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Ielts Task 1 (Academic Exam) How To Write at A 9 Level
Ielts Task 1 (Academic Exam) How To Write at A 9 Level
Task
1
(Academic)
How
to
write
at
a
9
level
A
brief
ebook
by
Ryan
T.
Higgins
Table
of
contents
Foreword
Chapter
1
Before
we
begin
writing
o 1.1
What
is
required
in
Task
1
of
the
IELTS
writing
exam?
o 1.2
What
is
critical
thinking?
o 1.3
Analyzing
Task
1
questions
and
identifying
and
interpreting
data
types
(graphs,
tables,
charts,
diagrams)
o 1.4
Proper
Task
1
writing
structure
Chapter
2
The
writing
process
o 2.1
Lexical
resources
for
different
data
types
o 2.2
The
importance
of
pace
Chapter
3
Building
our
analyzing
paragraph
o 3.1
Coherence
and
cohesion
at
the
paragraph
level
Chapter
4
Building
our
interpretation
paragraph
o 4.1
Interpreting
data
in
written
English
Chapter
5
Putting
it
all
together
o 5.1
Cohesion
at
the
paragraph
level
Chapter
6
Special
cases
o 6.1
How
to
write
using
Double
data
source
structure
o 6.2
Diagrams
Chapter
7
Review
what
you
have
learned
in
this
book
o 7.1
Review
quiz
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
Foreword
This
book
has
been
written
to
provide
the
IELTS
student
with
a
quick
run-through
regarding
how
to
prepare
and
perform
effectively
on
the
written
Task
1
portion
of
the
IELTS
Academic
examination.
Task
1
is
completely
different
from
Task
2
and
will
test
your
ability
to
write
accurately
and
in
a
logical
manner.
You
will
find
in
your
training
for
this
section
that
new
lexical
resources
and
writing
patterns
will
need
to
be
adopted.
Structurally
speaking,
Task
1
is
in
many
ways
much
more
complicated
than
Task
2.
Unlike
Task
2,
which
can
be
performed
in
4
well-organized
paragraphs
and
a
set
number
of
sentences,
the
number
of
paragraphs
your
Task
1
response
requires
will
vary
according
to
the
data
you
are
given
in
your
question.
Further,
the
number
of
sentences
within
these
paragraphs
can
also
vary.
Thus,
the
training
you
will
receive
through
this
book
will
show
you
how
to
maintain
a
flexible
structure
allowing
you
to
accommodate
your
response
to
the
needs
of
Task
1
questions
on
a
case-by-case
basis.
Although
a
powerful
tool,
this
ebook
should
not
be
the
only
resource
you
draw
from
in
preparation
for
your
examination.
It
should
be
remembered
that
no
textbook
can
replace
the
value
of
a
routine
of
practice
administered
under
the
guidance
of
a
professional
IELTS
trainer.
If
you
do
not
have
a
personal
IELTS
tutor,
get
one!
Finally,
the
pages
included
in
this
ebook
are
the
result
of
months
of
research,
drafting,
editing,
writing
and
rewriting
and
reflect
the
professional
skills
I
have
built
as
an
IELTS
trainer
since
2004.
This
ebook
is
provided
at
a
price
to
allow
fair
access
to
everyone
on
all
budgets.
Please
do
not
bootleg!
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
What
this
graph
shows
is
an
average
monthly
spending
of
roughly
$1,000,000,000
among
collective
New
York
City
households
in
2009.
To
a
passively
thinking
person,
the
following
mental
conclusion
would
most
likely
be
drawn:
This
graph
shows
little
change
in
consumer
spending
in
New
York
City
over
a
12-
month
period.
However,
to
a
critically
thinking
person
this
data
appears
odd
as
consumer
spending
is
markedly
affected
by
the
people,
customs
and
culture
it
reflects.
The
fact
that
heightened
spending
at
Christmas
is
not
present
indicates
something
abnormal
about
this
graph
(or
perhaps
something
abnormal
about
New
York
City
during
2009).
Thus,
a
critically
thinking
IELTS
exam
taker,
as
someone
who
habitually
questions
data
and
holds
it
accountable
to
rational
thinking,
would
probably
mentally
conclude:
This
graph
shows
a
linear
spending
pattern
in
New
York
City
over
a
12-month
period,
and
this
is
considered
to
be
abnormal.
Here,
by
mentally
concluding
that
the
data
is
abnormal,
the
student
has
demonstrated
their
ability
to
think
beyond
the
information
they
have
been
given.
It
is
this
critically-thinking
muscle
that
you
will
need
to
develop
to
really
score
well
on
your
examination.
Anyone
can
describe
a
graph
in
a
robotic
manner,
with
little
or
no
critical
thinking
employed.
A
successful
IELTS
student
demonstrates
their
critical
literacy
in
their
written
examination
response;
a
true
demonstration
of
English
language
mastery
and
a
full
understanding
of
the
culture
of
reason
it
comes
from.
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
1.3
Analyzing
Task
1
questions
and
identifying
and
interpreting
data
types
Task
1
questions
present
data
in
a
variety
of
forms.
The
4
forms
you
may
be
presented
on
your
examination
are
graphs,
tables,
charts
and
diagrams.
Visual
data
is
always
accompanied
by
a
Task
1
question
that
will
frame
the
data
in
some
manner
and
may
provide
you
with
a
brief
description
of
what
the
data
shows.
How
to
approach
the
data
All
4
forms
present
data
that
can
be
broken
down
into
broad,
minor
and
minute
details.
Your
first
step
when
responding
to
a
Task
1
question
is
mentally
breaking
the
data
you
are
presented
down
and
classifying
it
into
these
3
categories.
You
should
not
start
writing
your
response
until
youve
carried
out
this
essential
step.
