Lesson 1: IELTS Paraphrasing Techniques + Brainstorming Techniques

I. Introduction
Paraphrasing is a critical skill in the IELTS exam, particularly in the Writing and Speaking sections. It
involves rephrasing sentences, ideas, or information in your own words. A well-paraphrased sentence
or passage retains the original meaning but uses different words and structures. This lesson will
explore various techniques for paraphrasing, focusing on a specific IELTS topic related to the use and
control of the Internet.

II. Understanding Paraphrasing

Why is it Important in IELTS?
 Avoids plagiarism: Shows that you can use your own words rather than copying.
 Demonstrates language proficiency: Proves your ability to manipulate language effectively.
 Enhances coherence and cohesion: Helps in linking ideas smoothly and making clear
arguments.

III. Techniques for Effective Paraphrasing

A. Using Synonyms
Replace words with their synonyms while keeping the sentence meaning intact. Be cautious with
words that cannot be replaced without altering the meaning.
B. Changing the Sentence Structure
This can include:
 Changing from active to passive voice or vice versa.
 Turning clauses into phrases or using different types of clauses.
C. Sentence Reversing
Alter the order of information in a sentence. This often involves starting with what appears at the end
of the original sentence.
D. Combining or Splitting Sentences
Merge two short sentences into one, or break a long sentence into shorter ones, depending on the
original structure and needed emphasis.
E. Using Different Parts of Speech
Change nouns to verbs, adjectives to adverbs, etc., where applicable to convey the same idea in a
different form.
 IV. Practice Example
Prompt: “The Internet is now used all around the world as a source of information and
communication. However, it's often controversial, so many people think it needs to be controlled.
Others believe there should be no interference whatsoever.”
A. Using Synonyms
 Internet -> digital networks, the web
 used -> utilized, employed
 controversial -> disputed, contentious
 controlled -> regulated, monitored
 interference -> meddling, intervention
B. Changing the Sentence Structure
 Active to passive: “The Internet is used all around the world” becomes “The web is employed
worldwide.”
C. Sentence Reversing
 Original: “Many people think it needs to be controlled.”
 Reversed: “It is thought by many that regulation is necessary.”
D. Combining Sentences
 Original: “However, it's often controversial. Many people think it needs to be controlled.”
 Combined: “Despite its widespread use, the Internet remains controversial and many advocate
for its regulation.”
Paraphrased: Globally, digital networks are employed as pivotal platforms for information and
communication. Despite its benefits, the web remains a contentious resource, prompting some to argue
for stringent regulation. Conversely, others contend that any form of meddling undermines
fundamental freedoms and should be avoided.

Task: Paraphrase this prompt: “Rich countries often give money to poorer countries, but it does not
solve poverty. Therefore, developed countries should give other types of help to poor countries rather
than financial aid.”
 I. Temporal Contrast Analysis (TCA)
Temporal Contrast Analysis (TCA) is an essay-writing technique used to compare and contrast the
past with the present or the future. This technique highlights how certain aspects of life, technology,
culture, or the environment have changed over time. To effectively use this technique in your IELTS
essay, follow these steps:
 Identify a topic or phenomenon that has undergone significant change over time.
 Clearly state what the topic or phenomenon was like in the past.
 Explain the current state or anticipated future state of the topic or phenomenon.
 Analyze the causes and consequences of this change.
 Ensure that your comparisons are clear and that they illustrate the progression or regression
over time.

Example: The Internet's impact on research and information access

Past: In the past, research was a time-consuming process that involved scouring through piles of books
and academic journals in libraries.
Present: Now, with the advent of the Internet, a vast wealth of information is accessible with just a
few clicks.
Analysis: The internet has democratized access to information, making research more efficient and
inclusive. However, it has also led to concerns over information overload and the spread of
misinformation.

Exercise 1: Some people think young people should be required to have full time education until
they are at least 18 years old.
1. Past
• Earlier school-leaving ages
 Explore how it used to be common for students to leave formal education well before 18
(often around 14 to 16).
 Discuss economic factors—such as the need for child labor in agricultural or industrial
communities—that influenced early departure from school.
 Highlight parental and societal attitudes toward formal education in the past, where practical
or vocational skills were sometimes prioritized over academic credentials.
• Socioeconomic influences
  In earlier periods, completing only a few grades was enough to secure certain skilled or
unskilled jobs.
 University education was less accessible or deemed necessary for many.
2. Present
• Educational policy changes
 Many developed countries now require students to remain in full-time education until at least
16, with increasing support to extend it to 18.
 Discuss the driving forces, such as a knowledge-based economy and rapid technological
changes, which require higher levels of education.
• Cultural and parental attitudes
 Families today may place more emphasis on higher education to ensure social mobility and
job security.
 Employers often list a high school diploma (or equivalent) as the minimum requirement, thus
reshaping expectations around formal education.
• Impact of technology and globalization
 Easy access to information and online resources has changed how students learn; school
curricula often incorporate digital literacy as a foundational skill.
 A more competitive global marketplace for jobs underlines the importance of education.
3. Causes and Consequences
• Causes
 Technological breakthroughs demanding highly skilled workers.
 Global competition emphasizing the value of extended education.
 Societal recognition of education as a tool for personal and economic advancement.
• Consequences
 Positive: Higher overall skill levels, improved youth employment prospects, greater social
mobility.
 Negative: Potential strain on students who prefer vocational or practical learning, risk of
disengagement or dropout, increased funding requirements.
 Wider effects: Possible changes in family income patterns, a realignment of job markets, and
shifts in the balance of academic vs. vocational education.

II. Characteristic-Trait Association (CTA)

Characteristic-Trait Association (CTA) is a writing technique used to explain how particular features
(characteristics) of an object, concept, or phenomenon are associated with specific behaviors or
attitudes (traits). To use this technique in your IELTS essay:
 Choose an object, concept, or phenomenon.
 Describe its defining characteristics.
 Discuss the traits or behaviors that are commonly associated with these characteristics.
 Provide examples to illustrate the association.
 Analyze the implications or effects of this association on individuals or society.

Example: Smartphones and the need for constant connectivity

Characteristic: Smartphones offer constant connectivity and access to information.
Trait: This leads to the trait of expecting immediate responses and gratification.
Analysis: While smartphones have made communication more accessible, the need for constant
connectivity can lead to increased stress and decreased patience.

