IELTS WRITING TASK 1

LINE GRAPH
 GENERAL UNDERSTANDING
• Task 1: REPORT WRITING (figures)
• (20 mins – 150 words)
CRITERIA:

Task response:

Coherence and cohesion:

Lexical resource:

Grammatical range and accuracy:

OUT LINE

1 •Definition
2 •Structure
3 •Sample
 1. DEFINITION
 Line graphs are used to indicate the CHANGES/
TRENDS of figure during a period of time.
 The common trends of figures:
1. Upward trend
2. Downward trend
3. Fluctuating trend
4. Stable trend
2. STRUCTURE

Introductory
sentence
INTRODUCTION
Overview

Feature 1
BODY
Feature 2
INTRODUCTION: (2 SENTENCES)
 SENTENCE 1: INTRODUCTORY SENTENCE

- Type of graph + verb (show/

describe/ depict/ indicate/ illustrate)
+ subject of the graph.
(Paraphrase)
 PARAPHRASE
Q: The graph below shows the proportion of the
population aged 65 and over between 1940 and
2040 in three different countries.
A: elderly citizens
B: from..to = between…and.. = over/throughout
a 100-year period commencing from 1940.
C: who are aged
 PARAPHRASE
Q: The graph below shows the proportion of the
population aged 65 and over between 1940 and
2040 in three different countries.
• Graph
 PARAPHRASE
Q: The graph below shows the proportion of the
population aged 65 and over between 1940 and
2040 in three different countries.
• Graph = line graph
 PARAPHRASE
Q: The graph below shows the proportion of the
population aged 65 and over between 1940 and
2040 in three different countries.
• Graph = line graph
• Shows
 PARAPHRASE
Q: The graph below shows the proportion of the
population aged 65 and over between 1940 and
2040 in three different countries.
• Graph = line graph
• Shows = illustrates, indicates
 PARAPHRASE
Q: The graph below shows the proportion of the
population aged 65 and over between 1940 and
2040 in three different countries.
• Graph = line graph
• Shows = illustrates, indicates
• Proportion of
 PARAPHRASE
Q: The graph below shows the proportion of the
population aged 65 and over between 1940 and
2040 in three different countries.
• Graph = line graph
• Shows = illustrates, indicates
• Proportion of = percentage of, the figure for
 PARAPHRASE
Q: The graph below shows the proportion of the
population aged 65 and over between 1940 and
2040 in three different countries.
• Graph = line graph
• Shows = illustrates, indicates
• Proportion of = percentage of, the figure for
• The population
 PARAPHRASE
Q: The graph below shows the proportion of the
population aged 65 and over between 1940 and
2040 in three different countries.
• Graph = line graph
• Shows = illustrates, indicates
• Proportion of = percentage of, the figure for
• The population = people, the elderly
 PARAPHRASE
Q: The graph below shows the proportion of the
population aged 65 and over between 1940 and
2040 in three different countries.
• Graph = line graph
• Shows = illustrates, indicates
• Proportion of = percentage of, the figure for
• The population = people, the elderly
• Between 1940 and 2040
 PARAPHRASE
Q: The graph below shows the proportion of the
population aged 65 and over between 1940 and 2040
in three different countries.
• Graph = given line graph
• Shows = illustrates, indicates
• Proportion of = percentage of, the figure for
• The population = people, the elderly, citizens
• Between 1940 and 2040 = from 1940 to 2040, over a
period of 100 years
The graph below shows the proportion of
the population aged 65 and over between
1940 and 2040 in three different countries.
↓
The line graph illustrates the figure for the
elderly aged 65 and over in three
countries over a period of 100 years.
 INTRODUCTION: (2 SENTENCES)
 SENTENCE 2: GIVE AN OVERVIEW
Overall, as can be clearly observed, the figures
(witness/ see/ notice/ experience) a/an upward trend/
downward trend/ fluctuating trend/ stable trend .
Ex: Generally, both the two figures witnessed a downward
trend over the period of time.
 BODY
- In particular, / Particularly,/ Specifically, /
To specify,……….

- As for +……./ In terms of +……/

Regarding +…….
  3 COMMON STRUCTURES FOR REPORTING
1. STRUCTURE 1:
S + V + ADV
The sales of magoes surged.
2. STRUCTURE 2:
THERE + BE + A/AN + ADJ+ NOUN
There was a significant decrease in the sales of mangos.
3. SRUCTURE 3:
Subject + WITNESS/ SEE/ NOTICE/ EXPERIENCE+
A/AN + ADJ+ NOUN
The sales of mangoes witnessed a significant decrease.
DESCRIBING TRENDS
DESCRIBING TRENDS
 Degree Adj Adv

Very extensive Dramatic Dramatically

change Exponential Exponentially
Enormous Enormously
Tremendous Tremendously

Extensive Substantial Substantially

change Considerable Considerably
Remarkable Remarkably
Significant Significantly
 Degree Adj Adv