Lets
try
it
Lets
look
at
the
following
data
type
examples
and
specify
what
portions
make
up
their
broad,
minor
and
minute
details:
1
Graphs
Middle-aged
adult
(36-45)
Older
adult
(46-59)
Elderly (60+)
The
broad
trend
in
this
data
appears
to
be
a
downward
development
without
interruption
from
start
to
finish.
Minor
trends
are
twofold:
a
sharper
decline
between
Young
adult
and
Middle-aged
adult
followed
by
a
more
gradual
decline
between
Middle-aged
adult
and
Elderly.
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
Minute
details
can
be
seen
at
three
points
in
this
data:
the
trends
beginning
(just
slightly
more
than
500
ml),
the
point
where
the
trend
changes
(Middle
age,
at
roughly
200
ml)
and
at
the
trends
conclusion
(slightly
below
200
ml).
To
help
visualize,
take
a
look
at
the
following
graph
where
broad,
minor
and
minute
details
have
been
circled
in
blue,
red
and
green
respectively:
Middle-aged
adult
(36-45)
Older
adult
(46-59)
Elderly (60+)
2
Tables
The
broad
details
outlined
in
this
table
are
most
clearly
defined
by
the
charts
title:
British
cuisine
composition.
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
Minor
details
can
be
seen
when
certain
elements
are
grouped
together.
For
example,
the
tables
figures
can
be
grouped
into
the
four
food
groups:
(1)
protein,
(2)
fruits
and
vegetables,
(3)
starches
and
(4)
fats
and
sugar.
An
IELTS
student
would
then
use
these
minor
details
to
more
fluently
talk
about
the
various
dietary
weightings
in
British
cuisine.
Minute
details
are
those
figures
in
the
list
that
are
worth
noting
numerically.
In
this
list,
the
larger
caloric
sources
of
livestock,
grain
and
sugar
could
be
quoted
as
figures
in
the
students
Task
1
IELTS
response
to
better
illustrate
what
kinds
of
foods
are
most
heavily
weighted
in
this
diet.
Foods
not
making
up
noticeable
portions
of
the
diet
are
not
significant
enough
to
mention
in
detail
and
thus
we
probably
wouldnt
include
them
in
our
Task
1
response.
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
3
Charts
9%
19%
5%
16%
22%
5%
7%
14%
Looking
at
this
chart,
we
can
see
that
our
broad
detail
is
how
this
data
outlines
the
various
demographics
that
make
up
Australian
smoking
youths.
The
minor
details
shown
here
illustrate
how
an
Australian
youths
likelihood
to
begin
smoking
is
positively
correlated
to
whether
or
not
their
parents
or
guardians
smoke.
Thus,
there
appears
to
be
3
minor
details:
(1)
children
who
live
with
non-
smoking
parents
or
guardians,
(2)
children
who
live
with
smoking
parents
or
guardians
and
(3)
children
who
live
in
an
alternative
arrangement
(denoted
by
Other).
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
10
The
minute
details
are
those
figures
that
make
up
the
largest
and
smallest
demographics
in
this
chart.
So
if
describing
this
chart
was
our
Task
1
question,
we
might
think
to
make
reference
to
the
figure
for
children
living
with
non-smoking
biological
parents,
children
living
with
a
single,
smoking
guardian
and
children
living
under
alternative
circumstances,
as
these
figures
are
either
the
largest
or
smallest
in
the
data
and
therefore
more
significant
than
the
other
data.
This
does
not
mean
that
we
wont
mention
the
other
data,
it
simply
means
we
wont
mention
the
other
data
in
precise
terms.
4
Diagrams
Floor
160+
Mechanical
Floor
156
159
Communications
and
broadcast
Floor
125
-
155
Corporate
suites
Floor
122-124
Tourist
attractions
(Observatory
and
restaurant)
Floor
77
121
Premium
residential
Floor 40 76 Residential
The
minute
details
would
include
extended
discussion
on
certain
portions
within
the
building.
Of
the
9
sections
presented
here,
only
the
more
prominent
sections
would
be
discussed
in
detail.
We
probably
would
not
make
extra
mention
of
the
mechanical
areas
or
parking,
as
these
parts
of
the
building
are
rather
small
and
irrelevant.
How
to
reveal
broad,
minor
and
minute
details
in
our
paragraphs
In
your
Task
1
response,
you
are
going
to
reveal
these
broad,
minor
and
minute
details
to
your
reader.
The
trick
is
to
do
this
in
an
attractive
and
easy
to
read
format.
Thus,
although
out
natural
inclination
may
be
to
structure
our
paragraph
so
that
it
presents
these
details
one
at
a
time,
starting
very
broadly
and
becoming
very
specific:
Broad
details
Minor
details
Minute
details
this
structure
does
not
cater
kindly
to
the
reader
and
will
make
your
writing
feel
robotic
or
overly
systematic.
To
avoid
this,
you
need
to
structure
your
paragraphs
more
like
a
goblet:
broader
details
first
followed
by
minor
and
minute
details
integrated
together.
Broad
details
Minor
and
minute
details
Use
minute
details
to
emphasize
the
more
important
points
among
your
minor
details.
Writing
in
this
way
will
help
you
compose
your
Task
1
response
in
a
much
more
fluent
manner.
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
12
Now
that
we
know
how
to
identify
and
reveal
broad,
minor
and
minute
details,
lets
discuss
how
to
properly
structure
our
Task
1
response
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
13
...would
be
described
as
a
single
data
source
depicting
4
trends.
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
14
In
addition
to
our
examiners
expectations
and
our
question
scope,
we
must
also
adhere
to
a
minimum
word
length
of
150
words
and
we
should
aim
to
hit
this
length
as
precisely
as
we
can.
