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IELTS – Task 1 Writing

Structure for Task 1 Writing
➢ Introduction (Paraphrase the question statement)
➢ Overview (General information)
➢ First main features (Detail)
➢ Second main features (Detail)
Note : Compare and contrast the significant data
: Decide what tenses should be used
: Do not need to write conclusion because it is not required to express your opinion task 1
writing (report writing)
Useful Phrases for Introduction
Starting Presentation Type Verb Description
The diagram shows the comparison of…
The given figure represents the differences…
The supplied illustration illustrates the changes...
The presented bar graph presents the number of…
The shown ling graph gives information on…
The provided chart provides data on…
pie chart outlines the proportion of…
table data describes the amount of…
data expresses information on...
information compares data about...
process diagram/ shows contrast comparative data...
map indicates the trend of...
pie chart and table figures the percentages of...
bar graph and pie chart gives data on the ratio of...
gives information on how the...
presents information about
shows data about
summarizes

Vocabulary for the General or Overview Part:

1. In general... 9. As an overall trend/ As overall trend...

2. In common... 10. As it is presented...
3. Generally speaking, ... 11. It can be clearly seen that...
4. Overall... 12. At the first glance...
5. It is obvious... 13. It is clear,
6. As it is observed... 14. At the onset...
7. As a general trend... 15. It is clear that...
8. As can be seen... 16. A glance at the graph(s) reveals that...

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Understanding the Trends

Zigzag
Upward Trend Downward Trend No Change (Up and Down)

I. Language of Change
Describing upward movement Describing downward movement

Verb Noun Verb Noun

To rise a rise To decrease A decrease
To increase increment, an increase To fall A fall
To grow Growth To drop A drop
To peak A peak To dip A dip
Reach a high point of Reach a low
point of

Describing for no change Describing both upward and downward movements

Verb Noun
Stay (about) the same To Fluctuate Fluctuation
Remain stable To zigzag zigzag

Remain steady To vary variation

Describing big changes Describing small changes

Adverbs Adjectives Adverbs Adjectives
Rapidly Rapid Slowly Slow
Sharply Sharp Slightly Slight
Quickly Quick Steadily Steady
Dramatically Dramatic Gradually Gradual
Suddenly Sudden
Wildly Wild
A lot
Significantly Significant

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Verb + Adverb Adjective + Noun

Drop quickly A quick drop

Fall dramatically A dramatic fall

Decrease slowly A slow decrease

Fall slightly A slight fall

Verb + Adverb Adjective + Noun

Rise dramatically A dramatic rise

Increase sharply A sharp increase

Grow gradually A gradual grow

Rise steadily A steady rise

Fluctuate gradually Gradual fluctuation

Prepositions
Prepositions are often used to describe information in graphs and charts.
to – to talk about a number or amount that something reached
by – to talk about how much something changed
E.g.,
• Seafood sales rose to $50 million by 2010.
• The big ocean fish population fell by 20 percent over two years.
Time
Over - a period of time
Between - a period from one year to another
By - a certain time
In - during a number of years
E.g.,
➢ Seafood sales fell by 20 percent over two years.
➢ Sale of bluefin tuna rose sharply between 2008 and 2013.
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➢ Sales rose to $50 million by 2010.

➢ Sales of orange roughly doubled in five years.

II. Language of Comparison

1. Comparatives and superlatives
One of the aims of IELTS writing task 1 is to compare and contrast information given in a graph, chart
or diagram. If you want to achieve a higher IELTS band score, you need to use a range of language and
grammatical structures accurately.
One way to compare and contrast is to use comparatives and superlatives.

2. Qualifying comparisons
You can also modify your comparative phrases even further.
Examples:
i. Americanos were a lot more popular than espressos.
ii. The country's GDP was much higher in 1992 than 2000.
iii. France produced much less energy than Germany in 2009.
iv. There were slightly less visitors to the UK in 1979 than 1980.
v. The Children's charity received far more money in 2016 than 2017.
vi. Encouraging cycling is a far more effective way of reducing pollution than punishing drivers.
vii. Negative news stories are much more common than positive reporting.