Exercise: Some countries have introduced laws to limit working hours for employees.
1. Key Characteristics
• Legal framework
 Characteristic: Governments enforce statutory caps on weekly or daily working hours.
 Trait: Employees become more aware of and reliant on regulations to protect their personal
time.
• Work-life balance focus
 Characteristic: Emphasis on ensuring employees have enough time for rest, family, and
personal development.
 Trait: Individuals may prioritize non-work activities and develop traits such as stronger family
bonds or improved emotional well-being.
• Health and safety concerns
 Characteristic: Reduced working hours aim to reduce burnout, stress, and accidents.
 Trait: Healthier lifestyle choices, such as better sleep and regular exercise, become more
common.
• Economic and productivity factors
 Characteristic: Companies might face limits on overtime and scheduling flexibility.
 Trait: Organizations may adapt by streamlining workflows or improving productivity
strategies.
2. Associate Traits and Behaviors
1. Legal framework → Greater sense of security
o Employees trust government regulations to protect them, potentially becoming less
anxious about exploitation.
o Employers understand the boundaries and tailor schedules to comply with laws, often
leading to clearer workplace policies.
2. Work-life balance focus → Stronger employee engagement
o Workers who enjoy more personal time might be more motivated and productive
during working hours.
o Family-oriented or leisure-oriented activities gain prominence, shaping social
expectations about the ideal workweek.
3. Health and safety concerns → Lower stress levels
o With regulated hours, employees might experience reduced fatigue and improved
mental health.
o Employers develop safer and more supportive environments, influencing
improvements in overall workplace culture.
4. Economic and productivity factors → Innovation in scheduling
o Companies might implement compressed workweeks or flexible schedules to maintain
output within shorter hours.
o Increased focus on efficiency can foster innovation and the adoption of advanced
technologies.
3. Examples
• France’s 35-hour workweek
 Characteristic: Strict legislation keeps weekly hours low.
 Trait: Many workers appreciate the balance, leading to higher job satisfaction.
 Result: Debate continues over productivity and competitiveness.
• Germany’s shorter work hours
 Characteristic: Strong workers’ unions and legal protections help maintain moderate working
days.
 Trait: Employees tend to value punctuality and productivity within scheduled hours.
 Result: High productivity rates and strong manufacturing output despite reduced hours.
4. Implications and Effects
1. Individual well-being
o Positive: Less burnout, more social interaction, healthier lifestyle.
 o Possible Concern: Lower wages if overtime is limited, putting financial pressure on
some employees.
2. Societal and cultural shifts
o Positive: Shifting cultural norms that value leisure time, family reunions, and creative
pursuits.
o Possible Concern: Criticism from those who believe strict hour limits stifle
entrepreneurial spirit.
3. Economic competitiveness
o Positive: Encourages businesses to adopt efficient workflows and new technologies.
o Possible Concern: Some argue that limited working hours can hamper global
competitiveness or drive labor costs up.
4. Long-term workforce development
o Positive: Sustainable employment policies can attract talent and reduce turnover.
o Possible Concern: Rigid regulations may hinder flexibility, especially for startups or
international ventures.
 Lesson 2+3: Discuss Both Views & Problem/Solution

Section 1: Discuss Both Views

I. Understanding the Prompt
Topic: “Some people want governments to spend money looking for life on other planets. Others,
however, think this is a waste of public money when there are so many problems on Earth. Discuss
both these views and give your own opinion.”

The question requires you to discuss both perspectives before providing your own opinion on whether
governments should invest in searching for extraterrestrial life or prioritize solving issues on Earth.
Specifically, you should:
 Present the view that searching for life on other planets is valuable and should be funded.
 Present the view that such pursuits waste valuable resources, which could be better used to
address human problems on Earth.
 Conclude with your own stance, supported by logical arguments and examples.

II. Brainstorming Ideas

1. Temporal Contrast Analysis (TCA)
Idea 1: Astronomy funding in the past vs. present/future
 Past: Early space exploration missions were primarily driven by geopolitical rivalries (e.g., the
Cold War-era race to the Moon). Public excitement about space was high, but funding was
often limited to technology demonstrations.
 Present/Future: Modern space agencies and private companies (NASA, ESA, SpaceX, Blue
Origin) now have more advanced technology, making the search for extraterrestrial life more
feasible. Increased public interest in Mars colonization and exoplanet research demands
greater investment.
 Analysis:
o Causes of change: Technological breakthroughs, private sector involvement, and
widespread curiosity.
o Consequences: Potential breakthroughs in science, but also significant costs that may
compete with urgent issues on Earth, such as poverty and climate change.
Idea 2: Earth’s pressing problems over time
 Past: Although global problems (poverty, disease, environmental threats) always existed, they
were often managed at local or regional levels due to limited global awareness.
  Present/Future: Issues like climate change, pandemics, and resource scarcity have become
global in scale, requiring significant coordination and funding.
 Analysis:
o Causes of change: Globalization, technological interconnectedness, population
growth.
o Consequences: Greater urgency in tackling Earth’s problems and debates over
resource allocation between extragalactic pursuits and terrestrial matters.
2. Characteristic-Trait Association (CTA)
• Idea 1: Governments’ resources vs. Public priorities
 Characteristic: Governments control substantial budgets and can direct funds toward various
initiatives.
 Trait: Public confidence or skepticism in where this money should be spent—searching for
extraterrestrial life, or mitigating social and environmental crises on Earth.
 Implications: If citizens believe space research diverts attention from critical issues (e.g.,
healthcare, education), there may be political pressure to reduce space budgets. Conversely,
strong public fascination with space might spur governmental support.
• Idea 2: Scientific curiosity vs. Social responsibility
 Characteristic: The scientific community often champions exploration and discovery (e.g.,
finding microbial life on Mars or exoplanets).
 Trait: Such curiosity can lead to cutting-edge technological innovations but might appear
detached from problems like poverty alleviation or climate mitigation.
 Implications: Striking a balance is crucial—space exploration can yield scientific and
technological spin-offs that benefit society, but funding must be justified when Earth-bound
issues remain pressing.
3. Counterargument Refinement (CAR)
• Main Argument (Those who support space exploration)
Searching for life on other planets could lead to groundbreaking discoveries about our place in the
universe, drive technological innovations that benefit humanity, and provide future pathways for
resources or inhabitable spaces.
• Counterargument (Those who oppose it)
The funds required for such missions are exorbitant. With so many urgent concerns like poverty,
healthcare, and climate change, it might be more responsible to channel public money toward solving
terrestrial problems first.
• Refinement (Your own stance)
While exploring extraterrestrial life can bring significant benefits in technology and knowledge, it is vital
to ensure that immediate issues on Earth are not neglected. Governments should strike a balance—
allocating a reasonable budget to space research while prioritizing pressing human and environmental
needs.

III. Organizing the Essay

A typical IELTS Task 2 essay often follows this structure:
1. Introduction
o Introduce the topic by paraphrasing the statement.
o State that you will examine both views and provide your opinion.
2. Body Paragraph 1 – Present the first viewpoint.
o Discuss why some people believe governments should prioritize the search for life on
other planets.
o Provide supporting reasons or examples.
3. Body Paragraph 2 – Present the second viewpoint.
o Discuss why others feel it is a waste of public funds.
o Provide supporting reasons or examples.
4. Conclusion
o Restate the main points.
o Clearly state your opinion and possibly suggest a balanced approach.

