IELTS Writing Task 1 (number graphs)

What is IELTS Writing task 1?

4 criteria in writing Dynamic and static

How to read a graph
task 1 data

Grammar (Tenses)

Past Future

How to write the paragraphs

the introduction the overview and the body paragraphs

Trends Static data Compare and Contrast

changes Adj and

fractions approximation
and trends Adv

Cohesion (Transition phrases)

Similarities Contrast Introducing new sections

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 A. 4 criteria in writing task 1

The writing task 1 is designed to test your ability to interpret and present information
that is given in short form, often as data within a diagram, graph, chart, table, or
map. There might be a combination of graphs, tables and charts and you may be
asked to compare the information given. You should present the information in your
own words as complete sentences within paragraphs; that is, not in note form unless
specifically requested. Even when the question does not specifically ask you to
compare information, you will probably find it is necessary to do so. Particularly, you
are not asked to give opinions, make assumptions, or draw any conclusions about
the information given.

You should:

- Spend about 20 minutes for this task

- Write the minimum number of words (learn to recognize how 150 words looks
like in your hand-writing)
- Use formal, academic language
- Avoid re-writing but instead re-read carefully and correct what you have
written down.

Your writing is marked on the following criteria:

- Task achievement: information, overview, key features
- Coherence and cohesion: paragraphing, linking and referencing
- Lexical resource: vocabulary, collocations, spelling, number of errors
- Grammatical range and accuracy: sentence structures, tenses, punctuations,
number of errors

B. Structure of Writing Task 1

You are required to write 150 words and your own ideas must be logically
structured. Paragraphs are used to organize your writing to help the reader
understand what it is you are saying. In order to organize the writing clearly and
logically, you should follow the structure including 4 paragraphs.

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 Paragraph 1: An
introduction

Paragraph 2: An
overview

Paragraph 3+4+...
:
A body

You are going to have only 20 minutes for writing task 1 so make sure that the
amount of time is divided rationally. You are recommended to follow the timeline
below:

2-3 minutes Make an outline (main trends, outstanding

features)
List key vocabulary
15 minutes Write with an appropriate length
2-3 minutes Re-read and edit your writing

B. How to read a chart

Remember that you have to do the following when you first look at a chart:
 Check the title of the chart: this will tell you what is being shown overall, and
it usually gives the time period that it represents (e.g., 1980-2000).
 Check the titles of the vertical and horizontal axes:
these will tell you what the units of
measurement are (e.g., centimetres, kilos, euros) and what groups are being
compared.
 Check the key or legend (if there is one): this will tell you the meaning of the
symbols shown.
 Decide what the most important information is
 Make comparisons between important figures
 Round figures up or down when possible

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 C. Dynamic and static data

Static data means that the chart or graph displays one period of time. Dynamic data
shows two or more periods of time and how trends change over a period of time.

Whether a chart is static or dynamic will affect the information we choose to include
in our answer and the kind of language we use. If it is dynamic, we will have to
compare the different times and comment on the general trends over the time
period. If it is static, we will have to compare the different variables

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

Static chart

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The pie charts below compare water usage in San Diego, California and the world
as a whole.

D. Grammar (Tenses)

The golden rule is to look at the title of the chart/graph and the x/y axes to see what
time is used there. You then use that time to choose the tense you write in:
• if the time is 1999 then you choose the past
• if the time is 2030 you choose the future
• if there is no time you use the present simple

1. Past tenses

Past simple:
 The average price rose to almost £130,000 in 2005, dropped slightly in 2006,
and finally fell to around £110,000 in 2007.
Past perfect:

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  After it had reached a peak of almost £130,000 in 2005, the average price
dropped slightly in 2006 before finishing the period at £117,000 in 2007.

2. Future tenses and expressions to describe future trends

Future simple:
 It is estimated that the number of cars manufactured will drop drastically in
the USA after 2020.
Future perfect:
 It is predicted that by 2030 in China, car production will have increased.
Other expressions:
 Car production in the UK is anticipated to see a sharp decline in the years
from 2025 to 2035.
 From 2025 onwards, the number of cars made in Japan is projected to show
a similar trend to that of USA.
 In Japan, from 2025 to 2035, the production of cars is forecast to decline
sharply.
 There is expected to be a gradual increase in car production in China after
2020.