Writing
responses
of
200
or
more
words
is
highly
discouraged
as
this
will
increase
the
chances
of
grammatical
and
structural
errors
and
will
as
well
waste
valuable
time.
Finally,
the
examination
provides
only
60
minutes
to
perform
both
written
Task
1
and
2.
Thus,
we
should
set
ourselves
a
limit
of
18
minutes
with
which
to
perform
Task
1,
reserving
2
minutes
to
check
our
response
before
moving
on
to
Task
2.
In
all
of
your
training
leading
up
to
the
examination,
you
should
aim
to
complete
your
Task
1
responses
in
18
minutes.
Now
that
we
are
aware
of
these
4
restrictions,
lets
review
a
structure
that
allows
us
to
demonstrate
our
writing
skills
to
their
maximum.
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
15
Interpretive Section
Analytical Section
Paragraph
1
-
Analyzing
1. Data
type
description
2. Broad
3. Minor
detail
(minute
detail)
4. Minor
detail
(minute
detail)
5. Minor
detail
(minute
detail)
6. Minor
detail
(minute
detail)
7. Conclusion
Paragraph
2
-
Interpreting
8. Explanation
9. Elaboration
10. Summary,
prediction
or
comment
What
you
probably
notice
when
looking
at
the
two
structures
is
the
basic
number
of
sentences
they
employ
is
equal:
10.
As
we've
discussed,
you
have
150
words
to
work
with
in
your
Task
1
response
and
these
words
can
be
formulated
into
a
variety
of
sentence
and
paragraph
structures.
Given
most
academic
sentences
have
an
average
length
of
12
words
(at
the
very
minimum),
you
can
expect
a
response
between
10
and
15
sentences
in
length
to
hit
or
exceed
your
target
of
150
words.
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
16
Another
thing
you
have
noticed
about
the
above
2
structures
is
their
use
of
paragraphs.
In
the
first
structure,
a
larger
paragraph
is
followed
by
a
smaller
one.
In
the
second,
three
paragraphs
of
roughly
equal
size
are
seen.
As
you
may
have
already
guessed,
these
paragraphs
correspond
to
the
number
of
pieces
of
data
you
are
presented
in
your
question.
The
terms
Analytical
Section
and
Interpretive
Section
refer
to
the
roles
the
various
paragraphs
play
in
your
writing.
The
first
section
should
be
a
clear
and
very
concise
depiction
of
the
data
you
have
been
presented
with.
As
you
can
see
in
the
diagram,
this
section
can
be
1
paragraph
or
more
(depending
on
how
many
pieces
of
information
you
are
being
asked
to
analyze).
The
second
section
should
be
reserved
for
your
interpretation
of
the
data
and
an
educated
guess
as
to
why
the
data
reveals
what
it
does.
Section
2
is
1
paragraph
long.
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
17
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
18
19
given,
the
overall
written
piece
should
end
up
between
150
and
190
words.
Committing
these
structures
to
memory
will
increase
your
speed
on
the
examination
and
will
instill
confidence
in
your
ability
to
tackle
any
Task
1
question
in
a
well-organized,
cohesive
manner.
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
20
1995
12%
2000
10%
8%
6%
4%
2%
0%
Broad
detail:
All
countries
show
a
significant
increase
in
notebook
computer
owners
between
1995
and
2000.
Minor
details:
The
countries
with
the
largest
economies
(the
UK,
Germany,
Italy
and
France)
appear
to
have
had
more
notebook
computer
owners
in
1995
than
the
other
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
21
countries.
The
notebook
computer
owners
of
these
countries
also
appear
to
have
grown
slower
than
the
exponential
growth
seen
in
the
Scandinavian
countries.
Minute
details:
The
country
experiencing
the
most
modest
growth
is
the
UK,
which
grew
by
about
8%.
The
country
experiencing
the
most
significant
growth
is
Denmark,
which
began
at
roughly
1%
and
ballooned
to
a
figure
of
17%.
Lets
look
at
some
different
ways
we
can
describe
trends
as
depicted
in
a
graph
as
well
as
some
transition
phrases
we
can
use
to
go
from
describing
one
trend
to
another:
Data
referred
to
as
Increase
Decrease
Unchanging state
Volatile state
State transition
the
figure
the
trend
the
data
the
numbers
the
value
the
amount
peaked
at
topped
at
shot
to
rocketed
to
jumped
to
swelled
to
ballooned
to
gradually
climbed
to
modestly
climbed
to
inched
to
crawled
to
dropped
to
fell
to
slid
to
deflated
to
shrunk
to
bottomed
at
(this
phrase
marks
the
lowest
point)
hit
a
trough
at
(this
phrase
marks
the
lowest
point)
maintained
a
value
of
went
without
change
for
went
unaltered
remained
stable
held
steady
at
reached
a
plateau
of
experienced
volatility
for
unstable
figures
between
_________
and
_________
the
figures
became
turbulent
jumped
back
and
forth
erratically
before
it
following
this,
the
trend
a
period
of
_________
ensues
after
reaching
_________
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
22
Examples
demonstrating
some
of
the
above
phrases
in
action.
the
trend
is
_________
marks
the
moment
when
The
figure
began
at
9
before
it
swelled
to
17.
After
the
following
month,
the
value
inched
its
way
to
18
before
undergoing
a
period
of
volatility.
From
here,
the
trend
appears
to
have
experienced
a
brief
period
of
stability
before
sliding
to
11
and
then
hitting
a
trough
at
5.
Tables
Tables
can
show
information
in
one
of
2
ways.
The
first
presents
trends
and
thus
when
writing
you
will
need
to
draw
from
the
same
lexical
pool
as
graphs.
