IELTS Writing Task 1 Lessons Collection

Task – 1

In the IELTS writing Task 1 for academic you have to describe some kind of graph, diagram,
map or process. 

Overview
How to Write an Academic IELTS Task 1
To analyse this, we’ll look at a line graph. Look at the following question and the graph. 
You should spend about 20 minutes on this task.

The line graph below shows changes in the amount and type of fast food consumed
by Australian teenagers from 1975 to 2000.

Summarize the information by selecting and reporting the main features and make
comparisons where relevant.

Write at least 150 words.

IELTS Academic Writing Task 1

There are three basic things you need to structure an IELTS writing task 1. 
1. Introduce the graph
2. Give an overview
3. Give the detail

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1) Introduce the Graph
You need to begin with one or two sentences that state what the IELTS writing task 1 shows.
To do this, paraphrase the title of the graph, making sure you put in a time frame if there is
one. 

Here is an example for the above line graph: 

The line graph compares the fast food consumption of teenagers in Australia between
1975 and 2000, a period of 25 years.
You can see this says the same thing as the title, but in a different way. 

2) Give an Overview
You also need to state what the main trend or trends in the graph are. Don’t give detail such
as data here – you are just looking for something that describes what is happening overall. 

One thing that stands out in this graph is that one type of fast food fell over the period, whilst
the other two increased, so this would be a good overview. 

Here is an example: 

Overall, the consumption of fish and chips declined over the period, whereas the
amount of pizza and hamburgers that were eaten increased. 
This covers the main changes that took place over the whole period. 

You may sometimes see this overview as a conclusion. It does not matter if you put it in the
conclusion or the introduction when you do an IELTS writing task 1, but you should provide
an overview in one of these places. 

3) Give the Detail

You can now give more specific detail in the body paragraphs. 

When you give the detail in your body paragraphs in your IELTS writing task 1, you must
make reference to the data. 

The key to organizing your body paragraphs for an IELTS writing task 1 is to group
data together where there are patterns. 

To do this you need to identify any similarities and differences. 

Look at the graph – what things are similar and what things are different? 

As we have already identified in the overview, the consumption of fish and chips declined
over the period, whereas the amount of pizza and hamburgers that were eaten increased. 

So it is clear that pizza and hamburgers were following a similar pattern, but fish and chips
were different. On this basis, you can use these as your ‘groups’, and focus one paragraph
on fish and chip and the other one on pizza and hamburgers. 

Here is an example of the first paragraph: 

In 1975, the most popular fast food with Australian teenagers was fish and chips,
being eaten 100 times a year. This was far higher than Pizza and hamburgers, which
were consumed approximately 5 times a year. However, apart from a brief rise again

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from 1980 to 1985, the consumption of fish and chips gradually declined over the 25
year timescale to finish at just under 40. 
As you can see, the focus is on fish and chips. This does not mean you should not mention
the other two foods, as you should still make comparisons of the data as the questions
asks. 

The second body then focuses on the other foods: 

In sharp contrast to this, teenagers ate the other two fast foods at much higher levels.
Pizza consumption increased gradually until it overtook the consumption of fish and
chips in 1990. It then levelled off from 1995 to 2000. The biggest rise was seen in
hamburgers as the occasions they were eaten increased sharply throughout the
1970’s and 1980’s, exceeding that of fish and chips in 1985. It finished at the same
level that fish and chips began, with consumption at 100 times a year. 

Full Model Answer:

The line graph compares the fast food consumption of teenagers in Australia between 1975
and 2000, a period of 25 years. Overall, the consumption of fish and chips declined over the
period, whereas the amount of pizza and hamburgers that were eaten increased. 
In 1975, the most popular fast food with Australian teenagers was fish and chips, being
eaten 100 times a year. This was far higher than Pizza and hamburgers, which were
consumed approximately 5 times a year. However, apart from a brief rise again from 1980 to
1985, the consumption of fish and chips gradually declined over the 25 year timescale to
finish at just under 40. 
In sharp contrast to this, teenagers ate the other two fast foods at much higher levels. Pizza
consumption increased gradually until it overtook the consumption of fish and chips in 1990.
It then levelled off from 1995 to 2000. The biggest rise was seen in hamburgers as the
occasions they were eaten increased sharply throughout the 1970’s and 1980’s, exceeding

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that of fish and chips in 1985. It finished at the same level that fish and chips began, with
consumption at 100 times a year. 
(194 words)

Types of Graph
1. Graphs Over Time
2. IELTS Pie Chart
3. IELTS Process
4. Two graphs together
5. IELTS Tables
Graphs Over Time

Describing a Graph Over Time

This lesson explains how to describe a line graph or bar chart for IELTS task 1 that is over
time. This uses an example of a bar chart, but it will be the same for a line graph.

When you get a chart or graph to describe, it is always important to check whether there is a
time frame or not. 

If there is, you will need to use the language of change.

However, it is not enough just to describe the changes of each element (ActiveX, Java and
Net in this case) on their own and ignore how they relate to each other.

Look at the question – you are asked to compare the data as well. So you must also
compare the elements where relevant in your IELTS task 1.

You must also group data together to make sure you have a well organized and coherent
answer. 

To do this, you need to look for similarities and differences when you first analyze the graph
for IELTS task 1, and decide what can be logically put together or not.

Now look at the bar chart below and read the IELTS task 1 model answer.

You should spend about 20 minutes on this task.

The bar chart shows the number of times per week (in 1000s), over five weeks, that
three computer packages were downloaded from the internet.

Summarize the information by selecting and reporting the main features and make
comparisons where relevant.

Write at least 150 words.

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 IELTS Task 1: Describing a Graph Over Time
Model Answer

The bar chart illustrates the download rate per week of ActiveX, Java and Net computer
packages over a period of five weeks. It can clearly be seen that ActiveX was the most
popular computer package to download, whilst Net was the least popular of the three.

To begin, downloads of ActiveX and Java showed similar patterns, with both gradually
increasing from week 1 to week 5. However, the purchases of Active X remained
significantly higher than that of the other product over this time frame. In week 1, purchases
of ActiveX stood at around 75,000, while those of Java were about 30,000 lower. With the
exception of a slight fall in week 4, downloading of ActiveX kept increasing until it reached a
peak in the final week of just over 120,000. Java downloads also increased at a steady rate,
finishing the period at 80,000.

The product that was downloaded the least was Net. This began at slightly under 40,000,
and, in contrast to the other two products, fell over the next two weeks to reach a low of
approximately 25,000. It then increased sharply over the following two weeks to finish at
about 50,000, which was well below that of ActiveX.

