COURSE

SLIDES

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STEP 1.
Task 1 overview

What determines
your IELTS Writing score

IELTS Academic Writing Task 1 1

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IELTS Academic Writing

Task 1 Task 2
Type of task Academic report Essay
Time
(60 minutes) 20 minutes 40 minutes

Length min. 150 words min. 250 words

Weight 1/3 2/3

IELTS Writing score: 5.0, 5.5, 6.0, 6.5, 7.0, 7.5…

Use formal language in your answers

IELTS Academic Writing

Task 1
(1/3) + Task 2
(2/3) = Total Writing score

IELTS Academic Writing Task 1 2

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How to calculate your Writing score

Total Writing
Task 1 Task 2 Calculations
score

7.0 7.0 7.0

6.5 7.0 6.5*1/3+7.0*2/3=6.8 7.0

7.5 6.5 7.5*1/3+6.5*2/3=6.8 7.0

Finish your Task 1 report in 20 minutes

4 assessment criteria

Task Coherence Grammatical

Lexical
achievement and range and
resource
cohesion accuracy

How
Each criterion good
weighs is your
25% grammar?
of your Task 1 score

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How to calculate your task 1 score

Coherence Grammatical
Task Lexical
and range and Task 1 score
achievement resource
cohesion accuracy

7 7 7 7 7
6 7 7 7 6.5
6 8 7 7 7

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4 types of tasks in
IELTS Academic Writing Task 1

Bar chart/graph Line chart/graph Pie chart

25 25 1.20%
20 20 30.10%
Millions

Millions

15 15
10 10
5 5
68.70%
0 0
1910 1930 1950 1970 1990 2010 1910 1930 1950 1970 1990 2010

Table Diagram Map

1910 1930 1950 1970 1990 2010

Agriculture 2.5 2.3 2.4 1.8 1.6 1.5
Energy and
3.3 3.3 2.8 2.7 2.6 1.8
Construction
Manufacturing 5.3 5.5 8 7 4.8 4

Services 4 10.2 11 15 17 21

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4 types of tasks

1 Diagrams

2 Maps

3 Charts/Tables with dates

4 Charts/Tables without dates

Diagram
The diagram below shows how geothermal energy is used to produce electricity.

Summarise the information by selecting and reporting the main features, and make comparisons where
relevant. Write at least 150 words.

This type of task is less common

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Maps
The maps below show Newbury High School in 1980, as it is now, and the plans for its development.

Summarise the information by selecting and reporting the main features, and make comparisons where
relevant. Write at least 150 words.

This type of task is less common

Check the date on each map

(past, present or future)

Charts and tables

Charts and tables

Charts and tables Charts and tables

with dates without dates

Changes over time No changes over time

At least two time periods: No dates or only one time

e.g. 1990 and 2010 period: e.g. 2018

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Charts/tables with dates

The charts below show music album sales from 2002 to 2012.

Summarise the information by selecting and reporting the main features, and make comparisons where
relevant. Write at least 150 words.

Music album sales by genre

2002 2012
Other 11% Other 17%
Country 15%
Jazz 3% Country 18%

Jazz 3%
Rap 10%

Rap 10% R&B 12%

R&B 30%

Rock 31%
Rock 40%

Pie charts with dates

Charts/tables with dates

The chart below shows the levels of employment in different sectors of the UK economy from 1910 to 2010.

Summarise the information by selecting and reporting the main features, and make comparisons where
relevant. Write at least 150 words.

Changes in employment by sector

in the UK
25 Line chart = Line graph
20
Millions

15

10

0
1910 1930 1950 1970 1990 2010

Agriculture Energy and Construction Timeline

Manufacturing Services

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Charts/tables with dates

Line chart/graph Bar chart/graph

25 25
20 20

Millions
Millions

15 15
10 10
5 5
0 0
1910 1930 1950 1970 1990 2010 1910 1930 1950 1970 1990 2010

Table
1910 1930 1950 1970 1990 2010
Agriculture 2.5 2.3 2.4 1.8 1.6 1.5
This is a common type of task
Energy and
3.3 3.3 2.8 2.7 2.6 1.8
Construction
Manufacturing 5.3 5.5 8 7 4.8 4

Services 4 10.2 11 15 17 21

Charts/tables without dates

The charts below show how global water resources are distributed.

Summarise the information by selecting and reporting the main features, and make comparisons
where relevant. Write at least 150 words.

Pie chart Total water resources Freshwater supply

3% 1.20% Glaciers and ice caps

30.10% Ground water

Oceans
Freshwater
Renewable freshwater
97% (Lakes, rivers and other
68.70% surface freshwater)

Bar chart/graph Renewable freshwater supply by continent

20000

15000
That is a common type of task
10000 Renewable freshwater,
km³
5000
There are no dates
0
North South Asia Europe Africa Oceania
America America

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Charts/tables without dates

The chart below shows the sales of four genres of books in one country in 2020.

Summarise the information by selecting and reporting the main features, and make comparisons
where relevant. Write at least 150 words.

Share of four genres in total book sales in 2020, %

30

25

20

15

10
There are no changes
5 over time

Brazil Canada India UK

Crime Romance Science fiction Thriller

STEP 2.
Plan your report |Task Achievement

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5 things to do in each task

4 assessment criteria

Coherence Grammatical
Task Lexical
and range and
achievement resource
cohesion accuracy

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Task requirements

• Describe the main groups of data

1. Select and report the • Identify the main trends
main features • Select the key features

1. Select and report the main features

The chart below shows the levels of employment in different sectors of the UK economy from 1910 to 2010.

Summarise the information by selecting and reporting the main features, and make comparisons where
relevant. Write at least 150 words.

Changes in employment by sector

in the UK

25

20

15
Millions

10

0
1910 1930 1950 1970 1990 2010

Agriculture Energy and Construction Manufacturing Services

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1. Select and report the main features

Identify the main groups of data Changes in employment by sector

in the UK
4 main groups: 25

20
1. agriculture
2. energy and construction 15

Millions
3. manufacturing 10
4. services
5

0
1910 1930 1950 1970 1990 2010

Agriculture Energy and Construction

Manufacturing Services

1. Select and report the main features

Identify the main trends Changes in employment by sector

in the UK
• What sectors grew? 25
Services
20

• What sectors declined? 15

Millions

Agriculture, and energy and

10
aaconstruction
5

• What sectors fluctuated, or 0

showed a lot of changes? 1910 1930 1950 1970 1990 2010
Manufacturing Agriculture Energy and Construction
Manufacturing Services

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1. Select and report the main features

Select the key features

Trough (a low point)
14
• What are the highest figures?
Manufacturing in 1910, services from 12

1930 onwards. 10

8
• What are the lowest figures?
6
Agriculture; energy and
construction. 4

• What are the peaks (high points)? 0

Manufacturing in 1950; services in 1910 1930 1950 1970 1990 2010

aa2010.

• What are the troughs (low points)?

No troughs

Task requirements

• Describe the main groups of data

1. Select and report the • Identify the main trends
main features • Select the key features

2. Make comparisons • Find the key similarities

where relevant • Find the key differences

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2. Make comparisons where relevant

Find the key similarities Changes in employment by sector

in the UK
Similar patterns: 25
Agriculture, Energy and construction
20
(to describe together)
15

Millions
10
Find the key differences
5

Services had a different pattern 0

(to contrast with other sectors) 1910 1930 1950 1970 1990 2010

Agriculture Energy and Construction

Manufacturing Services

Task requirements

• Describe the main groups of data

1. Select and report the • Identify the main trends
main features • Select the key features

2. Make comparisons • Find the key similarities

where relevant • Find the key differences

3. Summarise the • Give a one- or two-sentence

information overview of the main trends

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3. Summarise the information

Give a one- or two-sentence overview Changes in employment by sector

of the main trends in the UK
25
Overall, the services industry
20
experienced the fastest growth — by
the end of the period, it employed 15

Millions
more people than the other three 10
sectors combined. In contrast, fewer
people worked in agriculture, energy 5

and construction, and manufacturing 0

in 2010 than in 1910. 1910 1930 1950 1970 1990 2010

Agriculture Energy and Construction

Manufacturing Services
You will lose points if you do not
provide an overview

Report plan

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Task requirements

• Describe the main groups of data

1. Select and report the • Identify the main trends
main features • Select the key features

2. Make comparisons • Find the key similarities

where relevant • Find the key differences

3. Summarise the • Give a one- or two-sentence

information overview of the main trends

4. Write at least 150

• Write between 160 and 200 words
words

Additional task requirements

What else do you need to do in practice?

5. Use figures to support your description

The services sector was the largest employer between 1930 and 2010.

The largest sector between 1930 and 2010 was services, which employed 10 and
20 million workers respectively.

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Additional task requirements

What else do you need to do in practice?

5. Use figures to support your description

6. Report figures correctly

Time management

Step 1. Plan your answer

4 minutes
• Read the task
• Identify the main trends
• Select the key features
• Structure your report

Step 2. Write your report

13 minutes

Step 3. Check your answer

3 minutes

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Task requirements

1. Select and report the main features

2. Make comparisons where relevant

3. Summarise the information

4. Write at least 150 words

5. Use figures to support your description

6. Report figures correctly

8 costly mistakes to avoid

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WRITING TASK 1: Band Descriptors (public version)

Band Task achievement Coherence and cohesion Lexical resource Grammatical range and
9 • fully satisfies all the requirements of the task • uses cohesion in such a way that it attracts no attention • uses a wide range of vocabulary with very natural and • uses a wide range of structures with
• clearly presents a fully developed response • skilfully manages paragraphing sophisticated control of lexical features; rare minor errors accuracy; rare minor errors occur on
occur only as ‘slips’
8 • covers all requirements of the task sufficiently • sequences information and ideas logically • uses a wide range of vocabulary fluently and flexibly to • uses a wide range of structures
• presents, highlights and illustrates key features/ bullet • manages all aspects of cohesion well convey precise meanings • the majority of sentences are error-f
points clearly and appropriately • uses paragraphing sufficiently and appropriately • skilfully uses uncommon lexical items but there may be • makes only very occasional errors o
occasional inaccuracies in word choice and collocation
• produces rare errors in spelling and/or word formation
7 • covers the requirements of the task • logically organises information and ideas; there is clear • uses a sufficient range of vocabulary to allow some • uses a variety of complex structures
• (A) presents a clear overview of main trends, differences or progression throughout flexibility and precision • produces frequent error-free senten
stages • uses a range of cohesive devices appropriately although • uses less common lexical items with some awareness of • has good control of grammar and pu
• (GT) presents a clear purpose, with the tone consistent and there may be some under-/over-use style and collocation make a few errors
appropriate • may produce occasional errors in word choice, spelling
• clearly presents and highlights key features/bullet points and/or word formation
but could be more fully extended
6 • addresses the requirements of the task • arranges information and ideas coherently and there is a • •uses an adequate range of vocabulary for the task • uses a mix of simple and complex s
• (A) presents an overview with information appropriately clear overall progression • attempts to use less common vocabulary but with some • makes some errors in grammar and
selected • uses cohesive devices effectively, but cohesion within inaccuracy rarely reduce communication
• (GT) presents a purpose that is generally clear; there may and/or between sentences may be faulty or mechanical • makes some errors in spelling and/or word formation, but
be inconsistencies in tone • may not always use referencing clearly or appropriately they do not impede communication
• presents and adequately highlights key features/ bullet
points but details may be irrelevant, inappropriate or
inaccurate
5 • generally addresses the task; the format may be • presents information with some organisation but there may • uses a limited range of vocabulary, but this is minimally • uses only a limited range of structur
inappropriate in places be a lack of overall progression adequate for the task • attempts complex sentences but the
• (A) recounts detail mechanically with no clear overview; • makes inadequate, inaccurate or over-use of cohesive • may make noticeable errors in spelling and/or word accurate than simple sentences
there may be no data to support the description devices formation that may cause some difficulty for the reader • may make frequent grammatical err
• (GT) may present a purpose for the letter that is unclear at • may be repetitive because of lack of referencing and may be faulty; errors can cause som
times; the tone may be variable and sometimes substitution reader
inappropriate
• presents, but inadequately covers, key features/ bullet
points; there may be a tendency to focus on details
4 • attempts to address the task but does not cover all key • presents information and ideas but these are not arranged • uses only basic vocabulary which may be used repetitively • uses only a very limited range of str
features/bullet points; the format may be inappropriate coherently and there is no clear progression in the or which may be inappropriate for the task use of subordinate clauses
• (GT) fails to clearly explain the purpose of the letter; the response • has limited control of word formation and/or spelling; • some structures are accurate but er
tone may be inappropriate • uses some basic cohesive devices but these may be • errors may cause strain for the reader punctuation is often faulty
• may confuse key features/bullet points with detail; parts inaccurate or repetitive
may be unclear, irrelevant, repetitive or inaccurate
3 • fails to address the task, which may have been completely • does not organise ideas logically • uses only a very limited range of words and expressions • attempts sentence forms but errors
misunderstood • may use a very limited range of cohesive devices, and with very limited control of word formation and/or spelling punctuation predominate and distor
• presents limited ideas which may be largely those used may not indicate a logical relationship between • errors may severely distort the message
irrelevant/repetitive ideas
2 • answer is barely related to the task • has very little control of organisational features • uses an extremely limited range of vocabulary; essentially • cannot use sentence forms except i
no control of word formation and/or spelling
1 • answer is completely unrelated to the task • fails to communicate any message • can only use a few isolated words • cannot use sentence forms at all
0 • does not attend
• does not attempt the task in any way
• writes a totally memorised response

(A) Academic │(GT) General Training IELTS is jointly owned by the British Council, IDP: IELTS Australia and Cambridge English Language Assessment.

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8 costly mistakes in Task 1

1. Write fewer than 150 words

2. Not to cover all the key features

Mistake 2. Not to cover all the key features

Identify the main groups of data Changes in employment by sector

in the UK
4 main groups: 25

20
1. agriculture
2. energy and construction 15
Millions

3. manufacturing 10
4. services
5

0
1910 1930 1950 1970 1990 2010
Task achievement = Band 4
Agriculture Energy and Construction
Manufacturing Services

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Mistake 2. Not to cover all the key features

The charts below show how global water resources are distributed.

Summarise the information by selecting and reporting the main features, and make comparisons
where relevant. Write at least 150 words.

Total water resources Freshwater supply

3% 1.20% Glaciers and ice caps

30.10%
Oceans Ground water

Freshwater
Renewable freshwater
97% (Lakes, rivers and other
68.70%
surface freshwater)

Renewable freshwater supply by continent

20000

15000

10000 Renewable freshwater,

km³
5000

0
North South Asia Europe Africa Oceania
America America

Mistake 3. To focus on details and

inadequately cover key features
Changes in employment by sector
in the UK
25
20
Millions

15
10
5
0
1910 1930 1950 1970 1990 2010

Agriculture Energy and Construction Manufacturing Services

Around five million people were employed in the manufacturing sector in 1920. The figure
grew to about eight million in 1950 and after that declined to around six million in 1970 and
only four million in 2010.
Recounting detail mechanically Task achievement = Band 5

Manufacturing was the dominant industry at the beginning of the period, employing over
five million people. It continued to grow until 1950 when it peaked at approximately eight
million people before falling into decline.

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Mistake 4. To provide no clear overview

Give a one- or two-sentence overview Changes in employment by sector

of the main trends in the UK
25

20
Overall, the service industry
experienced the fastest growth — by 15

Millions
the end of the period, it employed 10
more people than the other three
sectors combined. In contrast, fewer 5

people worked in agriculture, energy 0

and construction, and manufacturing 1910 1930 1950 1970 1990 2010

in 2010 than in 1910. Agriculture Energy and Construction

Manufacturing Services

Task achievement = Band 5

Mistake 5. To provide no data to support

the description

Manufacturing was the dominant industry at the beginning of the period, employing over
five million people. It continued to grow until 1950 when it peaked at approximately eight
million people before falling into decline.