E. The Introduction
In order to write the introduction for writing task 1, we simply paraphrase the
question statement (we rewrite it using different words).

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 Useful introduction structures

Presentatio
Verb Description Place Time
n type
The line shows/ the number of (+ in three over a ten-year
graph/ pie illustrates plural noun) countries = in period
chart/ bar provides/ how many (+ plural the UK, over a period of
chart/ table gives noun) France and ten years
information Australia = in over the period
about/ on three of ten years
countries, from 1990 to
namely the 2000
UK, France
and Australia between 1990
and 2000
the amount of in 1990 and
(+uncountable noun) 2000 = in the
how much years 1990 and
(+uncountable noun) 2000

the proportion of
(+noun)
the percentage of
(+noun)
figures for (+plural
noun)
figures for
(+uncountable noun)
compares something in terms of
something else
compares something

Examples:
1. The graph shows the number of people using a New York subway station
throughout a day.
=> The line graph provides data about how many people use a particular New
York subway station at different times of the day between 6 a.m. and 10 p.m.
2. The chart below shows the amount spent on six consumer goods in four
European countries.

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 => The given bar chart illustrates how much money was spent on different
consumer goods by the people of four European countries, namely Britain,
France, Italy and Germany.
3. The graph below shows the proportion of the population aged 65 and over
between 1940 and 2040 in three different countries.
=> The line graph compares the percentage of people aged 65 or more in three
countries over a period of 100 years.
4. The table below shows the figures for imprisonment in five countries between
1930 and 1980.
=> The table compares the numbers of prisoners from 1930 to 1980 in five
different countries, namely Great Britain, Australia, New Zealand, United
States and Canada.
5. The three pie charts below show the changes in the annual spending by a
particular UK school in 1981, 1991 and 2001.
=> The pie charts compare the expenditure of a school in the UK in three
different years over a twenty-year period.
6. The table shows the amounts of money spent by tourists in five different
countries over a period of two years.
=> The table compares five different countries in terms of the amounts of money
spent by tourists over a period of two years.

F. Describing trends

1. Phrases to show changes and trends

Verb phrases Noun Examples
phrases
Describe an rise to/by a rise of/in  The income of Haiha Bakery
increase increase to/by an increase rose by 60 million VND.
of/in  The income of Haiha Bakery
increased from 20 million
VND to 80 million VND.
 An increase of 60 million
VND was recorded in the
income of Haiha Bakery.
 There was a rise of 5% in
the number of people who
cycled to work.
 Mobile phones saw an
increase in sales over the
ten-year period.

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Describe a fall to/by a fall of/in  Laptop computer sales fell
decrease decrease to/by a decrease by 20%.
drop to/by of/in  There was a fall of 5,000 in
a drop of/in the number of people taking
the bus.
Describe remain stable at no change in  The figure remained stable
stability does not at around 6%.
change  Desktop computer sales did
not change throughout this
period.
 There was no change in
desktop computer sales
throughout this period.
Describe the to be at reach a peak  Mobile phone sales
position in a stand at of were/stood at around $11
year peak at reach a high billion in 1992.
of  The figure for cyclists
reach a low of peaked at 11%.
 The figure reached a
peak/high of 10%.
 It reached a low of 5%.
Describe a fluctuate a fluctuation  The number of people taking
constant around/betwee of/in the train to work fluctuated
change n between 18% and 32%
throughout this period.
 There was a fluctuation of
14% in the number of people
taking the train to work
throughout this period.
Describe an an overall rise  There was an overall rise in
overall trend upward trend the number of people who
downward took the bus.
trend  This upward/downward
trend continued for 15 years
until 2010.
Other expressions
 The trends for Ireland and
Korea were noticeably
different from those

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 described above.
 Completely different trends
can be seen if we look at the
specific figures for boys and
girls.
 The opposite trend can be
seen when we look at water
consumption for agriculture.
 The trends for both
commodities were very
similar.
 Rising trends were also
seen in Japan, Poland and
Portugal.
 There were no significant
changes in the trends for
pork and turkey
consumption over the period
as a whole.