(Words 198) 

Language of Change
As you can see, there are several examples of this in the graph, so it is important to learn
how to use these correctly in order to successfully write an IELTS task 1 chart over time.
Here are some examples:

 gradually increasing
 a slight fall
 kept rising 
 reached a peak
 increased at a steady rate
 fell
 increased sharply

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 a low of
 finish at
 stood at
 finishing the period at
You will need to practice this type of language, and also make sure you know a variety of
structures to get a better score – if you keep repeating the same kind of phrases this will
show you have a more limited range of lexis and grammar.

Making Comparisons
In IELTS task 1, you must also compare the data as you are asked to do in the rubric. 

If you just write about what happened to ActiveX, what happened to Java, and what
happened to Net, without showing any relationship between them, this won’t be enough.

Here are some examples of where comparisons are made between the products in the
IELTS task 1 graph, and the language of comparison is highlighted in bold / red:

It can clearly be seen that ActiveX was the most popular computer package to

download, whilst Net was the least popular of the three

Downloads of ActiveX and Java showed similar patterns, with both gradually increasing

from week 1 to week 5

However, the purchases of Active X remained significantly higher than that of the other

product over this time frame

In week 1, purchases of ActiveX stood at around 75,000, while those of Java were about

30,000 lower

Java downloads also increased at a steady rate, finishing the period at 80,000

The product that was downloaded the least was Net. This began at slightly under 40,000,
and, in contrast to the other two products, fell over the next two weeks

It then increased sharply over the following two weeks to finish at about 50,000, which
was well below thatof ActiveX

Grouping the Data

It is a good idea to divide your answer into paragraphs so it is well organized. To do this, you
should group similar things together into paragraphs or sections.

If you look at the chart, you will see that ActiveX and Java have a similar pattern, both
steadily increasing over the period (apart from the slight fall of ActiveX in week 4), so these
could be put together.

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Body Paragraph One:

To begin, downloads of ActiveX and Java showed a similar trend, with both gradually
increasing from week 1 to week 5. However, the purchases of Active X remained
significantly higher than that of the other product over this time frame. In week 1, purchases
of ActiveX stood at around 75,000, while those of Java were about 30,000 lower. With the
exception of a slight fall in week 4, downloading of ActiveX kept rising until it reached a peak
in the final week of just over 120,000. Java downloads also increased at a steady rate,
finishing the period at 80,000.

On the other hand, Net is the lowest and it has a different pattern – falling and then rising
again. So this could be described in another paragraph.

Body Paragraph Two:

The product that was downloaded the least was Net. This began at slightly under 40,000,
and, in contrast to the other two products, fell over the next two weeks to a low of
approximately 25,000. It then increased sharply over the following two weeks to finish at
about 50,000, which was well below that of ActiveX.

There is usually more than one way to group the data for an IELTS task 1, so this needs to
be your decision. As long as it is logical and makes your answer easy to follow and read, this
should be ok.

IELTS Pie Chart

In this lesson you'll learn how to write about a pie chart, with tips on how to best organize
your answer and advice on the language to use. 

This lesson will provide you with tips and advice on how to write an IELTS pie chart for
task 1.

To begin, take a look at the pie chart below, and then answer the quiz questions.

If you prefer or if you want extra tips you can also view this lesson in a video (but don't forget
afterwards to do the quizzes on this page that give you the language practice!):

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The Task:
You should spend about 20 minutes on this task.

The pie charts show the main reasons for migration to and from the UK in 2007.

Summarize the information by selecting and reporting the main features and make
comparisons where relevant.

Write at least 150 words.

IELTS
Pie Chart
IELTS Pie Chart Quiz
1. What is the best way to organize your answer?
 Write one paragraph about immigration and one about emigration

 Write about the pie charts together, comparing each of the reasons

2. What tense should you use to write about the IELTS pie chart?
 Past

 Present

3. Can you talk about ‘increases’ and ‘decreases’ when describing the information?
 Yes

 No

Now take a look at a model answer:

8
 

The pie charts illustrate the primary reasons that people came to and left the UK in 2007.  At
first glance it is clear that the main factor influencing this decision was employment.  

Having a definite job accounted for 30 per cent of immigration to the UK, and this figure was
very similar for emigration, at 29%.  A large number of people, 22%, also emigrated because
they were looking for a job, though the proportion of people entering the UK for this purpose
was noticeably lower at less than a fifth.  

Another major factor influencing a move to the UK was for formal study, with over a quarter
of people immigrating for this reason.  However, interestingly, only a small minority, 4%, left
for this.

The proportions of those moving to join a family member were quite similar for immigration
and emigration, at 15% and 13% respectively.   Although a significant number of people
(32%) gave ‘other’ reasons or did not give a reason why they emigrated, this accounted for
only 17% with regards to immigration.

173 words

_________________________________________

As you can see, the pie chart description is easy to follow.  Here are some key points in
organizing your answer.
Choose the most important points to write about first
These will be the largest ones.  As you can see in the model answer, definite job, looking
for work, and formal study were all written about first, in order of importance, as these are
the main reasons that were chosen for moving.

Items such as ‘other’ are usually less important and account for small amounts, so can be
left till the end.

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Make it easy to read

When you write a task 1, you should always group information in a logical way to make it
easy to follow and read. 

With an IELTS pie chart, the most logical thing to do is usually to compare categories
together across the charts, focusing on similarities and differences, rather than writing about
each chart separately. 

If you write about each one separately, the person reading it will have to keep looking
between the paragraphs in order to see how each category differs.

Vary your language

As with any task 1, this is important.  You should not keep repeating the same structures. 
The key language when you write about pie charts is proportions and percentages.

Common phrases to see are "the proportion of…" or "the percentage of…"

However, you can also use other words and fractions. These are some examples from the
model answer:

A large number of people

over a quarter of people
a small minority
A significant number of people
less than a fifth
This table presents some examples of how you can change percentages to fractions or
ratios:

Percentage  Fraction
80%  four-fifths
75%  three-quarters
70% seven in ten
65% two-thirds
60% three-fifths
55% more than half
50% half
45% more than two fifths
40% two-fifths
35% more than a third
30% less than a third
25% a quarter
20% a fifth
15% less than a fifth
10% one in ten
5% one in twenty

If the percentages are not exact as above, then you can use qualifiers to make sure your
description remains accurate. Here are some examples:

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 Percentage Qualifier
77% just over three quarters
77% approximately three quarters
49% just under a half
49% nearly a half
32% almost a third

This table presents some examples of how you can change percentages to other phrases:

proportion / number / amount /

Percentage
majority / minority
75% - 85% a very large majority 
65% - 75% a significant proportion 
10% - 15% a minority 
5% a very small number 

The words above are interchangeable, though number is for countable

nouns and amount is for uncountable nouns.

