WT1 Vocabulary:

Numbers in the Writing test

You might need to use numbers when presenting data in Academic
Writing Task 1. You can either write the number in word form or as
presented in the visual diagram. For example: 

 10,000 OR ten thousand 
 25% OR twenty-five percent 
 75% OR ¾ 

Along with writing exact numbers, it is also beneficial to write

approximations when the exact numbers are not presented. For
example: 

 Just above 65% 

 Under 70%  
 Over half  
 Almost 25% 
Numbers can be presented in tens, hundreds, thousands, millions
and billions. It is important to note which number is being referred to
in the Y-axis of the diagram.  

When referring to a general number, you can write ‘millions’,

however, when it’s a specific number, you have to write ‘million’. For
example: 

 Millions of dollars were spent on transportation. 

 Australia spent 20 million dollars. 
Hearing difference between numbers
Quantities that end in -teen and -ty are used often when it comes to
numbers such as age, year, and just counting how many.  
Hearing the difference between, for example, 13 and 30, is a
necessity as they have similar ending sounds. The best way to hear
the difference is to note the syllable stress. The last syllable ‘teen’ is
stressed, whereas ‘ty’ is often unstressed.  

13 – 30: thir teen - thir ty 
14 – 40: four teen - for ty 
15 – 50: fif teen - fif ty 
16 – 60: six teen - six ty 
17 – 70: seven teen - seven ty 
18 – 80: eigh teen - eigh ty 
19 – 90: nine teen - nine ty

How to write currency

Dollars ($) and pounds (£) are the two most commonly used types of
currency in IELTS. 

You can choose to write currency as: 

 Words (e.g ‘dollars’ or ‘pounds’)

 Currency symbols (e.g. $ or £) 
When listening to amounts, numbers can be said in different
ways. As correct spelling is important in the Listening test, a good tip
is to write the numeral you hear, rather than writing the complete
word. For example: 

 4.50 = Four dollars fifty cents/ Four pound fifty 

How to write measurements
You may hear different measurements in your test. For example, you
might hear measurements as: 

 Centimetres  
 Kilometres 
 Kilograms  
You can abbreviate the word when writing these measurements as
numbers. For example, you can write 60 kilometres as: 

 Sixty kilometres 
 60 kilometres 
 60 km  
 60 kms 
All the forms mentioned above are correct ways to write
measurements. While you can write numbers in all the above
formats, it is best to avoid writing the numbers out as words to avoid
spelling mistakes. Write in the number form instead. 

How to write dates

Dates can be written in a variety of ways. You can use the number or
word form, as well as abbreviate days of the week or months of the
year. For example: 

 March 5th 
 Mar 5th  
 5th of Mar  
 03/05  
 5/3 
Be careful with ordinal numbers. Most ordinal numbers end with ‘th’
except for: 

 1st (first) 
 2nd (second) 
 3rd (third) 
 4th (fourth) 
 5th (fifth) 
 If you write, for example, 2th, this will be marked as incorrect as the
correct format is 2nd. 
How to write time
Although times can be said differently, it is generally written in the
same way. When writing time, make sure you know what quarter
past, quarter to, and half past mean. For example:  

 6:45 = Six forty-five OR Quarter to seven 

 6:15 = Six fifteen OR Quarter past six 
 6:30 = Six thirty OR Half past six 

How to write telephone and credit card numbers

There are a few things to remember with a sequence of numbers,
especially in telephone or credit card numbers.  

A 0 (zero) can sometimes be called ‘O’, like the letter. Also, the same
number twice or three times in a row may be referred to as double or
triple. For example: 

 2450 - 7762 - 3338 = Double seven/ Triple three 

 03 9658 9914 = ‘O’ three / Double nine 
Numbers can feel unimportant, but they play an important role in
the English language, and your IELTS test. Make sure you can write
and say them correctly in order to get the best possible score.

