IELTS Task 1:

Lesson 1
Describing a Graph Over Time
This lesson explains how to describe a line graph or bar chart for IELTS task 1
that is over time. This uses an example of a bar chart, but it will be the same for
a line graph.
When you get a chart or graph to describe, it is always important to check
whether there is a time frame or not. If there is, you will need to use
the language of change.
However, it is not enough just to describe the changes of each element (ActiveX,
Java and Net in this case) on their own and ignore how they relate to each other.
Look at the question you are asked to compare the data as well. So you must
also compare the elements where relevant in your IELTS task 1.
You must also group data together to make sure you have a well organized and
coherent answer.
To do this, you need to look for similarities and differences when you first analyze
the graph for IELTS task 1, and decide what can be logically put together or not.
Now look at the bar chart below and read the IELTS task 1 model answer.
You should spend about 20 minutes on this task.
The bar chart shows the number of times per week (in 1000s), over five
weeks, that three computer packages were downloaded from the internet.
Summarize the information by selecting and reporting the main features
and make comparisons where relevant.
Write at least 150 words.

Model Answer
The bar chart illustrates the download rate per week of ActiveX, Java and Net
computer packages over a period of five weeks. It can clearly be seen that
ActiveX was the most popular computer package to download, whilst Net was the
least popular of the three.
To begin, downloads of ActiveX and Java showed similar patterns, with both
gradually increasing from week 1 to week 5. However, the purchases of Active X
remained significantly higher than for the other product over this time frame. In
week 1, purchases of ActiveX stood at around 75,000, while those for Java were
about 30,000 lower. With the exception of a slight fall in week 4, downloading of
ActiveX kept increasing until it reached a peak in the final week of just over

120,000. Java downloads also increased at a steady rate, finishing the period at
80,000.
The product that was downloaded the least was Net. This began at slightly under
40,000, and, in contrast to the other two products, fell over the next two weeks to
reach a low of approximately 25,000. It then increased sharply over the following
two weeks to finish at about 50,000, which was well below that of ActiveX.
(Words 198)

Language of Change
As you can see, there are several examples of this in the graph, so it is important
to learn how to use these correctly in order to successfully write an IELTS task 1
chart over time. Here are some examples:

gradually increasing
a slight fall
kept rising
reached a peak
increased at a steady rate
fell
increased sharply
a low of
finish at
stood at
finishing the period at

You will need to practice this type of language, and also make sure you know a
variety of structures to get a better score if you keep repeating the same kind of
phrases this will show you have a more limited range of lexis and grammar.

Making Comparisons

In IELTS task 1, you must also compare the data as you are asked to do in the
rubric.
If you just write about what happened to ActiveX, what happened to Java, and
what happened to Net, without showing any relationship between them, this
wont be enough.
Here are some examples of where comparisons are made between the products
in the IELTS task 1 graph, and the language of comparison is highlighted in bold /
red:
It can clearly be seen that ActiveX was the most popular computer package to
download, whilst Net was the least popular of the three
Downloads of ActiveX and Java showed similar patterns, with both gradually
increasing from week 1 to week 5
However, the purchases of Active X remained significantly higher than for the
other product over this time frame
In week 1, purchases of ActiveX stood at around 75,000, while those for Java
were about 30,000 lower
Java downloads also increased at a steady rate, finishing the period at 80,000
The product that was downloaded the least was Net. This began at slightly
under 40,000, and, in contrast to the other two products, fell over the next two
weeks
It then increased sharply over the following two weeks to finish at about 50,000,
which was well below thatof ActiveX

Grouping the Data

It is a good idea to divide your answer into paragraphs so it is well organized. To
do this, you should group similar things together into paragraphs or sections.
If you look at the chart, you will see that ActiveX and Java have a similar pattern,
both steadily increasing over the period (apart from the slight fall of ActiveX in
week 4), so these could be put together.

Body Paragraph One:

To begin, downloads of ActiveX and Java showed a similar trend, with both
gradually increasing from week 1 to week 5. However, the purchases of Active X
remained significantly higher than for the other product over this time frame. In
week 1, purchases of ActiveX stood at around 75,000, while those for Java were
about 30,000 lower. With the exception of a slight fall in week 4, downloading of
ActiveX kept rising until it reached a peak in the final week of just over 120,000.
Java downloads also increased at a steady rate, finishing the period at 80,000.
On the other hand, Net is the lowest and it has a different pattern falling and
then rising again. So this could be described in another paragraph.
Body Paragraph Two:

The product that was downloaded the least was Net. This began at slightly under
40,000, and, in contrast to the other two products, fell over the next two weeks to
a low of approximately 25,000. It then increased sharply over the following two
weeks to finish at about 50,000, which was well below that of ActiveX.
There is usually more than one way to group the data for an IELTS task 1, so this
needs to be your decision. As long as it is logical and makes your answer easy to
follow and read, this should be ok.