3. Comparing similar/opposite figures

Even if you are given numbers that are almost the same in writing task 1, you can still use comparative
language such as:
• as ... as...
• almost as ... as
• not quite as ... as
• nearly as ... as
Examples:
i. Just as many cars as vans were hired in 2000.
ii. The number of people that emigrated to the USA in 2009 was almost as high as the number to the
UK.
iii. The number of vehicle thefts in 2000 was not quite as high as it was in 2001.
iv. Travelling by bike was nearly as popular as travelling by car in the UK in 2018.

And if you are given figures that are drastically different, you can use the following phrases to create a
contrast:
• Not nearly as .... as
• Nowhere near as ... as
• half as ... as
Examples:
i. The proportion of monthly income spent on entertainment was not nearly as high as housing.
ii. The percentage of women in poverty of women aged 45-54 was nowhere near as high as women
aged 18-24.
iii. Half as many history books as fiction books were borrowed from the library in 2014 than 2018.

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4. Subordinate clauses
Subordinate clauses are another way to compare and contrast information, as well as increase your
grammatical range and coherence in IELTS Writing Tasks 1 and 2.
Subordinate clauses joined to the main clause using a subordinating conjunction.
Here are some suitable subordinating conjunctions you could use:

• While • Though
• Although • While
• Even though • Whereas

Examples:
1. Although going to the gym is good for your health, it is not effective without a balanced diet.
2. While English was the most popular subject in 2020, Economics was even more popular in 2021.
3. Even though most students pass their exams, many still choose to travel abroad and take a gap year.

5. Transition words
Transition words, also known as cohesive devices, are another way to compare and contrast.
Here's a list of useful cohesive devices to compare and contrast:

• But • However • On one hand • Rather

• Despite • In contrast • On the other hand • Similarly
• Conversely • In the same way • Nevertheless • Likewise
• Even so

Examples:
i. Many actors are often followed by the press. Likewise, reality TV stars often report being hounded by
paparazzi.
ii. On one hand, renting your home instead of buying it can be more beneficial as the landlord is
responsible for repairs. On the other hand, you will not be able to pass on the house to your children
in the future.
iii. It is argued that people should eat a plant-based diet rather than eating meat as it is healthier.

III. Language of Proportion

• Four-fifths -80% • Two fifths - 40% • One in ten - 10% (this is used for people or
• Three quarters - 75% • Just over a third - 35% objects)
• Seven out of ten - 70% • Just under a third - 30% • From two fifths to less than a fifth - From
• Just over half - 53% • One quarter -25% 40% to 15%
• a fifth - 20% • (for trends graphs)
• Less than a fifth - 15% • Halved (verb) - dropped by half

Examples:
i. Around fourth fifths of university students stated that the library was the best place for their research.
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ii. Coal accounted for one-quarter of fossil fuels used as an energy source.
iii. One in ten people reported that they went to fast-food restaurants at least once a month.
iv. According to the graph, car production in France halved between 1999 and 2004.
v. Just under a third of visitors stated that they were happy with the renovations in the museum.
vi. Exports of semiconductors dropped from two fifths to less than a fifth in three years.

For Pie Chart Question

➢ on a related topic and in a different time frame

➢ Can use language of change (e.g., increase, decrease, etc)
➢ language of proportion and comparison

➢ on a different topic and the same time frame

➢ Cannot use language of change (e.g., increase, decrease, etc)
➢ Language of proportion and comparison

For Map Diagram Questions

• Go through the instructions thoroughly and then read the map diagram questions.
• Make notes while analyzing the maps. You can circle, underline, number, or highlight the key
points you think may be relevant.
• Remember, the more you plan what you’re going to write, the easier it will be to write about it.