IV. Enhancing Grammatical Structures

Improving your grammar range will help you achieve a higher band score. Focus on incorporating
complex sentences, passive constructions, and conditional clauses.
Exercise 2: Sentence transformation
Transform the following simple sentences into more nuanced ones:
1. “Space exploration can inspire children to study science.”
2. “Many people want governments to spend money on healthcare.”
For example:
 Original: “Space exploration can inspire children to study science.”
 Transformed: “Not only does space exploration have the potential to captivate children’s
imaginations, but it can also motivate them to pursue scientific careers in the future.”
 V. Expanding Academic Vocabulary
Here are some useful words and phrases you might use in your essay:
 Exorbitant costs
 Terrestrial vs. extraterrestrial
 Technological spin-offs
 Global priorities
 Resource allocation
 Humanitarian crises
 Futuristic research
 Immediate concerns
Exercise 3: Vocabulary in context
Use each word or phrase in a contextually meaningful sentence related to the topic. For instance:
 “While the search for extraterrestrial life has yielded significant technological spin-offs, the
exorbitant costs often spark debates about resource allocation.”

VI. Sample Essay

The globalization of retail businesses has led to many countries sharing the same shops and products.
Some consider this a positive development, while others believe it is harmful. This essay will discuss
both perspectives before presenting my view.
On the one hand, the global expansion of shops and products offers significant benefits. Economically,
multinational companies invest heavily in new markets, spurring economic growth and creating
employment opportunities. For example, the entry of international supermarkets into developing
countries has provided jobs and improved supply chain infrastructure. Additionally, consumers gain
access to a broader variety of goods, often at competitive prices, enhancing their standard of living.
The availability of international products also encourages cultural exchange and understanding.
On the other hand, this trend can negatively impact local cultures and businesses. The dominance of
international brands can overshadow local shops, closing small businesses that cannot compete. This
results in unemployment and the loss of traditional crafts and products unique to the region. Moreover,
the homogenization of retail can make cities worldwide look and feel the same, eroding cultural
diversity. For instance, generic shopping malls filled with the same global brands may replace historic
town centers.
In my opinion, while there are clear economic and consumer advantages to the global presence of the
same shops and products, it is essential to preserve local businesses and cultural identity.
Governments could implement policies that support small enterprises, such as subsidies or tax breaks,
ensuring they can coexist with international companies. By doing so, it is possible to enjoy the
benefits of globalization without sacrificing cultural diversity.
In conclusion, the worldwide expansion of shops and products has positive and negative
consequences. It drives economic growth, offers consumer benefits, and poses risks to local cultures
and economies. Balancing these effects is crucial, and measures should be taken to protect and
promote local businesses alongside global ones.

Homework: “Many countries have the same shops and products. Some consider it a positive
development, whereas others consider it negative. Discuss both these views and give your own
opinion.”

Section 2: Problem/Solution
I. Understanding The Prompt
Prompt: “Many museums and historical sites are mainly visited by tourists and not local people. Why
is this the case? What can be done to attract local people?”

The prompt requires you to:

1. Identify reasons why local residents often visit museums and historical sites less frequently
than tourists.
2. Propose solutions or strategies to make these places more appealing to local people.
In other words, your essay should include two key components:
• Causes: Why do tourists frequently visit, while locals do not?
• Solutions: How can we encourage local communities to engage with their own cultural and historical
attractions?

II. Brainstorming Ideas

1. Temporal Contrast Analysis (TCA)
• Idea 1: Changes in local perceptions over time
 Past: Museums and historical sites were once educational hotspots for local school trips or
local community events.
 Present: Many locals now perceive these places as tourist attractions rather than essential
cultural spaces. Social media and digital alternatives (virtual tours, online exhibitions) may
also reduce the incentive for locals to physically visit.
 Analysis:
 o Causes of change: Digital entertainment, busy lifestyles, a sense that these sites are
“only for tourists.”
o Consequences: Declining local attendance, potential loss of cultural heritage
appreciation among citizens.
• Idea 2: Evolution of tourism infrastructure
 Past: Tourists visiting museums or historical sites mainly relied on guidebooks and limited
travel options.
 Present: Aggressive marketing, travel packages, and global visibility encourage an influx of
tourist visits to these sites. Locals, however, might neglect them due to marketing mainly
targeted at visitors.
 Analysis:
o Causes of change: Worldwide connectivity, dedicated tourist campaigns, travel blogs.
o Consequences: Increased footfall from tourists, overshadowing local participation.

2. Characteristic-Trait Association (CTA)

• Idea 1: Locals’ familiarity vs. Tourists’ enthusiasm
 Characteristic: Locals grow up around these sites and may see them as ordinary parts of the
landscape.
 Trait: Locals often lack a sense of novelty or urgency to visit, believing they “can always go
later.”
 Implications: Without specific incentives or reasons to return, local attendance remains low.
• Idea 2: Tourists’ curiosity and cultural exploration
 Characteristic: Tourists see museums and historical sites as must-visit attractions for learning
and immersion.
 Trait: They are enthusiastic to explore, document, and share their experiences (e.g., on social
media).
 Implications: Sites often cater to tourists’ interests and schedules, potentially sidelining locals
in pricing, timing, and programming.

3. Counterargument Refinement (CAR)

• Main Argument (Why locals might neglect these sites)
 Locals can visit these places any time, so they often procrastinate or lose interest.
 Entrance fees and exhibits are sometimes tailored to tourists, making locals feel disconnected
or financially discouraged.
• Counterargument (Reasons locals might still go)
 Some museums hold special community events, discounts, or workshops that attract residents.
 Expansion of interactive exhibits or collaborative programs with schools can maintain local
engagement.
• Refinement (Moving toward solutions)
 Although socioeconomic or cultural factors contribute to low local attendance, effective
measures—like local-centric events, reduced fees, and more relatable content—could
significantly boost visits from nearby communities.

III. Organizing The Essay

A common IELTS Task 2 structure includes four main sections:
1. Introduction
o Paraphrase the topic.
o Briefly mention main reasons (why) and plan to suggest possible solutions.
2. Body Paragraph 1 (Reasons/Why locals do not visit)
o Discuss the primary explanations (familiarity, lack of targeted marketing, perceived
irrelevance).
3. Body Paragraph 2 (Solutions/Attracting locals)
o Propose practical steps that can be taken to encourage locals to visit (discounts,
community events, educational programs).
4. Conclusion
o Summarize the key points from both paragraphs.
o Offer a brief final thought emphasizing the importance of local engagement.
Exercise 1: Outline Creation
• Task: Complete a simple outline based on the four sections above. Include at least two reasons in
Body Paragraph 1 and two solutions in Body Paragraph 2.

IV. Enhancing Grammatical Structures

Using a range of grammatical structures can improve your band score in “Grammatical Range and
Accuracy.”
Exercise 2: Sentence Transformation
Transform these basic sentences into more sophisticated forms:
1. “Local people do not visit museums because the entry fee is expensive.”
2. “Many historical sites have exhibits in multiple languages for tourists.”
Example transformation:
 Original: “Local people do not visit museums because the entry fee is expensive.”
 Transformed: “Due to costly entrance fees, many local residents are discouraged from visiting
museums in their own cities.”