Manufacturing was the dominant industry at the beginning of the period. It continued to
grow until 1950 before falling into decline.

Task achievement = Band 5

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8 costly mistakes in Task 1

1. Write fewer than 150 words

2. Not to cover all the key features

3. Tend to focus on details and inadequately cover key features

4. Provide no clear overview

5. Provide no data to support the description

6. Add information not included in the data

Mistake 7. To speculate about the reasons

or give your opinion

Manufacturing was the dominant industry at the beginning of the period because
innovation led to revolutionary changes in manufacturing. (reasons)

Manufacturing continued to grow until 1950, which was a positive trend. (opinion)

It is not surprising that manufacturing was the dominant industry at the beginning of the
period, employing over five million people. (opinion)

Manufacturing continued to grow until 1950 when, unfortunately, it fell into decline.
(opinion)

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Mistake 8. To report data incorrectly

Changes in employment by sector

Services overtook manufacturing to in the UK
25
become the largest employer by 1930
20
10 million
with just over 20 million workers. 15

Millions
Incorrect figure 10

0
Construction gradually shrank to 1910 1930 1950 1970 1990 2010

million Agriculture Energy and Construction

providing jobs to under two thousand Manufacturing Services

people in 2010.

Incorrect measurement unit

Mistake 8. To report data incorrectly

The school acquires new territory to the north to enable further Incorrect time period
extension.
The school will acquire new territory to the north to enable further extension.

The development proposal suggests that over the next eight years the school will acquire
new territory to the north to enable further extension.

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8 costly mistakes in Task 1

1. Write fewer than 150 words

2. Not to cover all the key features

3. Tend to focus on details and inadequately cover key features

4. Provide no clear overview

5. Provide no data to support the description

6. Add information not included in the data

7. Speculate about the reasons or give your opinion

8. Report data incorrectly

STEP 3.
Structure your answer | Coherence & cohesion

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The best way to structure

your report (Coherence)

4 assessment criteria

Coherence Grammatical
Task Lexical
and range and
achievement resource
cohesion accuracy

Is your report logically organised?

Are sentences and ideas linked together?

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Task 1 structure

• Present the information in the task

Introduction • Write one or maximum two sentences
+
Overview

Body paragraph 1

Body paragraph 2

Body paragraph 3
(optional)

Charts with dates

The chart below shows the levels of employment in different sectors of the UK economy from 1910 to 2010.

Summarise the information by selecting and reporting the main features, and make comparisons where
relevant. Write at least 150 words.

Changes in employment by sector

in the UK

25

20

15
Millions

10

0
1910 1930 1950 1970 1990 2010

Agriculture Energy and Construction Manufacturing Services

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Charts with dates

The line graph illustrates how many people were employed in four major industry sectors
Introduction in the UK from 1910 till 2010.

Task 1 structure

• Present the information in the task

Introduction • Write one or maximum two sentences
+
Overview • Provide a short summary (Overall, …)
• Write one or two sentences

Body paragraph 1

Body paragraph 2

Body paragraph 3
(optional)

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Charts with dates

The line graph illustrates how many people were employed in four major industry sectors
Introduction in the UK from 1910 till 2010. Overall, the service industry experienced the fastest growth —
+ by the end of the period, it employed more people than the other three sectors
combined. In contrast, fewer people worked in agriculture, energy and construction, and
Overview manufacturing in 2010 than in 1910.

Task 1 structure

• Present the information in the task

Introduction • Write one or maximum two sentences
+
Overview • Provide a short summary (Overall, …)
• Write one or two sentences

Body paragraph 1 • Describe the main trends and key features

• Make comparisons
Body paragraph 2 • Write two or three body paragraphs, not one
• Logically organise information
Body paragraph 3 • Use the most straightforward way to organise body
(optional) paragraphs

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Maps
Describe each map in a separate paragraph.
3 maps = 3 body paragraphs

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Maps
Describe each map in a separate paragraph.
3 maps = 3 body paragraphs
2 maps = 2 body paragraphs

Diagram
Write at least two body paragraphs
1 cycle = 2 body paragraphs:
• underground processes
• overground processes

*Source: IELTS Academic 12, Cambridge University Press

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Diagram
Write two body paragraphs
2 cycles = 2 body paragraphs

*Source: IELTS Academic 8, Cambridge University Press

2 or 3 charts or tables
Describe each chart in a separate paragraph. OR! Logically split information into
3 charts = 3 body paragraphs 2 or 3 body paragraphs

Total water resources Freshwater supply

3% 1.20% Glaciers and ice caps

30.10% Ground water

Oceans
Freshwater
Renewable freshwater
97% (Lakes, rivers and other
68.70% surface freshwater)

Renewable freshwater supply by continent

20000

15000

10000 Renewable freshwater,

km³
5000

0
North South Asia Europe Africa Oceania
America America

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Charts with dates

The chart below shows the levels of employment in different sectors of the UK economy from 1910 to 2010.

Summarise the information by selecting and reporting the main features, and make comparisons where
relevant. Write at least 150 words.

Changes in employment by sector

in the UK

25

20

15
Millions

10

0
1910 1930 1950 1970 1990 2010

Agriculture Energy and Construction Manufacturing Services

1 chart/table

Introduction Changes in employment by sector

in the UK
+
Overview
25

20
Body paragraph 1 Agriculture
15
Millions

10
Body paragraph 2 Energy and construction
5

0
Body paragraph 3 Manufacturing 1910 1930 1950 1970 1990 2010
(optional)
Agriculture Energy and Construction
Manufacturing Services
Body paragraph 3 Services
(optional)

Do not describe each industry or each year in a separate paragraph because such
structure does not demonstrate that you can see the main trends and key features.

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1 chart/table
Group similar data together in 2 or 3 body paragraphs

Structure 1 Changes in employment by sector

in the UK

Growing data series: 25

Body paragraph 1
Services
20
Declining data series: 15

Millions
Body paragraph 2 Agriculture
Energy and construction 10

5
Body paragraph 3 Fluctuating data series:
(optional) Manufacturing 0
1910 1930 1950 1970 1990 2010

Agriculture Energy and Construction

Structure 2
Manufacturing Services

Industries with significant changes

Body paragraph 1
(services, manufacturing)

Industries without significant changes

Body paragraph 2
(agriculture, energy and construction)

Charts with dates

The line graph illustrates how many people were employed in four major industry sectors
Introduction in the UK from 1910 till 2010. Overall, the service industry experienced the fastest growth —
+ by the end of the period, it employed more people than the other three sectors
combined. In contrast, fewer people worked in agriculture, energy and construction, and
Overview manufacturing in 2010 than in 1910.

Manufacturing was the dominant industry at the beginning of the period, employing
Body paragraph 1 over five million people. It continued to grow until 1950 when it peaked at
approximately eight million people before falling into decline.

Its place as a leading industry was taken by services, which was the only sector that
demonstrated a strong upward trend throughout the period. As a result of its rapid
Body paragraph 2 growth, it overtook manufacturing to become the largest employer by 1930 with just
over 10 million workers and exceeded 20 million by 2010.

In regard to the remaining two sectors, agriculture and energy and construction
Body paragraph 3 gradually shrank from providing jobs for approximately 2.5 and 3.5 million people
(optional) respectively in 1910 to under two million each in 2010.

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Task 1 structure

• Present the information in the task

Introduction • Write one or maximum two sentences
+
Overview • Provide a short summary (Overall, …)
• Write one or two sentences

Body paragraph 1 • Describe the main trends and key features

• Make comparisons
Body paragraph 2 • Write two or three body paragraphs, not one
• Logically organise information
Body paragraph 3 • Use the most straightforward way to organise body
(optional) paragraphs

• You must not give your opinion

No conclusion
• A short summary is provided in the overview

Frequently asked questions

Can I write my introduction and overview in separate
paragraphs?

Introduction

Overview

Body paragraph 1

Body paragraph 2

Body paragraph 3
(optional)

The risk:
”No progression” because of single-sentence paragraphs

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Frequently asked questions

Can I write my overview in the last paragraph?

Introduction

Body paragraph 1

Body paragraph 2

Body paragraph 3
(optional)

Overview

2 risks:
Running out of time
”No progression” because of single-sentence paragraphs

Task 1 structure

Introduction
+
Overview

Body paragraph 1

Body paragraph 2

Body paragraph 3
(optional)

No conclusion

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4 ways to link sentences

together (Cohesion)

3 ways to link sentences together

Cohesive devices are words or phrases used to
connect ideas between different parts of text

Pronouns

✓ it
✓ he
✓ their
✓ which

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1. Using pronouns (it, they, their, which…)

By 1990 a new museum had been built to the north of the school. It was more than double
the size of the old one.

The sports field was halved in size to accommodate the playground, which was relocated
to provide more space for the expanded car park.

Use pronouns to link ideas together and avoid word repetition

3 ways to link sentences together

Cohesive devices are words or phrases used to
connect ideas between different parts of text

Reference to the
Pronouns
previous sentence

✓ it ✓ this method
✓ he ✓ this trend
✓ their
✓ which

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2. Reference to the previous sentence

(this method, this trend…)

Between 1970 and 1980, car production doubled. This rapid growth continued until 2000
when production peaked at five million units a year.

Cold water is pumped underground to a depth of 4.5 km. Once the water reaches this
level, it accumulates heat from the hot rocks located in this area.

Use references to link ideas together and avoid word repetition

3 ways to link sentences together

Cohesive devices are words or phrases used to
connect ideas between different parts of text

Reference to the
Pronouns Linking words
previous sentence

✓ it ✓ this method ✓ and

✓ he ✓ this trend ✓ however

✓ their ✓ moreover

✓ which ✓ besides

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3. Linking words (and, however, moreover,

besides…)
The services sector experienced the fastest growth. Fewer people worked in
manufacturing in 2010 than in 1910.

The services sector experienced the fastest growth. In contrast, fewer people worked in
manufacturing in 2010 than in 1910.

Brazil and the USA produce mainly oranges. China favours tangerines.

Although Brazil and the USA produce mainly oranges, China favours tangerines.

Brazil and the USA produce mainly oranges, whereas China favours tangerines.

• Use a variety of linking words

• Make sure that linking words are used appropriately

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3 ways to link sentences together

1 Pronouns (this, that, such, it, they)

2 Reference to the previous sentence (this level, this trend…)

3 Linking words (and, however, moreover, besides…)

To achieve Band 7 for Coherence and Cohesion, you must link

your sentences together

STEP 4.
How to write each paragraph

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Begin with a perfect

introduction

Task 1 structure

• Present the information in the task

Introduction • Write one or maximum two sentences
+
Overview • Provide a short summary (Overall, …)
• Write one or two sentences

Body paragraph 1 • Describe the main trends and key features

• Make comparisons
• Write two or three body paragraphs, not one
Body paragraph 2
• Logically organise information
• Use the most straightforward way to organise body
Body paragraph 3
paragraphs
(optional)

• You must not give your opinion

No conclusion • A short summary is provided in the overview

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Introduction

The easiest way to write an introduction is to paraphrase the task sentence

The task:
The chart below shows the levels of employment in different sectors of the UK
economy from 1910 to 2010…

The bar chart illustrates how many people were employed in four major industry
sectors in the UK between 1910 and 2010 .

How to paraphrase your introduction

Use precise language. Don’t worry about repeating keywords

The chart(s) below The diagram below

The line chart/graph

The bar chart/graph The diagram
The pie charts
The graph(s) The illustration
The data The depiction
The image
The pie chart and line graph The flowchart

The maps below The table below

The maps The table

The data

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How to paraphrase your introduction

The chart/diagram/map/table shows

• to show
The bar graph shows…

• to illustrate
The diagram illustrates…

• to display
The chart displays…

• to provide information on
The data provide information on…

• to give information about

The table gives information about…

How to paraphrase your introduction

The task:
The chart shows the top ten countries for oil production and consumption in
2010 and 2015.

The bar graph illustrates the leading dozen nations…

Change the form of words:

production consumption
to produce to consume

The bar graph provides information on the countries that produced and consumed
the most oil in 2010 and 2015.

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How to paraphrase your introduction

The task:
The chart shows the top ten countries for oil production and consumption in
2010 and 2015.

Add question words: which, what, how much, how…

• The bar graph illustrates which countries produced and consumed the most oil in
two time periods (2010 and 2015).

• The bar graph shows how much oil was produced and consumed by the leading
countries in two time periods.

Add the following words: changes, amount, level

• The bar chart displays the amount of oil produced and consumed by the leading
countries in the years 2010 and 2015.

• The bar graph shows the changes in production and consumption of oil by ten
leading countries between 2010 and 2015.

How to paraphrase your introduction

The task:
The chart shows the top ten countries for oil production and consumption
in 2010 and 2015.

in 2010 and 2015 in India and the UK

• in the years 2010 and 2015 • in two countries

• in two time periods (2010
and 2015)

between 1970 and 2020 in France and Germany

• from 1970 to 2020 • in two European countries

• over/during a fifty-year period • in two countries in Europe

Units are measured in pounds sterling/millions. (not required)

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Let’s practise

Write an introduction | Charts/tables with dates

The task:
The chart below shows the number of tourists visiting Australia and Canada
between 2012 and 2017…

The line graph illustrates how many people visited Australia and Canada as tourists
over a five-year period.

The graph displays information about the amount of foreign tourism in two English-speaking
countries from 2012 to 2017.

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Write an introduction | Charts/tables without dates

The task:
The charts below show how global water resources are distributed...

Total water resources Freshwater supply

3% 1.20% Glaciers and ice caps

30.10% Ground water

Oceans
Freshwater
Renewable freshwater
97% (Lakes, rivers and other
68.70% surface freshwater)

Renewable freshwater supply by continent

20000

15000

10000 Renewable freshwater,

km³
5000

0
North South Asia Europe Africa Oceania
America America

Write an introduction | Charts/tables without dates

The task:
The charts below show how global water resources are distributed...

The charts illustrate the distribution of water resources on Earth.

The charts provide information on the natural sources of water available on Earth
and examine their distribution across various types of water and different regions of
the world.

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How to paraphrase your introduction | Maps

The task:
The maps below show Westfield University as it is now and the plans for its
development…

The maps illustrate Westfield University before and after its proposed redevelopment.

Maps show changes. Add the word “change” to your introduction

The maps display the main changes that are proposed in Westfield University up until
2030.

The maps provide information about what will change in Westfield University after its
redevelopment.

Write an introduction | Maps

The task:
The maps below show Newbury High School in 1980, as it is now, and the plans for its
development…

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Write an introduction | Maps

The task:
The maps below show Newbury High School in 1980, as it is now, and the
plans for its development…

The maps illustrate the main changes that have taken place in Newbury High School
from 1980 until the present moment and the proposed development up until 2030.

Write an introduction | Diagram

Diagrams show a process, stages or how something is made/grown…

The task:
The diagram below shows the stages in the recycling of aluminium drink cans…

The diagram illustrates the process of recycling aluminium drink cans.

The diagram provides information about how aluminium drink cans are recycled.

The diagram displays the stages involved in aluminium drink cans recycling.

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Write an introduction | Diagram

Diagrams show a process, stages or how something is made/grown…

The task:
The diagram below shows how geothermal energy is used to produce
electricity...

The diagram illustrates the process of electricity generation in a geothermal station.

How to write a perfect introduction

• The aim of the introduction is to present the information in the task.

• The easiest way to write an introduction is to paraphrase the task sentence.
• Don’t worry about repeating keywords.