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For Process Diagram Questions

• Analyze the diagram and the process thoroughly
• Follow through the given information
• Understand the key stages and concepts
• Interpret the task in a better and clear way
• Understand the kind of process you will have to write about
Structure the essay in a way that it matches with the stages and concepts

Process Diagram Vocabulary

i. Words to Describe the Type of Diagram ii. Words to Describe the Steps in the Process

Verbs Adjectives Adverbs Nouns

• Creates • Natural • First/firstly • Step
• Produces • Human-produced • Second/secondly • Stage
• Makes • Man-made • After/afterwards/once • Phrase
• Distributes • Cyclical • Next
• Moves • Linear • Later
• • step(s) • Following
• Subsequently
• Finally/lastly
• During
• While
• Meanwhile
•
•
iii. Words to Describe a Cycle or Repetition iv. Verbs to Know for Describing a Process

• Begins •
Nouns Adjectives • Continues
• Cycle • Cyclical • Follows
• Repetition • Repetitious • Ends
• Repeats • Repeats
• Loops
• Continues indefinitely
• Recurs

Use the following conjunctions to make more complex sentences

– when/once/as soon as/immediately/whereas….

Eg: Once obtained, raw materials and manufactured components are stored for later assembly
The manufacturing stages involve the storage, assembly, inspection, packing to the sales methods whereas
the research stages include market & product research, design and advertisement.
– before + clause or gerund
Eg: Most consumer goods go through a series of stages before they emerge as finished products ready for
sale.
– after + clause or gerund

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Eg: After the production planning is complete the assembly, inspection, testing and packaging stages are
done sequentially.
– where/from where/after which
Eg: Assembly first depends upon the production planning stage, where it is decided how and in what
quantities the stored materials will be processed to create sufficient quantities of finished goods.

Use of Appropriate Verbs

Verbs to be used Example Use in Sentence
Added to The mixture is then added to a product.
Flows out of This mixture slowly flows out of a gallon into a large vessel.
Passes through Bricks are formed after clay passes through various pipes.
Processed by Tea leaves are then processed by a specialised mixing machine.
Formed Cheese cubes are formed by cube-cutting machines.
Sent to The finished product is then sent to an assembly section.
Goes into After that, the heated water goes into a spherical vessel.
Begins with The process begins with the collection of tea leaves.
Enters Once completed, the final product enters into the furnace.
Distribute Manufactured milk packets are then distributed via the logistics team.
Placed Once the first step is over, tea leaves are placed under a dryer.
Stored in Bricks are stored in a dry chamber after completion.

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Sample Writing (Line Graph)

The graph shows the number of visitors to four international museums between 1980 and 2015.
Summarise the information by selecting and reporting the main features, and make comparisons
where relevant.

The line graph shows how many people visited four museums in different countries in the world between
1980 and 2015.

All in all, the Louvre Museum was the most popular, with between approximately 8 and 9 million visitors
each year. The least popular were the Shenzhen and the London Science Museum, with no more than 4
million visitors each year.

The number of visitors to the London Science Museum decreased slowly from just over 4 million in 1980
to around 2 million in 2015. By contrast, the visitors to the Vatican Museum increased from just under 5
million in 1980 to around 9 million in 2015.

In addition, the number of visitors to the Shenzhen Museum stayed about the same over the thirty-five-
year period. They fell from just under 4 million in 1980 to just over 3 million in 2000 and then rose to
just under 4 million again in 2015.

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Sample Writing (Bar Chart)

The bar chart below shows the sector contributions to India’s gross domestic product from 1960 to
2000.
Summarise the information by selecting and reporting the main features, and make comparisons
where relevant.
Contribution as % of India's GDP

The bar graph illustrates the relative percentage contributions made by the agricultural, industrial and
service sectors to the Indian economy between 1960 and 2000.

Overall, the contribution of agriculture declined steadily while services grew significantly decade by
decade. A different patterned emerged for industry, which initially showed a slowly increasing
percentage but then stayed about the same from 1980 onwards.