V. Expanding Vocabulary
Incorporate higher-level vocabulary to demonstrate your language proficiency:
 Proximity (e.g., “Despite living in close proximity to these sites...”)
 Cultural heritage (e.g., “Valuable aspects of cultural heritage...”)
 Resident engagement (e.g., “Initiatives aimed at increasing resident engagement...”)
 Revenue generation (e.g., “Tourism-driven revenue generation…”)
 Incentivize (e.g., “To incentivize local attendance…”)
Exercise 3: Vocabulary in Context
• Task: Write one sentence for each key term above, ensuring it relates to museums or historical sites.

VI. Sample Essay

In many countries, museums and historical landmarks appear to attract more tourists than local
visitors. This trend, which sees residents overlooking valuable parts of their own cultural heritage, can
be attributed to several factors. However, there are a number of effective solutions that could
encourage more locals to engage with these important venues.
A primary reason for the lack of local attendance is familiarity. Many people who live near historical
sites have grown accustomed to their presence, viewing them as unremarkable or assuming they can
visit at any time. As a result, they often delay or even ignore the experience altogether. Moreover,
museums frequently tailor their exhibits and marketing to appeal to international tourists, who
typically seek a curated cultural immersion. Consequently, local residents may feel that events and
displays are not relevant to their own interests or daily lives. Additionally, steep entry fees required to
maintain these sites can act as a further deterrent for locals, particularly when they perceive these
costs as being set primarily with wealthy foreign visitors in mind.
Despite these barriers, practical measures can be taken to entice more local people to discover, or
rediscover, their own cultural and historical treasures. First, museums could offer discounted entry or
even free admission days exclusively for residents, removing the financial burden that can discourage
frequent visits. Second, local-centric activities such as community workshops, rotating exhibitions
showcasing regional artists, and interactive engagements with local history can provide fresh
incentives for residents to return. Furthermore, partnering with schools and universities could result in
educational programs that bring students to these sites, fostering an early appreciation for cultural
heritage. Finally, strengthening the social aspect—through community events, festivals, and family-
friendly programs—would likely underscore the value of these venues to the community as a whole.
In conclusion, museums and historical sites remain under-visited by locals largely because of over-
familiarity, high costs, and content that is aimed predominantly at tourists. Nevertheless, by offering
more resident-focused pricing, programs, and events, it is entirely possible to re-engage the local
population. Fostering such connections can help preserve cultural identity and inspire pride among
those who have the closest ties to these sites.

Homework: “In some countries today, people are having their first child when they are older. What
are the reasons for this? Do the advantages of this development outweigh the disadvantages?”
 Lesson 4+5: Time Series

A. Line graphs

I. Understanding line graphs

Line graphs display data points connected by lines to show trends over time. They are particularly
effective in illustrating changes, fluctuations, and comparisons among different variables across a
specific time period. In IELTS Writing Task 1, you may be asked to describe one or more line graphs,
interpreting the data and summarizing the main features.

I. Approach to write line graphs

1. Introduction
 Paraphrase the prompt: Restate the task in your own words.
 Identify key elements: Mention what the line graph illustrates, including the variables, time
frame, and units of measurement.

2. Overview
 Summarize main trends: Highlight the general patterns without providing specific data.
  Identify highest and lowest points: Note any peaks or troughs.
 Note any significant patterns: Mention fluctuations, stability, or noteworthy changes.

3. Body paragraphs
 Organize logically: You can organize by time periods or by variables.
 Include specific data: Provide exact figures to support your descriptions.
 Use trend describing words: Utilize appropriate vocabulary to describe increases, decreases,
fluctuations, and stability.

II. Sample line graph prompt

Prompt: “The line graph below shows the quantities of goods transported in the UK between 1974
and 2002 by four different modes: road, water, rail, and pipeline.”
1. Analyzing the line graph
 Key features:
o Road transport: Steady increase from approximately 70 million tonnes in 1974 to over
100 million tonnes in 2002.
o Water transport: Fluctuated between 40 and 65 million tonnes. Peaked around 1982
and 2002.
o Rail transport: Decreased from about 40 million tonnes in 1974 to around 30 million
tonnes in the mid-1990s. Recovered to approximately 40 million tonnes by 2002.
o Pipeline transport: Gradual increase from about 5 million tonnes in 1974 to roughly 22
million tonnes in 2002.

2. Step-by-step guide
a) Writing the introduction
Paraphrase the prompt: The line graph illustrates the amounts of goods transported in the UK via four
different modes of transport—road, water, rail, and pipeline—from 1974 to 2002.

b) Writing the overview

Identify general trends:
 Road transport was the most utilized mode throughout the period, showing a consistent
increase.
 Pipeline transport, while being the least used, steadily increased over time.
  Water and rail transport experienced fluctuations but ended with similar figures to their
starting points.
Example: “Overall, road transport was the dominant mode of freight transportation and showed
continuous growth. Pipeline transport, though least used, exhibited steady growth. In contrast, both
water and rail transport fluctuated over the period but ultimately returned to their initial levels.”

c) Writing detailed body paragraphs

Body paragraph 1: Road and pipeline transport
 Topic sentence: Road transport consistently increased, remaining the primary mode, while
pipeline transport, despite being the least used, showed steady growth.
 Supporting details:
o Road transport:
 Started at around 70 million tonnes in 1974.
 Experienced a gradual increase over the years.
 Reached just above 100 million tonnes by 2002.
o Pipeline transport:
 Began at about 5 million tonnes in 1974.
 Increased steadily throughout the period.
 Peaked at approximately 22 million tonnes by 2002.
Example: “In 1974, road transport accounted for about 70 million tonnes of goods, making it the most
popular mode. This figure rose steadily over the years, surpassing 80 million tonnes in the mid-1980s
and reaching just over 100 million tonnes by 2002. Pipeline transport, while starting at a mere 5
million tonnes, showed consistent growth, increasing to around 15 million tonnes by 1994 and
culminating at approximately 22 million tonnes in 2002.”

Body paragraph 2: Water and rail transport

 Topic sentence: Water and rail transport demonstrated fluctuating trends over the period but
ended close to their starting points.
 Supporting details:
o Water transport:
 Started at about 40 million tonnes in 1974.
 Rose to approximately 65 million tonnes by 1980.
 Experienced slight fluctuations, dropping to 50 million tonnes in 1998.
 Ended at around 63 million tonnes in 2002.
 o Rail transport:
 Began at just under 40 million tonnes in 1974.
 Declined to about 30 million tonnes by 1995.
 Recovered to almost 40 million tonnes by 2002.
Example: “Water transport started at around 40 million tonnes and saw an increase to roughly 65
million tonnes by 1980. After reaching this peak, it fluctuated slightly, dipping to about 50 million
tonnes in 1998 before rising again to approximately 63 million tonnes by 2002. Rail transport, on the
other hand, exhibited a downward trend initially, decreasing from nearly 40 million tonnes in 1974 to
around 30 million tonnes in 1995. However, it experienced a resurgence in the late 1990s, climbing
back to close to 40 million tonnes by the end of the period.”