IELTS Writing Task 1: How to get a band 7 or higher in task

achievement
Test takers often struggle with deciding what to present in their
response in IELTS Academic Writing Task 1. We will take a closer look
at Task achievement in IELTS Academic Writing Task 1 and the
features you need to include in your response.

Test takers often struggle with deciding what to present and how to
present it in an IELTS Academic Writing Task 1 response. 

Today we will take a closer look at IELTS Academic Writing Task 1,

task achievement, and the features you need to include in your
response to get band 7 or above. 

In IELTS Academic Writing Task 1, you will be shown a diagram, a

visual way to represent information. You may be shown one or more
than one diagram. This visual information can be shown as a: 

 Table 
 Chart 
 Diagram
 Process 
 Graph 
 Map 
You will also be given the following instructions:  

Summarise the information by selecting and reporting the main

features and make comparisons where relevant. 

You will need to do an information transfer task – the visual

information you are given needs to be presented in the form of text.  

As part of the task, you will need to: 

1. Write an introduction 
2. Write an overview (a summary of what you see) 
3. Present and highlight the key features with figures (data) 
Let’s take a closer look at the last three points – the introduction, the
overview and the key features that need to be presented.

Write an introduction
The reason for an introduction is to tell the examiner what you are
going to write about. It is basically the question paraphrased. For
example, what the visual diagram is, the data source and when the
data was collected.  

The introduction: 

 Can be one sentence 

 Is the question rewritten into your own words (paraphrased) 
Remember, if there are two diagrams in your task, you need to
introduce both. This can be done in one or two sentences.
 DO DON'T

Present irrelevant information (E.g.

the x-axis, the y-axis, the grey line
Write a clear introduction to represents female unemployment,
describe what you see. the black triangle is males)

Paraphrase the question

prompt. Use synonyms and
phrases for non-key
information. (E.g.
unemployed = people who
are unemployed / 1970-2000 = Copy the question prompt word-for-
over three decades from 1970 word (E.g. phrases from the
to 2000.) question)

Change the keywords in the

question to inaccurate synonyms
Use keywords in your (E.g. unemployed females in
introduction (E.g. dates, Australia to unemployed girls in
times, countries, genders). Oz.)

Introduce all charts, diagrams
or tables.
Let’s look at some sample introductions and see how you might
introduce them if you apply the above tips. 

The table illustrates employment numbers in Australia

Table over a thirty-year period from 1970 to 2000.

The chart compares the number of cars that were made

in France, Germany and Norway over a decade from 2000
Chart to 2010.

Diagram The diagram shows how car parts are assembled.

Process The cycle shows how man-made fibres are produced.

The maps illustrate changes in an English village over a

Map century from 1915 to 2015.

The graph presents data from Ireland showing cinema

Graph attendance in major cities in 2016.

The pie charts show the main energy resources used to

generate power in a town in Australia, while the table
Two shows how much energy was consumed by the
charts community in 1989.

The overview
The overview in your response should summarise what you see in the
visual diagram. It should summarise the main:  

 Trends  
 Changes 
 Developments 
 Stages 
 Noticeable features 
You need to present a clear overview to reach a band 7 and higher.
Let’s take a closer look at the task achievement band descriptors to
see how important a clear overview is in IELTS Academic Writing Task

1.Band descriptors - Task achievement

Presents a clear overview of main

Band 7 trends, differences or stages

Presents an overview with
Band 6 information appropriately selected

Recounts detail mechanically

Band 5 with no clear overview

DO DON'T

Use linking words to summarise Include data or figures in your

what you see. (E.g. Overall, To overview. Only include a summary
summarise, In summary) of the main trends or features.

Look for trends in the

diagram(s). Is there an overall
increase, decrease or fluctuation
in the visual diagram? Are there
any high or low points? Is it
stable?
Identify everything in the overview.
It should just be a summary
statement of the most noticeable
features in the diagram.

If the visual diagram shows Highlight key features with data

 future predictions, summarise
the future trends in your
overview. (figures).

