IELTS Writing Task 1: line graph answer

The graph below shows changes in global food and oil prices between 2000 and
2011.

...
Here's my band 9 answer:
The line graph compares the average price of a barrel of oil with the food price index over a
period of 11 years.
It is clear that average global prices of both oil and food rose considerably between 2000
and 2011. Furthermore, the trends for both commodities were very similar, and so a strong
correlation (93.6%) is suggested.
In the year 2000, the average global oil price was close to $25 per barrel, and the food
price index stood at just under 90 points. Over the following four years both prices
remained relatively stable, before rising steadily between 2004 and 2007. By 2007, the
average oil price had more than doubled, to nearly $60 per barrel, and food prices had
risen by around 50 points.
A dramatic increase in both commodity prices was seen from 2007 to 2008, with oil prices
reaching a peak of approximately $130 per barrel and the food price index rising to 220
points. However, by the beginning of 2009 the price of oil had dropped by roughly $90, and
the food price index was down by about 80 points. Finally, in 2011, the average oil price
rose once again, to nearly $100 per barrel, while the food price index reached its peak, at
almost 240 points.
IELTS Writing Task 1: 'fast food' answer
The chart below shows how frequently people in the USA ate in fast food restaurants
between 2003 and 2013.
(Source: Cambridge IELTS 12)

Here's my full sample answer. Fill the gaps to complete it.

The bar chart illustrates the frequency with ______ Americans ate in fast food
establishments from 2003 to 2013.
It is clear that the majority of Americans ate in fast food restaurants between once a week
and once a month in all three years. We can also see a shift ______ eating in these
restaurants less frequently by the end of the 10-year period.
In each of the years shown on the chart, ______ to 60% of people in the US ate in fast food
restaurants between once and four times a month. Roughly 15 to 20% of Americans
______ eating in fast food outlets several times per week, while 3 to 4% of people ate in
these outlets daily. At the other ______ of the scale, around 4% of people avoided fast food
restaurants completely.
Between 2006 and 2013, the total proportion of Americans who ate in fast food
establishments either once a week or several times a week ______ by almost 10%. At the
same time, there was an ______ of around 8% in the ‘once or twice a month’ category. In
other words, the weekly fast food habit that was ______ in 2003 and 2006 became a
monthly or twice monthly habit in 2013.
Use the following words:
end, close, increase, which, reported, common, towards, fell
IELTS Writing Task 1: develop the overview
A good way to write the main body (paragraphs 3 and 4) in your task 1 answer is
by developing the two ideas that you wrote in the overview (paragraph 2).
To show you what I mean, I've highlighted parts of the answer below.
..........
The diagrams illustrate some proposed changes to the central area of the town of Islip.
It is clear that the principal change to the town will be the construction of a ring road around
the centre. Various other developments with regard to shops and housing will accompany
the building of this road.
Looking at the map of Islip as it is now, we can see that a main road runs through its centre
from east to west. The second map shows the planned pedestrianisation of this road.
Traffic will be diverted on to a dual carriageway that will form a ring around the town centre.
Currently there is a row of shops along either side of the main road. However, it appears
that the shops along the north side of the new pedestrian street will be demolished to make
way for a bus station, shopping centre, car park and new housing area. The shops along
the south side of the street will remain, but it seems that the town’s park will be reduced in
size so that more new houses can be built within the ring road.
..........
Can you see what I've done? The first sentence of the overview (green) is developed in
paragraph 3, and the second sentence of the overview (blue) is described in more detail in
paragraph 4.
Tip: Try reading all of the 'green' sentences together, then read the 'blue' sentences
separately. This should help you to see how the overview and main paragraphs are
connected.