III. Sample essay

The line graph illustrates the quantities of goods transported in the United Kingdom via four modes—
road, water, rail, and pipeline—between 1974 and 2002. Overall, road transport was the most widely
used method, showing continuous growth. Pipeline transport, while the least used, also exhibited
steady increases. In contrast, both water and rail transport fluctuated over the years but ended with
figures close to their starting points.
In 1974, road transport accounted for approximately 70 million tonnes of goods moved, making it the
dominant mode of transportation. This figure rose steadily, surpassing 80 million tonnes in the early
1980s and reaching just over 100 million tonnes by 2002. This consistent growth highlights the
increasing reliance on road networks for freight transport over the last 28 years.
Pipeline transport began at around 5 million tonnes in 1974 and showed a continuous upward trend
despite being the least utilized method. By 1994, it had risen to about 15 million tonnes, eventually
reaching approximately 22 million tonnes in 2002. This growth indicates a gradual but persistent shift
towards pipeline usage for transporting goods.
Water transport started with about 40 million tonnes in 1974 and experienced a surge to around 65
million tonnes by 1980. Following this peak, it fluctuated, declining to approximately 50 million
tonnes in 1998 before increasing again to about 63 million tonnes by 2002. Similarly, rail transport
began at just under 40 million tonnes and declined to around 30 million tonnes in the mid-1990s.
However, it rebounded in the late 1990s, ending the period close to its initial figure at nearly 40
million tonnes.

IV. Vocabulary and phrases for line graphs

1. Describing trends
 Upward trends: Increase, rise, grow, climb, surge, escalate
Examples:
 “The amount of goods transported by road increased steadily over the period.”
 “Pipeline transport experienced growth, reaching its peak in 2002.”
 Downward Trends: Decrease, decline, drop, fall, diminish, reduce
Examples:
 “Rail transport declined until the mid-1990s before recovering.”
 “Water transport dropped to its lowest point in 1998.”
 Fluctuations: Fluctuate, oscillate, vary, experience ups and downs
Examples:
 “Water transport fluctuated throughout the period.”
 “The figures oscillated between 50 and 65 million tonnes.”
 Stability: Remain steady, stabilize, plateau
Examples:
 “After 2000, the numbers stabilized.”
 “Rail transport plateaued at around 40 million tonnes towards the end.”

2. Describing the degree of change

 Small change: Slight, marginal, minimal
Examples: “There was a slight increase in pipeline transport during the late 1980s.”
 Moderate change: Moderate, gradual, steady
Examples: “Road transport showed a steady growth over the years.”
 Large change: Significant, considerable, substantial, dramatic, sharp
Examples: “Water transport experienced a significant rise in the early 1980s.”

3. Time expressions
 Beginning of period: Initially, at the outset, in the beginning
Examples: “Initially, pipeline transport was minimal.”
 Middle of period: Midway, during, over the next few years
Examples: “During the 1990s, rail transport began to recover.”
 End of period: By the end, eventually, finally, in the final years
Examples: “By 2002, road transport reached over 100 million tonnes.”

4. Comparative language
 Higher Than: Exceeded, surpassed, overtook
Examples: “Road transport consistently exceeded other modes in volume.”
 Lower Than: Fell below, lagged behind
Examples: “Pipeline transport lagged behind the other modes throughout the period.”
 Equal To: Matched, equaled
Examples: “Rail transport matched its initial figures by 2002.”

5. Sequencing words
 First, then, next, afterwards, subsequently, finally

6. Linking words
 Addition: Furthermore, moreover, in addition
Examples: “Moreover, pipeline transport showed consistent growth.”
 Contrasting Information: However, nevertheless, on the other hand, whereas
Examples: “However, water transport fluctuated significantly.”

V. Grammar focus
1. Using different verb tenses
 Past simple tense: Used for completed actions in the past.
Examples: “Rail transport declined between 1974 and 1995.”
 Present perfect tense: Used to discuss actions from the past that have relevance to the present.
Examples: “Pipeline transport has shown steady growth over the period.”
 Passive voice: Emphasizes the action rather than the subject.
Examples: “An upward trend was observed in road transport.”

2. Complex sentences
 Cause and effect clauses: “Because road networks improved, the volume of goods transported
by road increased.”
 Contrast clauses: “While rail transport declined initially, it recovered by the end of the
period.”
 Time clauses: “After reaching a peak in 1980, water transport fluctuated over the next two
decades.”

3. Using prepositions
  From... to...: “The amount increased from 70 million tonnes to over 100 million tonnes.”
 Between... and...: “Between 1974 and 2002, pipeline transport saw steady growth.”
 By (difference): “Road transport increased by approximately 30 million tonnes.”
 At (specific point): “Rail transport stood at around 40 million tonnes in 1974.”

B. Table chart
I. Analyzing tables
1. 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.

2. Approach to write tables

a) 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.

b) 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.

c) 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.

II. 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.”
 1. Step-by-step guide
a) 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.

b) 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: “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.”

c) 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:
o Concentration in lessons: Dropped from 40% to 18%.
o Following instructions: Decreased from 42% to 18%.
o Listening skills: Reduced from 35% to 20%.
o Verbal expression of ideas: Went down from 35% to 21%.
 o Spelling difficulties: Declined from 30% to 25%.
o Handwriting: Remained constant at 28%.
o 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:
o Reading ability: Slight increase from 8% to 9%.
o Handwriting: Increased from 7% to 8%.
o Spelling difficulties: Decreased from 10% to 7%.
o Listening skills: Slight decrease from 12% to 11%.
o Verbal expression of ideas: Decreased from 15% to 14%.
o Concentration in lessons: Marginal decrease from 15% to 14%.
o 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%).”

III. Sample essay

The table compares the percentages of students facing various educational challenges in two primary
schools, School A and School B, between 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 dropped 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. School B's figures remained relatively unchanged, suggesting a need for further intervention
to achieve similar improvements.

IV. Vocabulary and phrases for describing tables

1. 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

2. Comparative language
 Higher than: exceed, surpass, outweigh
 Lower than: fall below, lag behind, underperform
 Similar to: comparable to, equivalent to, resemble

3. 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

V. Grammar focus
I. 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.

II. Tenses
 Past tense: Used for specific past events.
Example: The percentage decreased from 40% to 18% between 2005 and 2015.
 Present perfect: Used for actions that have relevance to the present.
Example: School A has shown remarkable improvements over the ten-year period.