Highlight any change in the

overall trend of the visual
diagram. (For example, a dip)

If we apply the above tips, here are some examples of how an

overview might look. 

Introduction | Overview
The table illustrates employment numbers in Australia
over a thirty-year period from 1970 to 2000.
 Overall, it can be clearly seen that the numbers of
people employed have increased over the period,
Table whereas the unemployed figures have remained stable.

The chart compares the number of cars that were made

in France, Germany and Norway over a decade from
2000 to 2010.
In brief, Germany was the major producer of vehicles
Chart over this period followed by France and Norway. 

The diagram shows how car parts are assembled.

It can be seen that there are four main stages to car
manufacturing. To be specific, these are moulding,
Diagram machining, joining and shearing. 

Process The process shows how man-made fibres are produced.

It can clearly be seen that there are six steps involved in
 the production of cloth starting with the raw materials
and ending with the final product. 

The maps illustrate changes in an English village over a

century from 1915 to 2015.
In summary, in one hundred years, the village has
experienced major changes transforming it from a small
Map farming village to an industrial town. 

The graph presents data from Ireland showing cinema

attendance in major cities in 2016.
To summarise, it can be seen that the younger age
groups visit the cinema most, whereas older people
Graph rarely attend. 

The pie charts show the main energy resources used to

generate power in a town in Australia, while the chart
shows how much energy was consumed by the
community in 1989.
Overall, by looking at the charts it can be seen that oil is
Two used the most as an energy source in this town and that
charts most power is required for domestic cooling. 
 

Key features
In your IELTS Academic Writing Task 1 response, you must present
the key features and use data to support your description.  

The key features are the features that stand out the most in the
diagram. For example, if a diagram shows 5 countries, then these 5
 countries are the key features. If you miss a country, your description
will be incomplete, and you will receive a band 4. 

If we look at the band descriptors below, you will notice that you
need to clearly present all key features to achieve a band 7 or higher.

Band 7 Clearly presents and highlights key features

Band 6 Presents and adequately highlights key features

Band 5 Presents, but inadequately covers, key features

Band 4 Attempts to address the task but does not cover all key features

The table below outlines examples of visual diagrams and what the
key features may be for each.

Visual Key features

 5 age groups
 Major trends
 Outstanding figures (E.g. highs, lows)
Graph showing 5 age
groups over two years  Two years

 5 different types of fuel

Pie chart showing 5
types of fuel  Major fuel type

Map showing a town 50  2 maps

years ago and a town
  Things that have remained the same
 Things that have changed (E.g. location,
renovation, removal)
 Things that are new (E.g. building, roads,
now facilities)

 Each of the 7 stages

Process showing 7
stages  Any extra step that is part of the process

 Three products
 Three years

Chart showing three  Numbers that are noticeable (E.g. highest,

products over 3 years lowest, unusual trends)

To successfully address the task, you need to:  

 Describe the key features in the visual diagram 
 Use data from the visual diagram to support each key feature
(E.g. figures, numbers, percentages, buildings, structures,
rooms)  
If you do not use data in the visual diagram to support the key
features, your response will match the band 5 description.

Band (Academic) recounts detail mechanically with no clear

5 overview; there may be no data to support the description
What data should you present to get a band 7 or higher? 
 Supporting data for each element (E.g. age groups, products,
years) 
 Noticeable figures that stand out (E.g. Highs, lows, fluctuation or
period of stability) 
 Figures that have increased or decreased 
 Figures that have not changed at all, that remain the same 
 Names of buildings on a map (E.g. Shop, post office, library) 
 Roads, pathways or bridges shown on a map 
 Things that have changed within the visual diagram (E.g location,
renovation, removal) 
 Things that are new (E.g. buildings, roads, facilities) 
 Each stage in a process 
 Any extra step that may be part of a process 
 The materials or equipment used in the process

DO DON'T

Present the data mechanically (E.g. In 1992,

Present the figures given in it was 2%. In 1993, it was 3%. And in 1994, it
the visual diagram was 6%...)