Describing an IELTS Pie Chart

Lesson 2
This lesson will provide you with tips and advice on how to write an IELTS pie
chart for task 1.
To begin, take a look at the pie chart below, and then answer the quiz questions.
You should spend about 20 minutes on this task.
The pie charts show the main reasons for migration to and from the UK in
2007.
Summarize the information by selecting and reporting the main features
and make comparisons where relevant.
Write at least 150 words.

IELTS Pie Chart Quiz

1.

What is the best way to organize your answer?

Write one paragraph about immigration and one about emigration
Write about the pie charts together, comparing each of the reasons

2.

What tense should you use to write about the IELTS pie chart?
Past
Present

3.

Can you talk about increases and decreases when describing the
information?

Yes
No

Now take a look at a model answer:

The pie charts illustrate the primary reasons that people came to and left the UK
in 2007. At first glance it is clear that the main factor influencing this decision
was employment.

Having a definite job accounted for 30 per cent of immigration to the UK, and this
figure was very similar for emigration, at 29%. A large number of people, 22%,
also emigrated because they were looking for a job, though the proportion of
people entering the UK for this purpose was noticeably lower at less than a fifth.
Another major factor influencing a move to the UK was for formal study, with over
a quarter of people immigrating for this reason. However, interestingly, only a
small minority, 4%, left for this.
The proportions of those moving to join a family member were quite similar for
immigration and emigration, at 15% and 13% respectively. Although a
significant number of people (32%) gave other reasons or did not give a reason
why they emigrated, this accounted for only 17% with regards to immigration.
173 words
_________________________________________

As you can see, the pie chart description is easy to follow. Here are some key
points in organizing your answer.

Choose the most important points to write about first

These will be the largest ones. As you can see in the model answer,definite
job, looking for work, and formal study were all written about first, in order of
importance, as these are the main reasons that were chosen for moving.
Items such as other are usually less important and account for small amounts,
so can be left till the end.

Make it easy to read

When you write a task 1, you should always group information in a logical way
to make it easy to follow and read.

With an IELTS pie chart, the most logical thing to do is usually tocompare
categories together across the charts, focusing on similarities and differences,
rather than writing about each chart separately.
If you write about each one separately, the person reading it will have to keep
looking between the paragraphs in order to see how each category differs.

Vary your language

As with any task 1, this is important. You should not keep repeating the same
structures. The key language when you write about pie charts
is proportions and percentages.
Common phrases to see are "the proportion of" or "the percentage of"
However, you can also use other words and fractions. These are some
examples from the model answer:
A large number of people
over a quarter of people
a small minority
A significant number of people
less than a fifth
This table presents some examples of how you can change percentages to
fractions or ratios:
Percentage

Fraction

80%

four-fifths

75%

three-quarters

70%

seven in ten

65%

two-thirds

60%

three-fifths

55%

more than half

50%

half

45%

more than two fifths

40%

two-fifths

35%

more than a third

30%

less than a third

25%

a quarter

20%

a fifth

15%

less than a fifth

10%

one in ten

5%

one in twenty

Practice these phrases in a quiz

If the percentages are not exact as above, then you can usequalifiers to make
sure your description remains accurate. Here are some examples:
Percentage

Qualifier

77%

just over three quarters

77%

approximately three quarters

49%

just under a half

49%

nearly a half

32%

almost a third

This table presents some examples of how you can change percentages to other
phrases:
Percentage

proportion / number / amount /

majority / minority

75% - 85%

a very large majority

65% - 75%

a significant proportion

10% - 15%

a minority

5%

a very small number

Practice these phrases in a quiz

The words above are interchangeable, though number is forcountable

nouns and amount is for uncountable nouns.
Follow this link to the writing pages to see another IELTS pie chart:

Sample IELTS Pie Chart

IELTS Process Diagram:

Lesson 3
It is less common in the writing test, but sometimes you will get anIELTS
process diagram to describe.
This should follow the same format as any task 1:
1.
2.
3.

Introduce the diagram

Give an overview of the main point/s
Give the detail

Follow this link about how to write a task 1.

However, there are different types of task 1 (line graphs, pie charts, maps etc)
and each requires knowledge of a certain type of language.
This lesson will look at how to write an IELTS process diagram for task 1.

What is an IELTS Process Diagram?

To begin, look at this question:
You should spend about 20 minutes on this task.

The diagram illustrates the process that is used to manufacture bricks for
the building industry.
Summarize the information by selecting and reporting the main features
and make comparisons where relevant.
Write at least 150 words.

A process will have a number of stages that are in time order. So you should
start at the beginning, and describe each stage through to the last one.