C. Bar chart
I. Techniques for reporting data from time series bar charts
Reporting data from time series bar charts requires a focus on change over time, emphasizing trends,
growth, or decline across the bars. Here are refined techniques to use:
 Trend analysis: Identify and describe overall trends shown by the sequence of bars: “The
ascending height of the bars from 2010 to 2020 highlights a decade of steady growth in
renewable energy usage.”
 Year-over-year comparison: Compare bars from consecutive years to show annual changes:
“Between 2015 and 2016, there was a noticeable uptick in the bar height, corresponding with
the policy changes introduced to promote renewable energy.”
 Anomaly identification: Point out any unusual patterns or anomalies in the data: “The year
2018 stands out with a bar significantly lower than its predecessors, an anomaly likely due to
the temporary suspension of government subsidies.”
 Use of averages: When applicable, calculate and discuss the average bar height to provide
context: “On average, the annual increase in sales was modest, but the bar for 2019 soared
above this average, suggesting an outlier in performance.”
 II. Vocabulary for time series bar charts
Expanding your vocabulary ensures precise and varied descriptions of trends and changes in bar
charts:
 Increment (noun/verb): An increase or addition, especially one of a series on a fixed scale.
"The chart shows a year-on-year increment in electric car sales, with each bar surpassing the
last."
 Dip (noun/verb): A temporary or small decrease. "After several years of solid growth, there is
a slight dip in the bar for 2018, before the upward trend resumes."
 Spike (noun/verb): A sharp rise in the magnitude or frequency of something. "There is a sharp
spike in the 2020 bar, indicating an unexpected surge in demand for streaming services during
the pandemic."
 Plateau (noun/verb): A state of little or no change following a period of activity or progress.
"After a rapid rise in users, the bars plateau from 2017 to 2018, suggesting market saturation
for the social media platform."
Before we begin, please remember that:
IELTS Task 1 essays are evaluated based on four key criteria:
 Task achievement
 Coherence and cohesion
 Lexical resource
 Grammatical range and accuracy
Each criterion is equally weighted and can significantly impact your overall score.
 Task achievement: This refers to how well you fulfill the requirements of the task, which
includes:
o Presenting a clear overview with key features summarized. (Missing of a key feature is
considered serious and could lead to a large reduction in your score)
 o Highlighting comparisons, trends, and stages accurately.
o Selecting and reporting relevant data.
o Avoiding irrelevant details.
 Coherence and cohesion: This criterion assesses the organization and connection of ideas
within the essay:
o Organize your essay into clear paragraphs.
o Use a variety of cohesive devices (linking words, pronouns, conjunctions)
appropriately.
o Maintain a logical sequence throughout your essay.
 Lexical resource: This criterion evaluates:
o The range of vocabulary used.
o The accuracy of word choices.
o The ability to use paraphrasing effectively.
 Grammatical range and accuracy: This assesses:
o The variety of sentence structures.
o The correct use of punctuation.
o The accuracy of grammatical constructions.

III. Structuring your essay

1. Introduction
Begin with a brief introduction that paraphrases the task prompt. This sets the context for your essay.

2. Overview
Present the main trends, differences, or stages without detailing specific data. This provides a snapshot
of the most significant information contained within the graph or chart.

3. Main body
 Divide this into two or more paragraphs. Each paragraph should cover a different aspect of the
data.
 Start with a topic sentence that introduces the main idea of the paragraph.
 Follow with supporting sentences that provide detailed data.
 Use data selectively and avoid overloading the reader with numbers.
Main features
 Transportation:
o In 1968, transportation expenses accounted for 8% of a family's budget.
o By 2018, this figure had risen to 14%.
 Housing:
o Housing costs made up 20% of household expenditures in 1968.
o A slight decrease was observed by 2018, with housing expenses dropping to 19%.
 Leisure:
o Leisure spending was 20% of the total budget in 1968.
o By 2018, it had grown to encompass 22% of the household income.
 Fuel and power:
o The budget share for fuel and power was about 7% in 1968.
o This was reduced to 4% by 2018.
 Clothing and footwear:
o In 1968, clothing and footwear represented 10% of family spending.
o The allocation for this category halved to 5% in 2018.
 Personal goods:
o Spending on personal goods accounted for approximately 8% of the budget in 1968.
o By 2018, this had decreased to 4%.

In this section, I use give you guys specific techniques that I use to write IELTS task 1
 Transportation
o Simple: “Transportation costs were 8% of the budget in 1968 and rose to 14% in
2018.”
o Advanced: “Over the five decades, the proportion of expenditure on transportation
witnessed a substantial increase, climbing from 8% to 14%.”
o Very advanced: “The allocation for transportation underwent a notable augmentation
from a modest 8% of total family expenditure in 1968 to a robust 14% by 2018,
reflecting a compounded annual growth trend in this category.”
o Technique: The simple statement directly reports the data. The advanced version adds
a descriptive word (“substantial”) and uses a more complex structure (“witnessed a
substantial increase”), while the very advanced version incorporates more
 sophisticated language and implies a deeper analysis (“notable augmentation,”
“compounded annual growth trend”).
 Housing
o Simple: “In 1968, housing was 20% of the budget, which decreased to 19% in 2018.”
o Advanced: “Housing costs experienced a slight reduction from 20% of total expenses
in 1968 to 19% half a century later.”
o Very advanced: “The fiscal landscape surrounding housing expenses revealed a
marginal contraction, edging down from one-fifth of the total outlay in 1968 to a
nearly equivalent 19% in the subsequent 50-year epoch.”
o Technique: The simple version is a straightforward comparison. The advanced level
uses synonyms and a passive voice (“experienced a slight reduction”), and the very
advanced level involves more elaborate phrasing and contextualizes the data over time
(“fiscal landscape,” “marginal contraction,” “subsequent 50-year epoch”).
 Leisure
o Simple: “Leisure spending increased from 20% in 1968 to 22% in 2018.”
o Advanced: “The allocation for leisure activities saw a moderate ascent from
occupying 20% of the household budget in 1968 to 22% in 2018.”
o Very advanced: “Expenditure on recreation and leisure activities manifested a
discernible upward trajectory, ascending from a significant 20% of the domestic
financial pie in 1968 to an even more pronounced 22% by the close of the observed
period.”
o Technique: The simple sentence offers a basic report. The advanced sentence adds a
level of detail (“moderate ascent”) and a slight change in wording (“allocation for
leisure activities”). The very advanced sentence introduces more complex vocabulary
and extends the sentence structure for a more dramatic effect (“manifested a
discernible upward trajectory,” “domestic financial pie”).
 Fuel and power
o Simple: “Fuel and power took up 7% of the budget in 1968, falling to 4% in 2018.”
o Advanced: “The share of family income devoted to fuel and power diminished from
7% to 4% over the 50-year timeframe.”
o Very advanced: “In the realm of fuel and power, there was a contraction in the
budgetary share, which retreated from the 7% mark in 1968 to a leaner 4% by 2018,
signaling a decrease in relative cost or consumption.”
 o Technique: The simple version directly reports the percentages. The advanced version
introduces the concept of time (“over the 50-year timeframe”) and uses a more
descriptive verb (“diminished”). The very advanced version adds context and suggests
possible causes (“signaling a decrease in relative cost or consumption”).
 Clothing and footwear
o Simple: “Clothing and footwear accounted for 10% of spending in 1968, but only 5%
in 2018.”
o Advanced: “The proportion of expenses for clothing and footwear halved from 10%
in 1968 to 5% in 2018.”
o Very advanced: “The sector of clothing and footwear exhibited a pronounced
contraction, with its stake in the family budget slicing down from a tenth to a
twentieth over the observed period.”
o Technique: The simple version gives a clear before-and-after picture. The advanced
version employs a more precise term (“halved”) to indicate the change. The very
advanced version uses more sophisticated language and imagery (“exhibited a
pronounced contraction,” “slicing down from a tenth to a twentieth”).
 Personal goods
o Simple: “Personal goods decreased from 8% of the family budget in 1968 to 4% in
2018.”
o Advanced: “Spending on personal goods saw its budget share halve, moving from 8%
to 4% between the two years.”
o Very advanced: “Personal goods underwent a fiscal downsizing within the domestic
budget, plummeting from an 8% allocation to a mere 4%, indicative of a shift in
consumer purchasing priorities.”
o Technique: The simple version is directand concise. The advanced version introduces
the concept of time and uses a descriptive verb (“saw its budget share halve”). The
very advanced version adds depth and context by implying a broader economic or
social shift (“fiscal downsizing,” “indicative of a shift in consumer purchasing
priorities”).
By pairing these approaches together:
 Simple to advanced: We move from stating facts to interpreting data. The simple statement
reports what is seen directly (“Clothing and footwear accounted for 10% of spending in 1968,
but only 5% in 2018”), while the advanced provides context (“The proportion of expenses for
clothing and footwear halved from 10% in 1968 to 5% in 2018”).
  Advanced to very advanced: The transition involves adding implications or potential causes.
The advanced statement focuses on the specifics of change (“Spending on personal goods saw
its budget share halve”), whereas the very advanced adds a layer of analysis or commentary
(“Personal goods underwent a fiscal downsizing... indicative of a shift in consumer purchasing
priorities”).

