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IELTS FOUNDATION – Kelvin Nguyen 2024

IELTS WRITING TASK 1

I. INTRODUCTION TO IELTS LISTENING

20 minutes / 150 words (One-third of the marks for the paper)

Writing types: A descriptive report based on graphic or pictorial input

Task types: Information transfer exercise

Target writing skills:

 present, describe, interpret, compare given data

 describe a process or how something works

 use appropriate and accurate language

Assessment criteria: The Assessment Criteria for IELTS Writing Task 1 are divided into
four key areas, each contributing 25% of the total score

1. Task Achievement 2. Coherence and Cohesion

This measures how well you: This assesses your ability to:
 Fully address all parts of the task.  Organize information logically with a
 Accurately present, describe, and clear progression of ideas.
summarize information or compare data.  Use paragraphs appropriately to
 Highlight trends, differences, or key structure your response.
features without unnecessary details.  Employ cohesive devices (e.g., linking
 Use at least 150 words. words, referencing) effectively but not
excessively.
 Maintain a clear focus without repetition
or irrelevant details.
3. Lexical Resource 4. Grammatical Range and Accuracy
This focuses on: This evaluates your:
 Using a range of vocabulary appropriate  Use of a variety of sentence structures
for the task. (simple, compound, complex).
 Demonstrating precision in word choice  Accuracy in grammar, punctuation, and
for describing trends and features. sentence formation.
 Avoiding errors in spelling and word  Ability to minimize errors while
formation. maintaining clarity and fluency.
 Paraphrasing effectively to avoid
repetition.
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Band Descriptors (Score 1–9) are used for grading in each category, and scores are averaged
to determine the final Writing Task 1 band score.

II. ELEMENTS OF A GRAPH

Title: The title offers a short explanation of what is in the graph.

Legend: The legend tells what each variable represents; identifier.

X-Axis: The x-axis runs horizontally; typically the x-axis has numbers representing different
time periods or names of things being compared.

Y-Axis: The y-axis runs vertically; divided into equal parts, showing figures.

Numerical Data/Quantities: Facts or information, especially when examined and used to

find out things.

Item: A single article.

Row: A series of data arranged in a line.

Column: Vertical series of data.

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Line graphs: A planned drawing, consisting of a line or lines, showing how sets of numbers
are related to each other.

Example:

Bar charts: A diagram that uses bars of different heights to show different amounts so that
they can be compared.

Example:

The average daily minimum and maximum levels of air pollutants in 4 cities 2000

Pie charts: A diagram consisting of a circle divided into sections to show the size of
particular amounts in relation to the whole.

Example:
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Tables: A list of facts or numbers arranged in a special order, usually in rows and columns.

Example:

Flow charts (Processes): A diagram that shows the connections between the different stages
of a process.

Example:

Flow Charts (Systems): A group of things, pieces of equipment, etc., that are connected or
work together.

Example:
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Flow Charts (Cycles): The fact of a series of events being repeated many times, always in
the same order.

Example:

Maps: A drawing or plan of the Earth's surface or part of it, showing countries, towns,
rivers, etc.

Example:
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Graphs, Charts, and Diagrams:

Aspect Charts Graphs Diagrams

Processes, systems,
Purpose Comparison, proportions Trends, changes over time
structures

Line graph, bar graph, Flowchart, process

Examples Bar chart, pie chart, table
scatter plot diagram, maps

Focus Quantitative relationships Patterns and trends Step-by-step explanation

Always present (X, Y-

Axes Often absent Rarely present
axes)

III. HOW TO DEAL WITH THE REPORT IN IELTS WRITING TASK 1

TIME
You should spend 20 minutes on Task 1. Divide your time as follows:
 Step 1: Plan - 5 minutes
 Step 2: Write - 12 minutes
 Step 3: Revise - 3 minutes
LENGTH
You must write at least 150 words. You can write more.
TIPS
- Use only the information provided in the task. Do not include outside information or
your own opinion.
- Ask yourself questions to focus on the task:
 What is this graphic about?
 Which are the most important details?
SCORE
 Address all parts of the task.
 Accurately summarize the information.
 Make meaningful comparisons.
 End with a brief overview of the information.
 Use correct grammar, spelling, and punctuation.
 Write in complete sentences.
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 Use your own words; do not copy exact sentences from the task.