IELTS Process Diagram

In this lesson you'll learn how to describe an IELTS process diagram, with information about
organizing your answer and using the passive voice. 

It is less common in the writing test, but sometimes you will get an IELTS process
diagram to describe.

This should follow the same format as any task 1:

1. Introduce the diagram

2. Give an overview of the main point/s
3. Give the detail
Follow this link about how to write a task 1.

However, there are different types of task 1 (line graphs, pie charts, maps etc) and each
requires knowledge of a certain type of language.

This lesson will look at how to write an IELTS process diagram for task 1.

We also have a video lesson on writing an IELTS Process.

What is an IELTS Process Diagram?

To begin, look at this question:

You should spend about 20 minutes on this task.

The diagram illustrates the process that is used to manufacture bricks for the building
industry.

Summarize the information by selecting and reporting the main features and make
comparisons where relevant.

Write at least 150 words.

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 IELTS Process Diagram - Brick Making
A process will have a number of stages that are in time order.  So you should start at the
beginning, and describe each stage through to the last one.

In the example above, this is fairly clear. It begins with the digging of the clay, and ends with
delivery.

Processes are not always this clear, and you may have to look more carefully to spot the
beginning, and there may also be two things happening at the same time. 

So it is important that you look at other sample processes to get a good understanding of

how they can vary.

Introduce the Diagram

As with any task 1, you can begin by paraphrasing the rubric:

The diagram explains the way in which bricks are made for the building industry.

As you can see, this has been taken from the question, but it has not been copied. You need
to write it in your own words.

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Highlight the Main Points
An IELTS process diagram is different to a line, bar, pie chart or table in that there are not
usually key changes or trends to identify.  However, you should still give an overview of
what is taking place.

The  ‘public band descriptors’ state that to achieve a band 6 or more for ‘task response’
the student must provide an overview in a task 1.

As there are no trends to comment on, you can make a comment on, for example,
the number of stages in the process and how it begins and ends:

Overall, there are eight stages in the process, beginning with the digging up of clay and
culminating in delivery.

Give the Detail

Now you need to explain the IELTS process diagram, and there are two key aspects of
language associated with this:

1) Time Connectors

A process is a series of events, one taking place after the other.  Therefore, to connect your
stages, you should use ‘time connectors’.  

Here is the rest of the answer with the time connectors highlighted (notice that you simply go
from the beginning to the end of the process):

To begin, the clay used to make the bricks is dug up from the ground by a large digger. This
clay is then placed onto a metal grid, which is used to break up the clay into smaller pieces.
A roller assists in this process.

Following this, sand and water are added to the clay, and this mixture is turned into two
differing types of brick by either placing it into a mould or using a wire cutter. Next, these
bricks are placed in an oven to dry for 24 – 48 hours.

In the subsequent stage, the bricks go through a heating and cooling process. They are
heated in a kiln at a moderate and then a high temperature (ranging from 200c to
1300c), followed by a cooling process in a chamber for 2 – 3 days. Finally, the bricks are
packed and delivered to their destinations.

These connectors are the same you would use to write a graph over time when you explain
a series of changes.
These are some common IELTS process diagram connectors:

To begin
Following this
Next
Then
After

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After that
Before**
Subsequently
Finally

** If you use before, this means that you will be mentioning a later stage before an earlier
stage, so you need to use it carefully.  If you can use it properly though, it will get noticed. 

Here is an example using stages four and five:

Before being dried in the oven, the mixture is turned into bricks by either placing it into a
mould or using a wire cutter.

2) The Passive

When we describe an IELTS process that involves humans (a man-made process as

opposed to a natural one), the focus is on the activities, NOT the person doing them. 

When this is the case, we use the passive voice, not the active. For a natural process, such
as the life-cycle of a frog, we use active as there is not a person doing the activity in the
diagram.

This is a brief explanation of how to use the passive voice, but if you are new or unsure
about using it, you should do some further study and practice.

Most sentences use this structure:

 Subject + Verb + Object
 A large digger digs up the clay in the ground.
In the active voice (as above), the digger is doing the verb i.e. the digger is doing the
digging.

When we use the passive voice, we make the object (the clay) the subject, and make the
subject (the digger) the object. We also add in the verb ‘to be’ and the past participle (or
Verb 3).

 (S) The clay in the ground (V) is dug up (O) by the digger.

So throughout most of your description for your IELTS process diagram, you should be using
the passive voice. 

This is difficult as some verbs cannot take the passive. For example, 'to go' cannot be
passive, so it is kept in the active voice:

 ...the bricks go through a heating and cooling process.

This is why you need to make sure you practice the passive so you know exactly how to use
it.

Also, as you will see from the description, it is more usual to to comment on who or what is
doing the action so the 'by...." phrase is excluded.

Here is the same example description with uses of the passive highlighted:

To begin, the clay (which) is used to make the bricks is dug up from the ground by a large
digger. This clay is then placedonto a metal grid, onto a metal grid, which is used to break
up the clay into smaller pieces. A roller assists in this process.

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Following this, sand and water are added to the clay, and this mixture is turned into bricks
by either placing it into a mould or using a wire cutter. Next, these bricks are placed in an
oven to dry for 24 – 48 hours.

In the subsequent stage, the bricks go through a heating and cooling process. They are
heated in a kiln at a moderate and then a high temperature (ranging from 200c to 1300c),
followed by a cooling process in a chamber for 2 – 3 days. Finally, the bricks are
packed and delivered to their destinations.

Varying your Language

Sometimes it may be appropriate just to use the same language that you are given in the
IELTS process diagram to describe it, but you should try to vary it.

You may be able to use nouns from the diagram as your verbs.  For example, the
noun packaging in stage seven becomes:

Finally, the bricks are packed…

Two graphs together

Sometimes you get two graphs to describe together. This lessons shows you how to
organize your answer if you do. 

IELTS Bar and Line Graph (Lesson 4)

This is an example of an IELTS bar and line graph together. It is not uncommon to get two
graphs to describe at the same time in the IELTS test.

It can look a bit scary at first. However, when you look more closely, you'll see it is probably
no more difficult than having one graph.

Take a look at the question and the graph:

You should spend about 20 minutes on this task.

The line graph shows visits to and from the UK from 1979 to 1999, and the bar graph
shows the most popular countries visited by UK residents in 1999.

Summarize the information by selecting and reporting the main features and make
comparisons where relevant.

Write at least 150 words.

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 IELTS Bar and Line Graph
These are the steps you need to take to describe a bar and line graph together (or any two
graphs) that may differ slightly from when you describe one graph.

Introduction
When you state what the graph shows, mention both of them. Here is a sample first
sentence of the introduction:

The line graph illustrates the number of visitors in millions from the UK who went abroad
and those that came to the UK between 1979 and 1999, while the bar chart shows which
countries were the most popular for UK residents to visit in 1999.