1 Change the form of words

2 production consumption
to produce to consume

2 Add question words: which, what, how much, how…

3 Use the following words:

for charts/tables: changes, amount, level
for maps: changes
for diagrams: a process, stages or how something is made/grown…

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Provide a strong overview

Task 1 structure

• Describe what information is presented in the task

Introduction • Write one or maximum two sentences
+
Overview • Provide a short summary
• Write one or two sentences

Body paragraph 1 • Describe the main trends and key features

• Make comparisons
• Write two or three body paragraphs, not one
Body paragraph 2
• Logically organise information
• Use the most straightforward way to organise body
Body paragraph 3
paragraphs
(optional)

• You must not give your opinion

No conclusion • A short summary is provided in the overview

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Do’s and don’ts of writing an overview

1 Provide a short summary of the task

2 “In short, what have you learned?” Give the big picture

3 Write one or two sentences

4 Begin with the word “overall”

5 Cover all the main groups of data

6 Describe trends

7 Do not give any figures highest/lower figures

If there are two charts, or a chart and a table, what is the link between
8 them?

9 A strong overview is important for your score. Take your time to write it.

Find a mistake

Changes in employment by sector in the UK

Overall, the service industry 25
experienced the fastest growth — by
the end of the period, it employed 20
more people than the other three
sectors combined. In contrast, fewer 15
Millions

people worked in manufacturing in

2010 than in 1910. 10

5
• agriculture
• energy and construction
0
1910 1930 1950 1970 1990 2010
Agriculture Energy and Construction
Cover all the main groups of data Manufacturing Services

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Find a mistake

Changes in employment by sector in the UK

Overall, the service industry 25
experienced the fastest growth — by
the end of the period, it employed 20
more than 20 million people. In
contrast, fewer people worked in 15

Millions
agriculture, energy and construction,
and manufacturing in 2010 than in 10
1910.
5
It employed more people than
the other sectors combined.
0
1910 1930 1950 1970 1990 2010
Agriculture Energy and Construction
• Do not give any figures Manufacturing Services
• Describe trends

Write an overview | Charts/tables with dates

The chart and table below show the average number of children born to one woman and the
average age of women when they had their first child in two countries between 1920 and 2019.
Summarise the information by selecting and reporting the main features and make comparisons
where relevant. Write at least 150 words.

Average number of children born to one woman

Average age at which women have their first child
5

4 1920 1940 1960 1980 2000 2019

3
UK 26.5 27.8 27.5 26.9 28.5 28.9
2

Kazakhstan 23.5 24.2 25.5 26 26.9 27.6

1

0
1920 1940 1960 1980 2000 2019
What is the link between the chart and
UK Kazakhstan the table?

Over time, a general trend of deferring childbearing to a later age and having fewer children overall
can be observed in both countries, although women in Kazakhstan had their first child earlier and had
more children than their UK counterparts.

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Write an overview | Charts/tables without dates

The charts below show how global water resources are distributed.

Summarise the information by selecting and reporting the main features, and make comparisons
where relevant. Write at least 150 words.

Total water resources Freshwater supply

3% 1.20% Glaciers and ice caps

30.10% Ground water

Oceans
Freshwater
Renewable freshwater
97% (Lakes, rivers and other
68.70% surface freshwater)

Renewable freshwater supply by continent

20000

15000

10000 Renewable freshwater,

km³
5000

0
North South Asia Europe Africa Oceania
America America

Write an overview | Charts/tables without dates

Overview 1

Overall, almost all the water on Earth resides in the oceans; freshwater comprises only a low
percentage of the total water resources and is mainly frozen or located underground.
Moreover, the tiny amount of freshwater that is accessible on the surface is distributed
unevenly across the continents.

Overview 2

Overall, almost all the water on Earth resides in the oceans; freshwater is scarce, hard to
obtain and is distributed unevenly across the continents.

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Write an overview | Maps

The maps below show Newbury High School in 1980, as it is now, and the plans for its development.

Summarise the information by selecting and reporting the main features, and make comparisons where
relevant. Write at least 150 words.

Write an overview | Maps

Overview

Overall, since 1980, the school has undergone several changes, most significantly, the
construction of the second building. By 2030, the school will have extended its grounds to
further improve its learning, sports and recreational facilities.

Provide a summary of changes

Vocabulary:
• … has undergone a number of changes.
• … has been significantly improved/extended.
• Learning/sports/recreational/business facilities have been added/improved.

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Write an overview | Diagram

The diagram below shows how geothermal energy is used to produce electricity.

Summarise the information by selecting and reporting the main features, and make comparisons where
relevant. Write at least 150 words.

overground

underground

Write an overview | Diagram

• Do not give a list of steps from the diagram
• Give an overview of the whole process, not just the first and the last steps

The process of energy generation begins with cold water and ends with steam that is used to produce
electricity.

Can you divide all the steps into two or three stages?

Overall, the operation of a geothermal powerplant consists of two main stages: an underground stage
where water is heated up and an overground stage where this hot water is used to produce steam and
then electricity.

What are the main ingredients/tools used?

Overall, the key ingredients for a geothermal station are a water supply and an underground geothermal
zone, which heats the water to produce steam. The energy of the steam is then converted into electricity
via a turbine and a generator.

Overall, the key ingredients are a water supply and an underground geothermal zone. The main tools are a
turbine and a generator.

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Write high-scoring
body paragraphs

Task 1 structure

• Describe what information is presented in the task

Introduction • Write one or maximum two sentences
+
Overview • Provide a short summary
• Write one or two sentences

Body paragraph 1 • Describe the main trends and key features

• Make comparisons
• Write two or three body paragraphs, not one
Body paragraph 2
• Logically organise information in body paragraphs
• Use the most straightforward way to organise body
Body paragraph 3
paragraphs
(optional)

• You must not give your opinion

No conclusion • A short summary is provided in the overview

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Body paragraph rule

A common mistake is to report the key features without explaining their importance

Strong body
Importance Proof
paragraph

Why are these Support your

features description
important? with figures

What do they
show?

Body paragraph rule

Strong body
Importance Proof
paragraph

Over five million people worked in manufacturing in 1910.

Manufacturing was the dominant industry at the beginning of the period, employing over five
million people.

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Body paragraph rule

Strong body
Importance Proof
paragraph

Services employed around four million people in 1910, but this number continued to grow until
it reached over 20 million in 2010.

Services was the only sector that demonstrated a strong upward trend throughout the period.
As a result of its rapid growth, it overtook manufacturing to become the largest employer by
1930 with just over 10 million workers and exceeded 20 million by 2010.

Make comparisons

Manufacturing was the dominant industry at the beginning of the period, employing over five
million people.

Services was the only sector that demonstrated a strong upward trend throughout the period.
As a result of its rapid growth, it overtook manufacturing to become the largest employer
by 1930 with just over 10 million workers and exceeded 20 million by 2010.

the largest, biggest, fastest…

larger than… faster than…
the only…
twice as high as…
three times the size of…

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Make comparisons where relevant

25

20 Agriculture 1% Brazil 3% China

1% 5% 2% 3%
6%
15 Energy and Grapefruit
Construction
10 18% Lemons
Manufacturing

5 Oranges
Services
74%
0 87% Tangerines
1910 1930 1950 1970 1990 2010

0
18-25 26-35 36-50 50+

Use the formula: Importance + Proof

The chart below shows the sales of four genres of books
in four countries in 2020. Summarise the information…
What was the most popular genre?

Share of four genres in total book sales in 2020,

%
30

25 Strong body
Importance Proof
paragraph
20

15

10

Brazil Canada India UK

Crime Romance Science fiction Thriller

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Use the formula: Importance + Proof

The chart below shows the sales of four genres of books
in four countries in 2020. Summarise the information…
What was the most popular genre?

Share of four genres in total book sales in 2020,

Importance %
30

In all four countries, the most

popular genre of books in terms
25

of sales was thrillers, which 20

made up between 22% to 27%

15
of all the books sold in 2020.
10

Proof 5

Brazil Canada India UK

Crime Romance Science fiction Thriller

Use the formula: Importance + Proof

The chart below shows the sales of four genres of books
in four countries in 2020. Summarise the information…
What was the second most popular genre?
N2
Brazil, UK = crime Share of four genres in total book sales in 2020,
Canada, India = romance %
30

N4
Brazil, UK = romance 25

Canada, India = crime

20

The second most-read genre was 15

divided between crime in Brazil (24%)
and the UK (20%) and romance in 10
Canada (25%) and India (21%).
Actually, in both Canada and India, 5

crime was the least popular of the four

genres (around 10% of book sales), 0

whereas romance novels were least Brazil Canada India UK

liked in Brazil and the UK (around 18% Crime Romance Science fiction Thriller
and 16% respectively).

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Use the formula: Importance + Proof

The chart below shows the sales of four genres of books
in four countries in 2020. Summarise the information…
Describe the remaining trends

Share of four genres in total book sales in 2020,

People showed similar interest in %
science fiction in all the countries. 30

One in five books bought that year

belonged to this genre. 25

20

18% to 21% = one in five; every fifth 15

10
32% to 37% = one in three; one-
third 5

0
22% to 27% = one quarter; one in Brazil Canada India UK
four
Crime Romance Science fiction Thriller

Maps and diagrams

Strong body
Importance Proof
paragraph

Maps Diagram

Describe the main changes

Describe the steps

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Download sample answers 1

STEP 5.
Vocabulary & grammar

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3 things that matter

in your vocabulary

4 assessment criteria

Task Coherence Grammatical

Lexical
achievement and range and
resource
cohesion accuracy

How wide is your range of vocabulary?

Do you use it accurately?

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Lexical resource

✓ Demonstrate a wide range of vocabulary

Range of
✓ Avoid unnecessary word repetition
vocabulary
✓ Paraphrase

Avoid unnecessary word repetition

Consumption of lemons has increased.

Consumption of oranges has also increased. risen/gone up
Today people consume/eat more oranges than in the past.

Don’t be afraid to repeat keywords

✓ Lemons and oranges

✓ Use pronouns: it, they…
✓ Use references: this fruit, this citrus fruit…

Today people eat more oranges than in the past. Indeed, consumption of this citrus fruit
has doubled in the last decade.

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Lexical resource

The maps illustrate the main changes that have taken place in Newbury High School from 1980 until the present
moment and the proposed development up until 2030. Overall, since 1980, the school has undergone several
changes, most significantly, the construction of the second building. By 2030, the school will have extended its
grounds to further improve its learning, sports and recreational facilities.

In 1980, the school included a single building and a small car park located to the east of the road. The largest part of
the school grounds was occupied by a sports field, with a small playground placed in the centre of the grounds
between the school building and the large park to the north.

Since 1980, the sports field has been halved in size to accommodate a second smaller school building and the
playground, which was relocated to provide more space for the expanded car park.

The development proposal suggests that over the next eight years the school will acquire new territory to the north to
enable a further extension of the second school building and the car park, as well as the construction of a new larger
playground.

(192 words)

Read your practice answer aloud to spot any word repetition that attracts attention

4 ways to paraphrase
1 use synonyms

The chart shows…

The graph illustrates…
The line graph provides information on…

Student numbers went down/fell/declined.

The student-to-staff ratio decreased.

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4 ways to paraphrase
1 use synonyms

2 describe the word

traffic = the number of vehicles on the road

meat consumption = how much meat people eat
unemployed = people out of work
inflation rate = how much prices increased

4 ways to paraphrase
1 use synonyms

2 describe the word

3 change the form of the word

production (noun) growth (noun)

to produce (verb) to grow (verb)

a producer (noun) growing (adjective)

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4 ways to paraphrase
1 use synonyms

2 describe the word

3 change the form of the word

4 add words

a chart a bar chart/a pie chart

a sector an industry sector
a school a primary/secondary school
a road a two-lane road