In the example above, this is fairly clear. It begins with the digging of the clay,
and ends with delivery.
Processes are not always this clear, and you may have to look more carefully to
spot the beginning, and there may also be two things happening at the same
time.
So it is important that you look at other sample processes to get a good
understanding of how they can vary.

Introduce the Diagram

As with any task 1, you can begin by paraphrasing the rubric:
The diagram explains the way in which bricks are made for the building industry.
As you can see, this has been taken from the question, but it has not been
copied. You need to write it in your own words.

Highlight the Main Points

An IELTS process diagram is different to a line, bar, pie chart or table in that
there are not usually key changes or trends to identify. However, you should
still give an overview of what is taking place.
The public band descriptors state that to achieve a band 6 or more for task
response the student must provide an overview in a task 1.
As there are no trends to comment on, you can make a comment on, for
example, the number of stages in the process and how it begins and ends:
Overall, there are eight stages in the process, beginning with the digging up of
clay and culminating in delivery.

Give the Detail

Now you need to explain the IELTS process diagram, and there are two key
aspects of language associated with this:

1) Time Connectors
A process is a series of events, one taking place after the other. Therefore, to
connect your stages, you should use time connectors.
Here is the rest of the answer with the time connectors highlighted (notice that
you simply go from the beginning to the end of the process):
To begin, the clay used to make the bricks is dug up from the ground by a large
digger. This clay is then placed onto a metal grid, which is used to break up the
clay into smaller pieces. A roller assists in this process.
Following this, sand and water are added to the clay, and this mixture is turned
into bricks by either placing it into a mould or using a wire cutter. Next, these
bricks are placed in an oven to dry for 24 48 hours.
In the subsequent stage, the bricks go through a heating and cooling process.
They are heated in a kiln at a moderate and then a high temperature (ranging
from 200c to 1300c), followed by a cooling process in a chamber for 2 3
days. Finally, the bricks are packed and delivered to their destinations.

These connectors are the same you would use to write a graph over time when
you explain a series of changes.
These are some common IELTS process diagram connectors:
To begin
Following this
Next

Then
After
After that
Before**
Subsequently
Finally
** If you use before, this means that you will be mentioning a later stage before
an earlier stage, so you need to use it carefully. If you can use it properly though,
it will get noticed.
Here is an example using stages four and five:
Before being dried in the oven, the mixture is turned into bricks by either placing
it into a mould or using a wire cutter.

2) The Passive
When we describe an IELTS process, the focus is on the activities, NOT the
person doing them.
When this is the case, we use the passive voice, not the active.
This is a brief explanation of how to use the passive voice, but if you are new or
unsure about using it, you should do some further study and practice.
Most sentences use this structure:

Subject + Verb + Object

A large digger digs up the clay in the ground.

In the active voice (as above), the digger is doing the verb i.e. the digger is doing
the digging.
When we use the passive voice, we make the object (the clay) the subject, and
make the subject (the digger) the object. We also add in the verb to be and the
past participle (or Verb 3).

(S) The clay in the ground (V) is dug up (O) by the digger.

So throughout most of your description for your IELTS process diagram, you
should be using the passive voice.
This is difficult as some verbs cannot take the passive. For example, 'to go'
cannot be passive, so it is kept in the active voice:

...the bricks go through a heating and cooling process.

This is why you need to make sure you practice the passive so you know exactly
how to use it.
Also, as you will see from the description, it is more usual to to comment on who
or what is doing the action so the 'by...." phrase is excluded.
Here is the same example description with uses of the passive highlighted:
To begin, the clay (which) is used to make the bricks is dug up from the ground
by a large digger. This clay is then placedonto a metal grid, onto a metal grid,
which is used to break up the clay into smaller pieces. A roller assists in this
process.
Following this, sand and water are added to the clay, and this mixture is
turned into bricks by either placing it into a mould or using a wire cutter. Next,
these bricks are placed in an oven to dry for 24 48 hours.
In the subsequent stage, the bricks go through a heating and cooling process.
They are heated in a kiln at a moderate and then a high temperature (ranging
from 200c to 1300c), followed by a cooling process in a chamber for 2 3 days.
Finally, the bricks are packed and delivered to their destinations.

Varying your Language

Sometimes it may be appropriate just to use the same language that you are
given in the IELTS process diagram to describe it, but you should try to vary it.
You may be able to use nouns from the diagram as your verbs. For example, the
noun packaging in stage seven becomes:

Finally, the bricks are packed

Follow this link from the model task 1 pages to see a full IELTS process diagram
model answer for this process.

IELTS Process Diagram Sample

This page illustrates an example of an IELTS process.
Occasionally you will have to desribe a process in the test instead of a graph.
Although this type of diagram is less common to see in the test, it is still important
to have an understanding of how to tackle this should it arise.
This is an example of the process of making bricks.
A sample answer is below the diagram.