Remember to write this in your own words and not to copy from the question.

Next you need to mention the key points from the graph. When you do this, mention the
most interesting things from each:

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Overall, it can be seen that visits to and from the UK increased, and that France was the
most popular country to go to.

Body Paragraphs
If there are two graphs and a lot of information, you will have to be careful not to describe
everything as you may then have too much information.

Also, the examiner is looking to see that you can select the important things and not
describe every single detail.

So the key skill when you have two graphs is being able to pick out the important information
or summarize things in a concise way, otherwise you will end up writing too much and
probably run out of time.

Here is an example description for the bar and line graph:

To begin, the number of visits abroad by UK residents was higher than for those that came
to the UK, and this remained so throughout the period. The figures started at a similar
amount, around 10 million, but visits abroad increased significantly to over 50 million,
whereas the number of overseas residents rose steadily to reach just under 30 million.

By far the most popular countries to visit in 1999 were France at approximately 11 million
visitors, followed by Spain at 9 million. The USA, Greece, and Turkey were far less popular
at around 4, 3 and 2 million visitors respectively.

As you can see, the first paragraph discusses the line graph, and the second the bar chart.

You will not usually need to mix up the descriptions. This will only make things complicated
and difficult to follow. Writing about the first one and then the second one is ok for a bar and
line graph or any others that appear together.

As with any task 1, you will need to make sure you use the right language, make
comparisons, and group data appropriately.

IELTS Tables
This lesson provides you with IELTS practice for tables. It shows you that tables are not that
different from other types of graph.

Describing an IELTS table is similar to describing charts or graphs.  The same structures
of comparison and contrast are used or language of change if the table is over time.

A table is just another way to present information.

It does not require that you learn a new type of language or a new way to organize things.

For example, take a look at this IELTS table showing the quality of life in four countries
presented in a table:

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 Country GNP per head Daily calorie Life expectancy Infant mortality 
(1982: US supply per head at birth (years) (per 1000 live
dollars) births

Bangladesh 140 1877 40 132

Bolivia 570 2086 50 124
Egypt 690 2950 56 97
Indonesia 580 2296 49 87
USA 13160 3653 74 12

If we wanted, we could present this same information as a bar chart:

IELTS table shown as a bar chart

However, as you'll notice, it is better presented as a table because of the huge difference
between the USA and the others - this is not very clear on a bar chart. 

So a table looks better, but they would both be described in exactly the same way.

Analysing the IELTS Table

As with all graphs and charts, when describing tables:

 Do not describe all the data presented - present the main points of each feature (you
should make sure you mention each feature though)

 Look for significant data; e.g. the highest, the lowest etc

 Try and group the data.  This may require you to use some general knowledge about the
world, such as recognising developed and developing countries

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Practice
Look at the IELTS table that you looked at above and answer the questions that follow:

You should spend about 20 minutes on this task.

The following table gives statistics showing the aspects of quality of life in five
countries.

Summarize the information by selecting and reporting the main features and make
comparisons where relevant.

Write at least 150 words.

Table: The Quality of Life in Five Countries

Country GNP per head Daily calorie Life expectancy Infant mortality 
(1982: US supply per head at birth (years) (per 1000 live
dollars) births

Bangladesh 140 1877 40 132

Bolivia 570 2086 50 124
Egypt 690 2950 56 97
Indonesia 580 2296 49 87
USA 13160 3653 74 12

 What is the table measuring?

 What type of language do you need to use (Change? Comparing and contrasing?)
 What tense would you use?
 Which country has the best quality of life and which has the worst?
 What information could you use for an overview / conclusion?
 How could you group the information?
 How many paragraphs would you have and what you would write about in each one?
Making a Plan
You should always ask yourself these kind of questions before you write your task one. You
can then use the answer to these questions to make yourself a quick plan.

Here are some notes made by a student during the planning stage:

PLAN

Topic – standard of living, 5 countries

Language –  comparison

Time / tense –  1982 = past

Overview –  USA far higher

Groups –      

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               USA = highest 
               Egypt, Indo, Bol = similar
               Bangladesh = very low

Now, take a look at this IELTS table model answer and notice how the organization matches
the plan. The groups chosen that are similar are grouped together into paragraphs.

The language is focused on the language of comparison and contrast as the table is not over
time. The compare and contrast structures have been highlighted so you can see how they
are used.

Is it similar to the way you would have organized the information?

Model Answer

Country GNP per head Daily calorie Life expectancy Infant mortality 
(1982: US supply per head at birth (years) (per 1000 live
dollars) births

Bangladesh 140 1877 40 132

Bolivia 570 2086 50 124
Egypt 690 2950 56 97
Indonesia 580 2296 49 87
USA 13160 3653 74 12

The table uses four economic indicators to show the standard of living in five selected
countries in 1982.  Overall, it can be seen that the quality of life in the USA was far higher
than the other four countries.

To begin, the USA, which is a developed country, had the highestGNP at 13,160 dollars per
head.  It also had a much higher daily calorie intake and life expectancy, and the
lowest rate of infant mortality.

The other developing countries had quality of life ratings that were significantly lower.  The
range of indicators for Egypt, Indonesia and Bolivia were similar, with Egypt having the
highest quality of life amongst the three.  However, the infant mortality rate in Egypt’s
was slightly higher than Indonesia’s at 97 deaths per 1000 compared to87 in Indonesia.

Bangladesh had by far the lowest quality of life in all the indicators.  Its GNP was  one
hundred times smaller than the USA’s.  Its calorie intake and life expectancy were about
half those of the USA, and its infant mortality rate was 10 times greater.

IELTS Maps Lesson

Introduction
This guide on IELTS Writing Task 1 maps questions will cover:
o Different kinds of map question

20
 o Structure
o Describing specific changes
o Describing general changes
o Describing locations
o Sample answer

You will also be able to learn some new vocabulary that will help you deal with any Task 1
maps question.

In the IELTS writing test you might be asked to describe a map in task 1. This type of
question is becoming increasingly popular- in fact it was on the exam last weekend here in
Vietnam- and in my opinion, the easiest one to score high marks in, if you’re prepared.
Many students, books and teachers overlook this type of question and it is therefore a bit of
a shock when one comes up. Therefore, if you are prepared you will probably do better than
most of the other students.

Different Kinds of Map Question 

There are three main types of map question:

1. Describe one map in the present day.
2. Describe two maps- one in the present and one in the future.
3. Describe two maps- one in the past and one in the present.

The first kind is very rare, as it only requires you to use the present simple and it is
impossible for any comparisons to be made.