Step 1 - Plan
In Task 1, you will see a graphic. This graphic may be a graph, chart, or table. (The graphic
might also be a diagram describing a process)
In Task 1, you will be asked to summarize the information on the graphic by selecting and
reporting on the main features. The main features will help you determine the details of the
topic of the graphic. Use the following questions to get details:
 What is the type of the chart(s)?
 What are the main subjects of the chart(s)? (what, who, where, when?)
 What are the units of the data?
 Which verb tenses should you use to write the report?
 What are the main features? *
We will analyze the main features later. Now just try to practice by identifying some
information to fill in the provided tables:

PRACTICE 1:

Type of chart
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Main subject

 What
 Who
 Where
 When

Units

Verb tenses

Type of chart

Main subject

 What
 Who
 Where
 When

Units

Verb tenses

Static or Movement data?

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The difference is that static data shows 1 timescale only, while movement data shows a
number of different timescales.
For Example:
A static data chart shows the average A movement data chart shows the number
Saturday sales of two bakeries in of visitors to three museums between 2000
London in 2023 and 2005.

- In a static chart, you will compare the sizes and proportions of the figures.
- In a movement chart, you will also compare the changes in the figures over time.
- Remember that in Task 1 data, the information could be all static, or all movement, or
occasionally a combination of both.

How to understand the question?

Common question: “summarize information by selecting and reporting main features and
make comparisons where relevant.”

 Summarize information and data, do not try to show all of them

 Select and report main features*
 Make comparisons

Five things that can be considered as the ‘main features’:

 The highest and lowest figures

 The drastic changes

 Stable data (no changes)

 Similar trends

 Opposite trends

PRACTICE 2: Identify the main features in the following charts

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I.

II.

III.

IELTS Writing Task 1 should be written in a 4-part structure:

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IELTS REPORT TASK

INTRODUCTION

OVERVIEW

1 DETAIL 1

DETAIL 2

Notes:

- All sections in the report must be correlated to each other in order to solve Task 1 question.

- The Overview can be placed at the end and in this case, it is called the Conclusion.

How to write the Introduction?

Introduction = Paraphrase the questions. You should paraphrase some parts as follows:

 Type of chart

 Main verb

 Subject

 Unit

 Time

- The introduction should be limited in one or two sentences only.

- The introduction is often expressed with present simple tense.

- Useful patterns:

 The graph shows the trends... between ... and ...

 The graph provides information about the changes...

 The graph gives/provides/presents information about/on...

 The graph shows/reveals/concerns how... differed.

 The graph shows the results of a survey carried out to determine...

 The graph depicts how... has/have changed.

 The graph shows/demonstrates/reveals the differences...

 The graph shows the changes (that took place)...

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 The accompanying graph gives a breakdown of...

 The graph provides an overview of... namely...

 The graph gives data about... and is divided into three categories.

 The graph clearly displays and compares...

 The graph shows/highlights the proportion of...

 The graph shows the changing patterns...

 The graph shows the degree and direction of change...

 The illustration presents data/information on...

Some common words and phrases that can be paraphrased in IELTS Writing Task 1

Type of chart:

The chart → the given chart / the provided chart / the given bar chart / the two given pie
charts

For Example: the line graph → the provided/given line chart/graph

Describing verbs:

show compare / make the comparison / indicate / illustrate / depict / delineate / describe /
give information about

Subjects:

The age groups:

People aged 65 or more = people aged 65 and over = people aged 65 or older

People aged 20 or under = people aged 20 or younger

Countries and people:

If specific countries are named, for example “…in the US, Japan and China” → we should
paraphrase them into “in three different countries/nations”.

Conversely, if specific countries are not named, for example “in three different countries” →
We should name those specific countries.

People in the UK British people / the British

People in the USA American people

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Spending:

When we want to talk about spending on product X, we have many ways to write:

spending on X expenditure on X / the amount of money spent on X

If the unit is a percentage (%), we can paraphrase as follows:

the percentage of spending on X → the proportion of spending on X → the proportion of

money spent on X → the proportion of expenditure on X

Notes: the spending of household = domestic spending = household spending = home

spending

Unemployment rate:

unemployment rates levels of unemployment / levels of joblessness / unemployment levels / the proportio

Poverty:

poor people people living under the poverty line people living in extreme poverty

poverty rates poverty levels

Consumption and Production:

When we want to mention the consumption of X, we have the following phrases:

the consumption of X the amount of X consumed / the number of X consumed / X consumption

When we want to say mention the production of X, we have the following phrases:

the production of X the amount of X produced / the number of X produced / X production

Notes:

the amount of + an uncountable noun

the number of + a plural countable noun

energy production energy output

Transportation:

car, bus and train three different forms of transport

forms of transport → means of transport → modes of transport 🡪 types of transport 🡪 kinds

of transport(ation)
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vehicle

the number of people driving to work the number of car users / the number of people travelling by car

the number of people travelling by train the number of train users / the number of rail passengers

travel = commute (v)