IELTS Writing Task 1

You should spend about 20 minutes on this task.
The diagram illustrates the process that is used to manufacture bricks for
the building industry.
Summarize the information by selecting and reporting the main features
and make comparisons where relevant.
Write at least 150 words.

The Brick Manufacturing Process

IELTS Process Model Answer

The diagram explains the way in which bricks are made for the building industry.
Overall, there are seven stages in the process, beginning with the digging up of
clay and culminating in delivery.

To begin, the clay used to make the bricks is dug up from the ground by a large
digger. This clay is then placed onto a metal grid, which is used to break up the
clay into smaller pieces. A roller assists in this process.
Following this, sand and water are added to the clay, and this mixture is turned
into bricks by either placing it into a mould or using a wire cutter. Next, these
bricks are placed in an oven to dry for 24 48 hours.
In the subsequent stage, the bricks go through a heating and cooling process.
They are heated in a kiln at a moderate and then a high temperature (ranging
from 200c to 1300c), followed by a cooling process in a chamber for 2 3 days.
Finally, the bricks are packed and delivered to their destinations.
Words 173

Learn more about how to describe a process

Lesson 4:
IELTS Bar and Line Graph
This is an example of an IELTS bar and line graph together. It is not uncommon
to get two graphs to describe at the same time in the IELTS test.
It can look a bit scary at first. However, when you look more closely, you'll see it
is probably no more difficult than having one graph.
Take a look at the question and the graph:

You should spend about 20 minutes on this task.

ThelinegraphshowsvisitstoandfromtheUKfrom1979to1999,andthebargraphshowsthe
mostpopularcountriesvisitedbyUKresidentsin1999.
Summarizetheinformationbyselectingandreportingthemainfeaturesandmakecomparisons
whererelevant.
Writeatleast150words.

These are the steps you need to take to describe a bar and line graph together
(or any two graphs) that may differ slightly from when you describe one graph.

Introduction
When you state what the graph shows, mention both of them. Here is a sample
first sentence of the introduction:
The line graph illustrates the number of visitors in millions from the UK who
went abroad and those that came to the UK between 1979 and 1999, while the
bar chart shows which countries were the most popular for UK residents to
visit in 1999.
Remember to write this in your own words and not to copy from the question.
Next you need to mention the key points from the graph. When you do
this, mention the most interesting things from each:
Overall, it can be seen that visits to and from the UK increased, and
that France was the most popular country to go to.

Body Paragraphs
If there are two graphs and a lot of information, you will have to be careful not to
describe everything as you may then have too much information.
Also, the examiner is looking to see that you can select the important
things and not describe every single detail.
So the key skill when you have two graphs is being able to pick out the important
information or summarize things in a concise way, otherwise you will end up
writing too much and probably run out of time.
Here is an example description for the bar and line graph:
To begin, the number of visits abroad by UK residents was higher than for those
that came to the UK, and this remained so throughout the period. The figures
started at a similar amount, around 10 million, but visits abroad increased

significantly to over 50 million, whereas the number of overseas residents rose

steadily to reach just under 30 million.
By far the most popular countries to visit in 1999 were France at approximately
11 million visitors, followed by Spain at 9 million. The USA, Greece, and Turkey
were far less popular at around 4, 3 and 2 million visitors respectively.
As you can see, the first paragraph discusses the line graph, and the second the
bar chart.
You will not usually need to mix up the descriptions. This will only make things
complicated and difficult to follow. Writing about the first one and then the second
one is ok.
As with any task 1, you will need to make sure you use the right language, make
comparisons, and group data appropriately.
Follow this link to view the full graph with its model answer.

Return from IELTS bar and line graph lesson to IELTS Lessons

IELTS Line and Bar Chart

This is an example of two graphs together - a line and bar chart.
View this lesson for tips and advice on how to describe two graphs together,
using the example from this page.

You should spend about 20 minutes on this task.

The line graph shows visits to and from the UK from 1979 to 1999, and the
bar graph shows the most popular countries visited by UK residents in
1999.
Summarize the information by selecting and reporting the main features
and make comparisons where relevant.

Write at least 150 words.