Notes: “in” and “of”

We use “in” to describe changes in things and “of” to describe changes in number or
amount. For example:
 There was a rise in the rate of unemployment.
 There was a rise of 5% in the rate of unemployment.

2. Adjectives and adverbs

Small changes - Adjectives / Adverbs
 marginal/marginally
 slight/slightly
Big changes – Adjectives / Adverbs
 sudden/suddenly
 sharp/sharply
 dramatic/dramatically
 substantial/substantially
 significant/significantly
Similar changes over a longer period of time - Adjectives / Adverbs
 gradual/gradually

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  steady/steadily
 consistent/consistently

Make sure that you use adjectives with nouns and adverbs with verbs:
 a significant rise – correct (adjective/noun)
 rose significantly – correct (verb/adverb)
 a significantly rise – wrong
o There was a marginal rise of 2% in 2010. -> The figure rose marginally
by 2% in 2010.
o There was a significant rise of 30% in 2010. -> The figure rose
significantly by 30% in 2010.

3. Using fractions

You can also describe increases and decreases by using fractions to show the size
of the change
over a certain period. For example:
 The cost of rents doubled/tripled in less than a year.
 The amount of compost increased nearly threefold/twofold over the
period shown in the chart.
 There was a twofold/threefold increase from year 1 to year 4.
 Birth rates have halved since the turn of the century.
 By July, the price of petrol had fallen by a third.
 The number of school leavers going on to university has risen by a
quarter since 1980.

4. Expressing approximation
We use words to express approximation when the point we are trying to describe is
between milestones on the graph.
just under just over nearly approximately
well under well over roughly about
Examples:
 In 2001, well over 43 thousand residents of inner London commuted by
bicycle.
 It is evident from the information provided that the national and international -
fixed line calls climbed gradually from just under 40 to 60 billion in the last
year of the period.

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Fractions Proportions
77%- approximately three-quarters 71%- a significant majority/proportion
73%- nearly three-quarters 70%- a large proportion
51%- just over a half 15% a small minority/portion
50%- exactly a half 3%- an insignificant minority/a tiny
49%- just under a half portion
32%- nearly a third
26%- roughly one quarter
24%- almost a quarter
3%- a tiny fraction

 A significant majority of the people aged 65 or over who were living alone in
England in 2011 were female.
 Less than a quarter of Canadians do not own a car.
 Only an insignificant minority of Canadian adults own more than two cars.

G. Describing static data

We often use ‘account for’, ‘make up’, ‘comprise’ to describe static data.
 Asians account for/make up/comprise 30% of the world population.
 Approximately 30%/nearly a third of the world population is
comprised/made up of Asians.

It's fine to use 'represent', 'amount to' and 'constitute', BUT only when relevant.
All of these words/phrases have a slightly different meaning, and you need to be
very careful that you use them properly. You can't simply use them as alternative
synonyms. If you're not sure, find an easier way to express the idea.
 constitute (to form or make something)
o Women constitute about 10% of Parliament.
o The under-18s constitute nearly 25% of the town's population.
 amount to something (to become a particular amount)
o Their annual fuel bills amounted to over £6,000.
 represent (to be something or to be equal to something)
o This sum of money represents a large percentage of our working
capital.

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H. Compare and contrast language

1. Comparatives
more/ less + ADJ
 TV was more popular among males than females.
 Buses are predicted to become a less popular choice.
more/ fewer / less + Noun
 More males than females chose TV.
 Fewer mobile phones were bought in 2013 than 2014.
2. Superlatives
the LEAST/ MOST Adj + Noun
 The most popular form of entertainment in the UK was going to the
cinema.
 The most common form of transport was taking a taxi.
3. Equal comparisons
as many Ns as / as much as
 A did not sell as many books as B in 2008
 A does not cost as much as B
the same as
 The percentage of females who studied at university in 2011 was almost
exactly the same as in 2012.
similar (to)
 The proportions of females and males who studied languages at university
were very similar.
 The figures for 2015 were similar to the figures for 2013.

I. Linking devices

1. Similarities
Similarly
 It is clear that the X value is steadily increasing over the years. Similarly,
the Z value follows the same increasing trend.
In the same way
 Value X dropped in 2014 in the same way as value Z dropped in 2012.