Let’s write this together:

The bar graph elucidates the distribution of a nation's family income percentages over various expense
categories, comparing 1968 and 2018. A panoramic overview reveals a discernible shift in financial
priorities, with a marked decrease in food, fuel and power expenditures, clothing and footwear, and
personal goods. Conversely, investment in other sectors experienced an upward trend.
Transportation, recreation, and housing notably commanded the lion's share of household budgets
during both years under review. In 1968, transportation costs represented a modest 8% of overall
expenses, whereas housing and leisure each constituted a significant fifth of the fiscal pie. By 2018,
the scenario had evolved dramatically; transportation expenses surged to 14% of family budgets.
Housing and leisure also saw an uptick in financial commitment, capturing 19% and 22% of total
expenditures, respectively.
A closer inspection of the other categories reveals an intriguing expansion in their proportion of the
weekly family budget over the five-decade span. Fuel and power, previously absorbing about 7% of
the budget, contracted to 4%. The clothing and footwear category halved its claim on family income,
dwindling from 10% to 5%, while personal goods similarly saw a reduction from approximately 8% to
4%. These figures vividly depict the evolving economic landscape and changing consumer behavior
over the past 50 years.
Option 2 (More liberal approach to structure and paragraphing)
The bar chart meticulously delineates the evolution of household income allocation among various
expense categories within a specified nation, contrasting the fiscal landscapes of 1968 and 2018.
Overall, it highlights an increased financial dedication to transport, housing, and leisure, contrasted by
a decline in the proportion of income spent on fuel and power, clothing and footwear, and personal
goods.
In the realm of transportation, an upward trajectory is observed. The allocation of household income
to transport expenses escalated from a modest 8% in 1968 to a more substantial 14% by 2018. While
witnessing a slight decrease, housing remained a significant expenditure, comprising 20% of the
household budget in 1968 and marginally reducing to 19% in 2018. Leisure spending increased,
claiming 20% of household income in 1968 and growing to 22% by 2018.
In stark contrast, the data indicates a reduced income spent on other essential categories. Outlays for
food, a necessity, are not explicitly quantified in the provided data, yet they are grouped with
categories that have seen a general decline. The expenditure on fuel and power has been halved, from
approximately 7% in 1968 to a mere 4% in 2018. Similarly, the clothing and footwear category has
seen its share of income expenditure diminish from 10% to 5%. Personal goods also followed this
downward trend, decreasing from around 8% to 4%.

D. Pie chart
I. Techniques for reporting data from pie charts
When analyzing pie charts in IELTS Task 1, it's crucial to convey the proportions and relationships
between slices. Here are some advanced techniques to achieve this:
 Describing proportions: Focus on the relative size of slices to illustrate their contribution to
the whole. For example, “The slice representing government grants engulfs half of the pie,
dwarfing the sliver allocated to research grants.”
 Highlighting contrast: Use sharp contrasts to draw attention to disparities between slices. For
instance, “In stark contrast to the substantial slice for tuition fees, private donations occupy a
much more modest wedge of the pie.”
 Emphasizing significance: Comment on the significance of various-sized slices. “Despite its
modest size, the slice for research grants signifies the university's commitment to innovation
and progress.”
 Sequential comparison: If comparing multiple pie charts over time or different entities, use a
sequential approach. “Moving from the university's pie chart to that of the industry, we see a
reversal in the dominance of certain funding sources.”

II. Vocabulary for pie charts

A broad vocabulary enables precise and varied descriptions of the chart:
 Fraction (noun): A small part or item forming a piece of a whole. “Private donations, although
only a fraction of the pie, are crucial for the university's special projects.”
 Lion's share (noun): An expression meaning the largest part of something. “The lion's share of
the budget, as illustrated by the pie chart, is dedicated to infrastructure development.”
 Meager (adj.): Lacking in quantity or quality; small. “The meager slice for administrative
costs reflects the institution's efficiency and lean management.”
  Predominant (adj.): Having power and influence over others; the main element. “The
predominant funding source is clearly government grants, overshadowing all other segments
in the chart.”

III. Prompt and data interpretation for pie charts

Prompt:

1. How to write an introduction

For the introduction, you want to paraphrase the task prompt to present the topic of the charts without
using the same language. An introduction generally has one or two sentences that introduce the topic
and type of data presented.
Example: “The pie charts illustrate the distribution of reasons cited by individuals for migrating to,
and emigrating from, the United Kingdom in the year 2007.”

2. How to write an overview

The overview should summarize the main trends, differences, or stages shown in the charts. Do not
include specific numbers or data points in the overview; save these details for the main body of your
report. The overview typically consists of two to three sentences.
Examples:
 Overall, the charts reveal that the pursuit of definite job opportunities was the driving force
behind both immigration to and emigration from the UK, with formal study also playing a
significant role in immigration decisions.
 A glance at the data indicates that securing employment and educational opportunities were
predominant factors influencing migratory movements in and out of the UK, with a notable
portion of individuals not specifying their reasons for emigration.
  The primary trend observed is that employment prospects were the leading cause for migration
flows into and out of the UK, whereas formal education was a more common reason among
immigrants than emigrants.