The second kind does come up occasionally and would require you to use present and
future tenses. This kind of question is normally about the future development of a town or
city. It requires the same vocabulary as the other two.

The third is the most common and will be the main focus of this post.
You will normally be shown two maps, as above and asked to select and report the main
features, and make comparisons where relevant. You will obviously be using both present
and past tenses to describe the maps and how the town has developed.
Also, as this is a man-made process we will use the passive.

21
Structure
To describe two maps I advise my students to follow a four paragraph structure.

Paragraph 1- Paraphrase Sentence

Paraphrase question using synonyms.

Paragraph 2- Overview
Make two general statements about the map. You should describe the maps generally and
write about the most noticeable differences between the two maps. You could ask yourself
the following questions to identify general changes. Is the map more or less residential? Is
there more or less countryside? Are there more or less trees? Were the changes dramatic or
negligible? Were there any major improvements in infrastructure? How have the buildings
and leisure facilities changed?

Paragraph 3- Main Body 1

Three to four sentences about specific changes that have occurred.

Paragraph 4- Main Body 2

Further three to four sentences about specific changes that have occurred.
You can group information together in paragraph 3 and 4 by time or location, depending on
the question asked.

How to Describe Specific Changes 

The ability to describe change is crucial to answering these questions. The various buildings
and features will normally be labelled for you. What you need to work on is how to write
about how they have changed from the past up until the present day.

Tip: You may be asked to describe your hometown in the speaking test. The vocabulary

and grammar in this post should come in very useful.
Below I will list various buildings and features and verbs we could describe their change.

Buildings– demolished, knocked-down, flattened, replaced, renovated, built, constructed,

reconstructed, developed, extended, expanded, relocated, converted and modernized.

22
Examples:
The government demolished the industrial estate and developed a sports ground.
They removed the shops and replaced it with a skyscraper.
A port was constructed at the edge of the river.
The factory in the city centre was demolished and relocated to the north of the city.
The old warehouses were replaced with new hotels.
The factory was converted into apartments.
Trees and Forests- cleared, cut-down, chopped-down, removed, planted.

Examples:
The forest was cut-down and replaced with a shopping centre.
The trees were cleared to make way for houses.
Roads, bridges and railways lines- constructed, built, extended, expanded and removed.
The main road was extended and a new bridge built over the river.
Leisure facilities- opened, set up, developed.

Examples:
A skate park was set up next to the swimming pool.
A park was developed beside the forest.
How to Describe General Changes 
As this is an IELTS writing task 1 question we must write an overview and this is where we
talk generally about the main changes that have occurred between the two maps.
Below are some examples of general statements we could use to describe change in towns
and cities.
1. Over the period, the area witnessed dramatic changes.
2. From 1995 to 2005, the city centre saw spectacular developments.
3. The village changed considerably over the time period.
4. During the 10 year period, the industrial area was totally transformed.
5. Over the past 20 years, the residential area was totally reconstructed.
6. Over the time period, the old docks were totally redeveloped.
7. Between 1995 and 2005, the old houses were rebuilt.
8. The central business district was completely modernised during the time period.
Pick two or three of the most noticeable differences in the map and write a general
statement for each. This will be your overview paragraph.
The more specific changes should be included in your main body paragraphs.
How to Describe Locations
You will also be expected to describe where things are maps and describe where changes
have occurred.
You can use ‘to the left’ and ‘to the right’, but a better way is to use ‘north’, ‘south’, ‘east’ and
‘west’. I normally advise my students to draw the symbols on the question paper if they are
not already there.

Examples: 
The forest to the south of the river was cut down.

23
A golf course was constructed to the north of the airport.
The houses in the south-west of the town were demolished.
The green fields to the north-west of the city were redeveloped as a park.
The airport in the centre of the city was relocated to the north-east of the river.
The school to the south-east was knocked down and a new one built to the east of
the forest.
Finally, you will also be expected to use prepositions of place, e.g.
at/in/on/by/beside/to/off/from, to describe where things are.

Examples: 
Dramatic changes took place in the city centre.
To the south of the town, there is a golf course surrounded by trees.
A new school was built next to the swimming pool.
The old road running from north to south was replaced by a new motorway.
A marina was built on the banks of the river.

Sample Answer

24
Both maps display an island, before and after it was developed for tourism.
The island is approximately 250 metres long, has palm trees dotted around it, is surrounded
by ocean and has a beach to the west. Over the period, the island was completely
transformed with the addition of a hotel and a pier; however, the eastern part of the island
appears to have been left undeveloped.
The most noticeable additions are the hotel rooms. 6 buildings, surrounding some trees,
have been built in the west of the island and 9 buildings have been constructed in the centre
of the island.  Between the two accommodation areas, a reception building and a restaurant
have been developed.
A pier has also been built on the south coast of the island, allowing yachts access to the
resort. Apart from the trees, the beach remains the only natural feature to remain relatively
untouched; however, it does appear that it is now used for swimming.

25
(160 words)

Task 1 Language
Language of Change
This lesson explains some useful sentence structures using some common language of
change and you can practice the words with a gap fill.  

Describing Graph Trends

Language of Change
This exercise introduces some common vocabulary and grammar needed for describing
graph trends.

The language that can be used for describing graphs in IELTS is extensive.

This lesson introduces some of the most common language used. It also shows you how it
can be used grammatically in sentences.

Vocabulary for Describing Graph Trends

Word  Part of Speech Example Sentence

verb: to increase, is
increasing, has increased,
increased
increase noun: an increase
of$5,554m
an increase in spending of
$5,554m
verb: to decrease, is
decreasing, has decreased,
decreased
decrease
noun: a decrease of 0.7%
a decrease in spending of
0.7%
verb: to rise, is rising, has
risen, rose
rise
noun: a rise of $5,554m
a rise in spending of $5,554m rise in expenditure of $5,554m.
verb: to fall, is falling, has
fallen, fell
fall
noun: a fall of 0.7%
a fall in spending of 0.7%
drop
verb: to drop, is dropping, has
dropped, dropped
noun: a drop of 0.7%
Total expenditure increased from
$33,611m to $39,165m from 1995
to 1996.
From 1995 to 1996 there was an
increase inexpenditure of
$5,554m.
Expenditure on primary
education decreasedfrom 22.2%
to 21.5% from 1995 to 1996.
From 1995 to 1996 there was a
decrease inexpenditure of 0.7%.
Total expenditure rosefrom
$33,611m to $39,165m from 1995
to 1996.
From 1995 to 1996 there was a
Expenditure on primary
education fell from 22.2% to
21.5% from 1995 to 1996.
From 1995 to 1996 there was a
fall in expenditure of 0.7%.
Expenditure on primary
education dropped from 22.2% to
21.5% from 1995 to 1996.
From 1995 to 1996 there was a

26
 a drop in spending of 0.7% drop inexpenditure of 0.7%.
After an introductory clause
Spending rose in all three
that includes some analysis;
years, increasing from 17.6% to
-ing e.g. 'Spending rose in all
18% from 1995 to 1996, and
forms three years', an '_ing' form
then risingagain to 18.2% in
can be used to describe
1997-8.
numbers and dates.