Units:

Percentage of = proportion of ~ rate, ratio, …

The amount of = How much

The number of = How many

Time:

 ...from 2005 onwards  ...until the end of the year

 ...over the last year  ...in the first half of the year
 ...over the first ten months  ...during this period
 ...after 2005  ...throughout the year
 ...in 2005  ...over a period of 5 years
 ...during...  ...from 2005 to 2010
 ...since 2005  ...over a period of time
 ...since then  ...from then onwards
 ...over the course of a year  ...until late April
 ...during this 5-year period  ...over the period
 ...from now on...  ...by the year 2010
 ...over the course of 5 years  ...a further period of
 ...by 2010  ...at the end of the year
 ...in the 1990s  ...until the end of April
 ...by the end of the century  ...at the beginning of the year
 ...from this point onwards  ...over the period 2005 to 2010
 ...within a five-year period  ...for a decade
 ...throughout the period  ...in the year 2005
 ...in the period 2005–2010  ...over the previous five years
 ...between 2005 and 2010  ...for the rest of the year
 ...in the future  ...from April onwards
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 ...by then  ...at the end of the first quarter

 ...until then  ...over the same period
 ...in the near future  ...during the first half of the year
 ...over a five-year period  ...in the first three months of the year
 ...over this five-year period  ...over the latter half of the
 ...except in 2005 year/period
 ...towards the end of the year  ...thereafter
 ...in the next half of the year  ...during the period 2005 to 2010

PRACTICE 3: Write the introduction for the following tasks

I.
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II.
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III.
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How to write an effective overview?

In order to write a good Overview for the IELTS Writing Task 1, you need to analyze the
main features that are shown in the chart(s)/graph(s).
There are 5 things that can be considered as the ‘main features’:
 The highest and lowest figures
 The drastic changes
 Stable data (no changes)
 Similar trends
 Opposite trends
Remember: You should focus on analyzing from two to three of them, not all.
Data/Figures shouldn’t be expressed in this part.
Useful patterns:

According to the chart (that) …

As is shown in the chart (that) …
As can be seen from the chart (that) …
It can be seen from the chart (that) …
We can see from the chart (that) …
It is clear from the chart (that) …
It is apparent from the chart (that) …
Overall, it is clear (that) …

+ there was a/an (adjective) increase/decrease in + Noun, (with + Noun + witnessing the
the most dramatic rise/decline).

- However, a different trend is observed in ….

- Additionally, … + was the highest/lowest figure/percentage/…

For example: It is clear from the chart that there was a sharp increase in household
expenditure in the USA and China, with Chinese spending witnessing the most dramatic rise.
However, a different trend is observed in India, where figures for domestic consumption
decreased slightly.
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Words for changes

Upward trends

Verb Noun Verb Noun

(to) rise rise (to) escalate escalation

(to) increase increase (to) surge (up)surge

(to) grow growth (to) double double

(to) improve improvement (to) climax climax

(to) jump jump (to) triple -

(to) leap leap (to) quadruple -

(to) boom boom (to) soar -

(to) peak peak (to) skyrocket -

(to) recover recovery (to) rocket -

(to) climb climb (to) go up upturn/upswing

(to) swell swell - -

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Downward trends

Verb Noun Verb Noun

(to) decrease decrease (to) nosedive nosedive

(to) decline decline (to) deteriorate deterioration

(to) fall (back) fall (to) tail off -

(to) drop drop (to) plummet -

(to) reduce reduction (to) halve -

(to) slump slump (to) go down -

(to) plunge plunge (to) shrink -

(to) dip dip (to) dive -

(to) collapse collapse - free-fall

(to) slide slide - trough

(to) dwindle dwindle - downturn

Degree of change (large movements)

Adjective/Adverb Adjective/Adverb Adjective/Adverb

Dramatic(ally) Significant(ly) Steep(ly)

Considerable(ly) Rapid(ly) Enormous(ly)

Sharp(ly) Noticeable(ly) Substantial(ly)

Marked(ly) Massive(ly) Abrupt(ly)

Great(ly)/Huge(ly) Exponential(ly) Remarkable(ly)

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Degree of change (small movements)

Adjective/Adverb Adjective/Adverb Adjective/Adverb

Insignificant(ly) Slight(ly) Negligible

Gentle(ly) Marginal(ly) Relative(ly)

Minimal(ly) Inconsiderable Slow(ly)

Stable trends

Phrase/Verb Alternative Phrase/Verb Alternative Phrase/Verb

(to) remain the same (to) remain consistent (to) experience a period of stability