The
second
presents
static
data
seen
in
such
data
types
as
schedules,
menus
or
lists.
We
can
describe
such
data
as
static
because
it
doesnt
present
information
that
evolves
or
changes
over
time.
Lets
analyze
the
broad
details,
minor
details
and
minute
details
of
the
following
table:
Public
bus
schedule
for
a
bus
route
in
Vancouver
Monday-Friday
Saturday
Sunday
8:00
8:00
no
service
8:30
9:00
9:00
10:00
9:30
11:00
10:00
10:30
11:00
4:30
5:00
4:30
5:30
5:30
6:00
6:30
6:30
7:30
7:00
7:30
Broad
details:
Bus
circulation
is
heavier
during
the
week
than
on
weekends.
Minor
details:
Bus
service
is
heaviest
during
weekday
mornings
and
evenings.
Bus
service
is
available
at
reduced
circulation
on
Saturdays.
There
is
no
service
offered
on
Sundays.
Minute
details:
From
Monday
to
Friday,
buses
run
on
the
half
hour
from
8
am
until
11
am
then
again
from
4:30
pm
until
7:30
pm.
On
Saturday,
buses
run
once
per
hour
from
8
am
until
11
am
and
4:30
pm
until
7:30
pm.
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
23
Now
lets
review
a
few
ways
to
describe
the
data
we
are
presented
in
tables:
Describing
repeating
data/data
at
intervals
Describing
time
Describing
an
exception
Examples
demonstrating
some
of
the
above
phrases
in
action.
cyclical
regular
every
_________
follows
a
cycle
repeating
every
commences
at
departs
at
from
_________
to
_________
concludes
at
except
between
_________
and
_________
save
_________
The
schedule
for
Saturday
commences
at
9
am
and
concludes
at
3
pm.
A
train
departs
every
30
minutes,
except
at
rush
hour
when
it
operates
at
intervals
of
15
minutes.
There
is
a
plane
to
London
every
day
of
the
week,
save
Tuesday.
Charts
Charts
typically
present
information
in
a
snapshot
fashion.
In
other
words,
the
data
presented
may
show
the
value
of
a
number
of
figures
at
a
single
point
in
time.
Lets
analyze
the
broad
details,
minor
details
and
minute
details
of
the
following
chart:
Toronto
8%
Montreal
7%
Vancouver
3%
2%
70%
Calgary
Ottawa
Other
Broad
details:
Although
a
large
number
of
Canadians
live
in
Canadas
5
largest
cities,
the
vast
majority
of
Canadians
live
elsewhere.
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
24
Minor
details:
Most
Canadians
live
in
cities
smaller
than
Ottawa.
A
significant
proportion
of
Canadians
live
in
Canadas
5
largest
cities.
Minute
details:
25%
of
Canadians
live
in
Toronto,
Montreal
or
Vancouver.
The
countrys
capital,
Ottawa,
makes
up
only
2%
of
Canadas
overall
population
and
is
the
smallest
of
the
5
cities
presented
here.
70%
of
Canadians
live
outside
Canadas
largest
cities.
Lets
come
up
with
some
language
we
can
use
to
describe
charts:
Describing
majority
Diagrams
Diagrams
will
depict
either
a
process
or
an
image
that
requires
a
spatially-sensitive
lexical
resource
to
be
described
effectively.
Like
graphs,
tables
and
charts,
diagrams
can
also
be
broken
up
into
broad
details,
minor
details
and
minute
details.
The
diagrams
you
will
see
on
your
IELTS
examination
will
fall
into
1
of
the
2
following
categories:
1. Processes
that
exhibit
phases
that
need
to
be
outlined.
These
types
of
descriptions
are
time-sensitive:
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
25
2. Spatial
images.
These
images
are
typically
non
time-sensitive:
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
26
Lets
identify
the
broad,
minor
and
minute
details
of
the
following
diagram:
Broad
details:
This
diagram
outlines
the
life
cycle
of
a
butterfly,
from
egg
to
mature
adult.
Minor
details:
There
are
5
phases
in
this
life
cycle:
egg,
newly-hatched
larva,
larva
growth
phase,
pupating
phase
and
finally
the
adult
phase.
Minute:
Eggs
appear
to
develop
for
2-3
weeks
before
hatching.
The
larva
then
enters
its
growth
phase,
which
can
last
between
3
and
6
weeks.
Before
becoming
a
mature
adult
butterfly,
the
larva
must
pupate
and
turns
into
a
pupa
for
a
period
of
2
weeks.
The
growth
cycle
restarts
when
the
adult
butterfly
produces
eggs
of
its
own.
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
27
first
second
the
initial
step
following
this
initial
phase
from
here,
before
this
can
occur,
after
this
occurs,
____________
is
the
next
phase
of
the
process.
finally,
Concluding
the
process
is
the
________
step.
_______
wraps
up
the
process
In
cases
where
you
must
use
language
to
describe
non
time-sensitive
data,
the
following
is
suggested:
Direction/location
Shape
Texture
Motion
to
the
right
of
adjacent
the
directly
below
sitting
flush
on
the
/
laying
flat
on
the
below
hovering
above
about
______
(measurement)
from
_______
(object)
at
opposite
ends
of
cylindrical
sharp
edges
at
an
obtuse/acute/right
angle
spherical
hollow
top-heavy
stabilized
by
a
______
which
appears
to
have
a
rough
texture
smooth
lacquered
flexible
pliable
solid
fragile
brittle
gritty
unfinished
splintered
metallic
rubbery
alternating
moving
straight
along
moving
perpendicular
to
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
28
Examples
demonstrating
some
of
the
above
phrases
in
action.