Make sure the meaning of the sentence has not changed after
paraphrasing

WRITING TASK 1: Band WRITING

Descriptors (public
TASK version)
1: Band Descriptors (public version)
Task achievement Band Coherence and cohesion
Task achievement Lexicaland
Coherence resource
cohesion Grammatical
Lexicalrange and accuracy
resource Grammatical range
the requirements of the task 9 usessatisfies
•• fully cohesionallinthe
such a way that of
requirements it attracts
the taskno attention uses cohesion
•• uses a wide range in suchof vocabulary
a way that with very natural
it attracts and
no attention uses aa wide
•• uses wide range
rangeofof vocabulary
structures withwith full
veryflexibility
natural and • uses a wide range of structures
s a fully developed response skilfullypresents
•• clearly managesa paragraphing
fully developed response sophisticated
• skilfully manages control of lexical features; rare minor errors
paragraphing accuracy; rarecontrol
sophisticated minor of
errors occur
lexical only asrare
features; ‘slips’
minor errors accuracy; rare minor errors occu
occur only as ‘slips’ occur only as ‘slips’
rements of the task sufficiently 8 •• sequences
covers information and
all requirements of the ideas
tasklogically
sufficiently uses a wideinformation
•• sequences range of vocabulary
and ideas fluently
logicallyand flexibly to uses aa wide
•• uses wide range
rangeofof vocabulary
structures fluently and flexibly to • uses a wide range of structures
ghts and illustrates key features/ bullet •• manages highlights
presents, all aspectsand of cohesion
illustrateswell key features/ bullet convey precise
• manages meanings
all aspects of cohesion well • convey precise
the majority meanings are error-free
of sentences • the majority of sentences are er
nd appropriately • points clearly and appropriately
uses paragraphing sufficiently and appropriately skilfully
•• uses uses uncommon
paragraphing lexical
sufficiently anditems but there may be
appropriately •• skilfully
makes onlyusesvery
uncommon lexical
occasional items
errors but there may be
or inappropriacies • makes only very occasional erro
occasional inaccuracies in word choice and collocation occasional inaccuracies in word choice and collocation
• produces rare errors in spelling and/or word formation • produces rare errors in spelling and/or word formation
irements of the task 7 •• logicallytheorganises
covers information
requirements and ideas; there is clear
of the task uses a sufficient
•• logically organisesrange of vocabulary
information and ideas;to allow
theresome
is clear uses aa sufficient
•• uses variety ofrange
complex structures to allow some
of vocabulary • uses a variety of complex struct
clear overview of main trends, differences or • progression
(A) presents throughout
a clear overview of main trends, differences or progression flexibility andthroughout
precision • flexibility
producesand precision
frequent error-free sentences • produces frequent error-free sen
• uses a range of cohesive devices appropriately although •• uses
stages uses aless
range common lexicaldevices
of cohesive items with some awareness
appropriately althoughof •• uses less common
has good control oflexical
grammaritemsand with some awareness
punctuation but mayof • has good control of grammar an
clear purpose, with the tone consistent and • therepresents
(GT) may be some a clearunder-/over-use
purpose, with the tone consistent and there style and
maycollocation
be some under-/over-use style
makeand collocation
a few errors make a few errors
appropriate • may produce occasional errors in word choice, spelling • may produce occasional errors in word choice, spelling
s and highlights key features/bullet points • clearly presents and highlights key features/bullet points and/or word formation and/or word formation
ore fully extended but could be more fully extended
equirements of the task 6 •• arranges information
addresses and ideas
the requirements of thecoherently
task and there is a •• arranges •uses an information
adequate range of vocabulary
and ideas coherently forand
the there
task is a uses aanmix
•• •uses of simple
adequate rangeand of
complex sentence
vocabulary for theforms
task • uses a mix of simple and compl
overview with information appropriately • clear
(A) overall an
presents progression
overview with information appropriately • clear overall
attempts progression
to use less common vocabulary but with some makes some
•• attempts errors
to use less incommon
grammar and punctuation
vocabulary but withbut they
some • makes some errors in grammar
• uses cohesive devices effectively, but cohesion within
selected inaccuracy
• uses cohesive devices effectively, but cohesion within rarely reduce communication
inaccuracy rarely reduce communication
purpose that is generally clear; there may • and/or
(GT) between
presents sentences
a purpose thatmay be faulty or
is generally mechanical
clear; there may • and/or
makesbetween
some errors sentences mayand/or
in spelling be faulty wordor formation,
mechanicalbut • makes some errors in spelling and/or word formation, but
ies in tone • may
be not always usein referencing
inconsistencies tone clearly or appropriately they not
• may do not
alwaysimpedeuse communication
referencing clearly or appropriately they do not impede communication
dequately highlights key features/ bullet • presents and adequately highlights key features/ bullet
ls may be irrelevant, inappropriate or points but details may be irrelevant, inappropriate or
inaccurate
sses the task; the format may be 5 •• presents information
generally addresses the withtask;
some theorganisation
format may but be there may •• presents
uses a limited range with
information of vocabulary, but this isbut
some organisation minimally
there may •• uses aonly
uses a limited
limited rangerange of structures
of vocabulary, but this is minimally • uses only a limited range of stru
places be a lack of overall
inappropriate progression
in places adequate
be a lack offoroverall
the task progression • adequate for the task
attempts complex sentences but these tend to be less • attempts complex sentences bu
tail mechanically with no clear overview; •• makes
(A) inadequate,
recounts inaccurate orwith
detail mechanically over-use of cohesive
no clear overview; may make
•• makes noticeable
inadequate, errors in or
inaccurate spelling
over-use and/or word
of cohesive • accurate
may makethan simple sentences
noticeable errors in spelling and/or word accurate than simple sentences
o data to support the description devices
there may be no data to support the description formation that may cause some difficulty for the reader
devices • formation
may makethat may cause
frequent some difficulty
grammatical for punctuation
errors and the reader • may make frequent grammatica
ent a purpose for the letter that is unclear at •• may may
(GT) be repetitive
present because
a purposeoffor lacktheofletter
referencing and at • may be repetitive because of lack of referencing and
that is unclear may be faulty; errors can cause some difficulty for the may be faulty; errors can cause
may be variable and sometimes substitution
times; the tone may be variable and sometimes substitution reader reader
inappropriate
adequately covers, key features/ bullet • presents, but inadequately covers, key features/ bullet
ay be a tendency to focus on details points; there may be a tendency to focus on details
ress the task but does not cover all key4 •• presents to
attempts information
address the andtaskideas
butbut doesthese
not are notallarranged
cover key uses onlyinformation
•• presents basic vocabulary
and ideaswhich
butmay these beare
used
notrepetitively
arranged uses only
•• uses only basic
a veryvocabulary
limited range of structures
which may be usedwithrepetitively
only rare • uses only a very limited range o
points; the format may be inappropriate coherently andpoints;
features/bullet there isthenoformat
clear progression in the
may be inappropriate or which may
coherently andbe inappropriate
there is no clearfor the task in the
progression use
or of subordinate
which clauses for the task
may be inappropriate use of subordinate clauses
arly explain the purpose of the letter; the • response
(GT) fails to clearly explain the purpose of the letter; the • response
has limited control of word formation and/or spelling; some
•• has structures
limited controlareof accurate but errors
word formation predominate,
and/or spelling; and • some structures are accurate bu
appropriate • usesmay
tone somebebasic cohesive devices but these may be
inappropriate • uses some basic
• errors cohesive
may cause devices
strain for thebut these may be
reader punctuation is often faulty
• errors may cause strain for the reader punctuation is often faulty
y features/bullet points with detail; parts • inaccurate
may confuse orkey
repetitive
features/bullet points with detail; parts inaccurate or repetitive
, irrelevant, repetitive or inaccurate may be unclear, irrelevant, repetitive or inaccurate
the task, which may have been completely 3 •• doestonot
fails organise
address theideas
task, logically
which may have been completely •• does uses not
onlyorganise
a very limited range of words and expressions
ideas logically attempts
•• uses only sentence formsrange
a very limited but errors in grammar
of words and
and expressions • attempts sentence forms but err
• misunderstood
may use a very limited range of cohesive devices, and with use
• may veryalimited controlrange
very limited of word formationdevices,
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and punctuation
with predominate
very limited control ofand
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formation and/or spelling punctuation predominate and di
ideas which may be largely • those used
presents may ideas
limited not indicate
which may a logical relationship between • those
be largely errorsused
may may severely distort the
not indicate message
a logical relationship between • errors may severely distort the message
tive ideas
irrelevant/repetitive ideas
y related to the task IELTS Academic
2 •• Writing Task 1has veryislittle
answer barelycontrol
relatedof organisational
to the task features usesvery
•• has an extremely
little controllimited range of vocabulary;
of organisational
no control of word formation and/or spelling
features essentially cannot
•• uses anuse sentence
extremely forms
limited except
range in memorised
of vocabulary;
no control of word formation and/or spelling
phrases
essentially 69
• cannot use sentence forms exce

letely unrelated to the task 1 •• fails to communicate

answer any message
is completely unrelated to the task can only
•• fails use a few isolated
to communicate words
any message cannot
•• can onlyuse
usesentence forms words
a few isolated at all • cannot use sentence forms at a
0 • does not attend
Fastrack IELTS

Lexical resource

✓ Demonstrate a wide range of vocabulary

Range of
✓ Avoid unnecessary word repetition
vocabulary
✓ Paraphrase

✓ Use less common words

Less common
✓ Use a formal writing style
vocabulary
✓ Use collocations

Less common vocabulary

Big fancy words Use less common words

to juxtapose a percentage
obsequious to differ
serendipity to increase

Use the formal writing style Use collocations

a big chunk/a great deal a high percentage to make homework to do homework

to differ hugely to differ substantially half-day job part-time job
to rocket to increase rapidly to climb dramatically to climb steadily

IELTS Academic Writing Task 1 70

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WRITING TASK 1: Band WRITING TASK

Descriptors 1: Band
(public Descriptors (public version)
version)
Task achievement Band Task achievement
Coherence and cohesion Coherence
Lexicaland cohesion
resource Lexical
Grammatical resource
range and accuracy Grammatical range and
l the requirements of the task 9 •• fully
usessatisfies
cohesionallinthe requirements
such a way that of the taskno attention
it attracts •• uses
uses cohesion
a wide range in such a way that with
of vocabulary it attracts no attention
very natural and •• uses
uses aa wide
wide range
rangeofof vocabulary
structures withwith full
veryflexibility
natural and • uses a wide range of structures with f
s a fully developed response •• clearly
skilfullypresents
managesa paragraphing
fully developed response sophisticated
• skilfully manages control of lexical features; rare minor errors
paragraphing sophisticated
accuracy; rarecontrol
minor of lexical
errors features;
occur only asrare minor errors
‘slips’ accuracy; rare minor errors occur only
occur only as ‘slips’ occur only as ‘slips’
rements of the task sufficiently 8 •• covers
sequences all requirements
information and of the tasklogically
ideas sufficiently •• sequences
uses a wideinformation and ideas fluently
range of vocabulary logicallyand flexibly to •• uses
uses aa wide
wide range
rangeofof vocabulary
structures fluently and flexibly to • uses a wide range of structures
ghts and illustrates key features/ bullet •• presents,
manages highlights
all aspectsand illustrateswell
of cohesion key features/ bullet convey precise
• manages meanings
all aspects of cohesion well • convey precise
the majority meanings are error-free
of sentences • the majority of sentences are error-fre
nd appropriately • points clearly and appropriately
uses paragraphing sufficiently and appropriately • skilfully uses uncommon lexical
• uses paragraphing sufficiently and appropriatelyitems but there may be •• skilfully uses uncommon
makes only very occasional lexical items
errors but there may be
or inappropriacies • makes only very occasional errors or
occasional inaccuracies in word choice and collocation occasional inaccuracies in word choice and collocation
• produces rare errors in spelling and/or word formation • produces rare errors in spelling and/or word formation
uirements of the task 7 •• covers
logicallytheorganises
requirements of the task
information and ideas; there is clear •• logically organisesrange
uses a sufficient information and ideas;
of vocabulary theresome
to allow is clear •• uses
uses aa sufficient
variety ofrange
complexof vocabulary
structures to allow some • uses a variety of complex structures
clear overview of main trends, differences or • progression
(A) a clear overview of main trends, differences or progression
presents throughout flexibility andthroughout
precision • flexibility
producesand precision
frequent error-free sentences • produces frequent error-free sentence
• stages
uses a range of cohesive devices appropriately although •• uses uses aless
range of cohesive
common lexicaldevices
items withappropriately althoughof
some awareness •• uses less common
has good control oflexical
grammaritemsand with some awareness
punctuation but mayof • has good control of grammar and pun
a clear purpose, with the tone consistent and • therepresents
(GT) may be some purpose, with the tone consistent and there
a clearunder-/over-use maycollocation
style and be some under-/over-use style
makeand collocation
a few errors make a few errors
appropriate • may produce occasional errors in word choice, spelling • may produce occasional errors in word choice, spelling
s and highlights key features/bullet points • clearly presents and highlights key features/bullet points and/or word formation and/or word formation
ore fully extended but could be more fully extended
equirements of the task 6 •• addresses the requirements
arranges information and ideas of the task and there is a •• arranges
coherently •uses an information
adequate range and ideas coherently
of vocabulary forand
the there
task is a •• •uses
uses aanmix
adequate range
of simple and of vocabulary
complex for theforms
sentence task • uses a mix of simple and complex se
overview with information appropriately • clear
(A) overall an
presents progression
overview with information appropriately • clear overall
attempts progression
to use less common vocabulary but with some •• attempts to use
makes some less incommon
errors grammar vocabulary but withbut
and punctuation some
they • makes some errors in grammar and p
• selected
uses cohesive devices effectively, but cohesion within • uses cohesive devices effectively, but cohesion within
inaccuracy inaccuracy
rarely reduce communication rarely reduce communication
a purpose that is generally clear; there may • and/or
(GT) between
presents sentences
a purpose thatmay be faulty or
is generally there may • and/or
mechanical
clear; makesbetween
some errors sentences mayand/or
in spelling be faulty or formation,
word mechanicalbut • makes some errors in spelling and/or word formation, but
cies in tone • be
may inconsistencies
not always useinreferencing
tone clearly or appropriately • may
they not always
do not impedeuse communication
referencing clearly or appropriately they do not impede communication
dequately highlights key features/ bullet • presents and adequately highlights key features/ bullet
ls may be irrelevant, inappropriate or points but details may be irrelevant, inappropriate or
inaccurate
esses the task; the format may be 5 •• generally addresses the
presents information withtask;
some theorganisation
format maybut be there may •• presents information
uses a limited range with some organisation
of vocabulary, but this isbut there may
minimally •• uses
uses aonly
limited rangerange
a limited of vocabulary, but this is minimally
of structures • uses only a limited range of structure
places inappropriate
be a lack of overallin places
progression be a lack offoroverall
adequate the task progression • adequate for the task
attempts complex sentences but these tend to be less • attempts complex sentences but thes
tail mechanically with no clear overview; •• (A)
makesrecounts detail mechanically
inadequate, inaccurate orwith no clear
over-use overview;
of cohesive •• makes
may make inadequate,
noticeable inaccurate
errors in or over-use
spelling of cohesive
and/or word • may makethan
accurate noticeable errors in spelling and/or word
simple sentences accurate than simple sentences
o data to support the description there
devices may be no data to support the description devices
formation that may cause some difficulty for the reader • formation
may makethat may cause
frequent some difficulty
grammatical for punctuation
errors and the reader • may make frequent grammatical erro
ent a purpose for the letter that is unclear at •• (GT)
may may present because
be repetitive a purposeoffor lacktheofletter that is unclear
referencing and at • may be repetitive because of lack of referencing and may be faulty; errors can cause some difficulty for the may be faulty; errors can cause some
may be variable and sometimes times; the tone may be variable and sometimes
substitution substitution reader reader
inappropriate
adequately covers, key features/ bullet • presents, but inadequately covers, key features/ bullet
ay be a tendency to focus on details points; there may be a tendency to focus on details
dress the task but does not cover all key4 •• attempts
presents to address the
information andtask butbut
ideas does not are
these cover
notallarranged
key •• presents
uses onlyinformation and ideas
basic vocabulary butmay
which thesebeare notrepetitively
used arranged •• uses
uses only
only basic
a veryvocabulary which
limited range may be used
of structures withrepetitively
only rare • uses only a very limited range of struc
points; the format may be inappropriate features/bullet
coherently andpoints; there isthe noformat may be inappropriate
clear progression in the coherently
or which may andbe there is no clearfor
inappropriate progression
the task in the or
usewhich may be inappropriate
of subordinate clauses for the task use of subordinate clauses
arly explain the purpose of the letter; the • response
(GT) fails to clearly explain the purpose of the letter; the • response
has limited control of word formation and/or spelling; •• has
some limited controlare
structures of accurate
word formation and/or
but errors spelling; and • some structures are accurate but erro
predominate,
appropriate • tone
usesmay somebebasicinappropriate
cohesive devices but these may be • uses some basic
• errors cohesive
may cause straindevices
for thebut these may be
reader punctuation
• errors mayis often
cause faulty
strain for the reader punctuation is often faulty
ey features/bullet points with detail; parts • inaccurate or repetitive
may confuse key features/bullet points with detail; parts inaccurate or repetitive
r, irrelevant, repetitive or inaccurate may be unclear, irrelevant, repetitive or inaccurate
the task, which may have been completely 3 •• fails
doestonot address
organisetheideas
task, logically
which may have been completely •• does uses not
onlyorganise ideas range
a very limited logicallyof words and expressions •• uses only sentence
attempts a very limited
formsrange of words
but errors and expressions
in grammar and • attempts sentence forms but errors in
• misunderstood
may use a very limited range of cohesive devices, and with use
• may veryalimited controlrange
very limited of word formationdevices,
of cohesive and/or spelling
and with very limited
punctuation control ofand
predominate worddistort
formation and/or spelling
the meaning punctuation predominate and distort t
d ideas which may be largely • presents
those used limited
may ideas which may
not indicate be largely
a logical relationship between • thoseerrorsused
may may not indicate
severely distort thea logical
message relationship between • errors may severely distort the message
itive irrelevant/repetitive
ideas ideas
y related to the task 2 •• answer
has veryislittle
barely related
control to the task features
of organisational •• has
usesvery little controllimited
an extremely of organisational features essentially
range of vocabulary; •• uses anuse
cannot extremely limited
sentence formsrange of vocabulary;
except in memorisedessentially
phrases • cannot use sentence forms except in
no control of word formation and/or spelling no control of word formation and/or spelling
pletely unrelated to the task 1 •• answer is completely unrelated
fails to communicate any message to the task •• fails to communicate
can only any message
use a few isolated words •• can onlyuse
cannot usesentence
a few isolated
forms words
at all • cannot use sentence forms at all
d 0 • does not attend

Lexical resource
pt the task in any way • does not attempt the task in any way
memorised response • writes a totally memorised response

General Training (A) Academic │(GT) General Training

IELTS is jointly owned by the British Council, IDP: IELTSIELTS is jointly
Australia owned by the
and Cambridge BritishLanguage
English Council, IDP: IELTS Australia and Cambridge
Assessment. PageEnglish
1 of 1 Language Assessment.