In 1960, agriculture contributed by far the highest percentage of GDP, peaking at 62%, but it then
dropped in steady (steadily) to a low of 12% in 2000. On the other hand, the service sector had a relatively
minor impact on the economy in 1960. This situation changed gradually at first, then its percentage
contribution jumping from 28% to 45% between 1980 and 1990. By 2000 it matched the high point
reached by agriculture in 1960, showing a reversal in the overall trend.

There was a steady contribution to India’s wealth in industry sector throughout the period. As a sector, it
grew slightly from 16% in 1960 to exactly a quarter in 1980 then remained steady for the next two
decades, maintaining a constant share of the overall GDP.

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Sample Writing (Pie Chart)

The two pie charts below show the percentages of industry sectors’ contribution to the economy of Turkey
in 2000 and 2016.
Summarize the information by selecting and reporting the main features and make comparisons where
relevant.

The two pie charts illustrate how different industry sectors contributed to the economy of Turkey
percentage-wise (in terms of percentage) in the years 2000 and 2016.
Overall, at the beginning of the period construction contributed the least to the economy of Turkey
and agriculture was the most significant economic sector. In comparison, at the end of the period
healthcare and education became the largest economic segment and the lowest contribution was made by
financial, business and other services.
Construction sector accounted for 3% of Turkey's economy in 2000, and experienced a more than
threefold increase to one-tenth in 2016. Economic income from trade, utilities and transportation was
14% in 2000 and experienced a slight growth of 2% in 2016. At the beginning of the period,
manufacturing, and finance, business and other services made up 8% and 5% of Turkey's economy,
respectively, and these figures rose to 12% and 8% in 2016.

Agriculture, which comprised almost a quarter of Turkey's economy in 2000, fell to 14% in 2016.
In 2000 economic outputs from government and leisure and hospitality sectors were at 12% and 17%,
respectively, and both decreased by 3% after 16-year period. In contrast, contribution from healthcare and
education sector remained constant in both years at 17%.

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Sample Writing (Maps)

The diagrams below show the changes that have taken place at West park Secondary School since its
construction in 1950.
Summarize the information by selecting and reporting the main features and make comparisons where
relevant.
Write at least 150 words.

Firstly, significant alterations occurred to the farmland, it was redesigned to a sports field in 1980
and then to a car park in 2010.
There was an expansion of the car park in 2010 and the sport field was placed between the car park and
the playground.
Moreover, substantial changes happened to the houses. They were removed from the map, car
park and science block taking their place.
Furthermore, a science block was added to the school building in 1980 and playground was
reduced in size. However, the locations of the playground and school were not modified.
In contrast, the main road remained unchanged throughout the period.
Overall, farmland and houses disappeared from the map, playground was abridged, and there were
built science block, car park and sports field.

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Sample Writing (Process Diagram)

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

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.

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Sample Writing (Table)

The table below shows information and prediction regarding the change in percentage of aged 65 and
above in three different countries.
Summarise the information by selecting and reporting the main features and make comparisons where
relevant.
Write at least 150 words.

The table gives information about the proportion of the population who are 65 years old and over in 3
countries (Canada, Germany and the UK) in 1988, 2000 and an estimated percentage in 2030.
Overall, the population of elderly people is predicted to rise in all three countries from 1988 to 2030. The
highest percentage of older people was in Germany, which will continue to remain the highest in 2030,
while the lowest proportion can be seen in the UK over the period given.
Between 1988 and 2000, the aging population of Canada and Germany went up by around 5% to 20.67%
and 25.32% respectively.
The UK, on the other hand, showed relatively little change in the proportion of its population aged 65
plus and remained at just under 15% in both years.
By 2030, it is expected that the population of people aged 65 and above will increase by approximately
5.5% in all three countries.
The percentage is forecast to reach 30.42% in Germany, 26.35% in Canada and 20.35% in the UK.

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