1

INTRODUCTION
Understanding the Rubric

The Task
Task 1 involves reporting the data in a visual item or collection of data such as a table. You
have to:
 Summarise the information in the visual or set of data:
 Select the main features
 Report the main features
 Make comparisons were relevant
 write at least 150 words, at least 165-170 words (sometimes even more words are
 necessary to cover the main features of more detailed diagrams, e.g. pages_______ )

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Task Types
You may be given a single visual or a combination of 2 or 3 different task types.
A. Data driven diagrams
1. Trend tasks

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2. Comparison tasks

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b. Non-data driven diagrams
1. Process and Cycle

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2. Map
i. Comparison Maps

ii. Development

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c. Mixed Tasks

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Assessment Criteria
Every report is read four times by an examiner and each time, it will be marked on one of the
following criteria:
 Task Achievement (TA)
 Coherence and Cohesion (CC)
 Lexical Resource (LR)
 Grammatical Range and Accuracy (GRA)

Task Achievement (TA)

This criterion assesses how appropriately, accurately and relevantly the response fulfils the
requirements set out in the task, using the minimum of 150 words.
Academic Writing Task 1 is a writing task which has a defined input and a largely predictable
output. It is basically an information-transfer task which relates narrowly to the factual content
of the input data or diagram and NOT to speculated explanations that lie outside the provided
diagram or data.
The examiner has the following questions in mind when assessing this aspect of your report:
1. Have you summarised the information appropriately by selecting and properly reporting
2. the main features?
3. Have you made comparisons properly and sufficiently?
4. Have you provided overviews of the main trends/comparisons/stages?
5. Have you written a clear overview or summary for the report?

Coherence and Cohesion (CC)

This criterion is concerned with the overall clarity and fluency of the message: how the
response organises and links information, ideas and language. Coherence refers to the linking
of ideas through logical sequencing. Cohesion refers to the varied and appropriate use of
cohesive devices (for example, logical connectors, pronouns and conjunctions) to assist in
making the conceptual and referential relationships between and within sentences clear.
The examiner has the following questions in mind when assessing this aspect of your report:

1. Have you organised your information logically?

2. Is there an overall flow or progression in your report?
3. Have you used linkers correctly, properly and sufficiently?
4. Have pronouns been used correctly and do they have clear references?
5. Have you organised the text in paragraphs logically and sufficiently?

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Lexical Resource (LR)
This criterion refers to the range of vocabulary the candidate has used and the accuracy and
appropriacy of that use in terms of the specific task.
The examiner takes the following points into account when assessing this aspect of your
report:

1. Words
a. Range and flexibility
b. Level
c. Precision
d. Style
e. Collocation

2. Vocabulary mistakes
a. Spelling
b. Word choice
c. Word formation

Note: when evaluating mistakes, the effect each has on the reader and the
intelligibility of your report is taken into account.

Grammatical Range and Accuracy (GRA)

This criterion refers to the range and accurate use of the candidate’s grammatical resource as
manifested in the candidate’s writing at the sentence level.
The examiner has the following questions in mind when assessing this aspect of your report:

1. Have you used a variety of sentence structures?

2. How often have you used compound structures?
3. Mistakes
a. Grammar
b. Punctuation

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 IELTS Task 1 Writing Band Descriptors (Public Version)
Coherence and
Band Task Achievement Lexical Resources GRA
Cohesion
uses a wide range of
 Fully satisfies all the  uses cohesion in such a uses a wide range of
vocabulary with very
requirements of the way that it attracts no structures with full
9 natural and sophisticated
task. attention flexibility and accuracy;
control of lexical
 Clearly presents a fully  skilfully manages rare minor errors occur
features; rare minor only as ‘slips’
developed response. paragraphing
errors occur only as ‘slips
 uses a wide range of
vocabulary fluently
and flexibly to
convey precise
meanings.  uses a wide range
 covers all requirements  Sequences information
and ideas logically  skilfully uses of structures
of the task sufficiently  the majority of
 Presents, highlights and  manages all aspects of uncommon lexical
8 sentences are
cohesion well items but there may
illustrates key features/ error-free
 uses paragraphing be occasional
bullet points clearly and  makes only very
sufficiently and inaccuracies in word
appropriately occasional errors
appropriately choice and or inappropriacies
collocation
 produces rare errors
in spelling and/or
word formation
 covers the requirements
of the task  uses a sufficient
 (Academic) presents a range of vocabulary
clear overview of main to allow some  uses a variety of
 logically organizes
trends, differences or flexibility and complex structures
information and ideas;
stages
there is clear
precision  produces frequent
 (General Training)  uses less common error-free
progression throughout
presents a clear lexical items with sentences
7 purpose, with the tone  uses a range of some awareness of  has good control of
consistent and cohesive devices style and collocation grammar and
appropriately although
appropriate
there may be some
 may produce punctuation but
 clearly presents and occasional errors in may make a few
under-/over-use
highlights key word choice, spelling errors
features/bullet points but and/or word
could be more fully formation
extended
 addresses the
requirements of the task
 Arranges
 (Academic) presents an
information and
overview with  uses an adequate
ideas coherently
information range of vocabulary  uses a mix of
and there is a clear
appropriately selected for the task simple and
overall progression
 (General Training)  attempts to use less complex sentence
 uses cohesive
presents a purpose that common vocabulary forms
devices effectively,
6 is generally clear; there but with some  makes some
but cohesion within
may be inconsistencies inaccuracy errors in grammar
and/or between
in tone  makes some errors in and punctuation
sentences may be
 presents and faulty or
spelling and/or word but they rarely
adequately highlights formation, but they do reduce
mechanical
key features/ bullet not impede communication
 may not always use
points but details may communication
referencing clearly
be irrelevant,
or appropriately
inappropriate or
inaccurate

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  generally addresses the
task; the format may be
inappropriate in places
 (Academic) recounts  uses only a limited
detail mechanically with range of structures
 presents information with
no clear overview; there  uses a limited range  attempts complex
some organisation but
may be no data to of vocabulary, but sentences but
there may be a lack of
support the description this is minimally these tend to be
overall progression
 (General Training) may adequate for the less accurate than
 makes inadequate,
present a purpose for task simple sentences
inaccurate or overuse of
5 the letter that is unclear  may make  may make
cohesive devices
at times; the tone may noticeable errors in frequent
 may be repetitive
be variable and spelling and/or word grammatical errors
because of lack of
sometimes formation that may and punctuation
referencing and
Inappropriate cause some difficulty may be faulty;
substitution.
 presents, but for the reader errors can cause
inadequately covers, some difficulty for
key features/ bullet the reader
points; there may be a
tendency to focus on
details
 attempts to address the
task but does not cover
 uses only basic  uses only a very
all key features/bullet
 presents information and vocabulary which limited range of
points; the format may ideas but these are not may be used structures with
be inappropriate arranged coherently and repetitively or which only rare use of
 (General Training) fails there is no clear  may be subordinate
to clearly explain the progression in the inappropriate for the clauses
4 purpose of the letter; the response task  some structures
tone may be
 uses some basic  has limited control of are accurate but
inappropriate cohesive devices but word formation errors
 may confuse key these may be and/or spelling; predominate, and
features/bullet points
with detail; parts may be
 inaccurate or repetitive errors may cause punctuation is
strain for the reader often faulty
unclear, irrelevant,
repetitive or inaccurate

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1. Line graph

a. Tips for Line graph

Line graphs always show changes over time. Here's some advice about how to describe
them:

1. Try to write 4 paragraphs - introduction, summary of main points, 2 detail

paragraphs.
2. For your summary paragraph, look at the "big picture" - what changes happened to
all of the lines from the beginning to the end of the period shown (i.e. from the first
year to the last). Is there a trend that all of the lines follow (e.g. an overall increase)?
3. You don't need to give numbers in your summary paragraph. Numbers are specific
details. Just mention general things like 'overall change', 'highest' and 'lowest',
without giving specific figures.
4. Never describe each line separately. The examiner wants to see comparisons.
5. If the graph shows years, you won't have time to mention all of them. The key years
to describe are the first year and the last year. You should also mention any 'special'
years (e.g. a peak or a significant rise/fall).
6. Start describing details (paragraph 3) with a comparison of the lines for the first year
shown on the graph (e.g. in 1990, the number of...).
7. Use the past simple (increased, fell) for past years, and 'will' or 'is
expected/predicted to' for future years.
8. Don't use the passive (e.g. the number was increased), continuous (e.g. the number
was increasing), or perfect tenses (e.g. the number has increased).

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Sample 1
You should spend about 20 minutes on this task.
The line graph shows thefts per thousand vehicles in four countries between
1990 and 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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Sample 2

You should spend about 20 minutes on this task.

The diagram shows the consumption of renewable energy in the USA
from 1949-2008.
Write a 150-word report for a university lecturer identifying the main
trends and making comparisons where relevant.

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Sample Answer 1

The line graph compares the number of cars stolen for every 1000 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.

(Words 174)

Sample Answer 2

The line graph shows growth in the consumption of renewable energy during the
period 1949-2008 in the USA. The results are also broken down by source.
The first thing to note is that renewable energy use more than doubled over the
period, with particularly strong growth in biofuels. This sector did not exist in 1980
but experienced a steep rise during the 2000s to over one quadrillion Btu per year.
This made biofuels a serious challenger to both wood and hydroelectric power,
which both saw only limited growth overall. The former grew steadily between 1975
and 1985, but then slipped back to around its original level of 1.8 quadrillion Btu.
The latter began the period at the same level as wood but experienced more
substantial growth. However, it also fell back to around 2 quadrillion Btu, with a
particularly sharp drop in the late 1990s.
Finally, wind power emerged late in the period but showed a gradual rise to around
0.5 quadrillion Btu, suggesting that it, along with biofuels, will replace wood and
hydroelectricity as the main sources of renewable every in the future.
(184 words, IELTS 8.0)

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WRITING TASK 1

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Sample 1

Gross Domestic Product in the UK

You should spend about 20 minutes on this task.
The chart shows components of GDP in the UK from 1992 to 2000.
Summarize the information by selecting and reporting the main features and
make comparisons where relevant.
Write at least 150 words.

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Sample 2
You should spend about 20 minutes on this task.
The graph below shows female unemployment rates in each country of the
United Kingdom in 2013 and 2014.
Summarise the information by selecting and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.

Female unemployment rates in the four countries of the UK

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Sample Answer 1
The bar chart illustrates the gross domestic product generated from the IT and Service
Industry in the UK from 1992 to 2000. It is measured in percentages. Overall, it can be seen
that both increased as a percentage of GDP, but IT remained at a higher rate throughout
this time.
At the beginning of the period, in 1992, the Service Industry accounted for 4 per cent of
GDP, whereas IT exceeded this, at just over 6 per cent. Over the next four years, the levels
became more similar, with both components standing between 6 and just over 8 per cent.
IT was still higher overall, though it dropped slightly from 1994 to 1996.
However, over the following four years, the patterns of the two components were noticeably
different. The percentage of GDP from IT increased quite sharply to 12 in 1998 and then
nearly 15 in 2000, while the Service Industry stayed nearly the same, increasing to only 8
per cent.
At the end of the period, the percentage of GDP from IT was almost twice that of the Service
Industry.

Sample Answer 2

The bar chart shows the unemployment rates among women in the countries that make
up the United Kingdom, both in 2013 and in 2014. There has generally been a small
decrease in female unemployment rates from 2013 to 2014, except in Scotland.

In 2013, 5.6% of women in Northern Ireland were unemployed. The only country with a
smaller percentage of women unemployed was Wales, with a rate of 5.4%. Both
countries saw a decrease in the percentage of unemployed women in 2014. In Northern
Ireland, the percentage fell to 4.6% and in Wales it fell to 5%.