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
29
The
trends
depicted
in
this
graph
can
be
described
at
either
a
rapid
pace:
This
chart
commences
with
a
period
of
volatility
lasting
roughly
6
weeks
before
a
steady
climb
in
sales
is
seen.
or
an
extremely
gradual
pace:
Travel
Echos
summer
begins
slow.
Its
first
week
sees
sales
of
only
$5000,
however
this
climbs
in
the
second
week
to
more
than
$10,000.
Similar
figures
alternate
back
and
forth
over
the
following
weeks:
June
19th
sees
a
fall
to
well
below
$5000,
June
26th
shows
another
gain
to
$10,000,
July
3rd
experiences
yet
another
fall
to
about
$3000
and
July
10
concludes
almost
as
high
as
June
26th
at
about
$9000.
The
dates
following
the
17th
of
July
2010
appear
to
be
the
beginning
of
a
steady
climb
in
the
companys
revenue.
July
31st
garners
the
company
$10,000
in
sales
earnings.
August
7th
sees
this
number
increase
to
$13,000.
August
14th
marks
$15,000
in
sales
earnings.
$18,000
is
August
21sts
figure
and
the
graph
finishes
August
28th
at
$21,000.
Both
responses
describe
the
graphs
data
correctly,
however
they
vary
only
in
the
speed
by
which
they
share
information,
or
pace.
In
Task
1
of
the
IELTS
examination,
you
must
budget
your
time
correctly
and
this
means
controlling
how
long
and
how
many
sentences
you
commit
to
describing
certain
trends.
The
gradual
writing
that
you
see
above
is
much
too
detailed
to
be
plausibly
written
on
your
examination.
It
is
important
that
you
do
not
waste
time
describing
trivial
details,
but
it
is
equally
important
that
you
do
not
gloss
over
data
pertinent
to
your
written
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
30
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
response.
Thus,
when
presented
with
one
piece
of
data,
allow
yourself
to
describe
data
more
gradually,
and
when
presented
with
multiple
pieces
of
data,
describe
major
data
developments
while
providing
broad
descriptions
for
areas
of
little
concern.
This
will
help
you
make
the
most
of
the
18
minutes
you
have
to
write
your
Task
1
response.
Further,
following
this
strategy
will
allow
you
to
shorten
your
analyzing
section
paragraphs
in
the
event
you
are
given
multiple
pieces
of
data
and
lengthen
them
when
given
only
1
piece
of
data
to
describe.
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
31
Lets
discuss
it
When
we
initially
look
at
the
chart,
we
should
be
able
to
immediately
identify
broad
trends,
minor
trends
and
minute
details.
Broadly
speaking,
we
can
clearly
see
that
the
data
presents
two
minor
peaks
and
two
minor
troughs,
however
the
overall
direction
is
up.
The
minor
trends
in
this
chart
are
also
quite
easy
to
identify.
The
first
is
a
period
of
volatility,
followed
by
a
climb,
then
a
fall
and
a
climb.
The
following
image
outlines
the
location
of
these
minor
trends:
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
32
50,000
45,000
40,000
35,000
30,000
25,000
20,000
15,000
10,000
5,000
0
As
we
now
know,
minute
details
are
those
points
in
the
graph
where
change
occurs
(whether
that
be
a
change
in
trend
or
the
beginning
or
ending
of
the
data
presented).
Minute
details
typically
act
as
points
of
reference
for
your
description
of
the
data
and
will
be
the
points
where
you
include
tangible
data
(usually
as
numerical
figures).
In
this
chart,
it
appears
attendance
is
highest
in
June
and
November
and
lowest
in
February
(with
a
noticeable
drop
during
the
summer
months,
too).
The
year
ends
stronger
than
it
began:
50,000
45,000
40,000
35,000
30,000
25,000
20,000
15,000
10,000
5,000
0
Lets
write
it
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
33
After
identifying
our
graphs
broad
trends,
minor
trends
and
minute
details,
the
writing
becomes
easy!
The
first
thing
we
need
to
do
now
is
to
come
up
with
2
sentences:
(1)
an
introduction
sentence
and
(2)
a
broad
sentence.
As
you
learned
in
Chapter
1,
these
2
opening
sentences
should
clearly
state
what
kind
of
data
we
are
being
presented
as
well
as
the
broad
trend
the
data
depicts.
Thus,
in
this
case
we
would
probably
write
something
such
as:
The
graph
presents
the
monthly
attendance
rates
experienced
by
the
Shanghai
Library
in
2010.
The
overall
trend
of
the
data
is
positive,
however
minor
downward
deviations
occur
at
two
points
in
the
year.
Now
that
weve
expressed
the
graphs
broad
trends,
we
can
talk
about
its
minor
trends.
While
writing
this
section,
we
are
going
to
include
minute
details
at
the
points
where
trends
change.
From
the
years
start,
a
clear
drop
in
attendance
rates
can
be
seen,
with
the
data
showing
its
most
major
trough
in
February
at
about
28,000
library
visitors.
But
attendance
rebounds
in
March,
at
39,000,
and
climbs
steadily
by
about
5000
people
over
the
next
3
months
to
its
first
peak
of
44,000
in
June.
Then
attendance
drops
to
37,000
in
July
before
starting
a
4-month
climb
to
45,000
in
November,
the
second
and
highest
peak
depicted
in
the
chart.
2010
finishes
just
slightly
weaker
at
44,000
in
December.
December
marks
a
9,000-person
increase
on
January.
What
you
can
see
in
the
piece
we
have
written
here
is
that
it
is
a
brief
description
of
minor
trends
punctuated
with
minute
details.
Numbers
are
only
shared
for
the
points
of
minute
details.
Numerical
data
pertaining
to
the
months
of
January,
April,
May,
August,
September
and
October
are
referenced
indirectly.