IELTS Line and Bar Chart - Model Answer

The line graph illustrates the number of visitors in millions from the UK who went
abroad and those that came to the UK between 1979 and 1999, while the bar
chart shows which countries were the most popular for UK residents to visit in

1999. Overall, it can be seen that visits to and from the UK increased, and that
France was the most popular country to go to.
To begin, the number of visits abroad by UK residents was higher than for those
that came to the UK, and this remained so throughout the period. The figures
started at a similar amount, around 10 million, but visits abroad increased
significantly to over 50 million, whereas the number of overseas residents rose
steadily to reach just under 30 million.
By far the most popular countries to visit in 1999 were France at approximately
11 million visitors, followed by Spain at 9 million. The USA, Greece, and Turkey
were far less popular at around 4, 3 and 2 million visitors respectively.
(Words 171)

Describing Graph Trends:

Lesson 5
This exercise introduces some common vocabulary and grammar needed for
describing graph trends.
The language that can be used for describing graphs in IELTS is extensive.
This lesson introduces some of the most common language used.
It also shows you how it can be used grammatically in sentences.

Vocabulary for Describing Graph Trends

Word

increase

Part of Speech

Example Sentence

verb: to increase, is increasing,

has increased, increased

Total expenditureincreased from

$33,611m to $39,165m from 1995
to 1996.

noun: an increase of$5,554m

an increase in spending of
$5,554m

From 1995 to 1996 there was an

increase inexpenditure of
$5,554m.

decreas verb: to decrease, is decreasing,

e
has decreased, decreased

Expenditure on primary
education decreasedfrom 22.2% to

21.5% from 1995 to 1996.

rise

fall

drop

-ing
forms

noun: a decrease of 0.7%

a decrease in spending of 0.7%

From 1995 to 1996 there was a

decrease inexpenditure of 0.7%.

verb: to rise, is rising, has risen,

rose

Total expenditure rosefrom

$33,611m to $39,165m from 1995
to 1996.

noun: a rise of $5,554m

a rise in spending of $5,554m

From 1995 to 1996 there was a rise

in expenditure of $5,554m.

verb: to fall, is falling, has fallen,

fell

Expenditure on primary
education fell from 22.2% to 21.5%
from 1995 to 1996.

noun: a fall of 0.7%

a fall in spending of 0.7%

From 1995 to 1996 there was a fall

in expenditure of 0.7%.

verb: to drop, is dropping, has

dropped, dropped

Expenditure on primary
education dropped from 22.2% to
21.5% from 1995 to 1996.

noun: a drop of 0.7%

a drop in spending of 0.7%

From 1995 to 1996 there was a

drop in expenditure of 0.7%.

After an introductory clause that

includes some analysis; e.g.
'Spending rose in all three years',
an '_ing' form can be used to
describe numbers and dates.

Spending rose in all three

years, increasing from 17.6% to
18% from 1995 to 1996, and
then risingagain to 18.2% in 19978.

Practice
Have a look at the table below.
Then, to help you with describing graph trends, decide which word should go in
the gap in the example answer.
Expenditure on Education in Hong Kong 1995 to 1998
Breakdown of spending

1995-6

1996-7

1997-8

Total expenditure ($ million) 33,611

39,165

45,315

As % of government budget 17.6%

18%

18.2%

%spenton

primary education
secondary education
tertiary education

22.2%
33.7%
35.9%

21.5%
33.2%
36.7%

21.6%
33.5%
35.9%

Describing Graph Trends - Gap Fill

Public expenditure on education in Hong Kong (1) _____________continuously
from 1995 to 1998. In academic year 1995-6
it(2)_________________ HK$33,611 million, (3)______________ to $39,165
million in 1996-7 and $45,315 million in 1997-8. As a percentage of the
governments budget spending on education also(4)______ each year, from
17.6% to 18% and then to 18.2%.
However, the percentage of expenditure spent on primary, secondary and tertiary
education did not show the same consistent (5)_______. In 1995-6 expenditure
on primary education was 22.2% of the education budget,
33.7% (6)_________ on secondary, and 35.9% on tertiary.
In 1996, (7) ____________ of 0.8% in spending on tertiary education was
financed by a (8)_________ in spending of 0.7% in primary and 0.5% in
secondary schooling.
In 1997-8 tertiary spending as a percent of the education budget(9)_________ to
its 1995-6 level. The percentage spent on primary education (10)__________ to
21.6% and that on secondary to 33.5%, both figures being less than 1995-6
levels.

Choose the correct word to fit in the gap

1.

increases
increased

increasing

2.

was
rose to
reached

3.

increased
dropping
rising

4.

an increase
increased
increasing

5.

rise
rose
rising

6.

spent
spending
was spent

7.

an increase
increase
was increased

8.

increase
drop
dropped

9.

dropped
increased
returned

10.

rised
rose

increase

This lesson will hopefully have helped you with the basics of describing graph
trends and some of the different structures you can use.
Remember though this example has only used a few of the words possible for
describing change.
It's important to vary your language so look around the IELTS buddy site, for
example on the model graphs, to see what other language you can use.