2. Contrast
While/ Whereas
 While all values increased in 2014, the X value significantly decreased.

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  The majority of values increased in 2014, whereas value X dropped
abruptly.
In contrast to/By contrast
 Value Z shows a steady performance throughout the years in contrast to
value X which is unstable.
 Value Z shows a steady performance throughout the years. By contrast,
value X is unstable.
Although
 Although value Z started off as the least competitive in 2010, it became the
most competitive in 2014.
However,
 The majority of values decreased in 2011. However, value Z significantly
increased.

3. Transition phrases to introduce new sections

Linking phrases to introduce new sections of the graph should be used to
improve the organization and academic style of your writing. There are
several linking phrases such as “as regards”, “regarding”, and “with regard to.”
E.g., Regarding the income of A, it started at $10,000 in 2000 and then…

J. Language study

1. Basic structures
a) S + Verb + ADV
The income of Haiha Bakery increased significantly.
b) There + to be + a/an ADJ Noun
There was a significant increase in the income of Haiha Bakery.
c) S + see/ experience/ witness + a/an ADJ Noun
Haiha Bakery witnessed a significant increase in its income.
d) A/an ADJ Noun + to be + seen / witnessed / recorded + in + noun phrase
A significant increase was recorded in the income of Haiha Bakery.

2. Commenting on the data

To take your task 1 essay to the next level, try to comment on the data, rather than
just give a list of numbers. Add one or two comments to show that you understand
and can interpret the graph. Here are some ways you can do this.
a) X verb, Noun Phrase
The number of Japanese tourists who travelled abroad increased dramatically to 15
million in 2007, a rise of about 10 million.

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 b) X verb, V-ing
The number of prisoners in Great Britain rose steadily between 1930 and 1980,
reaching a peak of about 80,000 at the end of the period.
c) With + N + V-ing
A dramatic increase in both commodity prices was seen from 2007 to 2008, with oil
prices reaching a peak of approximately $130 per barrel and the food price index
rising to 220 points.

3. Other advanced structures

a) There was + Noun Phrase, followed by + Noun Phrase
There was a dramatic growth in the number of factories in Japan to 120,000 in
2010, followed by a sharp decrease to 1,000 in 2015.
b) Clause, prior to/before Verb-ing
The number of factories in Japan experienced an increase to 120,000 in 2010,
before hitting a free fall to 1,000 in 2015.
c) Clause, after Verb-ing
The figure for factories in Japan hit a free fall to 1,000 in 2015, after undergoing an
increase to 120,000 in 2010.
d) While X verb, Y verb (at the same time).
While the figure for factories in Japan went up dramatically to 120,000 in 2010, the
quantity in Korea fell considerably to 12,000 at the same time.
e) In comparison to/with X, which verb, Y verb
In comparison with the number of factories in Japan, which witnessed a dramatic
increase to 120,000 in 2010, the quantity in Korea fell considerably to 12,000 at the
same time.
5. X verb, Verb-ing, (which verb)
The quantity of factories in Japan went through a period of dramatic increase to
120,000 in 2010, exceeding the number in Korea, which had only 12,000.

K. Model answer

You should spend about 20 minutes on this task.

The graph below shows the amounts of waste produced by three companies
over a period of 15 years.
Summarise the information by selecting and reporting the main features and make
comparisons where relevant.
Write at least 150 words.

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The line graph compares three companies in terms of their waste output between
the years 2000 and 2015.

It is clear that there were significant changes in the amounts of waste produced by
all three companies shown on the graph. While companies A and B saw waste
output fall over the 15-year period, the amount of waste produced by company C
increased considerably.

In 2000, company A produced 12 tonnes of waste, while companies B and C

produced around 8 tonnes and 4 tonnes of waste material respectively. Over the
following 5 years, the waste output of companies B and C rose by around 2 tonnes,
but the figure for company A fell by approximately 1 tonne.

From 2005 to 2015, company A cut waste production by roughly 3 tonnes, and
company B reduced its waste by around 7 tonnes. By contrast, company C saw an
increase in waste production of approximately 4 tonnes over the same 10-year
period. By 2015, company C’s waste output had risen to 10 tonnes, while the
respective amounts of waste from companies A and B had dropped to 8 tonnes and
only 3 tonnes.

(190 words)

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