Practice 
Have a look at the table below.

Then, to help you with describing graph trends, decide which word should go in the gap in
the example answer.

Expenditure on Education in Hong Kong 1995 to 1998 

Breakdown of spending 1995-6 1996-7 1997-8

Total expenditure ($ million) 33,611 39,165 45,315
As % of government budget 17.6% 18% 18.2%

     
% spent on
22.2% 21.5% 21.6%
 primary education
33.7% 33.2% 33.5%
 secondary education
35.9% 36.7% 35.9%
 tertiary education

Describing Graph Trends - Gap Fill

Public expenditure on education in Hong Kong (1) _____________continuously from 1995

to 1998. In academic year 1995-6 it (2)_________________ HK$33,611
million, (3)______________ to $39,165 million in 1996-7 and $45,315 million in 1997-8. As a
percentage of the government’s budget spending on education also (4)______ each year,
from 17.6% to 18% and then to 18.2%.

However, the percentage of expenditure spent on primary, secondary and tertiary education
did not show the same consistent (5)_______. In 1995-6 expenditure on primary education
was 22.2% of the education budget, 33.7% (6)_________ on secondary, and 35.9% on
tertiary.

In 1996, (7) ____________ of 0.8% in spending on tertiary education was financed by

a (8)_________ in spending of 0.7% in primary and 0.5% in secondary schooling.

In 1997-8 tertiary spending as a percent of the education budget (9)_________ to its 1995-6

level. The percentage spent on primary education (10)__________ to 21.6% and that on
secondary to 33.5%, both figures being less than 1995-6 levels.

Choose the correct word to fit in the gap

1.  increases
 increased
 increasing

27
2.  was
 rose to 
 reached

3.  increased 
 dropping
 rising

4.  an increase
 increased
 increasing

5.  rise
 rose
 rising

6.  spent
 spending 
 was spent

7.  an increase
 increase
 was increased

8.  increase
 drop
 dropped

9.  dropped
 increased
 returned

10.  rised
 rose
 increase

This lesson will hopefully have helped you with the basics of describing graph trends and
some of the different structures you can use.

Remember though this example has only used a few of the words possible for describing
change. 

It's important to vary your language so look around the IELTS buddy site, for example on
the model graphs, to see what other language you can use.

Language to Compare and Contrast

Compare and contrast language is needed for most graphs and diagrams so it is important
to learn and practice it. 

28
Compare and Contrast

Language for Graphs

The purpose of this lesson is to introduce you to compare and contrast language which is
needed to write about graphs.

To begin, take a look at the graph below.

 Which country has the highest level of pollution? 

 Which country has the lowest?

The country with the higest level of pollution is USA and the country with the lowest is New
Zealand.

Comparative and Superlative Adjectives

Being able to compare and contrast data is an essential skill for IELTS writing, especially in
Task 1.  Comparatives and superlatives are one common way to do this.

Comparatives are used to compare two things:

Leopards are faster than tigers.

Superlatives are used to compare one thing against a group of others:

The leopard is the largest of the four big cats.

Here are the basics of how they are formed:

Example
  Comparative Superlative
Word
Words with one syllable high higher the highest

29
 more the most
productive productive
Words with three syllables or
productive
more less the least
productive productive

Words ending in –y wealthy wealthier the wealthiest

Short words ending with a
hot hotter the hottest
consonant/vowel/consonant
Irregular good  better  the best

Other Important Language

Comparatives and superlatives are useful to compare and contrast, but they won't be
enough.

Here are some other useful words and structures:

Transitions

1. The Middle East produces high levels of oil; however, Japan produces none.
2. The USA produces large amounts of natural gas.  In contrast, South Korea produces
none.
3. European countries make great use of solar power.  On the other hand, most Asian
countries us this method of power generation very little.
Subordinating Conjunctions

1. The Middle East produces high levels of oil, whereas / whileJapan produces none.
2. Whereas / While the Middle East produces high levels of oil, Japan produces none.
3. Although the Middle East produced 100 tons oil, Japan produced none.
Other Structures

1. Developing countries are more reliant on alternative energy production than developed

countries.
2. Solar power accounts for far less of the total energy production than gas or coal does.
3. Hydropower is not as efficient as wind power.
4. Like Japan, South Korea does not produce any natural gas.
5. The Middle East produces twice as much oil as Europe.
6. Western countries consume three times more oil than the Middle East.
7. Russia consumes slightly more oil than Germany.
8. The UAE produced the same amount of oil as Saudi Arabia.

Using Approximate Data

When you compare and contrast, you also need to learn phrases so you can refer to data
that is not exact.

For example:

7.1
“just over 7 million tonnes”    
“approximately 7 million tonnes”

30
 65.6
“nearly 70 million tonnes”
“almost 70 million tonnes”

Compare and Contrast Language Practice

Look at the table below.  What is being compared? 

Natural Gas Consumption and Production, 2001

Country Consumption* Production*

The USA 588.9 500.0

The United Kingdom 86.1 97.3

The Former Soviet Union 7.1 0.4

The UAE 30.0 35.9

Australia  19.1 28.0

Japan  68.6 0

New Zealand  4.9 5.1

South Korea  18.9 0

China  24.3 25.0

*in millions of tonnes

Look at the compare and contrast language in the drop down box and choose the
correct word to complete the sentences.  

1. New Zealand consumed the    choose one times more  nearly the

same  lowest however biggest While least far more  just under  than  gas at approximately 5
million tonnes. 
2. The former Soviet Union produced the    choose one times more  nearly the
same  lowest however biggest While least far more  just under  than  amount at 0.4 million
tonnes.

3. The USA was the    choose one times more  nearly the

same  lowest however biggest While least far more  just under  than  consumer and
producer of gas at 600 million tonnes and 500 respectively.

31
4. The USA consumed and produced    choose one times more  nearly the
same  lowest however biggest While least far more  just under  than  natural gas than any
other country.

5. South Korea consumed 18.9 millions tonnes of gas;    choose one times more  nearly the
same  lowest however biggest While least far more  just under  than  , it produced none.

6. China’s consumption and production of oil were    choose one times more  nearly the
same  lowest however biggest While least far more  just under  than at 24.3 and 25.0
respectively.

7. The USA, the Former Soviet Union, Japan and South Korea all consumed more gas  
choose one times more  nearly the same  lowest however biggest While least far more  just
under  than  they produced.