✓ Demonstrate a wide range of vocabulary

Range of
✓ Avoid unnecessary word repetition
vocabulary
✓ Paraphrase

✓ Use less common words

Less common
✓ Use a formal writing style
vocabulary
✓ Use collocations

✓ Avoid errors in word choice

Accuracy ✓ Avoid spelling errors
✓ Avoid errors in word formation

IELTS Academic Writing Task 1 71

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Accuracy

Avoid errors in word choice Teenagers play basketball.

Juveniles play basketball.
juvenile offenders
juvenile crime

Avoid spelling errors Have you made a spelling mistake?

Write this word on a sheet of paper 10 times.

Proofread your answer.

Avoid errors in word formation hoter hotter

sheeps sheep
partys parties
two sportsmans sportsmen

WRITING TASK 1: Band WRITING

Descriptors (public
TASK version)
1: Band Descriptors (public version)
Task achievement Band Coherence and cohesion
Task achievement Lexicaland
Coherence resource
cohesion Grammatical
Lexicalrange and accuracy
resource Grammatical range and
all the requirements of the task 9 usessatisfies
•• fully cohesionallinthe
such a way that of
requirements it attracts
the taskno attention uses cohesion
•• uses a wide range in suchof vocabulary
a way that with very natural
it attracts and
no attention uses aa wide
•• uses wide range
rangeofof vocabulary
structures withwith full
veryflexibility
natural and • uses a wide range of structures with
nts a fully developed response skilfullypresents
•• clearly managesa paragraphing
fully developed response sophisticated
• skilfully manages control of lexical features; rare minor errors
paragraphing accuracy; rarecontrol
sophisticated minor of
errors occur
lexical only asrare
features; ‘slips’
minor errors accuracy; rare minor errors occur on
occur only as ‘slips’ occur only as ‘slips’
uirements of the task sufficiently 8 •• sequences
covers information and
all requirements of the ideas
tasklogically
sufficiently uses a wideinformation
•• sequences range of vocabulary
and ideas fluently
logicallyand flexibly to uses aa wide
•• uses wide range
rangeofof vocabulary
structures fluently and flexibly to • uses a wide range of structures
hlights and illustrates key features/ bullet •• manages highlights
presents, all aspectsand of cohesion
illustrateswell key features/ bullet convey precise
• manages meanings
all aspects of cohesion well • convey precise
the majority meanings are error-free
of sentences • the majority of sentences are error-f
and appropriately • points clearly and appropriately
uses paragraphing sufficiently and appropriately • skilfully uses uncommon lexical items
• uses paragraphing sufficiently and appropriately but there may be •• skilfully
makes onlyusesvery
uncommon lexical
occasional items
errors but there may be
or inappropriacies • makes only very occasional errors o
occasional inaccuracies in word choice and collocation occasional inaccuracies in word choice and collocation
• produces rare errors in spelling and/or word formation • produces rare errors in spelling and/or word formation
quirements of the task 7 •• logicallytheorganises
covers information
requirements and ideas; there is clear
of the task uses a sufficient
•• logically organisesrange of vocabulary
information and ideas;to allow
theresome
is clear uses aa sufficient
•• uses variety ofrange
complex structures to allow some
of vocabulary • uses a variety of complex structures
a clear overview of main trends, differences or • progression
(A) presents throughout
a clear overview of main trends, differences or progression flexibility andthroughout
precision • flexibility
producesand precision
frequent error-free sentences • produces frequent error-free senten
• uses a range of cohesive devices appropriately although •• uses
stages uses aless
range common lexicaldevices
of cohesive items with some awareness
appropriately althoughof •• uses less common
has good control oflexical
grammaritemsand with some awareness
punctuation but mayof • has good control of grammar and pu
a clear purpose, with the tone consistent and • therepresents
(GT) may be some a clearunder-/over-use
purpose, with the tone consistent and there style and
maycollocation
be some under-/over-use style
makeand collocation
a few errors make a few errors
appropriate • may produce occasional errors in word choice, spelling • may produce occasional errors in word choice, spelling
nts and highlights key features/bullet points • clearly presents and highlights key features/bullet points and/or word formation and/or word formation
more fully extended but could be more fully extended
e requirements of the task 6 •• arranges information
addresses and ideas
the requirements of thecoherently
task and there is a •• arranges •uses an information
adequate range of vocabulary
and ideas coherently forand
the there
task is a uses aanmix
•• •uses of simple
adequate rangeand of
complex sentence
vocabulary for theforms
task • uses a mix of simple and complex s
an overview with information appropriately • clear
(A) overall an
presents progression
overview with information appropriately • clear overall
attempts progression
to use less common vocabulary but with some makes some
•• attempts errors
to use less incommon
grammar and punctuation
vocabulary but withbut they
some • makes some errors in grammar and
• uses cohesive devices effectively, but cohesion within
selected inaccuracy
• uses cohesive devices effectively, but cohesion within rarely reduce communication
inaccuracy rarely reduce communication
a purpose that is generally clear; there may • and/or
(GT) between
presents sentences
a purpose thatmay be faulty or
is generally mechanical
clear; there may • and/or
makesbetween
some errors sentences mayand/or
in spelling be faulty wordor formation,
mechanicalbut • makes some errors in spelling and/or word formation, but
ncies in tone • may
be not always usein referencing
inconsistencies tone clearly or appropriately they not
• may do not
alwaysimpedeuse communication
referencing clearly or appropriately they do not impede communication
adequately highlights key features/ bullet • presents and adequately highlights key features/ bullet
ails may be irrelevant, inappropriate or points but details may be irrelevant, inappropriate or
inaccurate
resses the task; the format may be 5 •• presents information
generally addresses the withtask;
some theorganisation
format may but be there may •• presents
uses a limited range with
information of vocabulary, but this isbut
some organisation minimally
there may •• uses aonly
uses a limited
limited rangerange of structures
of vocabulary, but this is minimally • uses only a limited range of structur
in places be a lack of overall
inappropriate progression
in places adequate
be a lack offoroverall
the task progression • adequate for the task
attempts complex sentences but these tend to be less • attempts complex sentences but the
detail mechanically with no clear overview; •• makes
(A) inadequate,
recounts inaccurate orwith
detail mechanically over-use of cohesive
no clear overview; may make
•• makes noticeable
inadequate, errors in or
inaccurate spelling
over-use and/or word
of cohesive • accurate
may makethan simple sentences
noticeable errors in spelling and/or word accurate than simple sentences
no data to support the description devices
there may be no data to support the description formation that may cause some difficulty for the reader
devices • formation
may makethat may cause
frequent some difficulty
grammatical for punctuation
errors and the reader • may make frequent grammatical err
sent a purpose for the letter that is unclear at •• may may
(GT) be repetitive
present because
a purposeoffor lacktheofletter
referencing and at • may be repetitive because of lack of referencing and
that is unclear may be faulty; errors can cause some difficulty for the may be faulty; errors can cause som
e may be variable and sometimes substitution
times; the tone may be variable and sometimes substitution reader reader
inappropriate
inadequately covers, key features/ bullet • presents, but inadequately covers, key features/ bullet
may be a tendency to focus on details points; there may be a tendency to focus on details
ddress the task but does not cover all key4 •• presents to
attempts information
address the andtaskideas
butbut doesthese
not are notallarranged
cover key uses onlyinformation
•• presents basic vocabulary
and ideaswhich
butmay these beare
used
notrepetitively
arranged uses only
•• uses only basic
a veryvocabulary
limited range of structures
which withrepetitively
may be used only rare • uses only a very limited range of str
t points; the format may be inappropriate coherently andpoints;
features/bullet there isthenoformat
clear progression in the
may be inappropriate or which may
coherently andbe inappropriate
there is no clearfor the task in the
progression use
or of subordinate
which clauses for the task
may be inappropriate use of subordinate clauses
learly explain the purpose of the letter; the • response
(GT) fails to clearly explain the purpose of the letter; the • response
has limited control of word formation and/or spelling; some
•• has structures
limited controlareof accurate but errors
word formation predominate,
and/or spelling; and • some structures are accurate but er
nappropriate • usesmay
tone somebebasic cohesive devices but these may be
inappropriate • uses some basic
• errors cohesive
may cause devices
strain for thebut these may be
reader punctuation
• errors mayis often
cause faulty
strain for the reader punctuation is often faulty
key features/bullet points with detail; parts • inaccurate
may confuse orkey
repetitive
features/bullet points with detail; parts inaccurate or repetitive
ar, irrelevant, repetitive or inaccurate may be unclear, irrelevant, repetitive or inaccurate
ss the task, which may have been completely 3 •• doestonot
fails organise
address theideas
task, logically
which may have been completely •• does uses not
onlyorganise
a very limited range of words and expressions
ideas logically attempts
•• uses only sentence formsrange
a very limited but errors in grammar
of words and
and expressions • attempts sentence forms but errors
d • misunderstood
may use a very limited range of cohesive devices, and with use
• may veryalimited controlrange
very limited of word formationdevices,
of cohesive and/or spelling
and punctuation
with predominate
very limited control ofand
worddistort the meaning
formation and/or spelling punctuation predominate and distort
ed ideas which may be largely • those used
presents may ideas
limited not indicate
which may a logical relationship between • those
be largely errorsused
may may severely distort the
not indicate message
a logical relationship between • errors may severely distort the message
etitive ideas
irrelevant/repetitive ideas
ely related to the task •• 2 has veryislittle
answer barelycontrol
relatedof organisational
to the task features usesvery
•• has an extremely
little controllimited range of vocabulary;
of organisational features essentially cannot
•• uses anuse sentence
extremely forms
limited except
range in memorised
of vocabulary; phrases
essentially • cannot use sentence forms except in
IELTS Academic Writing Task 1 no control of word formation and/or spelling no control of word formation and/or spelling 72
mpletely unrelated to the task 1 •• fails to communicate
answer any message
is completely unrelated to the task can only
•• fails use a few isolated
to communicate words
any message cannot
•• can onlyuse
usesentence forms words
a few isolated at all • cannot use sentence forms at all
nd 0 • does not attend
Fastrack IELTS

2 things that matter

in your grammar

4 assessment criteria

Task Coherence Grammatical

Lexical
achievement and range and
resource
cohesion accuracy

How good is your grammar?

IELTS Academic Writing Task 1 73

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Grammatical range and accuracy

• verb tenses
Grammatical range is
a variety of complex
Range
grammatical
structures you use.

Use a variety of verb tenses

The most popular type of transportation in 1960 was the automobile. (past simple)
The car had become the most popular type of transportation by 1960. (past perfect)

Production will exceed 20 million in 2040. (future simple)

Production will have exceeded 20 million by 2040. (future perfect)

The factory will produce five million cars a year in 2035. (future simple)
The factory will be producing five million cars a year by 2035. (future continuous)

IELTS Academic Writing Task 1 74

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Grammatical range and accuracy

• verb tenses
Grammatical range is • passive voice
a variety of complex
Range
grammatical
structures you use.

Use the passive voice where appropriate

Builders extended the school building in 1990. (active voice)

The school building was extended in 1990. (passive voice)

Sea levels are projected to rise at an even greater rate this century.

Over 150,000 people were injured in car accidents in the UK in 2005.

At the next stage, the water is pumped underground.

Music is listened to by students. Students listen to music.

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Grammatical range and accuracy

• verb tenses
Grammatical range is • passive voice
a variety of complex • complex sentences
Range
grammatical
structures you use.

Use complex sentence structures

To get Band 7+, you must use complex grammatical structures

Complex structure ≠ very long and complicated sentence

Use a variety of sentence structures

By 1980, the tourism industry had become the largest sector. It employed just over 20
million workers.
By 1980, the tourism industry had become the largest sector with just over 20 million workers
employed.

IELTS Academic Writing Task 1 76

Fastrack IELTS

Use complex sentence structures

Manufacturing continued to grow until 1950. That year it peaked at approximately eight
million people employed.
Manufacturing continued to grow until 1950 when it peaked at approximately eight million
people employed.

Manufacturing, which was the dominant industry at the beginning of the period, continued
to grow until 1950 when it peaked at approximately eight million people employed.

Not all sentences must be complex

Complex sentences are mainly used in body paragraphs

Grammatical range and accuracy

• verb tenses
Grammatical range is • passive voice
a variety of complex • complex sentences
Range
grammatical • compound sentences
structures you use. • comparisons
• modal verbs...

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WRITING TASK 1: Band WRITING TASK