Bar Chart Exercise

Lesson 6
Thisbarchartexerciseisagapfilltogiveyoupraticewiththelanguageofcomparison,contrastand
percentages.
Lookatthegraphandthenreadthemodelanswer.
Choosetherightwordtogointhegap.

Bar Chart Exercise - Gap Fill

Youshouldspendabout20minutesonthistask.
ThechartshowsthepercentageofdrugstakenbygirlsandboysinaschoolinNewZealand.
Summarizetheinformationbyselectingandreportingthemainfeaturesandmakecomparisons
whererelevant.
Writeatleast150words.

Placetherightwordintothespace.Makesureyouwrite(orcopyandpaste)thewordexactlyasit
appearsinthebox,otherwiseitwillgetmarkedaswrong.
Don'tlookbelowtheexerciseotherwiseyouwillseeananswerkey.
atapproximately8%/theleast/
schoolchildren/aresimilar/gender/
inpercentages/morethan/equal/
atthesamelevel/percentagesfor/
atonly5%/around33%/isexactly/

4%for/barchartillustrates

The 1.

information on the quantity of

drugs 2.

in New Zealand take, divided

by 3.

and

measured 4.
. Overall, it is
immediately apparent that hashish or marijuana is
used 5.
whereas LSD and medical drugs are

any of the other drugs,

used 6.
. At first glance we can see
that boys take more drugs than girls for 6 out of 7 of the drugs listed,
however an 7.
girls take cocaine.

number of boys and

Tobeginwith,boysusemorehashishormarijuanathangirls
at8.

and29%respectively.Followingthis,boystake

heroin,opiumormorphine9.
girls10.

but

Ontheotherhand,the11.

amphetaminesand

solvents12.

forbothboysandgirlsat2%and3%for

girlsand13.

bothdrugsforboys.Next,thepatternfor

LSDandmedicaldrugs14.
1%forgirlsand3%forboys.Finally,boysandgirlstake
cocaine15.

thesameforbothgendersat
4%.

Score=

Correctanswers:

BarChartExerciseAnswer
The1.barchartillustratesinformationonthequantityofdrugs2.schoolchildreninNewZealandtake,
dividedby3.genderandmeasured4.inpercentages.Overall,itisimmediatelyapparentthathashishor
marijuanaisused5.morethananyoftheotherdrugs,whereasLSDisused6.theleast.Atfirstglancewe
canseethatboystakemoredrugsthangirlsfor6outof7ofthedrugslisted,howeveran7.equalnumber
ofboysandgirlstakecocaine.
Tobeginwith,boysusemorehashishormarijuanathangirlsat8.around33%and29%respectively.
Followingthis,boystakeheroin,opiumormorphine9.atapproximately8%,butgirls10.atonly5%.
Ontheotherhand,the11.percentagesforamphetaminesandsolvents12.aresimilarforbothboysand
girlsat2%and3%forgirlsand13.4%forbothdrugsforboys.Next,thepatternforLSDandmedical
drugs14.isexactlythesameforbothgendersat1%forgirlsand3%forboys.Finally,boysandgirlstake
cocaine15.atthesamelevel,4%.

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Compare and Contrast Language for

Graphs:
Lesson 8
Thepurposeofthislessonistointroduceyoutocompareandcontrastlanguagewhichisneededtowrite
aboutgraphs.
Tobegin,takealookatthegraphbelow.

1.
2.

Which country has the highest level of pollution?

Which country has the lowest?

ThecountrywiththehigestlevelofpollutionisUSAandthecountrywiththelowestisNewZealand.

Comparative and Superlative Adjectives

BeingabletocompareandcontrastdataisanessentialskillforIELTSwriting,especiallyinTask1.
Comparativesandsuperlativesareonecommonwaytodothis.
Comparativesareusedtocomparetwothings:

Leopardsarefasterthantigers.
Superlativesareusedtocompareonethingagainstagroupofothers:

Theleopardisthelargestofthefourbigcats.
Herearethebasicsofhowtheyareformed:

Example
Word
Words with one syllable

high

Comparativ
e
higher

Superlative
the highest

moreproductive

themostproductive

lessproductive

theleastproductive

wealthy

wealthier

the wealthiest

hot

hotter

the hottest

good

better

the best

Words with three syllables or more productive

Words ending in y
Short words ending with a
consonant/vowel/consonant
Irregular

Other Important Language

Comparativesandsuperlativesareusefultocompareandcontrast,buttheywon'tbeenough.
Herearesomeotherusefulwordsandstructures:
Transitions

1.

The Middle East produces high levels of oil; however, Japan

produces none.
2.
The USA produces large amounts of natural gas. In contrast,
South Korea produces none.
3.
European countries make great use of solar power. On the
other hand, most Asian countries us this method of power
generation very little.
SubordinatingConjunctions

1.