8. Australia consumed four    choose one times more  nearly the

same  lowest however biggest While least far more  just under  than  gas than New Zealand.

9.    choose one times more  nearly the same  lowest however biggest While least far

more  just under  than  Zealand produced 5.1 million tonnes of gas, South Korea produced
none. 

10. New Zealand consumed    choose one times more  nearly the

same  lowest however biggest While least far more  just under  than  5 million tonnes of gas.

A Common Mistake
This lesson takes you through a mistake that is common when describing graphs in Task 1. 

IELTS Graphs

A Common Mistake
Look carefully at the IELTS graphs below and their titles. Underneath each is a brief
descriptive sentence about the graphs. 

What is wrong with them?

32
From 1975 to 2000, hamburgers increased dramatically from 10 to 100 times per year. At
the same time, fish and chips fell significantly to just under 40.

While buses fell from just over 25% to around 16% in 2000, cars increased dramatically to
over 35%. Meanwhile, bikes fell over this time frame. 

33
Did you find what the errors were?

Can hamburgers increase and fish and chips fall? Can a car increase, or a bus and a bike
fall?

No, but the consumption of hamburgers or fish and chips can fall or rise, and the use of a
car, bike or bus can increase or decrease.

There are a number of ways that the sentences in the IELTS graphs could have been written
correctly, but here are some possibilities:

From 1975 to 2000, the consumption of hamburgers increased dramatically from 10 to

100 times per year. At the same time, the number of times that fish and chips were
eaten fell significantly to just under 40.

While bus usage fell from just over 25% to around 16% in 2000, cars as a mode of
travel increased dramatically to over 35%. Meanwhile, the use of bikes fell over this time
frame.

Check Your Subject

When you are analysing your task 1 before you write about it, look very carefully to identify
what the subject is i.e. what is it exactly that is being measured? 

A common mistake when writing about IELTS graphs in task 1 of the test is to get the
subject wrong.

 The first graph is about the consumption of fast foods.

 The second graph is about the use of four types of transport.
Getting this wrong will significantly detract from your response to the task.

Using Prepositions
Learn how to use the right prepositions when you are using the language of change in a
graph over time.

Prepositions in Graphs

It is very important that you know how to correctly use prepositions in graphs the IELTS
writing task 1.

Certain prepostions go with certain words when you use the language of change.

If you put them in the wrong place or use the wrong preposition you may confuse what you
are trying to say.    

First, take a look at this graph model answer and notice how some of the prepositions in the
graph are used. They have been highlighted.

34
 IELTS Line Graph - Car Thefts
Sample Task 1 Answer
The line graph compares the number of car thefts for every thousand vehicles in four
countries from 1990 to 1999. Overall, it can be seen that car thefts were far higher in Great
Britain than in the other three counties throughout the whole time frame.

To begin, car thefts in Sweden, France and Canada followed a fairly similar pattern over the
first five years, all remaining at between 5 and 10 per thousand. The general trend though
for France and Canada was a decline in the number of vehicles stolen over the period, with
both at around 6 in 1999. In contrast, Sweden experienced an upward trend, starting the
period at approximately 8, and finishing at just under 15.

Interestingly, car thefts in Great Britain started at 18 per thousand, which far exceeded that
of the other countries. It then fluctuated over the next nine years, reaching a peak of 20
thefts per 1000 in 1996, and ending the period slightly lower than where it began, at
approximately 17 per thousand.

Prepositions in Graphs Practice

Now, take a look at the sentences below. Decide which prepostion from the box should go in
the gap and write it in.

Write in small letters and do not leave any gaps or your answer may get marked as wrong. 

with at in by at
to between from to of

1. In may, the price of gold rose slightly  $1,500.

2. Holidays to foreign destinations remained constant about 85,000 per month for the last
two months of the year.

35
3. Profits increased  4 million dollars to 6 million dollars last year.

4. From 2001 to 2010, the price of electricity has increased  125%.

5. Bike sales reached a peak  20,000 in September.

6. There is a sharp increase in traffic levels from 8am to 9am,  nearly 3000 cars traveling on
the road. 

7. The last decade has seen a steep increase  the number of people diagnosed with
diabetes.

8. At the start of the year, the turnover of the company stood  £1.3 million.

9. During the summer, student numbers at the school fluctuate  150 and 170 per week.

10. Following this, the number then fell  a low of 20 per month.

Describing graphs in the future

Sometimes you may be given a graph to describe that is predicting what will happen in the
future. View some strategies on how to approach a task 1 like this. 

A graph in the future

Sometimes you may have to write about a graph in the future.

When you are presented with a line graph to analyze (or a bar graph if it is over time) you
should always look carefully to check what time frame is being referred to.

If you get the time frame wrong, this could have a very negative impact on your score as a
lot of the information will then be presented incorrectly.

Take a look at the line graph below.

1. What is the timeframe?

2. What tenses will you use?

36
 IELTS Graph in the Future
As you will see, it runs from 2012 until 2022.

In some graphs you may be given a time frame that includes the past and the future (or
possibly only the future). In this case you need to be very careful that you are using the past
tense when appropriate and the future tense when appropriate.

These are some common phrases you can use to discuss a graph in the future:

 will + infinitive
 is/are expected to + infinitive
 is/are predicted to + infinitive
Now take a look at the line graph and the model answer.

In order to see clearly how the past and future time frames have been used, the past is in
red, and the future is in green.

Graph in the Future - Model answer

You should spend about 20 minutes on this task.

The line graph shows the past and projected finances for a local authority in New
Zealand.

Summarize the information by selecting and reporting the main features and make
comparisons where relevant.

Write at least 150 words.

37
Note: This graph was written in 2015 so anything after that date is future tense 

The line graph illustrates the financial position of a New Zealand local authority from 2012 to
2022. It is measured in millions of New Zealand dollars. Overall, it can be seen that while
rates revenue and user charges are predicted to increase over the period, borrowings
and grants and subsidies will remain much lower. 

Rates revenues and user charges will follow a very similar pattern over the time
frame. Rates revenue stood at just under 1.5 billion in 2012, which was the highest of
the four criteria. Though they remained stable until 2013, they are expected to climb to
approximately 2.4 billion dollars in 2022. Like rates revenues, use charges are
predicted to continuously increase.  They began the period at 1 billion and will stand
at twice this level by 2022. 

Borrowings, on the other hand, are expected to show considerable

fluctuation. Although having initially increased,they will drop to a low of 600 million in
2016, before reaching a peak of just under 1.5 billion in 2020. Borrowings will finish
the period at around the same level that they began. Grant and subsidies were the
lowest of the four, at under 500 million in 2012. Despite moving up to exceed
borrowing briefly in 2016, this low level will continue until 2022. 