Yet
despite
being
only
about
100
words
long,
a
graph
could
be
accurately
drawn
from
this
description.
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
34
As
we
identified
last
chapter,
this
chart
depicts
two
troughs
(one
much
more
depressed
than
the
other)
and
two
peaks.
Our
thought
process
at
this
point
should
begin
trying
to
decipher
why
these
troughs
and
peaks
occurred.
Lets
think
critically
about
this
data
Our
Task
1
question
indicates
that
this
is
data
pertaining
to
the
monthly
number
of
attendants
a
library
in
Shanghai
receives.
So
why
would
different
points
of
the
year
reflect
variations
in
the
attendance
number?
Lets
think
about
what
kind
of
people
attend
a
library:
The
elderly?
Maybe.
Young
mothers?
Probably
not.
Working
class
people?
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
35
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
36
Our
first
sentence
needs
to
briefly,
yet
concisely,
state
what
we
feel
caused
the
trends
present
in
the
data
of
our
Task
1
question.
Thus,
it
should
read
something
like
this:
Although
the
two
troughs
depicted
in
this
otherwise
upward
trend
may
at
first
seem
discerning,
they
are
thought
to
be
caused
by
Chinese
New
Year
festivities
and
student
holidays
in
summer
respectively.
Our
second
sentence
is
going
to
elaborate
on
the
assumption
we
made
in
the
first:
The
first
depression
is
considered
to
be
more
major
than
the
second
due
to
its
relevance
to
all
strata
of
the
Shanghai
Library
attendance
as
opposed
to
only
the
student
demographic.
Finally,
our
concluding
sentence
is
going
to
offer
an
explanation
why
we
believe
our
theory
to
be
true
or
a
simple
prediction
for
the
future
of
the
data
presented
(if
the
data
is
time-sensitive
or
cyclical
in
nature):
The
cyclical
nature
of
this
data
should
cause
a
similar
trend
in
the
following
year.
Good
work!
But
we
are
not
quite
finished
yet.
Remember
that
the
key
to
writing
effectively
in
English
is
cohesion.
Lets
take
a
quick
look
at
how
this
paragraph
employs
cohesion
at
the
sentence
level.
Cohesive
phrases
have
been
highlighted
in
blue:
Although
the
two
troughs
depicted
in
this
otherwise
upward
trend
may
at
first
seem
discerning,
they
are
thought
to
be
caused
by
Chinese
New
Year
festivities
and
student
holidays
in
summer
respectively.
The
first
depression
is
considered
to
be
more
major
than
the
second
due
to
its
relevance
to
all
strata
of
the
Shanghai
Library
attendance
as
opposed
to
only
the
student
demographic.
The
cyclical
nature
of
this
data
should
cause
a
similar
trend
in
the
following
year.
Here,
the
first
depression
and
the
second
make
reference
to
the
troughs
brought
up
in
this
paragraphs
opening
phrase
although
the
two
troughs
(which
in
turn
reference
data
introduced
in
the
analyzing
paragraph).
In
the
closing
sentence,
this
data
reflects
upon
Shanghai
Library
attendance,
brought
up
in
the
sentence
prior.
Thus,
all
sentences
of
this
paragraph
work
together
as
a
unit
and
help
to
create
a
sense
of
language
flow
for
the
reader.
Congratulations!
You
have
written
a
well-structured
analytical
piece
regarding
the
data
presented
in
our
Task
1
question.
Lets
take
one
last
look
at
the
question
and
read
our
piece
from
start
to
finish
in
its
entirety:
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
37
Study
the
following
graph,
which
depicts
monthly
attendance
rates
for
the
Shanghai
Library
in
2010.
Write
a
report
for
a
university
lecturer
summarizing
the
above
information.
50,000
45,000
40,000
35,000
30,000
25,000
20,000
15,000
10,000
5,000
0
The
graph
presents
the
monthly
attendance
rates
experienced
by
the
Shanghai
Library
in
2010.
The
overall
trend
of
the
data
is
positive,
however
minor
downward
deviations
occur
at
two
points
in
the
year.
From
the
years
start,
a
clear
drop
in
attendance
rates
can
be
seen,
with
the
data
showing
its
most
major
trough
in
February
at
about
28,000
library
visitors.
But
attendance
rebounds
in
March,
at
39,000,
and
climbs
steadily
by
about
5000
people
over
the
next
3
months
to
its
first
peak
of
44,000
in
June.
Then
attendance
drops
to
37,000
in
July
before
starting
a
4-
month
climb
to
45,000
in
November,
the
second
and
highest
peak
depicted
in
the
chart.
2010
finishes
just
slightly
weaker
at
44,000
in
December.
December
marks
a
9,000
person
increase
on
January.
Although
the
two
troughs
depicted
in
this
otherwise
upward
trend
may
at
first
seem
discerning,
they
are
thought
to
be
caused
by
Chinese
New
Year
festivities
and
student
holidays
in
summer
respectively.
The
first
depression
is
considered
to
be
more
major
than
the
second
due
to
its
relevance
to
all
strata
of
the
Shanghai
Library
attendance
as
opposed
to
only
the
student
demographic.
The
cyclical
nature
of
this
data
should
cause
a
similar
trend
in
the
following
year.
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
38
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
39
Typical
American
diet
in
1990
30%
43%
Starches
Sugar
Typical
American
diet
in
2005
22%
42%
24%
Protein
12%
15%
Fat
12%
Starches
Sugar
Protein
Fat
The
data
presented
in
the
above
charts
depicts
both
an
increase
(in
terms
of
fat
intake)
and
a
decrease
(in
terms
of
starch
intake)
in
the
typical
American
diet.