Present the correct

number scale shown on the
visual diagram (E.g.
hundreds, thousands, ten-
thousand, hundred-
thousand, millions, tonnes)
Present data inaccurately. Make sure you
read the Y-axis carefully to see what data is
shown.

Write the correct number Use calculations to respond to the task (E.g.
format when presenting calculate averages, add or subtract
figures from the visual numbers). Remember to present the data
diagram (E.g. 100; 1,000; as given.
 10,000; 100,000; 1,000,000)

Use the correct data set

represented in the visual
diagram (E.g. percentage, Misread the data and present it incorrectly.
number, barrels per day, (For example, saying females instead of
grams, kilograms, people) males - 72% of females play football)

To recap on what we have learned here today, remember these three

things, and you’ll be on your way to achieving a band 7 or higher in
task achievement IELTS Academic Writing Task 1. 
1. Write a clear introduction. But don’t copy the question. 
2. Write a clear summary of what you see in the overview 
3. Present and highlight all the key features with figures (data) 
And remember, Academic Task 1 does NOT need a conclusion. 
WT2: For writing task 2:

Tip 1: Stop to read and analyse the question

Tip 2: Begin with a general statement and then focus in on the details
of the question

Tip 3: Use your own words

Tip 4: State your position

Tip 5: Explain how you plan to develop your essay
Review your introduction at last
Sample Statement:
The threat of nuclear weapons maintains world peace. Nuclear
power provides cheap and clean energy. The benefits of nuclear
technology far outweigh the disadvantages. To what extent do you
agree or disagree? 

Sample answer by IELTS:

General Statement: 
Nuclear technology has been around for many years.  

Details: 
Whether this technology is used for weapons of mass destruction or
as a source of energy, many are of the belief that the use of nuclear
energy has more advantages than disadvantages. 

Position: 
In my opinion, nuclear technology can indeed be a very efficient
energy source. However, nuclear weapons possess such enormous
destructive power that any benefits that this technology may offer to
humankind are not enough to counter its potential devastating
effects. 

Plan: 
This essay will address why the drawbacks of nuclear technology
outweigh the benefits and will include relevant examples to support
this position.

Step 1: Answer all parts of the question

IELTS Writing Task 2 requires you to write an essay in response to a
statement, or premise. You must read the question carefully so that
all parts are answered. For example, in the question below, you must
do 3 things to achieve a higher band, showing the examiner that you
are addressing all parts of the task. 

 Present one view

 Present the other view 

 Present your opinion 

Step 2: Present a clear position

Although you are presenting different points of views in your essay,
you must present a clear position. This simply means you must let the
examiner know what you think about the question. Your position
must be clear for the complete essay. Don’t change your mind in the
conclusion. 

 Both views put forward valid points, however, I strongly believe... 

 However, many people feel that... 

 I believe that wild creatures should not be kept in zoos... 

Step 3: Structure your essay
Essay writing need not necessarily be a difficult achievement. Present
your ideas in a structured manner using paragraphs to present and
develop each idea. Make use of the following points to help you
structure your essay. 

 Show the reader where to start with an introduction paragraph.  

 Present ideas that are important and then, elaborate further.  

 Conclude the essay with your opinion on the question.  

 Develop a clear idea within each paragraph.  

 Make it easy for the examiner by leaving a space between each

paragraph.  

Step 4: Use linking devices

Linking devices or transition words are connecting words and
phrases that make your answer cohesive. It is the glue that sticks
your sentences and ideas together. The below table shows some
linkers that are frequently used in essays. 

On one hand Whereas

On the other hand Because

Firstly Similarly
 Another Finally

However Nevertheless

Despite Consequently

Although In conclusion

Regardless In addition

For example As a result

Therefore Undoubtedly

Step 5: Use a range of vocabulary

Writing is a means of communicating your thoughts and ideas to the
reader. Therefore, make use of vocabulary that is easy to understand.
Also, only use words that you can easily spell. Use words that go
naturally together – collocation, and include idiomatic
language/phrasal verbs in your essay. This proves to the examiner
that you can use a range of vocabulary. And finally, check for spelling
errors and typos after you complete your writing task. 