3. Main parts
When writing the main parts, include specific numbers and percentages to detail the information
presented in the charts. Break down each category and compare where relevant.
Example:
The main emigration motives were clearly defined, with 29% of individuals leaving the UK to start a
definite job, while 22% were in search of employment opportunities. A further 18% chose not to
disclose their reasons for leaving. A smaller segment of the emigrant population, at 13%, were joining
or accompanying someone, and those emigrating for formal study accounted for 4%. 'Other' reasons
were specified by 14% of the total emigrants.
In terms of immigration, the charts show that 30% of the individuals moved to the UK for definite job
opportunities, mirroring the primary reason for emigration. Formal study was also a significant pull
factor, accounting for 30% of incoming individuals. Other reasons, including looking for work,
joining or accompanying someone, and unspecified causes, were cited by 11% to 15% of immigrants.
A minimal 6% of immigrants did not provide a reason for their move to the UK.

Homework: “The chart below show the percentage of their food budget the average family spent
on restaurant meals in different years. The graph shows the number of meals eaten in fast food
restaurants and sit-down restaurants.”
 Lesson 6: Non-Time Series

A. Bar chart
I. Techniques for reporting data from static bar charts
Static bar charts in IELTS Academic Task 1 depict data at a single point in time or categorize
information without relating to a timeline. Here's how to approach them:
 Categorical distinctions: Focus on the differences between categories: “The static bar chart
clearly distinguishes between the various product lines, with electronics displaying the tallest
bar, indicative of its sales dominance.”
 Magnitude emphasis: Highlight the length or size of the bars to emphasize quantity: “In stark
contrast, the bar for home appliances is notably shorter, reflecting its smaller contribution to
overall revenue.”
 Comparative analysis: Directly compare bars to illustrate relative standings: “The bar for
clothing, while not as prominent as electronics, still significantly outstrips that of the book
section.”
 Use of data points: Include specific data points where relevant to provide a quantitative
context: “The electronics bar, representing 5,000 units sold, sets the benchmark against which
the other categories are measured.”

I. Vocabulary for static bar charts

A diverse vocabulary helps convey a detailed understanding of static bar charts:
 Preeminent (adj.): Surpassing all others; very distinguished. “The preeminent bar for leisure
travel expenses suggests it is the preferred discretionary spending area for consumers.”
 Modest (adj.): Not large in size or amount, or not expensive. “A modest bar for the gardening
department shows its niche status within the store's offerings.”
 Substantial (adj.): Of considerable importance, size, or worth. “A substantial bar height for
healthcare costs reflects the significant portion of the budget they consume.”
 Inferior (adj.): Lower in rank, status, or quality. “The inferior bar for digital advertising spend,
in comparison to traditional methods, hints at a sector still in its infancy.”

Prompt: “Evaluate the static bar chart that illustrates the sales distribution among different
departments of a retail store.”
Strategy:
 Introduction:
 o Begin by paraphrasing the chart's description, identifying the primary focus of the data
(e.g., consumer behavior related to coffee consumption).
o Outline the range of data presented (e.g., percentages of residents in various cities
engaging in coffee-related activities).
o Indicate the comparative nature of the data (e.g., comparing instant coffee purchases
with cafe visits).
 Overview: “The static bar chart categorizes sales distribution within a retail store, revealing
the varying levels of performance among its departments.”
 Body:
o Discuss each category presented in the bar chart, starting with the most significant
findings (e.g., the high rate of instant coffee purchases in certain cities).
o Use comparative language to highlight differences and similarities between cities.
o Incorporate any notable trends or behaviors that emerge from the data (e.g., a general
inclination towards visiting cafes).
o Main body paragraph 1: “The height of the electronics department's bar commands
attention, standing at a significant 5,000 units sold, which underscores the
department's market-leading position. This contrasts sharply with the modest bar for
home appliances, which, at 1,000 units sold, occupies a smaller niche within the
store's ecosystem.”
 o Main body paragraph 2: “The clothing department's bar, while not as commanding as

electronics, still represents a robust 3,000 units, suggesting a strong consumer interest
in the store's fashion offerings. The book section's bar, though comparatively lower at
500 units, may reflect the specialized consumer base or the impact of digital media on
traditional book sales.”

Sample essay:
The bar chart meticulously delineates the coffee consumption preferences within five Australian cities,
capturing the dichotomy between instant coffee purchases and cafe visitation rates over the preceding
month. Notably, Brisbane and Hobart residents exhibit a pronounced predilection for instant coffee,
with respective rates hovering around 52% and 55%, underscoring a significant inclination towards
convenience. In stark contrast, fresh coffee purchases dominate in Sydney and Melbourne, where
approximately 43% to 45% of the populace partake in this indulgence, reflecting a cultural
appreciation for the traditional cafe experience.
Intriguingly, while Adelaide's instant coffee purchase rate mirrors Hobart's at 50%, its cafe visitation
frequency is markedly lower, suggesting distinctive local consumer behavior. Furthermore, the data
indicates that at least half of the residents in each city frequent cafes, with Hobart, Sydney, and
Melbourne demonstrating the highest participation at roughly two-thirds, signifying the integral role
of cafes in the urban social fabric.
In synthesis, the bar chart not only sheds light on the quantitative aspects of coffee consumption but
also hints at qualitative differences in lifestyle and social habits across the urban tapestry of Australia.
It encapsulates a narrative of diverse preferences, with the convenience of instant coffee juxtaposed
against the conviviality of cafe gatherings, painting a comprehensive portrait of contemporary
Australian city life.

 B. Pie chart
I. Techniques for reporting data from static pie charts
Static pie charts are excellent for showing how different segments make up a whole. Here are some
advanced techniques for their analysis:
 Proportional relationships: Discuss the proportions of the chart: “The largest slice of the pie
chart belongs to the services sector, comprising 45% of the company's revenue streams.”
 Relative comparisons: Compare slices to emphasize differences in proportion: “While the
manufacturing sector represents a significant 30% of the pie, it is overshadowed by the
services sector, which takes up a 45% share.”
 Significance of smaller slices: Highlight the importance of smaller sections: “Despite its
smaller size, the 10% slice for research and development is crucial, reflecting the company's
investment in future growth.”

II. Vocabulary for static pie charts

A sophisticated vocabulary facilitates a more nuanced description of pie chart data:
 Marginal (adj.): Very small in amount or effect. “The marginal slice for overseas sales
suggests that the company's primary market is domestic.”
 Predominant (adj.): The strongest or main element. “The predominant slice for residential
properties indicates a heavy investment focus in this sector.”
 Negligible (adj.): So small or unimportant as to be not worth considering. “The negligible
portion allocated to print advertising underscores the shift towards digital media.”
 Disproportionate (adj.): Too large or too small in relation to something else. “A
disproportionate amount of the budget is allocated to executive salaries, raising questions
about company.”
Homework: “The bar chart below shows the numbers of men and women attending various
evening courses at an adult education centre in the year 2009. The pie chart gives information
about the ages of these course participants.”