Because
each
piece
of
data
presents
a
single
moment
in
time,
there
is
only
one
trend
to
describe
(the
trend
being
the
dietary
development
of
typical
Americans
between
1990
and
2005).
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
40
Tokyo
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
41
What
we
see
in
the
first
data
source
is
a
table
outlining
2009
subway
and
bus
ridership
in
London,
New
York
City
and
Tokyo.
Subway
ridership
is
highest
in
Tokyo
and
lowest
in
London.
Bus
ridership
is
highest
in
London
and
lowest
in
Tokyo.
The
second
data
source
depicts
urban
population
density
for
the
same
3
cities.
Tokyo
is
considered
densest,
while
New
York
City
is
considered
least
dense.
What
we
should
notice
when
comparing
the
two
pieces
of
data
is
that
there
isnt
a
clear
relationship
between
population
density
and
the
type
of
public
transit
most
commonly
used.
Although
the
Tokyo
and
London
figures
suggest
that
a
higher
population
density
may
be
linked
to
subway
transit
popularity,
the
New
York
City
figures
debunk
this.
According
to
the
data,
New
York
City
has
a
population
density
less
than
half
that
of
London,
yet
its
subway
service
is
used
more
than
its
bus
service.
So
a
logical
conclusion
we
could
reach
from
this
data
is
that
the
form
of
public
transportation
used
by
people
in
metropolitan
cities
is
very
loosely
linked
to
population
density.
A
suggested
response
could
be:
The
table
and
graph
show
2009
figures
for
bus
ridership
and
urban
population
density
in
London,
New
York
City
and
Tokyo
respectively.
According
to
the
table,
subway
use
is
lowest
in
London
and
highest
in
Tokyo,
where
a
third
of
the
population
commutes
by
metro.
Bus
service
presents
an
opposite
trend,
with
only
about
4%
of
the
population
in
Tokyo
using
it
versus
40%
in
London.
New
York
City
figures
for
both
transit
systems
fall
between
Tokyo
and
London
in
all
categories.
The
graph
outlines
population
density
for
the
above
3
cities.
Tokyo
is
considered
to
have
the
densest
population
of
the
3,
at
just
shy
of
6000
people
per
square
kilometer.
London
boasts
slightly
less
than
5000
and
New
York
City
is
just
a
shade
higher
than
2000
people
per
square
kilometer.
It
appears
a
clear
link
cannot
be
made
between
population
density
and
the
most
widely
used
form
of
public
transportation
in
these
cities.
It
is
thought
population
density
does
not
have
any
direct
link
to
public
transportation
ridership
trends,
however
this
theory
would
need
compared
to
other
global
cities
to
be
sure.
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
42
6.2
Diagrams
As
you
have
learned
in
Chapter
1,
diagrams
come
in
2
flavours:
time-
sensitive/cyclical
diagrams
and
non
time-sensitive
diagrams.
They
challenge
your
ability
to
describe
a
process
or
an
object
spatially
and
often
you
will
also
need
to
make
an
educated
guess
regarding
what
the
object
is
capable
of
doing
and
how
it
works.
Given
one
diagram,
your
writing
will
follow
a
2-paragraph
Single
data
source
structure.
Of
course,
the
lexical
resources
you
draw
from
will
be
entirely
different
from
those
you
will
use
in
the
case
of
a
graph,
table
or
chart.
Lets
take
the
following
Task
1
question
involving
a
cyclical
diagram
as
an
example:
This
diagram
depicts
a
household
solar
water
heating
system
that
is
thought
to
become
standard
in
most
American
homes
by
2025.
Pipes
connecting
to
the
boiler
and
solar
collector
are
filled
with
an
anti-freeze
fluid
that
is
heated
(by
gas
or
the
sun,
respectively),
which
in
turn
transfer
their
heat
to
the
water
within
the
tank.
It
should
be
noted
that
at
no
point
does
the
tank
water
mix
with
the
anti-freeze
fluid.
Tank
temperature
is
controlled
via
the
controller,
which
regulates
the
speed
at
which
the
anti-freeze
fluid
is
pumped
through
the
solar
collector.
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
43
Write
a
summary
for
a
university
lecturer
outlining
the
entire
process
by
which
water
is
heated
for
domestic
use
under
such
a
system.
Looking
at
this
diagram,
we
can
see
right
away
that
this
is
a
process
involving
the
circulation
of
anti-freeze
fluid
for
the
purpose
of
heating
water
in
a
water
tank.
As
the
water
tank
is
somewhat
central
to
the
entire
systematic
process,
this
is
probably
a
good
place
to
start
our
description.
Now
that
weve
established
a
starting
point,
lets
commence
our
writing.
Here
is
a
quick
reminder
of
the
Single
data
source
structure
we
are
going
to
follow:
Paragraph
1
-
Analyzing
1. Data
type
description
sentence
2. Broad
sentence
3. Minor
detail
(minute
detail)
sentence
4. Minor
detail
(minute
detail)
sentence
5. Minor
detail
(minute
detail)
sentence
6. Minor
detail
(minute
detail)
sentence
7. Conclusion
sentence
Paragraph
2
-
Interpreting
8. Explanation
sentence
9. Elaboration
sentence
10. Summary,
prediction
or
comment
sentence
First,
lets
come
up
with
a
broad
opening
sentence
describing
the
process
as
a
whole:
This
diagram
outlines
the
manner
in
which
water
can
be
heated
for
recreational
use
via
the
sun.
Great!
Now
that
weve
given
the
big
picture,
we
can
start
by
describing
the
step-
by-step
process
involved
in
heating
water
with
solar
power.