IELTS Writing Task 1: the overview is key

Look at the writing task 1 band descriptors for "task achievement", and you'll see the
following points:
Band 5 = no clear overview
Band 6 = presents an overview
Band 7 = presents a clear overview
So, if you want a high score, your overview needs to be good. This is why I recommend a
separate overview paragraph with two sentences.
Look at the bar chart below, and try writing a 2-sentence overview:
- One sentence that compares the two months (the blue and green bars).
- One sentence describing the overall trend by age group.
mm
The chart below shows figures for attendances at hospital emergency care
departments in Northern Ireland by age group in December 2016 and December
2017.
Attendances at emergency care departments per 1000-population
1. to hit a record low / fall to a record low: giảm xuống mức thấp kỉt
E.g. The number of stay-at-home mothers has hit a record low as more women
choose to get a job.
2. to drop by a third to X: giảm 1/3 còn X
E.g. In the last two decades, the number of women who do not work to look after
their home and raise their family has dropped by a third to just over 2million.
3. to fall / drop by Z: giảm đi lượng Z (Z = X – Y)
E.g. The number of women signing up for classes has fallen by 300, from 700 to 400.
4. to double from X to Y: tăng gấp đôi từ X lên Y
E.g. In stark contrast, the number of stay at home fathers and househusbands as
more than doubled from 111,000 in 1993 to 235,000 in February to April this year.
5. …, a rise of X% (cấu trúc này nói về lượng tăng là bao nhiêu)
E.g. Overall there are 224,000 more women in work than a year ago, a rise of 1.6 per
cent.
(Lượng phụ nữ đi làm năm nay tăng thêm 224,000, tức tăng 1.6% so với năm ngoái)
Cách 1. Ủng hộ
1.1. Cấu trúc bài văn
Đoạn 1: Giới thiệu chủ đề, từ đó nêu ra ý kiến ( ủng hộ)
Đoạn 2: Giải thích lý do đầu tiên cho ý kiến của mình
Đoạn 3: Giải thích lý do thứ hai cho ý kiến của mình
Đoạn 4: Tóm tắt lại ý của bài viết
1.2. Phân tích bài mẫu:
Sau đây là một bài mẫu band 9.0 của thầy Simon cho đề bài sau:
Some people who have been in prison become good citizens later, and it is
often argued that these are the best people to talk to teenagers about the
dangers of committing a crime.
To what extent do you agree or disagree?
Đối với đề bài trên, bài viết của thầy Simon tỏ thái độ đồng ý với ý kiến đề bài. Và thầy có
đưa ra hai lí do sau đây, chúng ta cùng đi sâu vào phân tích nhé.
a. Phần mở bài:
It is true that ex-prisoners can become normal, productive members of society. I
completely agree with the idea that allowing such people to speak to teenagers
about their experiences is the best way to discourage them from breaking the law.
– Các em có thể thấy, trong phần mở bài này, tầy Simon đã paraphrase lại đề bài và đưa ra
ý kiến của mình về vấn đề được đưa ra ở đề bài, rằng thầy đồng ý với việc nói chuyện với
thanh niên về những trải nghiệm chính là cách tốt nhất để ngăn cản họ khỏi vi phạm pháp
luật.
– Thầy có sử dụng các cụm từ paraphrase như sau:
+ some people who have been in prison = ex-prisoners
+ good citizens = normal, productive members of society
b. Phần thân bài:
– Trong ý đầu tiên, thầy Simon đã đưa ra ảnh hưởng của việc để người đã từng phạm tội
nói chuyện với thanh niên:
In my opinion, teenagers are more likely to accept advice from someone who can
speak from experience. Reformed offenders can tell young people about how they
became involved in crime, the dangers of a criminal lifestyle, and what life in prison
is really like. They can also dispel any ideas that teenagers may have about
criminals leading glamorous lives. While adolescents are often indifferent to the
guidance given by older people, I imagine that most of them would be extremely
keen to hear the stories of an ex-offender. The vivid and perhaps shocking nature of
these stories is likely to have a powerful impact.
– Tiếp theo, thầy đề xuất một số nhận vật có thể có tầm ảnh hưởng đến thanh niên:
The alternatives to using reformed criminals to educate teenagers about crime
would be much less effective. One option would be for police officers to visit schools
and talk to young people. This could be useful in terms of informing teens about
what happens to lawbreakers when they are caught, but young people are often
reluctant to take advice from figures of authority. A second option would be for
school teachers to speak to their students about crime, but I doubt that students
would see teachers as credible sources of information about this topic. Finally,
educational films might be informative, but there would be no opportunity for young
people to interact and ask questions.
c. Phần kết bài:
Trong phần kết bài, thầy đã tóm lại ý được đưa ra trong bài:
In conclusion, I fully support the view that people who have turned their lives around
after serving a prison sentence could help to deter teenagers from committing
crimes.
Cách 2. Phản đối
2.1. Cấu trúc bài văn:
Đoạn 1: Giới thiệu đề bài, đưa ra ý kiễn của em về đề bài
Đoạn 2: Giải thích lý do em đồng ý với ý kiến trái ngược với đề bài
Đoạn 3: Giải thích lý do em phản đối ý kiến đề bài/ Chứng minh ý kiến của đề bài là sai
Đoạn 4: Tóm tắt lại ý của cả đoạn.
2.2. Phân tích bài mẫu:
Chúng ta hãy cùng phân tích một bài mẫu của thầy Simons cho đề bài sau:
Some people think that all teenagers should be required to do unpaid work in
their free time to help the local community. They believe this would benefit