The Middle East produces high levels of oil, whereas /

whileJapan produces none.
2.
Whereas / While the Middle East produces high levels of oil,
Japan produces none.
3.
Although the Middle East produced 100 tons oil, Japan produced
none.
OtherStructures

1.

Developing countries are more reliant on alternative energy

production than developed countries.
2.
Solar power accounts for far less of the total energy
productionthan gas or coal does.
3.
Hydropower is not as efficient as wind power.
4.
Like Japan, South Korea does not produce any natural gas.

5.
6.

The Middle East produces twice as much oil as Europe.

Western countries consume three times more oil than the
Middle East.
7.
Russia consumes slightly more oil than Germany.
8.
The UAE produced the same amount of oil as Saudi Arabia.

Using Approximate Data

Whenyoucompareandcontrast,youalsoneedtolearnphrasessoyoucanrefertodatathatisnotexact.
Forexample:

7.1
justover7milliontonnes
approximately7milliontonnes

65.6
nearly70milliontonnes
almost70milliontonnes

Compare and Contrast Language Practice

Lookatthetablebelow.Whatisbeingcompared?

NaturalGasConsumptionandProduction,2001

Country

Consumption*

Production*

TheUSA

588.9

500.0

TheUnitedKingdom

86.1

97.3

TheFormerSovietUnion

7.1

0.4

TheUAE

30.0

35.9

Australia

19.1

28.0

Japan

68.6

NewZealand

4.9

5.1

SouthKorea

18.9

China

24.3

25.0

*inmillionsoftonnes

Lookatthecompareandcontrastlanguageinthedropdownboxandchoosethecorrectwordto
completethesentences.

1. New Zealand consumed the

approximately 5 million tonnes.

gas at

2.TheformerSovietUnionproducedthe

3.TheUSAwasthe
and500respectively.

amountat0.4milliontonnes.

consumerandproducerofgasat600milliontonnes

4.TheUSAconsumedandproduced

5.SouthKoreaconsumed18.9millionstonnesofgas;

6.Chinasconsumptionandproductionofoilwere
respectively.

naturalgasthananyothercountry.

,itproducednone.

at24.3and25.0

7.TheUSA,theFormerSovietUnion,JapanandSouthKoreaallconsumedmore
gas

theyproduced.

8.Australiaconsumedfour

9.
none.

gasthanNewZealand.

Zealandproduced5.1milliontonnesofgas,SouthKoreaproduced

10.NewZealandconsumed

5milliontonnesofgas.

Score=

Correctanswers:

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IELTS Graphs - A Common Mistake

Lesson 9
Look carefully at the IELTS graphs below and their titles. Underneath each is a
brief descriptive sentence about the graphs.
What is wrong with them?

From 1975 to 2000, hamburgers increased dramatically from 10 to 100 times

per year. At the same time, fish and chips fell significantly to just under 40.

While buses fell from just over 25% to around 16% in 2000, cars increased
dramatically to over 35%. Meanwhile, bikes fell over this time frame.

Did you find what the errors were?

Can hamburgers increase and fish and chips fall? Can a car increase, or a bus
and a bike fall?
No, but the consumption of hamburgers or fish and chips can fall or rise, and
the use of a car, bike or bus can increase or decrease.

There are a number of ways that the sentences in the IELTS graphs could have
been written correctly, but here are some possibilities:
From 1975 to 2000, the consumption of hamburgers increased dramatically
from 10 to 100 times per year. At the same time, the number of times that fish
and chips were eaten fell significantly to just under 40.
While bus usage fell from just over 25% to around 16% in 2000, cars as a mode
of travel increased dramatically to over 35%. Meanwhile, the use of bikes fell
over this time frame.

Check Your Subject

When you are analysing your task 1 before you write about it, look very
carefully to identify what the subject is i.e. what is it exactly that is being
measured?
A common mistake when writing about IELTS graphs in task 1 of the test is to get
the subject wrong.

The first graph is about the consumption of fast foods.

The second graph is about the use of four types of transport.

Getting this wrong will significantly detract from your response to the task.

Prepositions for graphs

It is very important that you know how to correctly use prepositions in the IELTS
writing task 1.
Certain prepostions go with certain words when you use the language of change.

If you put them in the wrong place or use the wrong preposition you may confuse
what you are trying to say.
First, take a look at this graph model answer and notice how some of the
prepositions are used. They have been highlighted.