As
we
said
above,
the
water
tank
appears
to
be
at
the
heart
of
this
process,
so
lets
start
our
description
with
the
cold
water
that
initially
gets
pumped
into
the
house:
The
households
water
tank
is
fed
cold
water
(presumed
to
be
coming
from
the
city)
at
its
base
and
dispenses
hot
water
from
its
top.
Looking
at
the
diagram,
we
can
see
that
the
water
is
not
only
heated
by
the
sun,
but
also
by
a
traditional
boiler
system.
Lets
briefly
describe
both
systems:
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
44
The
tank
water
is
heated
in
two
ways.
The
first
is
via
a
traditional
boiler
heater,
which
circulates
a
heated
anti-freeze
solution
through
a
pipe
that
coils
within
the
upper
part
of
the
tank.
The
second
connects
another
coil
of
pipe
in
the
bottom
of
the
tank
to
a
pump
and
circulates
the
same
anti-freeze
solution
to
the
roof
of
the
house.
From
here,
the
solution
is
heated
in
a
solar
collector
by
the
sun
before
circulating
back
to
the
tank.
Great.
Now
we
should
make
note
of
the
controller
which,
as
our
Task
description
stated,
varies
the
temperature
within
the
tank:
Water
temperature
is
set
using
a
controller,
which
dictates
the
rate
at
which
anti-
freeze
solution
is
pumped
to
the
roof
for
heating.
That
completes
our
description
of
the
process.
Now,
lets
demonstrate
those
critical
thinking
skills
weve
been
working
on.
Lets
ask
ourselves:
Why
would
the
water
tank
have
two
separate
heating
methods?
Hmm,
well
a
solar
heating
method
is
probably
of
little
use
on
cloudy
days,
so
lets
assume
the
boiler
heater
acts
as
a
secondary
heat
source
when
sunshine
isnt
plentiful.
Following
this,
were
going
to
make
a
comment
on
the
quality
of
the
process
and
finish
with
a
prediction
for
the
future
of
this
water
heating
system:
It
is
assumed
that
solar
water
heaters
may
still
require
boiler
heating
in
cases
of
inclement
weather.
Despite
this,
this
hybrid
method
of
water
heating
is
still
much
more
environmentally
friendly
than
current
methods
using
gas
or
electricity
and
its
expected
to
meet
its
proposed
status
as
an
American
standard
by
2025.
Great
work!
Now,
lets
read
our
composition
in
its
entirety.
As
you
read,
you
should
be
making
mental
note
of
the
phrases
of
cohesion
weve
employed
in
our
writing:
This
diagram
outlines
the
manner
in
which
water
can
be
heated
for
recreational
use
via
the
sun.
The
households
water
tank
is
fed
cold
water
(presumed
to
be
coming
from
the
city)
at
its
base
and
dispenses
hot
water
from
its
top.
The
tank
water
is
heated
in
two
ways.
The
first
is
via
a
traditional
boiler
heater,
which
circulates
a
heated
anti-freeze
solution
through
a
pipe
that
coils
within
the
upper
part
of
the
tank.
The
second
connects
another
coil
of
pipe
in
the
bottom
of
the
tank
to
a
pump
and
circulates
the
same
anti-freeze
solution
to
the
roof
of
the
house.
From
here,
the
solution
is
heated
in
a
solar
collector
by
the
sun
before
circulating
back
to
the
tank.
Water
temperature
is
set
using
a
controller,
which
dictates
the
rate
at
which
anti-freeze
solution
is
pumped
to
the
roof
for
heating.
It
is
assumed
that
solar
water
heaters
may
still
require
boiler
heating
in
cases
of
inclement
weather.
Despite
this,
this
hybrid
method
of
water
heating
is
still
much
more
environmentally
friendly
than
current
methods
using
gas
or
electricity
and
its
expected
to
meet
its
proposed
status
as
an
American
standard
by
2025.
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
45
What
we
have
learned
from
this
exercise
is
that
describing
a
diagram
is
structurally
very
similar
to
describing
other
data
types
such
as
charts
and
graphs.
In
fact,
the
only
areas
that
are
really
quite
different
are
the
lexical
resources
we
pull
from.
Now,
lets
try
a
non
time-sensitive
Task
1
diagram
question:
This
diagram
outlines
the
floor
plan
of
the
A350,
a
super
luxury
jumbo
jet.
Write
an
accurate
description
of
the
diagram
for
a
university
professor.
This
image
outlines
the
interior
floor
plan
of
the
A350
jumbo
jet
from
nose
to
tail.
Immediately
behind
the
cockpit
is
the
VIP
Galley,
followed
by
the
master
bathroom,
bedroom
and
office.
The
first
pair
of
emergency
exit
doors
can
be
seen
after
these
amenities.
The
bar
and
lounge,
executive
seating
area
and
dining
room
appear
to
be
connected
by
a
hallway
that
snakes
through
all
three.
The
second
pair
of
emergency
exits
can
be
seen
following
this.
A
central
corridor,
lined
by
two
guest
rooms
on
one
side
and
a
VIP
and
master
guest
room
on
the
other,
connects
the
dining
area
to
the
back
of
the
plane
where
a
cinema
room
large
enough
to
seat
12
can
be
found.
The
plane
clearly
stands
up
to
its
luxurious
title,
providing
passengers
a
rather
large
variety
of
comforts
with
which
to
relax
themselves.
The
A350
super
luxurious
jumbo
jet
truly
looks
like
a
comfortable
way
of
travelling!
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
46
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
47
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
48
Task
1:
How
to
write
at
a
9
level
-
2011
No
part
of
this
work,
in
whole
or
in
part,
may
be
printed,
copied,
distributed
or
sold
without
the
written
permission
of
the
author,
Ryan
Thomas
Higgins.
http://www.englishryan.com
49