Part 1: Analyzing Tables

Understanding Tables
Tables present data in rows and columns, allowing for an organized display of
information across two or more dimensions. They facilitate the evaluation of changes
in various variables over time or between different groups. In the context of IELTS
writing tasks, tables often include figures, ratios, or proportions that require analysis
and description.
Approach to Writing About Tables
Introduction
Paraphrase the Prompt: Restate the task in your own words.
Identify Key Elements: Briefly mention what is covered by the table, including
variables, time periods, and units of measurement.
Overview
Summarize Main Trends: Highlight major changes or noticeable features without
including specific data.
Make General Comparisons: Indicate overall increases, decreases, or stable trends over
the period.
Body Paragraphs
Organize Logically: Group related information together, such as by category or time
period.
Include Specific Data: Provide exact figures to support your descriptions.
Use Comparative Language: Describe differences and similarities where appropriate.
Conclusion (Optional)
Summarize the Information: Recap the main points discussed, emphasizing overall
trends or significant findings.
Sample Table Prompt
Prompt:
The table below shows the percentages of pupils who participated in various
educational problem areas in two primary schools in 2005 and 2015.
Table:
Educational Problem School A (2005) School A (2015) School B (2005)
School B (2015)
Reading Ability 22% 23% 8% 9%
Handwriting 28% 28% 7% 8%
Spelling 30% 25% 10% 7%
Listening Skills 35% 20% 12% 11%
Verbal Expression of Ideas 35% 21% 15% 14%
Concentration in Lessons 40% 18% 15% 14%
Following Instructions 42% 18% 14% 12%

Step-by-Step Guide
Writing the Introduction
Paraphrase the Prompt: The table compares the percentages of students facing different
educational challenges in two primary schools, School A and School B, in the years
2005 and 2015.
Writing the Overview
Identify Key Points:
School A showed significant improvements in most areas over the ten-year period.
School B's percentages remained relatively stable with only slight changes.
Example Overview: Overall, School A witnessed notable reductions in the proportion
of students with learning difficulties, whereas School B's figures remained relatively
unchanged over the decade.
Writing Detailed Body Paragraphs
Body Paragraph 1: Trends in School A
Topic Sentence: School A experienced a considerable decrease in educational
problems between 2005 and 2015.
Supporting Details:
Concentration in Lessons: Dropped from 40% to 18%.
Following Instructions: Decreased from 42% to 18%.
Listening Skills: Reduced from 35% to 20%.
Verbal Expression of Ideas: Went down from 35% to 21%.
Spelling Difficulties: Declined from 30% to 25%.
Handwriting: Remained constant at 28%.
Reading Ability: Slight increase from 22% to 23%.
Example: In School A, the percentage of students struggling with concentration in
lessons saw a significant reduction from 40% in 2005 to 18% in 2015. Similar
downward trends were observed in following instructions (42% to 18%), listening
skills (35% to 20%), and verbal expression of ideas (35% to 21%). Spelling difficulties
also decreased from 30% to 25%. However, issues with handwriting remained steady
at 28%, and reading ability problems slightly increased from 22% to 23%.
Body Paragraph 2: Trends in School B
Topic Sentence: In contrast, School B's figures showed minimal changes over the same
period.
Supporting Details:
Reading Ability: Slight increase from 8% to 9%.
Handwriting: Increased from 7% to 8%.
Spelling Difficulties: Decreased from 10% to 7%.
Listening Skills: Slight decrease from 12% to 11%.
Verbal Expression of Ideas: Decreased from 15% to 14%.
Concentration in Lessons: Marginal decrease from 15% to 14%.
Following Instructions: Reduced from 14% to 12%.
Example: School B's data remained relatively constant over the decade. The
percentage of students with reading ability issues rose slightly from 8% to 9%, and
handwriting problems increased from 7% to 8%. Spelling difficulties experienced a
minor decline from 10% to 7%. There were also slight decreases in listening skills
(12% to 11%), verbal expression of ideas (15% to 14%), concentration in lessons (15%
to 14%), and following instructions (14% to 12%).
Comparing the Two Schools
Example Comparative Statement: Despite the improvements in School A, it still had
higher percentages of students with educational issues in 2015 compared to School B.
School B consistently maintained lower rates of learning difficulties throughout the
period.
Conclusion (Optional)
Summarize the Findings: In conclusion, while School A made significant progress in
reducing educational problems among its students, School B's figures remained
relatively low but largely unchanged over the ten-year period.
Full Sample Essay
The table compares the percentages of students facing various educational challenges
in two primary schools, School A and School B, during the years 2005 and 2015.
Overall, School A showed remarkable improvements in most areas, reducing the
proportion of students with learning difficulties, whereas School B's figures remained
relatively stable with minor fluctuations.
In School A, there were significant reductions in several educational problem areas
over the decade. The percentage of students struggling with concentration in lessons
decreased dramatically from 40% in 2005 to 18% in 2015. Similarly, those facing
difficulties following instructions saw a substantial drop from 42% to 18%. Reductions
were also observed in listening skills (35% to 20%), verbal expression of ideas (35%
to 21%), and spelling difficulties (30% to 25%). Handwriting issues remained constant
at 28%, while reading ability problems experienced a slight increase from 22% to
23%.
Conversely, School B's data exhibited minimal changes between 2005 and 2015. The
proportion of students with reading ability challenges increased marginally from 8% to
9%, and handwriting issues rose from 7% to 8%. Spelling difficulties decreased
slightly from 10% to 7%. Other areas such as listening skills (12% to 11%), verbal
expression of ideas (15% to 14%), concentration in lessons (15% to 14%), and
following instructions (14% to 12%) saw negligible decreases.
Despite the improvements made by School A, it continued to have higher percentages
of students with educational problems in 2015 compared to School B. School B
consistently maintained lower rates of learning difficulties throughout the period under
review.
In conclusion, School A made noteworthy progress in addressing educational
challenges over the decade, while School B's figures remained relatively unchanged,
suggesting a need for further intervention to achieve similar improvements.
Vocabulary and Phrases for Describing Tables
Describing Trends:
Positive Change: increase, rise, grow, improve, surge
Negative Change: decrease, decline, drop, fall, reduce
No Change: remain steady, maintain, stabilize
Small Change: slight, marginal, minimal
Moderate Change: moderate, gradual, steady
Large Change: significant, considerable, substantial, dramatic
Comparative Language:
Higher Than: exceed, surpass, outweigh
Lower Than: fall below, lag behind, underperform
Similar To: comparable to, equivalent to, resemble
Linking Words and Phrases:
Addition: furthermore, moreover, in addition
Contrast: however, on the other hand, whereas
Cause and Effect: therefore, consequently, as a result
Sequencing: first, then, next, subsequently
Grammar Focus
Complex Sentences:
Relative Clauses:
Students who faced concentration issues decreased significantly in School A.
Subordinate Clauses:
Although School A improved, it still had higher problem rates than School B.
Passive Voice:
Significant reductions were observed in several areas.
Improvements were made over the decade.
Tenses:
Past Tense: Used for specific past events.
The percentage decreased from 40% to 18% between 2005 and 2015.
Present Perfect: Used for actions that have relevance to the present.
School A has shown remarkable improvements over the ten-year period.