both the individual teenager and society as a whole.
Do you agree or disagree?
Với đề bài này, thầy Simon phản đối với ý kiến được đưa ra, chúng ta hãy cùng xem nhé.
a. Phần mở bài:
Many young people work on a volunteer basis, and this can only be beneficial for
both the individual and society as a whole. However, I do not agree that we should
therefore force all teenagers to do unpaid work.
– Trong phần mở bài, thầy Simon đã đưa ra ý kiến phản đối bằng cum từ “However, I do
not agree that …”
– Thầy còn paraphrase lại đề bài bằng các cụm từ như:
+ teenagers = your people
+ unpaid work = work on volunteer basis
b. Phần thân bài:
– Trong đoạn đầu tiên, thầy Simon đã đưa ra những lý do ủng hộ việc học sinh làm các
công việc tình nguyện như một cách giải tỏa áp lực của việc học tập, dành thời gian với
bạn bè và giúp đỡ người khác.
Most young people are already under enough pressure with their studies, without
being given the added responsibility of working in their spare time. School is just as
demanding as a full-time job, and teachers expect their students to do homework
and exam revision on top of attending lessons every day. When young people do
have some free time, we should encourage them to enjoy it with their friends or to
spend it doing sports and other leisure activities. They have many years of work
ahead of them when they finish their studies.
– Đoạn tiếp theo, thầy phản đối việc bắt buộc học sinh làm công việc tình nguyện:
At the same time, I do not believe that society has anything to gain from obliging young
people to do unpaid work. In fact, I would argue that it goes against the values of a free and
fair society to force a group of people to do something against their will. Doing this can only
lead to resentment amongst young people, who would feel that they were being used, and
parents, who would not want to be told how to raise their children. Currently, nobody is
forced to volunteer, and this is surely the best system.
c. Phần kết bài:
– Cuối cùng, thầy đã tóm tắt lại ý chính của toàn bài:
In conclusion, teenagers may choose to work for free and help others, but in my
opinion we should not make this compulsory.
Cách 3. Ủng hộ hai mặt của ý kiến
3.1. Cấu trúc bài văn:
Đoạn 1: Giới thiệu chủ đề, nêu ý kiến rằng em đồng ý với cả hai mặt của vấn đề được đưa
ra.
Đoạn 2: Giải thích quan điểm của em về một mặt của vấn đề
Đoạn 3: Giải thích quan điểm của em về mặt còn lại của vấn đề
Đoạn 4: Tóm tắt lại các ý đã được đưa ra ở đề bài
3.2. Phân tích bài mẫu:
Bây giờ chúng ta sẽ phân tích bài mẫu của thầy Simon, khi thầy đưa ra ý kiến về cả hai
mặt của vấn đề cần phân tích, chúng ta hãy cùng xem nhé:
The older generations tend to have very traditional ideas about how people
should live, think and behave. However, some people believe that these ideas
are not helpful in preparing younger generations for modern life.
To what extent do you agree or disagree with this view?
a. Phần mở bài:
Với đề bài này, thầy Simon đã viết cách mở bài sau:
It is true that many older people believe in traditional values that often seem
incompatible with the needs of younger people. While I agree that some traditional
ideas are outdated, I believe that others are still useful and should not be forgotten.
– Thầy đã paraphrase lại đề bài để đưa vào phần mở đầu bằng các cụm từ sau:
+ the older generation = many older people
+ traditional ideas about how people should live, think and behave = traditional values
+ are not helpful = seem incompatible with the need of
– Thầy Simon đã sử dụng mẫu câu để diễn tả ý kiến đồng ý với cả hai mặt vấn đề của
thầy: “While I agree that…., I believe that ….”
b. Phần thân bài:
– Trong đoạn đầu tiên, thầy Simons đã nêu ý kiến của thầy về một số giá trị truyền thống
đã không còn đúng với giới trẻ ngày nay:
On the one hand, many of the ideas that elderly people have about life are
becoming less relevant for younger people. In the past, for example, people were
advised to learn a profession and find a secure job for life, but today’s workers
expect much more variety and diversity from their careers. At the same time, the
‘rules’ around relationships are being eroded as young adults make their own
choices about who and when to marry. But perhaps the greatest disparity between
the generations can be seen in their attitudes towards gender roles. The traditional
roles of men and women, as breadwinners and housewives, are no longer accepted
as necessary or appropriate by most younger people.
– Đoạn tiếp theo, thầy nêu lên một số giá trị khác vẫn còn đúng với thời đại:
On the other hand, some traditional views and values are certainly applicable to the
modern world. For example, older generations attach great importance to working
hard, doing one’s best, and taking pride in one’s work, and these behaviours can
surely benefit young people as they enter today’s competitive job market. Other
characteristics that are perhaps seen as traditional are politeness and good
manners. In our globalised world, young adults can expect to come into contact with
people from a huge variety of backgrounds, and it is more important than ever to
treat others with respect. Finally, I believe that young people would lead happier
lives if they had a more ‘old-fashioned’ sense of community and neighbourliness.
c. Phần kết bài:
Thầy đã chốt lại vấn đề được đưa ra:
In conclusion, although the views of older people may sometimes seem unhelpful in
today’s world, we should not dismiss all traditional ideas as irrelevant.