Descriptors 1: Band
(public Descriptors (public version)
version)
Task achievement Band Task achievement
Coherence and cohesion Coherence
Lexicaland cohesion
resource Lexical
Grammatical resource
range and accuracy Grammatical range and
l the requirements of the task 9 •• fully
usessatisfies
cohesionallinthe requirements
such a way that of the taskno attention
it attracts •• uses
uses cohesion
a wide range in such a way that with
of vocabulary it attracts no attention
very natural and •• uses
uses aa wide
wide range
rangeofof vocabulary
structures withwith full
veryflexibility
natural and • uses a wide range of structures with f
s a fully developed response •• clearly
skilfullypresents
managesa paragraphing
fully developed response sophisticated
• skilfully manages control of lexical features; rare minor errors
paragraphing sophisticated
accuracy; rarecontrol
minor of lexical
errors features;
occur only asrare minor errors
‘slips’ accuracy; rare minor errors occur only
occur only as ‘slips’ occur only as ‘slips’
rements of the task sufficiently 8 •• covers
sequences all requirements
information and of the tasklogically
ideas sufficiently •• sequences
uses a wideinformation and ideas fluently
range of vocabulary logicallyand flexibly to •• uses
uses aa wide
wide range
rangeofof vocabulary
structures fluently and flexibly to • uses a wide range of structures
ghts and illustrates key features/ bullet •• presents,
manages highlights
all aspectsand illustrateswell
of cohesion key features/ bullet convey precise
• manages meanings
all aspects of cohesion well • convey precise
the majority meanings are error-free
of sentences • the majority of sentences are error-fre
nd appropriately • points clearly and appropriately
uses paragraphing sufficiently and appropriately • skilfully uses uncommon lexical
• uses paragraphing sufficiently and appropriatelyitems but there may be •• skilfully uses uncommon
makes only very occasional lexical items
errors but there may be
or inappropriacies • makes only very occasional errors or
occasional inaccuracies in word choice and collocation occasional inaccuracies in word choice and collocation
• produces rare errors in spelling and/or word formation • produces rare errors in spelling and/or word formation
uirements of the task 7 •• covers
logicallytheorganises
requirements of the task
information and ideas; there is clear •• logically organisesrange
uses a sufficient information and ideas;
of vocabulary theresome
to allow is clear •• uses
uses aa sufficient
variety ofrange
complexof vocabulary
structures to allow some • uses a variety of complex structures
clear overview of main trends, differences or • progression
(A) a clear overview of main trends, differences or progression
presents throughout flexibility andthroughout
precision • flexibility
producesand precision
frequent error-free sentences • produces frequent error-free sentence
• stages
uses a range of cohesive devices appropriately although •• uses uses aless
range of cohesive
common lexicaldevices
items withappropriately althoughof
some awareness •• uses less common
has good control oflexical
grammaritemsand with some awareness
punctuation but mayof • has good control of grammar and pun
a clear purpose, with the tone consistent and • therepresents
(GT) may be some purpose, with the tone consistent and there
a clearunder-/over-use maycollocation
style and be some under-/over-use style
makeand collocation
a few errors make a few errors
appropriate • may produce occasional errors in word choice, spelling • may produce occasional errors in word choice, spelling
s and highlights key features/bullet points • clearly presents and highlights key features/bullet points and/or word formation and/or word formation
ore fully extended but could be more fully extended
equirements of the task 6 •• addresses the requirements
arranges information and ideas of the task and there is a •• arranges
coherently •uses an information
adequate range and ideas coherently
of vocabulary forand
the there
task is a •• •uses
uses aanmix
adequate range
of simple and of vocabulary
complex for theforms
sentence task • uses a mix of simple and complex se
overview with information appropriately • clear
(A) overall an
presents progression
overview with information appropriately • clear overall
attempts progression
to use less common vocabulary but with some •• attempts to use
makes some less incommon
errors grammar vocabulary but withbut
and punctuation some
they • makes some errors in grammar and p
• selected
uses cohesive devices effectively, but cohesion within • uses cohesive devices effectively, but cohesion within
inaccuracy inaccuracy
rarely reduce communication rarely reduce communication
a purpose that is generally clear; there may • and/or
(GT) between
presents sentences
a purpose thatmay be faulty or
is generally there may • and/or
mechanical
clear; makesbetween
some errors sentences mayand/or
in spelling be faulty or formation,
word mechanicalbut • makes some errors in spelling and/or word formation, but
cies in tone • be
may inconsistencies
not always useinreferencing
tone clearly or appropriately • may
they not always
do not impedeuse communication
referencing clearly or appropriately they do not impede communication
dequately highlights key features/ bullet • presents and adequately highlights key features/ bullet
ls may be irrelevant, inappropriate or points but details may be irrelevant, inappropriate or
inaccurate
esses the task; the format may be 5 •• generally addresses the
presents information withtask;
some theorganisation
format maybut be there may •• presents information
uses a limited range with some organisation
of vocabulary, but this isbut there may
minimally •• uses
uses aonly
limited rangerange
a limited of vocabulary, but this is minimally
of structures • uses only a limited range of structure
places inappropriate
be a lack of overallin places
progression be a lack offoroverall
adequate the task progression • adequate for the task
attempts complex sentences but these tend to be less • attempts complex sentences but thes
tail mechanically with no clear overview; •• (A)
makesrecounts detail mechanically
inadequate, inaccurate orwith no clear
over-use overview;
of cohesive •• makes
may make inadequate,
noticeable inaccurate
errors in or over-use
spelling of cohesive
and/or word • may makethan
accurate noticeable errors in spelling and/or word
simple sentences accurate than simple sentences
o data to support the description there
devices may be no data to support the description devices
formation that may cause some difficulty for the reader • formation
may makethat may cause
frequent some difficulty
grammatical for punctuation
errors and the reader • may make frequent grammatical erro
ent a purpose for the letter that is unclear at •• (GT)
may may present because
be repetitive a purposeoffor lacktheofletter that is unclear
referencing and at • may be repetitive because of lack of referencing and may be faulty; errors can cause some difficulty for the may be faulty; errors can cause some
may be variable and sometimes times; the tone may be variable and sometimes
substitution substitution reader reader
inappropriate
adequately covers, key features/ bullet • presents, but inadequately covers, key features/ bullet
ay be a tendency to focus on details points; there may be a tendency to focus on details
dress the task but does not cover all key4 •• attempts
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information andtask butbut
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these cover
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key •• presents
uses onlyinformation and ideas
basic vocabulary butmay
which thesebeare notrepetitively
used arranged •• uses
uses only
only basic
a veryvocabulary which
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only rare • uses only a very limited range of struc
points; the format may be inappropriate features/bullet
coherently andpoints; there isthe noformat may be inappropriate
clear progression in the coherently
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inappropriate progression
the task in the or
usewhich may be inappropriate
of subordinate clauses for the task use of subordinate clauses
arly explain the purpose of the letter; the • response
(GT) fails to clearly explain the purpose of the letter; the • response
has limited control of word formation and/or spelling; •• has
some limited controlare
structures of accurate
word formation and/or
but errors spelling; and • some structures are accurate but erro
predominate,
appropriate • tone
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ey features/bullet points with detail; parts • inaccurate or repetitive
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r, irrelevant, repetitive or inaccurate may be unclear, irrelevant, repetitive or inaccurate
the task, which may have been completely 3 •• fails
doestonot address
organisetheideas
task, logically
which may have been completely •• does uses not
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• misunderstood
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• may veryalimited controlrange
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d ideas which may be largely • presents
those used limited
may ideas which may
not indicate be largely
a logical relationship between • thoseerrorsused
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message relationship between • errors may severely distort the message
itive irrelevant/repetitive
ideas ideas
y related to the task 2 •• answer
has veryislittle
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control to the task features
of organisational •• has
usesvery little controllimited
an extremely of organisational features essentially
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cannot extremely limited
sentence formsrange of vocabulary;
except in memorisedessentially
phrases • cannot use sentence forms except in
no control of word formation and/or spelling no control of word formation and/or spelling
pletely unrelated to the task 1 •• answer is completely unrelated
fails to communicate any message to the task •• fails to communicate
can only any message
use a few isolated words •• can onlyuse
cannot usesentence
a few isolated
forms words
at all • cannot use sentence forms at all
d 0 • does not attend

Grammatical range and accuracy

pt the task in any way • does not attempt the task in any way
memorised response • writes a totally memorised response

General Training (A) Academic │(GT) General Training

IELTS is jointly owned by the British Council, IDP: IELTSIELTS is jointly
Australia owned by the
and Cambridge BritishLanguage
English Council, IDP: IELTS Australia and Cambridge
Assessment. PageEnglish
1 of 1 Language Assessment.

• verb tenses
Grammatical range is • passive voice
a variety of complex • complex sentences
Range
grammatical • compound sentences
structures you use. • comparisons
• modal verbs...

• Errors in grammar
Accuracy • Errors in punctuation

IELTS Academic Writing Task 1 78

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WRITING TASK 1: Band WRITING TASK

Descriptors 1: Band
(public Descriptors (public version)
version)
Task achievement Band Task achievement
Coherence and cohesion Coherence
Lexicaland cohesion
resource Lexical
Grammatical resource
range and accuracy Grammatical range and
l the requirements of the task 9 •• fully
usessatisfies
cohesionallinthe requirements
such a way that of the taskno attention
it attracts •• uses
uses cohesion
a wide range in such a way that with
of vocabulary it attracts no attention
very natural and •• uses
uses aa wide
wide range
rangeofof vocabulary
structures withwith full
veryflexibility
natural and • uses a wide range of structures with f
s a fully developed response •• clearly
skilfullypresents
managesa paragraphing
fully developed response sophisticated
• skilfully manages control of lexical features; rare minor errors
paragraphing sophisticated
accuracy; rarecontrol
minor of lexical
errors features;
occur only asrare minor errors
‘slips’ accuracy; rare minor errors occur only
occur only as ‘slips’ occur only as ‘slips’
rements of the task sufficiently 8 •• covers
sequences all requirements
information and of the tasklogically
ideas sufficiently •• sequences
uses a wideinformation and ideas fluently
range of vocabulary logicallyand flexibly to •• uses
uses aa wide
wide range
rangeofof vocabulary
structures fluently and flexibly to • uses a wide range of structures
ghts and illustrates key features/ bullet •• presents,
manages highlights
all aspectsand illustrateswell
of cohesion key features/ bullet convey precise
• manages meanings
all aspects of cohesion well • convey precise
the majority meanings are error-free
of sentences • the majority of sentences are error-fre
nd appropriately • points clearly and appropriately
uses paragraphing sufficiently and appropriately • skilfully uses uncommon lexical
• uses paragraphing sufficiently and appropriatelyitems but there may be •• skilfully uses uncommon
makes only very occasional lexical items
errors but there may be
or inappropriacies • makes only very occasional errors or
occasional inaccuracies in word choice and collocation occasional inaccuracies in word choice and collocation
• produces rare errors in spelling and/or word formation • produces rare errors in spelling and/or word formation
uirements of the task 7 •• covers
logicallytheorganises
requirements of the task
information and ideas; there is clear •• logically organisesrange
uses a sufficient information and ideas;
of vocabulary theresome
to allow is clear •• uses
uses aa sufficient
variety ofrange
complexof vocabulary
structures to allow some • uses a variety of complex structures
clear overview of main trends, differences or • progression
(A) a clear overview of main trends, differences or progression
presents throughout flexibility andthroughout
precision • flexibility
producesand precision
frequent error-free sentences • produces frequent error-free sentence
• stages
uses a range of cohesive devices appropriately although •• uses uses aless
range of cohesive
common lexicaldevices
items withappropriately althoughof
some awareness •• uses less common
has good control oflexical
grammaritemsand with some awareness
punctuation but mayof • has good control of grammar and pun
a clear purpose, with the tone consistent and • therepresents
(GT) may be some purpose, with the tone consistent and there
a clearunder-/over-use maycollocation
style and be some under-/over-use style
makeand collocation
a few errors make a few errors
appropriate • may produce occasional errors in word choice, spelling • may produce occasional errors in word choice, spelling
s and highlights key features/bullet points • clearly presents and highlights key features/bullet points and/or word formation and/or word formation
ore fully extended but could be more fully extended
equirements of the task 6 •• addresses the requirements
arranges information and ideas of the task and there is a •• arranges
coherently •uses an information
adequate range and ideas coherently
of vocabulary forand
the there
task is a •• •uses
uses aanmix
adequate range
of simple and of vocabulary
complex for theforms
sentence task • uses a mix of simple and complex se
overview with information appropriately • clear
(A) overall an
presents progression
overview with information appropriately • clear overall
attempts progression
to use less common vocabulary but with some •• attempts to use
makes some less incommon
errors grammar vocabulary but withbut
and punctuation some
they • makes some errors in grammar and p
• selected
uses cohesive devices effectively, but cohesion within • uses cohesive devices effectively, but cohesion within
inaccuracy inaccuracy
rarely reduce communication rarely reduce communication
a purpose that is generally clear; there may • and/or
(GT) between
presents sentences
a purpose thatmay be faulty or
is generally there may • and/or
mechanical
clear; makesbetween
some errors sentences mayand/or
in spelling be faulty or formation,
word mechanicalbut • makes some errors in spelling and/or word formation, but
cies in tone • be
may inconsistencies
not always useinreferencing
tone clearly or appropriately • may
they not always
do not impedeuse communication
referencing clearly or appropriately they do not impede communication
dequately highlights key features/ bullet • presents and adequately highlights key features/ bullet
ls may be irrelevant, inappropriate or points but details may be irrelevant, inappropriate or
inaccurate
esses the task; the format may be 5 •• generally addresses the
presents information withtask;
some theorganisation
format maybut be there may •• presents information
uses a limited range with some organisation
of vocabulary, but this isbut there may
minimally •• uses
uses aonly
limited rangerange
a limited of vocabulary, but this is minimally
of structures • uses only a limited range of structure
places inappropriate
be a lack of overallin places
progression be a lack offoroverall
adequate the task progression • adequate for the task
attempts complex sentences but these tend to be less • attempts complex sentences but thes
tail mechanically with no clear overview; •• (A)
makesrecounts detail mechanically
inadequate, inaccurate orwith no clear
over-use overview;
of cohesive •• makes
may make inadequate,
noticeable inaccurate
errors in or over-use
spelling of cohesive
and/or word • may makethan
accurate noticeable errors in spelling and/or word
simple sentences accurate than simple sentences
o data to support the description there
devices may be no data to support the description devices
formation that may cause some difficulty for the reader • formation
may makethat may cause
frequent some difficulty
grammatical for punctuation
errors and the reader • may make frequent grammatical erro
ent a purpose for the letter that is unclear at •• (GT)
may may present because
be repetitive a purposeoffor lacktheofletter that is unclear
referencing and at • may be repetitive because of lack of referencing and may be faulty; errors can cause some difficulty for the may be faulty; errors can cause some
may be variable and sometimes times; the tone may be variable and sometimes
substitution substitution reader reader
inappropriate
adequately covers, key features/ bullet • presents, but inadequately covers, key features/ bullet
ay be a tendency to focus on details points; there may be a tendency to focus on details
dress the task but does not cover all key4 •• attempts
presents to address the
information andtask butbut
ideas does not are
these cover
notallarranged
key •• presents
uses onlyinformation and ideas
basic vocabulary butmay
which thesebeare notrepetitively
used arranged •• uses
uses only
only basic
a veryvocabulary which
limited range may be used
of structures withrepetitively
only rare • uses only a very limited range of struc
points; the format may be inappropriate features/bullet
coherently andpoints; there isthe noformat may be inappropriate
clear progression in the coherently
or which may andbe there is no clearfor
inappropriate progression
the task in the or
usewhich may be inappropriate
of subordinate clauses for the task use of subordinate clauses
arly explain the purpose of the letter; the • response
(GT) fails to clearly explain the purpose of the letter; the • response
has limited control of word formation and/or spelling; •• has
some limited controlare
structures of accurate
word formation and/or
but errors spelling; and • some structures are accurate but erro
predominate,
appropriate • tone
usesmay somebebasicinappropriate
cohesive devices but these may be • uses some basic
• errors cohesive
may cause straindevices
for thebut these may be
reader punctuation
• errors mayis often
cause faulty
strain for the reader punctuation is often faulty
ey features/bullet points with detail; parts • inaccurate or repetitive
may confuse key features/bullet points with detail; parts inaccurate or repetitive
r, irrelevant, repetitive or inaccurate may be unclear, irrelevant, repetitive or inaccurate
the task, which may have been completely 3 •• fails
doestonot address
organisetheideas
task, logically
which may have been completely •• does uses not
onlyorganise ideas range
a very limited logicallyof words and expressions •• uses only sentence
attempts a very limited
formsrange of words
but errors and expressions
in grammar and • attempts sentence forms but errors in
• misunderstood
may use a very limited range of cohesive devices, and with use
• may veryalimited controlrange
very limited of word formationdevices,
of cohesive and/or spelling
and with very limited
punctuation control ofand
predominate worddistort
formation and/or spelling
the meaning punctuation predominate and distort t
d ideas which may be largely • presents
those used limited
may ideas which may
not indicate be largely
a logical relationship between • thoseerrorsused
may may not indicate
severely distort thea logical
message relationship between • errors may severely distort the message
itive irrelevant/repetitive
ideas ideas
y related to the task 2 •• answer
has veryislittle
barely related
control to the task features
of organisational •• has
usesvery little controllimited
an extremely of organisational features essentially
range of vocabulary; •• uses anuse
cannot extremely limited
sentence formsrange of vocabulary;
except in memorisedessentially
phrases • cannot use sentence forms except in
no control of word formation and/or spelling no control of word formation and/or spelling
pletely unrelated to the task 1 •• answer is completely unrelated
fails to communicate any message to the task •• fails to communicate
can only any message
use a few isolated words •• can onlyuse
cannot usesentence
a few isolated
forms words
at all • cannot use sentence forms at all
d 0 • does not attend

Grammatical range and accuracy score

pt the task in any way • does not attempt the task in any way
memorised response • writes a totally memorised response

General Training (A) Academic │(GT) General Training

IELTS is jointly owned by the British Council, IDP: IELTSIELTS is jointly
Australia owned by the
and Cambridge BritishLanguage
English Council, IDP: IELTS Australia and Cambridge
Assessment. PageEnglish
1 of 1 Language Assessment.