Sample Task 1 Answer

The line graph compares the number of car thefts for every thousand vehicles in
four countries from 1990 to 1999. Overall, it can be seen that car thefts were far
higher in Great Britain than in the other three counties throughout the whole time
frame.
To begin, car thefts in Sweden, France and Canada followed a fairly similar
pattern over the first five years, all remaining at between 5 and 10 per thousand.
The general trend though for France and Canada was a decline in the number of
vehicles stolen over the period, with both at around 6 in 1999. In contrast,
Sweden experienced an upward trend, starting the period at approximately 8,
and finishing at just under 15.
Interestingly, car thefts in Great Britain started at 18 per thousand, which far
exceeded that of the other countries. It then fluctuated over the next nine years,
reaching a peak of 20 thefts per 1000 in 1996, and ending the period slightly
lower than where it began, atapproximately 17 per thousand.

IELTS Task 1 Line Graph:

Lesson 11
In this lesson we'll look at an IELTS task 1 line graph in order to help you
understand how to deal with 'age groups' and to show you how it is possible
to organize an answer in different ways.
There is usually more than one way to write about a graph. Each person may
view it in a different way and decide on a different way to present the information.
One way is not necessarily better than another. However, if one way is difficult to
follow, then this is obviously not the best choice.
What is important when you plan a task one is to think about how you can
organize your graph in the most logical and clear way.
This often means grouping the information in some way, and you can do this
by looking for patterns - look for similarities and diffferences.
This sample IELTS task 1 line graph is divided up into age groups.

Although a graph like this is not over time as such, it can still be viewed in this
way as it is showing how something changes over different ages - in this case,
how certain factors in a neighbourhood when choosing a new home vary over
age.
Take a look at the following question, the graph below, and the model answers.
You should spend about 20 minutes on this task.
The line graph shows the percentage of people of different age groups and
how they rate a set of factors in terms of importance when buying a new
home.
Summarize the information by selecting and reporting the main features
and make comparisons where relevant.
Write at least 150 words.

Model Answer 1 - Organizing by Factors

The line graph illustrates the importance, measured in percentages, that four
ages groups place on five different factors when they move to a new home. It is
immediately apparent that a low crime rate is the most important variable across
all the age groups.
Of all the factors, the desire for a low crime rate is by far the most important.
Amongst the all the age groups this figure stands at around 80%, with the middle
aged and elderly viewing it as slightly more important. Next, schools are seen as
very important by a significant proportion of 25 to 44 year olds although the
percentages drop markedly as people get older, with just under 25% of 55 to 64
year olds viewing this as important.

Shopping facilities, being chosen by around 13%, are not viewed with such
importance as schools and crime by the younger age groups. However, as
people get older, this increases in importance to approximately 30%, and, as
would be expected, is actually more important than schools to those over 55.
Finally, although increasing in importance with age, neither parks nor public
transport are viewed to be as important as the other factors by any of the groups.

Comments
As you can see in this answer to the IELTS task 1 line graph, the candidate has
organized the answer mainly around the 'factors'.
Each one is described in turn, starting with the most important, low crime. Less is
said about those that are not viewed as so important (parks and public transport).
Notice that the graph does not talk about each factor in isolation, but makes
comparisons across the factors and groups. For example:
Of all the factors, the desire for a low crime rate is by far the most important.
Shopping facilities are not viewed with such importance as schools and
crime by the younger age groups.
With an IELTS task 1 line graph you should always avoid simply discussing each
point on a graph with no reference of how it relates to the other points.

Model Answer 2 - Organizing by Age Groups

The line graph illustrates the importance, measured in percentages, that four
ages groups place on five different factors when they move to a new home. It is
immediately apparent that a low crime rate is the most important variable across
all the age groups.
The factors that are very important when purchasing a new house are very
similar for the first two age groups. A low crime rate represents the greatest
percentage of these groups at around 80%, though it is slightly higher for those
aged 35 to 44. Schools as a factor is again very similar at around 60% for the
younger age group, but dropping to around 45-50% for 35 to 44 year olds. A
much lower percentage rate shopping, parks and public transport as important.

Turning to those aged over 45, low crime accounted for the largest proportion at
approximately 80%, similar to those of a younger age. In contrast to the younger
groups though, schooling was far less important, falling to below 25% for those
aged over 55. This older group rated them as less important than shopping
facilities. In fact, shopping facilities, parks and public transport all become more
important factors as people get older.

Comments
This IELTS task 1 line graph has been organized primarily around theage
groups.
The candidate has decided that the first two age groups are fairly similar and so
can be grouped together, and the second two age group have similarities.
The differences between the under 44s and over 44s have also been
highlighted. For example:
Turning to those aged over 45, low crime accounted for the largest proportion at
approximately 80%, similar to those of a younger age.

Summary
This lesson has been about how to write about age groups and examples of how
answers may be organized differently.
Although this was about an IELTS task 1 line graph, it applies to any graphs or
charts in task 1, such as bar graphs or pie charts.
You need to make sure that you spend a few minutes analyzing the graph and
deciding on the best way to organize it so it will be easy to follow when the
examiner reads it.