England had the greatest percentage of unemployed women in 2013, with 6.8%.
However, this decreased by 0.3% in 2014. Lastly, Scotland was the only country which
had an increasing percentage of unemployed women. In 2013, it had 6.1% of women
out of work. This increased to 6.7% in 2014, making it the country with the highest
female unemployment rate of the four countries.

(160 words)

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Writing Task 1

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Sample 1

You should spend about 20 minutes on this task.

The charts below give information about world spending and population.
Summarise the information by selecting and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.

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Sample 2

You should spend about 20 minutes on this task.

The pie chart shows the amount of money that a children's charity located in the
USA spent and received in one year, 2016.
Summarize the information by selecting and reporting the main features and
make comparisons where relevant.
Write at least 150 words.

Revenue Sources and Expenditures of a USA Charity in one year, 2016.

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Sample Answer 1

The pie charts compare the shares of four major items in global expenditure, as well
as how global population is distributed.

Overall, the largest proportion of money in the world is allocated to food, while
transport, housing and clothing are other significant items. Moreover, the population
of Asia is responsible for the largest group of humans.

According to the first chart, the most significant amounts are paid for food (almost a
quarter of global expenditure) and transport (almost 20%), while housing also
accounts for a considerable proportion. The least among the four is spent on
clothing (merely 6 percent) and the remaining 40% is spent on a variety of other
items.
The second chart shows that there is a significant difference between the population
of Asia and that of other continents since approximately 3 out of every 5 human
beings live in Asia. Europe and the Americas share similar proportions and together
are host to roughly one-third of the world’s population, while the inhabitants of Africa
form a mere one-tenth.

(170 words)

Sample Answer 2

The pie charts show the amount of revenue and expenditures in 2016 for a children’s
charity in the USA. Overall, it can be seen that donated food accounted for the majority
of the income, while program services accounted for the most expenditure. Total
revenue sources just exceeded outgoings.

In detail, donated food provided most of the revenue for the charity, at 86%. Similarly,
with regard to expenditures, one category, program services, accounted for nearly all
of the outgoings, at 95.8%.

The other categories were much smaller. Community contributions, which were the
second largest revenue source, brought in 10.4% of overall income, and this was
followed by program revenue, at 2.2%. Investment income, government grants, and
other income were very small sources of revenue, accounting for only 0.8% combined.

There were only two other expenditure items, fundraising and management and
general, accounting for 2.6% and 1.6% respectively. The total amount of income was
$53,561,580, which was just enough to cover the expenditures of $53,224,896.

(161 Words)

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WRITING TASK 1

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TABLES
a. Tips for table

Tables seem difficult when they contain a lot of numbers. Here's some advice:

 Try to write 4 paragraphs - introduction, summary of main points, 2 detail

paragraphs.
 Before you start writing, highlight some key numbers. Choose the biggest number
in each category in the table (i.e. in each column and row). If the table shows years,
look for the biggest changes in numbers over the time period. You could also
mention the smallest numbers, but you can ignore 'middle' numbers (neither
biggest nor smallest).
 For your summary paragraph, try to compare whole categories (columns or rows)
rather than individual 'cells' in the table. If you can't compare whole categories,
compare the biggest and smallest number. Write 2 sentences for the summary.
 In your two 'details' paragraphs, never describe each category (column or row)
separately. The examiner wants to see comparisons. Try to organise the numbers
you highlighted into 2 groups - one for each paragraph (e.g. highest numbers for
all categories together, and lowest numbers together).
 Describe / compare the numbers you highlighted - include at least 3 numbers in
each paragraph.

 Use the past simple for past years, and 'will' or 'is expected/predicted to' for future
years. If no time is shown, use the present simple.

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Sample 1

You should spend about 20 minutes on this task.

The table below gives information about the underground railway systems in
six cities.
Write at least 150 words.

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Sample 2

You should spend about 20 minutes on this task.

The table shows the Proportions of Pupils Attending Four Secondary School
Types Between 2000 and 2009.
Summarize the information by selecting and reporting the main features and
make comparisons where relevant.
Write at least 150 words.