Range

Accuracy

IELTS Academic Writing Task 1 79

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Verb tenses you

must know

Chart of English Tenses

Past Present Future
V+ed V/V+s Will + V
worked work/works will work
Simple

chose choose/chooses will choose

Keywords: last ..., in 2012, … ago, yesterday Keywords: usually, often, every…, sometimes, always Keywords: next year, in 2035, tomorrow, soon
Exports consist of all the goods and services a country
Exports declined by 40% in 2010. provides to the rest of the world. Exports will reach £2 bn in 2035.

was/were + V+ing am/is/are + V+ing will be + V+ing

Continuous

was/were working am/is/are working will be working

was/were choosing am/is/are choosing will be choosing
Keywords: at that moment, still Keywords: now, at this moment, still Keywords: still, at 5pm tomorrow
The committee was working on this proposal when it In 2035, the country will be exporting more services
was dissolved. The committee is working on this proposal at the moment. than goods.

had + past participle has/have + past participle will have + past participle
had worked has/have worked will have worked
Perfect

had chosen has/have chosen will have chosen

Keywords: just, recently, already, yet, ever, never, since,
Keywords: since, by 2010, before (action) for, this year/month Keywords: since, by 2035, before (action)
Over the past five years, exports have experienced By 2035, the country will have become the largest
By 2010, exports had shrunk to £500 mln. modest growth. exporter.

had been + V+ing has/have been + V+ing will have been + V+ing
Continuous

had been working has/have been working will have been working
Perfect

had been choosing has/have been choosing will have been choosing

Keywords: since, for Keywords: since, for Keywords: since, for

By 2010, exports had been declining for a number of In 2035, exports will have been growing for
years. Exports have been growing since 2010. 25 years. (emphasises the duration of activity)
FasTrack IELTS Academic Writing Task 1

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English tenses in Task 1

Present
No dates
tense

Present Present
moment tense

Dates in Past
the past tense

Dates in Future
the future tense

Charts/tables without dates

Use the present tense to describe charts without dates

Total water resources Freshwater supply

3% 1.20% Glaciers and ice caps

30.10% Ground water

Oceans
Freshwater
Renewable freshwater
97% (Lakes, rivers and other
68.70% surface freshwater)

Renewable freshwater supply by continent

20000

15000

10000 Renewable freshwater,

km³
5000

0
North South Asia Europe Africa Oceania
America America

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Charts/tables without dates

Use the present tense to describe charts without dates

Total water resources Freshwater supply

3% 1.20% Glaciers and ice caps

30.10% Ground water

Oceans
Freshwater
Renewable freshwater
97% (Lakes, rivers and other
68.70% surface freshwater)

Almost all the water on Earth resides in the oceans.

The supply of this water varies greatly depending on the continent.

Diagram
Use the present tense to describe diagrams

During the first stage, cold water is pumped underground. (present simple passive)
Once the water reaches this level, it flows horizontally and accumulates heat… (present simple active)
Finally, the electricity is transferred to the national grid… (present simple passive)

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Present perfect tense & diagrams

After the water has reached 90 degrees, it is pumped to the condenser room. (present perfect active)

Once the rainwater has been filtered, it can be used for drinking. (present perfect passive)

The present perfect tense helps to link two stages of the process

Present
simple Present
perfect

Maps

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Maps

Use the past tense to describe the past

In 1980, the school included a single building and a small car park. (past simple)

The largest part of the school grounds was occupied by a sports field. (past simple passive)

Maps

Use the present tense to describe the present

The new school building is located to the east of the main building. (present simple passive)

Since 1980, the sports field has been halved in size to accommodate a second smaller school
building and the playground. (present perfect passive)

Use the present perfect tense to describe something that happened in the past when the exact
time it happened is not important, but when the result is in the present.

The playground has been relocated to provide more space for the expanded car park.
(present perfect passive)

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Maps

Use the future tense to describe the future

In 2030, the school will occupy a larger territory. (future simple)

By 2030, the car park will have been doubled in size. (future perfect passive)

Simple vs. perfect

IN (in 1995, in 2030) = a specific MOMENT in the past or future = simple tense

SINCE (since 1980) = a PERIOD of time until a certain point = perfect tense

BY (by 2030) = a PERIOD of time until a certain point = perfect tense

Chart with dates

Use the past tense to describe the past

Changes in employment by sector

in the UK

25

20

15
Millions

10

0
1910 1930 1950 1970 1990 2010

Agriculture Energy and Construction Manufacturing Services

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Chart with dates

Use the past tense to describe the past

Fewer people worked in agriculture in 2010 than in 1910. (past simple)

The services sector demonstrated a strong upward trend throughout the period. (past simple)

The services sector had become the largest employer by 1930. (past perfect)

The services sector was the largest employer in 1930. (past simple)

English tenses in Task 1

Present Simple vs. perfect

No dates
tense
IN (in 1995, in 2030)
a specific MOMENT in the past or future
Present Present simple tense
moment tense
SINCE (since 1980)
a PERIOD of time until a certain point
Dates in Past perfect tense
the past tense
BY (by 2030)
a PERIOD of time until a certain point
Dates in Future
perfect tense
the future tense

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Use the passive voice

Passive Voice Chart

Past Present Future
was/were + past participle am/is/are + past participle will be + past participle
was/were repaired am/is/are repaired will be repaired
Simple

was/were built am/is/are built will be built

Keywords: last ..., in 2012, … ago, yesterday Keywords: usually, often, every…, sometimes, always Keywords: next year, in 2035, tomorrow, soon

The building was extended five years ago. Exports are predicted to grow. The building will be extended in five years.
During the first stage, the rainwater is collected.

was/were being + past participle am/is/are being + past participle ---

Continuous

was/were being repaired am/is/are being repaired

was/were being built am/is/are being built

Keywords: at that moment, still Keywords: now, at this moment, still

The building was being extended when the roof
collapsed. At the moment the building is being extended.

had been + past participle has/have been + past participle will have been + past participle
Perfect

had been repaired has/have been repaired will have been repaired
had been built has/have been built will have been built
Keywords: just, recently, already, yet, ever, never, since,
Keywords: by 2010, before (action) for Keywords: by 2035, before (action)

The building had been extended by 2010. The building has been extended recently. The building will have been extended by 2035.
FasTrack IELTS Academic Writing Task 1

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What is the passive voice?

Use the passive voice to show interest in the action itself rather than
the performer of this action

The government introduced a new law. ⇽ (active voice)

A new law was introduced by the government. ⇽ (passive voice)

A new law was introduced. ⇽ (passive voice)

What is the passive voice?

Use the passive voice to show interest in the action itself rather than
the performer of this action

The passive voice is used frequently.

The house was built in 1925.

The solar energy can be used to produce electricity.

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Diagram

Cows are milked with a special machine.

The raw milk is stored in refrigerators before being delivered to the dairy.

At the next step, the milk is pasteurised and bottled.

Finally, the packaged milk is delivered to supermarkets.

Diagram

Use the passive voice to describe diagrams

Use the present simple passive to describe diagrams

Cows are milked with a special machine.

The raw milk is stored in refrigerators before being delivered to the dairy.

At the next step, the milk is pasteurised and bottled.

Finally, the packaged milk is delivered to supermarkets.

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Maps
Use a combination of the active and passive voice to describe maps

Past

The business park was constructed to the north of the river in 1975. ⇽ (past simple passive)
By 1990, a range of shopping facilities had been built nearby. ⇽ (past perfect passive)

Present

The business park and the shopping area are connected by a new road. ⇽ (present simple passive)
In recent years, the business park has been significantly extended. ⇽ (present perfect passive)

Future

A new train station will be built adjacent to the business park. ⇽ (future simple passive)
By 2030, the farmland will have been converted into office blocks. ⇽ (future perfect passive)

Maps

○ Past
○ Active ○ Simple
○ Passive ○ Present
○ Perfect
○ Future

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Charts and tables

Active
voice Passive
voice

4 situations to use the passive voice

to describe charts and tables

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1. Forecast/prediction

The UK population is projected to reach

Population of the United Kingdom
76.5 million in 2040.
80
Over the next 25 years, the UK
70
population is predicted to increase by
60
over 10 million.
50
Millions

40 It is forecast(ed) that the UK population

30 will reach 76.5 million in 2040.
20

10

0
1990 2015 2040 To be projected
To be predicted
To be forecast(ed)

2. Performer is unknown or irrelevant

Over 90% of water is consumed in agriculture. ⇽ (passive voice)

OR

People consume 90% of water in agriculture. ⇽ (active voice)

The vehicle that is stolen most frequently in the UK is the Ford Transit. ⇽ (passive voice)

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3. Group of unspecified people

Millions of people are injured in car accidents every year.

Throughout the UK, three million people are hospitalised because of accidents in the home.

4. Action is more important than the performer

People spend around one-third of their income on accommodation. ⇽ (active voice)

One-third of income is spent on accommodation. ⇽ (passive voice)

The company pays female employees less than their male colleagues. ⇽ (active voice)

Female employees are paid less than their male colleagues. ⇽ (passive voice)

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How to use the passive voice

Use the passive voice to focus attention on the person or thing affected
by the action

Diagram Most of your answer should be written in the passive voice

Maps Some of your sentences should be written in the passive voice

Charts/table Use the passive voice to vary your sentence structures

STEP 6.
How to write each report | Sample answers

IELTS Academic Writing Task 1 94

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4 steps to planning
your report

Report plan

Read and
understand the task

Find the trends and

key features

Structure your report

Select ideas for the

overview

IELTS Academic Writing Task 1 95

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Charts & tables with dates

Step 1. Read the task

The chart below shows the total number of international migrants in five countries between 2000 and 2020.
The table shows the percentage of migrants in each country’s population in 2020.

Summarise the information by selecting and reporting the main features, and make comparisons where
relevant. Write at least 150 words.

Total number of international migrants

per country, millions
60
Migrant share in national
50 populations in 2020
40 Germany 14.7%

30 India 0.4%
Russia 8.1%
20
UK 14%
10
USA 13.5%
0
Germany India Russia UK USA
2000 2020

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Step 2. Select and report the main features

Total number of international
migrants per country, millions
60
Find the main groups of data
50
40
30
5 countries:
20
• Germany
• India 10

• Russia 0
Germany India Russia UK USA
• the UK
• the USA 2000 2020

Migrant share in national

populations in 2020
You must include all the main groups of data
Germany 14.7%
in your report
India 0.4%
Russia 8.1%
UK 14%
USA 13.5%

Step 2. Select and report the main features

Total number of international
migrants per country, millions
60
Identify the main trends
50
40
30
What trend best describes each group of data?
20
10
• Growing: German, the UK, the USA
• Declining: India, Russia 0
Germany India Russia UK USA
• Fluctuating:
• Stable: 2000 2020

✓ Larger share: Germany, the UK, the USA Migrant share in national
✓ Smaller share: India, Russia populations in 2020
Germany 14.7%
o Periods of growth: India 0.4%
o Periods of decline:
Russia 8.1%
UK 14%
USA 13.5%

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Step 2. Select and report the main features

Select the key features

The highest figures The biggest changes/differences

The lowest figures Stable data/no changes

Intersections
The peaks (high points)

The troughs (low points)

15

10

0
1910 1930 1950 1970 1990 2010

Step 2. Select and report the main features

Total number of international
migrants per country, millions
Select the key features 60
50
40
The highest figures 30
20
The lowest figures
10

The peaks (high points) 0

Germany India Russia UK USA

The troughs (low points) 2000 2020

The biggest changes/differences Migrant share in national

populations in 2020
Stable data/no changes Germany 14.7%
India 0.4%
Intersections
Russia 8.1%
UK 14%
USA 13.5%

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Step 2. Select and report the main features

Total number of international
migrants per country, millions
Select the key features 60
50
40
The highest figures:
30
Number of immigrants in the USA in 2000 20
and 2020 10
0
The lowest figures: Germany India Russia UK USA
2000 2020
India – both the number of international
migrants in the country and their share in Migrant share in national
the population populations in 2020
Germany 14.7%
The peaks (high points)
India 0.4%

The troughs (low points) Russia 8.1%

UK 14%
USA 13.5%

Step 2. Select and report the main features

Total number of international
migrants per country, millions
Select the key features 60
50
The biggest changes/differences 40
30
The biggest increase in the percentage
20
of migrants in population – the UK
10
The largest increase in the number of 0
migrants – the USA Germany India Russia UK USA
2000 2020
Stable data/no changes
Migrant share in national
India, Russia populations in 2020
Germany 14.7%
Intersections India 0.4%
Russia 8.1%
Describe the key features in your body paragraphs
UK 14%
and support your description with figures
USA 13.5%

IELTS Academic Writing Task 1 99

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Step 3. Structure your report

Find the key similarities and differences

Describe similar trends together

Structure 1 Structure 2

Introduction Introduction
+ Overview + Overview

Body paragraph 1
Body paragraph 1
Countries where the number of migrants
Chart
increased
Body paragraph 2
Body paragraph 2
Countries where the number of migrants
Table
decreased

Step 4. Prepare an overview

Provide a short summary of the task. In short, what have you learned?

• Cover all the main groups of data.

• Describe trends.

• Do not give any figures.

• If you have several charts/tables, what is the link between them?

✓ Germany, the UK, and the USA: the number of migrants increased and the proportion of migrants
was higher.

✓ India and Russia: the number of migrants went down and the proportion was lower.

IELTS Academic Writing Task 1 100

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Practice. Write your report

The chart below shows the total number of international migrants in five countries between 2000 and 2020.
The table shows the percentage of migrants in each country’s population in 2020.

Summarise the information by selecting and reporting the main features, and make comparisons where
relevant. Write at least 150 words.

Total number of international migrants

per country, millions
60
Migrant share in national
50 populations in 2020
40 Germany 14.7%

30 India 0.4%
Russia 8.1%
20
UK 14%
10
USA 13.5%
0
Germany India Russia UK USA
2000 2020

Sample answer 1

Structure 1

Introduction
+ Overview

Body paragraph 1
Chart

Body paragraph 2
Table

IELTS Academic Writing Task 1 101

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Sample answer 1

Structure 1
(Body paragraph 1 = chart, Body paragraph 2 = table)

The data provides information about the size of the migrant population of five countries in 2000 and 2020 and
the share of migrants in the total population of each country in 2020. Overall, the number of foreign-born nationals
increased in Germany, the UK, and the USA, where the proportion of migrants was higher. The two countries with
the lowest percentages of migrants — India and Russia — experienced a decline in immigration over the period.

It is clear that three countries witnessed significant increases in migrant populations over the period. By far,
the largest number of migrants lived in the USA, around 35 million in 2000 and 50 million in 2020. It was the UK,
however, that showed the highest rate of growth, almost doubling in twenty years from 5 to 9.5 million. In
Germany, the 2020 figure of 12 million was up by a third. On the other hand, both India and Russia experienced a
slight drop in the size of their migrant populations by 2020, falling to approximately 5 million and 11 million,
respectively.

The key feature that emerges from the table is that in the same three countries with rising numbers (Germany,
the UK, and the USA), foreign migrants constituted an almost identical share of the total population of around 14%.
In contrast, in Russia (8.1%) and India (0.4%), the percentages were significantly lower.

(223 words)

Sample answer 2

Find the key similarities and differences

Describe similar trends together

Structure 1 Structure 2

Introduction Introduction
+ Overview + Overview

Body paragraph 1
Body paragraph 1
Countries where the number of migrants
Chart
increased
Body paragraph 2
Body paragraph 2
Countries where the number of migrants
Table
decreased

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Sample answer 2

Structure 2
BP1 = countries where the number of migrants increased
BP2 = countries where the number of migrants decreased
The data provides information about the size of the migrant population of five countries in 2000 and 2020
and the share of migrants in the total population of each country in 2020. Overall, the number of foreign-
born nationals increased in Germany, the UK, and the USA, where the proportion of migrants was higher.
The two countries with the lowest percentages of migrants — India and Russia — experienced a decline in
immigration over the period.

It is clear that three countries witnessed significant increases in migrant populations over the period. By far,
the largest number of migrants lived in the USA, around 35 million in 2000 and 50 million in 2020. It was the
UK, however, that showed the highest rate of growth, almost doubling in twenty years from 5 to 9.5 million.
In Germany, the 2020 figure of 12 million was up by a third. It should be noted that in all three countries,
foreign migrants constituted an almost identical share of the total population of around 14%.