Examples of collocation: 

 Tourist attraction  

 Alternate ways  

 Rare species  
 Natural habitat  

Examples of idiomatic language and phrasal verbs: 

 To be cared for  

 Close down  

 Make money  

 Chance to see  

 Looked after

Step 6: Use a range of grammatical structures correctly

When you are aiming for a band 7, you need to master both simple
and complex sentences. And remember that you must produce
frequent error-free sentences as well. So, how do you think you can
achieve that? Yes, with practice. Try out sample test papers
and analyse the mistakes you usually make. When you keep
practicing different sentence structures, we are sure you are going to
improve writing an essay on any given topic. 

Examples of grammatical structures

Articles Most importantly, they attract tourists and make money

for (the) city; visitors get (a) chance

Subject/ver because they is (are) not in natural 

b
agreement
 Prepositions wild animals at (in) their country 

Plurals We frequently see news story (stories)

Punctuation Most importantly, they attract tourists and make money for

the city.

Step 7: Check your essay thoroughly

Even after you produce a perfect essay, you may make careless
spelling and grammatical mistakes. These can easily be eliminated if
you check your essay thoroughly. Ask yourself the following
questions once you complete your writing task. 

 Did I answer all parts? 

 Did I use paragraphs? 

 Did I use linkers? 

 Did I use punctuation? 

 Did I check my work? 

 Is my spelling correct and did I use a range of vocabulary? 

 Did I use complex sentence structures? 

Tip 1: Read the task carefully and take notes
Before you start writing your response, make sure you take a few
moments to carefully read the question or task. It will help you better
prepare your answers. 

Don’t forget to: 

 Take notes and write down ideas you think might be suitable for
your answer 

 Highlight keywords in the task or question to better understand

what you need to address in your response 

 Do a quick outline to organise your thoughts in response to each  

 Expand on your ideas with examples, supporting details, etc.

Tip 2: Break your ideas into paragraphs

Once you have chosen your ideas, it is time to start writing. To keep
your answers well organised, you must write in paragraphs. Each
paragraph should contain a clear topic that is developed within the
paragraph.  

Make sure you do not write in bullet points or in point form.

Tips 3: Use the correct format in your response

Writing Task 1 in the General Training test is different to that in the
Academic test. 

 In General Training, Writing Task 1, you will need to structure your
letter and include: 

 A short greeting to the recipient 

 An intro telling the recipient why you are writing.  

 A paragraph for each of the bullet points in the question or task.  

A short closing.  

The correct letter-writing conventions to start and finish your

letter 

In Academic, Writing Task 1, when describing a graph, chart or

diagram in the question, make sure you have: 

 An introduction - rewording of the question

 Body paragraph(s) - key details, their relevance, comparisons,

etc. 

 An overview or summary of the main ideas.

For the Writing Task 2 essay, you will write using essay format. You

should have: 

 An introductory paragraph where you write the thesis statement

– what the essay will be about 

 Body paragraphs (usually 2 to 3) with clearly defined

topics supported with details and examples 

 A conclusion summarising the points in your essay.

Tip 4: Keep an eye on time

The Writing test takes 60 minutes, so make sure you plan your time
accordingly. Most test takers spend approximately 20 minutes on
Task 1 and 40 minutes on Task 2. But make sure you leave some time
at the end to quickly review your answers and make any necessary
changes to your responses.
Tip 5: Use cohesive devices to keep your writing organised
Cohesive devices help you connect your ideas and help keep your
writing responses organised. Use these words and phrases to
connect your ideas and help your reader follow your writing.  

Some cohesive devices you could use, include: 

 Furthermore 

 However 

 Next 

 First, second, third 

 Finally 

 So  

 Then 

 In addition 

Take some time before you take your IELTS test to study and practice
using these words, as well as other cohesive devices (linking words).