(to) remain steady (to) stay the same (to) remain relatively unchanged

(to) hold steady (to) even out (to) level out

(to) remain constant (to) remain static (to) level off

(to) plateau (to) stay at a steady level (to) maintain the same level

(to) reach a plateau The (trend/figure) was/is/will be flat (to) remain (fairly) stable

Fluctuating trends

Phrase/Verb Alternative Phrase/Verb Alternative Phrase/Verb

(to) show some

(to) fluctuate (wildly) (to) rise and fall erratically
variation/fluctuation

Wild fluctuations in the rate (to) experience a period of

(to) go through an erratic period
of... volatility

(to) vary (to) experience a period of (to) enter a period of

(widely/considerably/enormously) erratic behavior fluctuation

(to) experience a period of (to) witness considerable

(to) fluctuate (mildly/slightly)
instability variation
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Comparison

Phrase 1 Phrase 2 Phrase 3

(to) be entirely/totally different

(to) be the same (size) as... In marked contrast...
from...

(to) have roughly equal

(to) be as popular/high as... (to) be completely dissimilar to...
proportions

(to) be (over) twice as

(to) resemble closely/greatly (to) represent/account for... while...
much/high as...

(to) be overwhelmingly greater

(to) be closely followed by... (to) be totally dominated by...
than...

(to) be quite/rather similar to... (to) have broadly similar patterns (to) stand in total contrast to...

(to) be in the second place (to) be ranked in descending

(to) be exactly the same as...
while... order...

(to) be ranked in ascending

(to) be precisely the same as... (to) be completely different from...
order...

...differences are even greater

(to) far outstrip/exceed (to) be almost/nearly the same as...
when it comes to...

(to) be quite a lot smaller (to) be considerably

(to) be precisely the same as...
than... higher/lower...

(to) be just/particularly the

(to) be remarkably similar (to) be a little smaller than...
same as...

(to) be more or less the same

(to) be proportionally similar (to) be practically the same as...
as...

(to) be different in every (to) have many common features

(to) be virtually the same as...
aspect/way including...

(to) be considerably (to) be approximately the same (to) be over three times as great
higher...ranging from... as... as...

(to) have certain aspects in

(to) be dissimilar in every respect (to) be significantly fewer...
common
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Phrase 1 Phrase 2 Phrase 3

(to) be substantially more (to) be marginally higher/more

(to) contrast sharply
than... than...

(to) be three times as

(to) be almost the same as... (to) be comparatively high/low...
many/high as...

The same number/percentage (to) be fractionally/slightly more

(to) be larger by a narrow margin
of...can be seen... than...

(to) be fractionally less popular

(to) differ widely (to) be nearly as many as...
than...

The largest proportion of...is (to) be considerably/noticeably

(the second) highest...whereas...
clearly evident greater...

The widest/biggest difference The widest/largest difference can

(to) be by far the highest/lowest...
can be seen... be seen in...

(to) be as opposed to... The greatest proportion of... (to) be outnumbered by...

(to) vary The highest/greatest/lowest

(to) have more than doubled...
greatly/widely/tremendously proportion of...

(to) show a sharp/stark/striking

The second highest percentage... ...by/in comparison with...
contrast to...

There are certain/several (to) stand

(to) make up...whereas...
similarities... at...while...and...respectively

On the one hand,...whereas...on

The highest figures...whilst... (to) be remarkably similar to...
the other

(to) be outstripped by a/an (to) be outstripped by a narrow (to) contrast

(wide/overwhelming) margin margin markedly/vividly/strikingly
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The number of students in college

A/popularity of college A increased
while the number of students in
college B/popularity of college B
decreased over the period'."

IELTS & TOEFL Courses increased,

Grammar Courses decreased and
General English Courses remained
constant.

Computer-based writing technology

increased, pen-based writing
technology remained (fairly) constant
and typewriter-based writing
technology decreased.

The sale of CD players increased, the

sale of PlayStation remained constant
and the sale of VCR decreased.
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Playing computer games is the most

popular home activity while reading is
considered as the least favorable home
activity in all given countries.

The percentage of engineering students

is by far the highest while architecture
students has the lowest percentage of
students.

Watching TV is the most popular free

time activity while doing puzzles is
considered as the least favorable free
time activity in both charts.

ADSL connections increased, Wireless

connections remained constant and
Dial-up connections decreased over the
period.

Communication through paper letters

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decreased, communication through

telephone remained constant and
communication through Email
increased.

Current affairs are the most popular

sections while advice columns are the
least favorable sections

OR Young people tend to read

newspapers more compared with other
age groups.