In contrast, both India and Russia experienced a slight drop in the size of their migrant populations by 2020,
falling to approximately 5 million and 11 million, respectively. The percentages of migrants in these countries
were significantly lower. The Russian figure stood at 8.1%, while in India only 0.4% of the population was
made up by migrants.

(224 words)

Body paragraph rule

Strong
Importance Proof body
paragraph

It is clear that three countries witnessed significant increases in migrant populations over the period.

By far, the largest number of migrants lived in the USA, around 35 million in 2000 and 50 million in 2020.

It was the UK, however, that showed the highest rate of growth, almost doubling in twenty years from 5 to
9.5 million.

In Germany, the 2020 figure of 12 million was up by a third.

It should be noted that in all three countries, foreign migrants constituted an almost identical share of the
total population of around 14%.

IELTS Academic Writing Task 1 103

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Charts & tables without

dates

Step 1. Read the task

The charts below show the production of different types of citrus fruit in Brazil, China, and the USA.

Summarise the information by selecting and reporting the main features, and make comparisons where
relevant. Write at least 150 words.

Citrus fruit production by country (per cent)

Brazil China USA

1% 2% 3% 1%
6% 1% 3% 3%
5%
16%
Grapefruit
18%
7% Lemons
Oranges
Tangerines
74% 73% Other citrus fruit
87%

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Step 2. Select and report the main features

Brazil China
1% 2%
6% 1% 3% 3%
Find the main groups of data 5%

18%
• Brazil
• China
• the USA
87% 74%

o grapefruit
o oranges
o lemons USA 1%
3%
o tangerines
*You don’t have to mention “other fruit” Grapefruit
16%
Lemons
7% Oranges
Tangerines
You must include all the main groups of data
in your report Other citrus fruit
73%

Step 2. Select and report the main features

Brazil China
1% 2%
6% 1% 3% 3%
Identify the main trends/similarities/differences 5%

18%
The largest share:

The smallest share:

87% 74%
The highest level:

The lowest level:

USA 1%
3%
Does anything stand out?
Grapefruit
16%
Lemons
7% Oranges
Tangerines
Other citrus fruit
73%

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Step 2. Select and report the main features

Brazil China
1% 2%
6% 1% 3% 3%
Identify the main trends/similarities/differences 5%

18%
The largest share:
• All three countries specialise in one type of
fruit (over 70%).
• China and the USA have a second important 87% 74%
fruit, but Brazil does not.

The smallest share:

o Lemons are 7% or less in all the countries. USA 1%
3%

The highest level: Grapefruit

16%
Lemons
The lowest level: 7% Oranges
Tangerines
Does anything stand out? Other citrus fruit
✓ All three countries grow all the fruits. 73%

Step 2. Select and report the main features

Brazil China
1% 2%
6% 1% 3% 3%
5%
Select the key features
18%

The highest figures

87% 74%

The lowest figures

USA 1%
3%
The biggest differences
Grapefruit
16%
Lemons
Figures that are similar 7% Oranges
Tangerines
Other citrus fruit
73%

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Step 2. Select and report the main features

Brazil China
1% 2%
6% 1%
Select the key features 3% 3%
5%
The highest figures:
• Oranges in Brazil (87%) and the USA (73%) 18%
• Tangerines in China (74%)
The lowest figures:
87% 74%
The biggest differences:
• Tangerines are dominant in China, but make up
not more than 6% in the other countries.
• Grapefruit is 16% in the USA, but 1% to 3% in the USA 1%
3%
other countries.
Grapefruit
Figures that are similar: 16%
Lemons
Lemons make up not more than 7% in all the
7% Oranges
countries.
Tangerines
Other citrus fruit
Describe the key features in your body paragraphs
and support your description with figures 73%

Step 3. Structure your report

Find the key similarities and differences

Structure 1 Structure 2

Introduction Introduction
+ Overview + Overview

Body paragraph 1 Body paragraph 1

Largest fruit Brazil

Body paragraph 2 Body paragraph 2

Second largest fruit China

Body paragraph 3 Body paragraph 3

Other fruits The USA

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Step 4. Prepare an overview

Provide a short summary of the task. In short, what have you learned?

• Cover all the main groups of data.

• Describe trends.

• Do not give any figures.

• If you have several charts/tables, what is the link between them?

✓ All three countries grow all the fruits.

✓ Each country specialises in just one type of fruit.

Practice. Write your report

The charts below show the production of different types of citrus fruit in Brazil, China, and the USA.

Summarise the information by selecting and reporting the main features, and make comparisons where
relevant. Write at least 150 words.

Citrus fruit production by country (per cent)

Brazil China USA

1% 2% 3% 1%
6% 1% 3% 3%
5%
16%
Grapefruit
18%
7% Lemons
Oranges
Tangerines
74% 73% Other citrus fruit
87%

IELTS Academic Writing Task 1 108

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Sample answer

The pie charts illustrate the shares of different citrus fruits in the production of three countries, namely, Brazil,
China, and the USA. Overall, the most striking feature of the charts is that each country specialises in just one type
of fruit, despite growing all of them.

This specialisation is particularly clear in Brazil where the production of oranges represents 87% of the total,
whereas, in both China and the USA, the predominant fruit makes up a little under three-quarters of the total.
Although Brazil and the USA produce mainly oranges, China favours tangerines, a fruit which claims only 6% of
the total in Brazil and a mere 3% in the USA.

It is also evident that in both China and the USA, production is somewhat more varied compared to Brazil, since in
both countries a second fruit, oranges in China and grapefruit in the USA, represents between 16% and 18% of the
total.

Across all three countries, lemon production is relatively small, never exceeding the 7% recorded in the USA, and
reaching a low of just 1% in Brazil. On the other hand, grapefruit production varies, from as high as 16% in the USA
to much lower levels of 5% and 4% in Brazil and China, respectively.

(207 words)

Linking words

The pie charts illustrate the shares of different citrus fruits in the production of three countries, namely, Brazil,
China, and the USA. Overall, the most striking feature of the charts is that each country specialises in just one type
of fruit, despite growing all of them.

This specialisation is particularly clear in Brazil where the production of oranges represents 87% of the total,
whereas, in both China and the USA, the predominant fruit makes up a little under three-quarters of the total.
Although Brazil and the USA produce mainly oranges, China favours tangerines, a fruit which claims only 6% of
the total in Brazil and a mere 3% in the USA.

It is also evident that in both China and the USA, production is somewhat more varied compared to Brazil, since in
both countries a second fruit, oranges in China and grapefruit in the USA, represents between 16% and 18% of the
total.

Across all three countries, lemon production is relatively small, never exceeding the 7% recorded in the USA, and
reaching a low of just 1% in Brazil. On the other hand, grapefruit production varies, from as high as 16% in the USA
to much lower levels of 5% and 4% in Brazil and China, respectively.

(207 words)

IELTS Academic Writing Task 1 109

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Maps

Step 1. Read the task

Southwest airport
NOW AFTER DEVELOPMENT

The plans below show the site of the airport

now and how it will look after redevelopment
next year.

Summarise the information by selecting and

reporting the main features, and make
comparisons where relevant. Write at least 150
words.

Source: Cambridge English 16

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Step 2. Select and report the main features

Southwest airport
NOW AFTER DEVELOPMENT

Find the main groups of data.

List the objects on the maps below:

• Departures: check-in, bag drop, café,

doors
• Security/passport control
• Walkway, gates, shops, sky train
• Passport control/customs
• Arrivals: café, ATM, care hire, extension,
doors

You must include all the main objects in your

report

Step 2. Select and report the main features

Southwest airport
NOW AFTER DEVELOPMENT

Identify the changes

Are there new objects on the map? +

Have any objects been:

• demolished/removed? ≠

• moved/relocated? g

• extended/improved? #

• converted into something else? Q

Have any objects stayed the same? =

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Step 2. Select and report the main features

Southwest airport
NOW AFTER DEVELOPMENT
Identify the changes

Departures:
more doors
café g check in
check in g bag drop
+ café in the corner

Security/passport control =

walkway g sky train

more gates
+ shops

Passport control/customs =

Arrivals:
+ café, ATM, care hire (+extension)
more doors

Step 3. Structure your report

What will be your report structure?

Structure 1 Structure 2

Introduction Introduction
+ Overview + Overview

Body paragraph 1 Body paragraph 1

Map 1 (before redevelopment) Before security (now and after)

Body paragraph 2 Body paragraph 2

Map 2 (after redevelopment) After security (now and after)

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Step 4. Prepare an overview

What are the most important changes?

Vocabulary:
… has undergone a number of changes.
… has been significantly improved/extended.
Learning/sports/recreational/business facilities have been added/improved.

✓ More gates

✓ More facilities

Sample answer

The plans provide details of a proposal for the one-year renovation of Southwest Airport. Overall, the main new
features will be increasing the number of gates together with the addition of a range of new facilities.

Entrance to the departure and arrival sections will largely go unaltered, although additional doors will be installed
in both. At present, departures has just a check-in desk and a café, but the proposal is to move the check-in from
the left to the right to accommodate a bag drop area and to relocate the café to the left of the main entrance.
Arrivals will also see a café added as well as an ATM and a car hire business. To establish the car hire business, an
extension will be built to provide adequate space.

There will be no changes to airport security, passport control, and customs. Several shops, however, will be
opened in the departure zone, located on the left upon entering from security. By far the greatest proposed
development involves building two corridors to the departure gates, which will be more than doubled from the
current eight to eighteen, and replacing the existing walkway with a sky train.

(197 words)

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Verb tenses

The plans provide details of a proposal for the one-year renovation of Southwest Airport. Overall, the main new
features will be increasing the number of gates together with the addition of a range of new facilities.

Entrance to the departure and arrival sections will largely go unaltered, although additional doors will be installed
in both. At present, departures has just a check-in desk and a café, but the proposal is to move the check-in from
the left to the right to accommodate a bag drop area and to relocate the café to the left of the main entrance.
Arrivals will also see a café added as well as an ATM and a car hire business. To establish the car hire business, an
extension will be built to provide adequate space.

There will be no changes to airport security, passport control, and customs. Several shops, however, will be
opened in the departure zone, located on the left upon entering from security. By far the greatest proposed
development involves building two corridors to the departure gates, which will be more than doubled from the
current eight to eighteen, and replacing the existing walkway with a sky train.

3 ways to talk about the future:

• future simple active (will be, will go)
• future simple passive (will be installed, will be built)
• present simple (the proposal is to move…, the proposed development involves building…)

Complex grammatical structures

The plans provide details of a proposal for the one-year renovation of Southwest Airport. Overall, the main new
features will be increasing the number of gates together with the addition of a range of new facilities.

Entrance to the departure and arrival sections will largely go unaltered, although additional doors will be installed
in both. At present, departures has just a check-in desk and a café, but the proposal is to move the check-in from
the left to the right to accommodate a bag drop area and to relocate the café to the left of the main entrance.
Arrivals will also see a café added as well as an ATM and a car hire business. To establish the car hire business, an
extension will be built to provide adequate space.

There will be no changes to airport security, passport control, and customs. Several shops, however, will be
opened in the departure zone, located on the left upon entering from security. By far the greatest proposed
development involves building two corridors to the departure gates, which will be more than doubled from the
current eight to eighteen, and replacing the existing walkway with a sky train.

IELTS Academic Writing Task 1 114

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Diagram

Step 1. Read the task

The diagram below shows how instant noodles are manufactured.

Summarise the information by selecting and reporting the main features, and make comparisons where
relevant. Write at least 150 words.

Source: Cambridge English 16

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Step 2. Select and report the main features

Find the main groups of data

How many steps are there on the diagram? 8

What are these steps?

1. Silos
2. Mixer
3. Dough sheets
4. Dough strips
5. Noodles disks
6. Cooking + drying
7. Vegetables + spices
8. Labelling + sealing

Describe each step in your report

Step 2. Select and report the main features

Identify the main processes

What are the key objects/tools on the diagram?

What are the key processes at each step?

1. Truck, silos, flour

2. Mixer, flour, water + oil
3. Rollers, dough sheets
4. Cutter, dough strips
5. Noodle disks
6. Cooking in oil, drying
7. Dry noodles, cups, vegetables + spices
8. Labels, labelling + sealing
Noodles are ready

Include each object, tool, and process in

your report

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Step 3. Structure your report

Divide the process into two or three stages

Structure

Introduction
+ Overview

Body paragraph 1
???

Body paragraph 2
???

Body paragraph 3 (optional)

???

Step 3. Structure your report

Find the key similarities and differences

Structure 1

Introduction
+ Overview

Body paragraph 1
Making noodles and cooking them

Body paragraph 2
Packing noodles

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Step 4. Prepare an overview

Summarise the process in one or two sentences.

• Do not give a list of steps from the diagram.

• Give an overview of the whole process, not just the first and the last steps.
• Can you divide all the steps into two or three big stages?
• What are the main ingredients/tools used?

Delivering flour – making noodles – cooking them – packaging

Practice. Write your report

The diagram below shows how instant noodles are manufactured.

Summarise the information by selecting and reporting the main features, and make comparisons where
relevant. Write at least 150 words.

Source: Cambridge English 16

IELTS Academic Writing Task 1 118

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Sample answer

The diagram illustrates the industrial production of instant noodles. Overall, the entire process consists of four main
stages beginning from the time flour is delivered to silos to preparing the dry noodles, cooking them, and lastly
packaging the end product.

Firstly, flour is transported by trucks to the silos and stored there until it is used at the production centre where,
after adding sufficient water and oil, it is made into dough in a mixing machine. The dough is then passed
through a set of rollers at one end of the production line. This turns it into thin sheets, which are subsequently cut
into strips. The next step is to shape them into compact noodle discs, which are then fried in oil, removed, and left
to dry.

The dried cooked noodles are placed in cups to which assorted vegetables and spices are added. The final
stage of the manufacturing process involves labelling and sealing the cups before they are packaged. The
instant noodles are then ready.

(203 words)

Linking words

The diagram illustrates the industrial production of instant noodles. Overall, the entire process consists of four main
stages beginning from the time flour is delivered to silos to preparing the dry noodles, cooking them, and lastly
packaging the end product.

Firstly, flour is transported by trucks to the silos and stored there until it is used at the production centre where,
after adding sufficient water and oil, it is made into dough in a mixing machine. The dough is then passed
through a set of rollers at one end of the production line. This turns it into thin sheets, which are subsequently cut
into strips. The next step is to shape them into compact noodle discs, which are then fried in oil, removed, and left
to dry.

The dried cooked noodles are placed in cups to which assorted vegetables and spices are added. The final
stage of the manufacturing process involves labelling and sealing the cups before they are packaged. The
instant noodles are then ready.

Use a variety of linkers in your report:

Firstly, secondly, thirdly, finally
Next, then, next, then
First, then, this, subsequently, the next step, the final stage, then

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Present simple passive

The diagram illustrates the industrial production of instant noodles. Overall, the entire process consists of four main
stages beginning from the time flour is delivered to silos to preparing the dry noodles, cooking them, and lastly
packaging the end product.

Firstly, flour is transported by trucks to the silos and stored there until it is used at the production centre where,
after adding sufficient water and oil, it is made into dough in a mixing machine. The dough is then passed
through a set of rollers at one end of the production line. This turns it into thin sheets, which are subsequently cut
into strips. The next step is to shape them into compact noodle discs, which are then fried in oil, removed, and left
to dry.

The dried cooked noodles are placed in cups to which assorted vegetables and spices are added. The final
stage of the manufacturing process involves labelling and sealing the cups before they are packaged. The
instant noodles are then ready.

(203 words)

Download all the sample answers

You can download all the

sample reports from this
chapter in Resources

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You have done it

IELTS Academic Writing Task 1 121