Cách 4. Đồng ý với cả hai mặt của vấn đề, nhưng nghiêng về một mặt
nào đó hơn:
4.1. Cấu trúc bài văn:
Đoạn 1: Giới thiệu vấn đề được đưa ra ở đề bài, nêu ý kiến của mình bằng mẫu câu while
(while I accept A, I believe B)
Đoạn 2: Giải thích lý do tại sao em chấp nhận một mặt của vấn đề
Đoạn 3: Giải thích lý do em ủng hộ mặt khác hơn
Đoạn 4: Tóm tắt lại ý của đề bài
4.2. Phân tích bài mẫu:
Trên trang web của mình, thầy Simons có viết một bài viết thao cách này, hôm nay chúng
ta hãy cùng xem nhé:
Most people have forgotten the meaning behind traditional or religious
festivals; during festival periods, people nowadays only want to enjoy
themselves. To what extent do you agree or disagree with this opinion?
a. Phần mở bài:
Some people argue that we no longer remember the original meaning of festivals,
and that most of us treat them as opportunities to have fun. While I agree that
enjoyment seems to be the priority during festival times, I do not agree that people
have forgotten what these festivals mean.
Trong phần mở bài, thầy đã:
– Paraphrase lại ý của đề bài bằng các cụm từ sau:
+ have forgotten = no longer remember
+ enjoy themselves = opportunities to have fun
– Nêu ý kiến của mình bằng mẫu câu: ”While I agree that …, I do not agree that …”
b. Phần thân bài:
– Trong đoạn đầu tiên, thầy SImon đã đưa ra ý kiến đồng ý rằng các ngày lễ cũng là một
dịp để mọi người được tận hưởng và vui vẻ.
On the one hand, religious and traditional festivals have certainly become times for
celebration. In the UK, Christmas is a good example of a festival period when
people are most concerned with shopping, giving and receiving presents, decorating
their homes and enjoying traditional meals with their families. Most people look
forward to Christmas as a holiday period, rather than a time to practise religion.
Similar behaviour can be seen during non-religious festivals, such as Bonfire Night.
People associate this occasion with making fires, watching firework displays, and
perhaps going to large events in local parks; in other words, enjoyment is people’s
primary goal.
– Đoạn tiếp theo, thầy cho rằng, mặc dù dịp lễ là dịp đê rmoij người vui vẻ nhưng nó còn
chưa đựng những bài học bổ ích cho mọi người:
However, I disagree with the idea that the underlying meaning of such festivals has
been forgotten. In UK primary schools, children learn in detail about the religious
reasons for celebrating Christmas, Easter and a variety of festivals in other religions.
For example, in late December, children sing Christmas songs which have a
religious content, and they may even perform nativity plays telling the story of Jesus’
birth. Families also play a role in passing knowledge of religious festivals’ deeper
significance on to the next generation. The same is true for festivals that have a
historical background, such as Bonfire Night or Halloween, in the sense that people
generally learn the stories behind these occasions at an early age.
c. Phần kết bài:
Cuối cùng, thầy đã tóm tắt lại ý chính của đề bài:
In conclusion, although people mainly want to enjoy themselves during festivals, I
believe that they are still aware of the reasons for these celebrations.
IELTS Writing Task 1: 'waste graph' answer
The graph below shows the amounts of waste produced by three companies over a
period of 15 years.

The line graph compares three companies in terms of their waste output between the years
2000 and 2015.
It is clear that there were significant changes in the amounts of waste produced by all three
companies shown on the graph. While companies A and B saw waste output fall over the
15-year period, the amount of waste produced by company C increased considerably.
In 2000, company A produced 12 tonnes of waste, while companies B and C produced
around 8 tonnes and 4 tonnes of waste material respectively. Over the following 5 years,
the waste output of companies B and C rose by around 2 tonnes, but the figure for
company A fell by approximately 1 tonne.
From 2005 to 2015, company A cut waste production by roughly 3 tonnes, and company B
reduced its waste by around 7 tonnes. By contrast, company C saw an increase in waste
production of approximately 4 tonnes over the same 10-year period. By 2015, company C’s
waste output had risen to 10 tonnes, while the respective amounts of waste from
companies A and B had dropped to 8 tonnes and only 3 tonnes.