(209 words)

Organisation
Organizing a Line Graph (Part 1)
Find out about how there is more than one was to organize a task 1 graph, and learn how to
write about a graph divided into 'age groups'.

38
IELTS Task 1 Line Graph

Organising Your Answer

In this lesson we'll look at an IELTS task 1 line graph in order to help you understand how to
deal with 'age groups' and to show you how it is possible to organize an answer in
different ways.

There is usually more than one way to write about a graph. Each person may view it in a
different way and decide on a different way to present the information.

One way is not necessarily better than another. However, if one way is difficult to follow, then
this is obviously not the best choice.

What is important when you plan a task one is to think about how you can organize your
graph in the most logical and clear way.

This often means grouping the information in some way, and you can do this by looking
for patterns - look for similarities and diffferences.

This sample IELTS task 1 line graph is divided up into age groups.

Although a graph like this is not over time as such, it can still be viewed in this way as it is
showing how something changes over different ages - in this case, how certain factors in a
neighbourhood when choosing a new home vary over age.

Take a look at the following question, the IELTS task 1 line graph below, and the model
answers.

You should spend about 20 minutes on this task.

The line graph shows the percentage of people of different age groups and how they
rate a set of factors in terms of importance when buying a new home.

Summarize the information by selecting and reporting the main features and make
comparisons where relevant.

Write at least 150 words.

39
 IELTS Task 1 Line Graph
Model Answer 1 - Organizing by Factors
The line graph illustrates the importance, measured in percentages, that four ages groups
place on five different factors when they move to a new home. It is immediately apparent
that a low crime rate is the most important variable across all the age groups.

Of all the factors, the desire for a low crime rate is by far the most important. Amongst the all
the age groups this figure stands at around 80%, with the middle aged and elderly viewing it
as slightly more important. Next, schools are seen as very important by a significant
proportion of 25 to 44 year olds although the percentages drop markedly as people get
older, with just under 25% of 55 to 64 year olds viewing this as important.

Shopping facilities, being chosen by around 13%, are not viewed with such importance as
schools and crime by the younger age groups. However, as people get older, this increases
in importance to approximately 30%, and, as would be expected, is actually more important
than schools to those over 55. Finally, although increasing in importance with age, neither
parks nor public transport are viewed to be as important as the other factors by any of the
groups.

Comments
As you can see in this answer to the IELTS task 1 line graph, the candidate has organized
the answer mainly around the 'factors'.

Each one is described in turn, starting with the most important, low crime. Less is said about
those that are not viewed as so important (parks and public transport).

Notice that the graph does not talk about each factor in isolation, but makes
comparisons across the factors and groups. For example:

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Of all the factors, the desire for a low crime rate is by far the most important.

Shopping facilities are not viewed with such importance as schools and crime by the
younger age groups.

With an IELTS task 1 line graph you should always avoid simply discussing each point on a
graph with no reference of how it relates to the other points.

Organising a Line Graph (Part 2)

If you want to achieve a high band score for your graph you must ensure it is well-organised.
This lesson tells you more about one possible way of doing this.

For the IELTS Graphs you need to ensure your answer is well organised. This will be taken
into account as part of your coherency and cohesion, which is 25% of the writing grade, so
it's very important. 

One good reason for having a well-organised response is that it will be much easier for the
examiner to read.

And of course, a well-organised and clear response will also lead to a higher band score.

Don't Confuse the Examiner!

One thing you don't want to do is make the examiner get lost or confused when they try to
follow what you have written, especially if they have quite a few to mark! 

Make it as easy as possible to read, though of course you have to make sure you are still
fulfilling the other criteria, such as comparing and contrasting the data and emphasising the
key points.

This previous lesson showed you several ways to organise graphs. You need to think about
how you will group information together. Doing this will ensure your answer is logical and
easy to follow.

A good way which was discussed in the previous lesson is to note down similar or different
patterns and describe them together. 

Take a look at this graph, which is comparing the number of visitors from four countries who
came to Australia for study from 1982-2000.

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 Organising an IELTS Line Graph
In this graph you could for example discuss Indonesia and Hong Kong together, from 1982-
2000, as the patterns are fairly similar. Then contrast these with the other two. This is quite a
tricky graph though as the patterns all vary quite a lot.

Organising by Time Points

When you look for logical ways to organise your answer, something else you could also look
for is whether there is a time point in the graph where everything changes. You can then
describe the trends before and after these points.

Take a look at the graph again. Can you see a time point on the graph where things
change?

One thing you might notice is that they all reach a similar level of visitors in the mid 1990s
(around 10,000), but they all then rise quite sharply after this.

So you could use this as a point of comparison and as a way to divide up your answer. So in
the first part of your answer, describe all the countries up until this point, then in the second
part describe the trends after this point.

In order to illustrate this, a model answer has been written for the graph below. 

Example
You should spend about 20 minutes on this task.

The graph below shows four countries of residence of overseas students in Australia.

Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

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Write at least 150 words.

Model Answer 
The line graph shows the residence status of students coming to study in Australia from four
different countries, Indonesia, Hong Kong, Malaysia and Singapore. It is evident that over
the period, 1982 to 2000, there was a general upward trend in the numbers. 

The only country to have students studying in Australia in 1982 was Malaysia, at around
4,000 per year. After an initial increase, the numbers remained fairly steady, reaching
approximately 10,000 in 1994. Indonesia, Hong Kong and Singapore followed a similar
pattern to each other over this period, rising more sharply once arrivals began until they also
stood at around 10,000 per year by the mid-1990s. 

After this, all the countries then showed a more rapid increase in arrivals, but this was
particularly prominent in Indonesia, which surpassed all the other countries to reach a peak
of around 27,000 in 1998, before finishing the highest at 23,000 in 2000. Hong Kong and
Malaysia followed the same pattern, fluctuating and finishing at 18,000, whereas Singapore
showed a continuous upward trend, reaching just below 20,000 in 2000.

So you can see how the answer is logically divided up. The first body paragraph talking
about events prior to the mid-1990s and the second body paragraph the trends after this.

The content in the paragraphs should also be organised in a logical way of course. 

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Pick the Most Logical Way
The important point to take from this lesson though is to find the most logical and clear
way to present the information so it will be easy for someone reading it to follow, but
making sure when you do this you don't forget to compare and contrast the data. 

There may not be a logical time point to divide up the data, so in this case, simply group
trends together and describe them over the full time frame. 

Remember there is not a right or wrong way to organise the graph so you can choose how
you do it, but it must be organised in a coherent way if you want to get a higher band score.

Check out the other graph lessons which discuss the various ways you can organise the
data you are describing.

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