Average change Noticeable Noticeably

Moderate Moderately

Small change Slight Slightly

Minimal Minimally
SAMPLE
 SAMPLE 1
The graph below shows average obesity
rates in the USA according to gender
from 2000 to 2008.
 The line graph presents//
compares
 The line graph presents//
compares the
percentages// the rates//
the proportions
 The line graph presents//
compares the
percentages// the rates//
the proportions of obese
males and females
 The line graph presents//
compares the
percentages// the rates//
the proportions of obese
males and females in the
USA throughout 8 years
from 2000 to 2008//
 The line graph presents//
compares the
percentages// the rates//
the proportions of obese
males and females in the
USA throughout 8 years
from 2000 to 2008//
between 2000 and 2008.
 The line graph presents//
compares the percentages//
the rates// the proportions
of obese males and females
in the USA throughout 8
years from 2000 to 2008//
between 2000 and 2008.
Generally speaking, both
the two figures witnessed an
upward trend over the
period of time.
In particular,
In particular, the rate of obese
women started at 34 percent in
2000
In particular, the rate of obese
women started at 34 percent in
2000 and remained
unchanged//
In particular, the rate of obese
women started at 34 percent in
2000 and remained
unchanged// leveled off until
2002.
 In particular, the rate of obese
women started at 34 percent in
2000 and remained
unchanged// leveled off until
2002. There was a slight rise
in the proportion of obese
females to 35 percent in 2004
and to 37 percent in 2006.
 In particular, the rate of obese
women started at 34 percent in
2000 and remained
unchanged// leveled off until
2002. There was a slight rise
in the proportion of obese
females to 35 percent in 2004
and to 37 percent in 2006. The
two last years// The two final
years
 In particular, the rate of obese
women started at 34 percent in
2000 and remained
unchanged// leveled off until
2002. There was a slight rise
in the proportion of obese
females to 35 percent in 2004
and to 37 percent in 2006. The
two last years// The two final
years saw a noticeable growth
to a high of 40 percent in
2008.
As for the rate of obese
men,
As for the rate of obese
men, this began at 28
percent in 2000
As for the rate of obese
men, this began at 28
percent in 2000 and
marginally rose to 29
percent in 2002.
 As for the rate of obese
men, this began at 28
percent in 2000 and
marginally rose to 29
percent in 2002. There
was an upsurge in the
percentage of obese men
to 33 percent in 2004,
 As for the rate of obese
men, this began at 28
percent in 2000 and
marginally rose to 29
percent in 2002. There
was an upsurge in the
percentage of obese men
to 33 percent in 2004, 35
percent in 2006
 As for the rate of obese
men, this began at 28
percent in 2000 and
marginally rose to 29
percent in 2002. There
was an upsurge in the
percentage of obese men
to 33 percent in 2004, 35
percent in 2006 and a
high of 39 percent in
2008.
 SAMPLE 2
The graph below compares SAT math
results according to gender from 1992
to 2000 in a particular school.

Summarize the given information by

reporting the main features and
making comparisons where relevant.
The line graph
The line graph illustrates
the average points
The line graph illustrates
the average points for
male and female students
The line graph illustrates
the average points for
male and female students
in SAT maths
The line graph illustrates
the average points for
male and female students
in SAT maths between
1992 and 2000 in a
school.
The line graph illustrates
the average points for
male and female students
in SAT maths between
1992 and 2000 in a
school. In general,
The line graph illustrates
the average points for
male and female students
in SAT maths between
1992 and 2000 in a
school. In general, both
the two figures witnessed
an upward trend over the
period of time.
In particular, male SAT
maths score started at 500
points in 1992
In particular, male SAT
maths score started at 500
points in 1992 and slightly
went up to about 510 points
in 1993.
In particular, male SAT
maths score started at 500
points in 1992 and slightly
went up to about 510 points
in 1993. There was a
marginal decline in the
scores of boys to around
505 points in 1994.
In particular, male SAT
maths score started at 500
points in 1992 and slightly
went up to about 510 points
in 1993. There was a
marginal decline in the
scores of boys to around 505
points in 1994. In the
following years, the scores
experienced a significant
growth to nearly 535 points
in 1999.
In particular, male SAT maths
score started at 500 points in
1992 and slightly went up to
about 510 points in 1993. There
was a marginal decline in the
scores of boys to around 505
points in 1994. In the following
years, the scores experienced a
significant growth to nearly 535
points in 1999. In the final two
years, the scores of boys
remained unchanged/ leveled
off.
As for the SAT maths
scores of girls,
As for the SAT maths
scores of girls, this began
at 460 points in 1992
As for the SAT maths
scores of girls, this began
at 460 points in 1992 and
skyrocketed to 510 points
in 1996.
As for the SAT maths
scores of girls, this began
at 460 points in 1992 and
skyrocketed to 510 points
in 1996. There was a
gradual rise to 530 points
in girls’ SAT maths scores
in 2000.
2. STRUCTURE
Product A