years 26

Age over 26 years 35

Source: http://www.unite-group.co.uk/binaries/MungoBlobs-1350377092294.pdf

Model answer

The two diagrams show students' responses to the question of how good they are at managing their finances.
The pie chart illustrates the ability of UK students to manage their finances and the table shows the proportion
of students, by age, who think they are very organised at managing their finances. 
More than three-quarters of students (76%) believe they are either ‘very’ or ‘fairly’ organised financially, while
one in five (20%) say they are not very organised in this area. Only 4% of students rate themselves as ‘not at all’
competent.
The ability to manage one’s finances well would seem to develop with age and experience as older students are
almost twice as likely to say they are ‘very’ organised than younger ones (31% of students aged 26 or over
compared to just 17% for those aged up to 22). 
Overall, the findings suggest that students generally manage their finances well.

(151 words)

41
You should spend about 20 minutes on this task.

The bar chart below shows the estimated sales of jeans for two companies next year in
Turkey. The pie chart shows the projected market share of the two companies in jeans at the
end of next year.

Write a short report for a university lecturer describing the information shown below.

Write at least 150 words.

42
Model answer 1

The bar chart shows the estimated sales of jeans in thousands of pairs for two companies in Turkey
next year.

It is anticipated that purchases of jeans at Mango Co. will rise from 150,000 pairs in January to
approximately 500,000 pairs in August, and will remain there until November. For December, sales
are expected to be in the region of 600,000 pairs.

Meanwhile, it is estimated that the sales of jeans for Jack & Jones Co. will begin the year at around
450,000 pairs in January, falling to about 250,000, before increasing to around 400,000 in June. For
the next two months until August, sales are forecast to remain steady at this level, after which they are
expected to rise steadily to hit a peak of approximately 900,000 pairs in December.

The pie chart shows that, at the end of next year, the anticipated market share for Mango Co. and
Jack & Jones Co. is 20% and 30% respectively.

As can be seen from the chart, the overall sales trends for both companies are forecast to be
upwards.

(178 words)

43
In June 1996, an experimental flu vaccine was trialled in a large country town on females only.

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

You should write at least 150 words.

Give reasons for your answer and include any relevant examples from your own knowledge or
experience.

44
model answer:

The diagrams show data for a flu epidemic which hit a large country town in 1996. Figure 1 gives the
number of persons who died; Figure 2 shows the percentage breakdown of females who received a
new flu vaccine; and Figure 3 gives the number of cases of flu before and during the epidemic.

In Figure 1 it can be seen that the flu was responsible for the deaths of 2 females but no males in the
period from March to May. However, from June to August, there were 4 female deaths and 1 male
death.

According to the pie chart in Figure 2, only those females most at risk were given the new flu vaccine;
28% did not take part in the trial. Of those females who took part, 35% were aged (over 65 years old);
24% were babies or children; and 13% were either hospitalised or receiving other medical attention.

From Figure 3 it is clear that the new vaccine had a positive effect on the number of new cases of flu
reported in females. There were just over 1000 cases reported in March, climbing rapidly to a peak of
3500 in June. Thereafter, the number of cases dropped slowly to about 2800 in August, before
levelling off at 2500 for the rest of the year. For males, the figures were lower but showed a similar
trend throughout the epidemic.

45
You should spend about 20 minutes on this task.

The map below is of the town of Garlsdon. A new supermarket (S) is planned for the town. The map
shows two possible sites for the supermarket.

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

You should write at least 150 words.

Give reasons for your answer and include any relevant examples from your own knowledge or experience.

The first potential location (S1) is outside the town itself, and is sited just off the main road to the town of
Hindon, lying 12 kms to the north-west. This site is in the countryside and so would be able to accommodate a
lot of car parking. This would make it accessable to shoppers from both Hindon and Garlsdon who could travel
by car. As it is also close to the railway line linking the who towns to Cransdon (25 km to the south-east), a
potentially large number of shoppers would also be able to travel by train.

In contrast, the suggested location, S2, is right in the town centre, which would be good for local residents.
Theorically the store could be accessed by road or rail from the surrounding towns, including Bransdon, but as
the central area is a no-traffic zone, cars would be unable to park and access would be difficult.

Overall, neither site is appropriate for all the towns, but for customers in Cransdon, Hindon and Garlsdon, the
out-of-town site (S1) would probably offer more advantages.

(179 words)

46
The charts below show US spending patterns between 1966 and 1996.

Write a report for a university lecturer describing the information below.

Write at least 150 words.

Model answer

The pie charts show changes in American spending patterns between 1966 and 1996.
Food and cars made up the two biggest items of expenditure in both years. Together they comprised over half of
household spending. Food accounted for 44% of spending in 1966, but this dropped by two thirds to 14% in
1996. However, the outlay on cars doubled, rising from 23% in 1966 to 45% in 1996. 
Other areas changed significantly. Spending on eating out doubled, climbing from 7% to 14%. The proportion of
salary spent on computers increased dramatically, up from 1% in 1996 to 10% in 1996. However, as computer
expenditure rose, the percentage of outlay on books plunged from 6% to 1%. 
Some areas remained relatively unchanged. Americans spent approximately the same amount of salary on petrol
and furniture in both years.
In conclusion, increased amounts spent on cars, computers, and eating out were made up for by drops in
expenditure on food and books.

47