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Sample Answer 1
The table shows data about the underground rail networks in six major cities.
The table compares the six networks in terms of their age, size and the number of
people who use them each year. It is clear that the three oldest underground
systems are larger and serve significantly more passengers than the newer
systems.
The London underground is the oldest system, having opened in 1863. It is also the
largest system, with 394 kilometres of route. The second largest system, in Paris,
is only about half the size of the London underground, with 199 kilometres of route.
However, it serves more people per year. While only third in terms of size, the Tokyo
system is easily the most used, with 1927 million passengers per year.
Of the three newer networks, the Washington DC underground is the most
extensive, with 126 kilometres of route, compared to only 11 kilometres and 28
kilometres for the Kyoto and Los Angeles systems. The Los Angeles network is the
newest, having opened in 2001, while the Kyoto network is the smallest and serves
only 45 million passengers per year.

(185 words)

Sample Answer 2

The table illustrates the percentage of school children attending four different
types of secondary school from 2000 to 2009. It is evident that whereas the
community schools experienced a marked increase in the proportion of those
attending their institutions over the period, the others saw a corresponding
decline.

To begin, the percentage of pupils in voluntary-controlled schools fell from just

over half to only 20% or one fifth from 2000 to 2009. Similarly, the relative number
of children in grammar schools - just under one quarter - dropped by half in the
same period. As for the specialist schools, the relatively small percentage of pupils
attending this type of school (12%) also fell, although not significantly.

However, while the other three types of school declined in importance, the
opposite was true in the case of community schools. In fact, whereas only a small
minority of 12% were educated in these schools in 2000, this figure increased to
well over half of all pupils during the following nine years.

170 Words

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WRITING TASK 1
You should spend about 20 minutes on this task.
The table illustrates the proportion of monthly household income five
European countries spend on food and drink, housing, clothing and
entertainment.
Summarize the information by selecting and reporting the main features and
make comparisons where relevant.
Write at least 150 words.

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Sample 1

You should spend about 20 minutes on this task.

The map below is of the town of Garlsdon and shows two possible sites for a
new supermarket.
Summarise the information by selecting and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.

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Sample 2
You should spend about 20 minutes on this task.
The two maps below show an island, before and after the construction of
some tourist facilities.
Summarise the information by selecting and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.

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Sample Answer 1
The map shows two proposed locations for a new supermarket for the town of Garlsdon.
Overall, neither site is appropriate for all the towns, but for customers in Cransdon,
Hindon and Garlsdon, the out-of-town site (S1) would probably offer more advantages.
The first potential location (S1) is outside the town itself, and is sited just off the main
road to the town of Hindon, lying 12 kilometres to the north-west. This site is in the
countryside and so would be able to accommodate a lot of car parking. This would
make it accessible to shoppers from both Hindon and Garlsdon who could travel by car.
Since it is also close to the railway line linking the two towns to Cransdon (25 km to the
south-east), a potentially large number of shoppers would also be able to travel by train.
In contrast, the suggested location, S2, is right in the town centre, which would be good
for local residents. Theoretically the store could be accessed by road or rail from the
surrounding towns, including Bransdon, but as the central area is a no-traffic zone, cars
would be unable to park and access would be difficult.
(194 words)

Sample Answer 2
The maps illustrate how an island has changed following the development of various
facilities for visitors.
Overall, there have been significant constructions in the island in terms of accommodation
and facilities for tourists. It is noteworthy that these developments have occurred without
any noticeable damage to the trees.
The length of the island is over 200 metres while its width varies from about 30 to 100
metres in different places. Originally, there was a beach to the left of the island, and the
eastern and western parts were covered with woodland, apart from which the island was
completely bare.
In comparison, swimming facilities have now been built in the beach. Furthermore, the
western woodland is surrounded by a series of huts which are connected to each other and
to the beach via footpaths. There is also a restaurant in northern part which is connected
to a reception building in the middle of the island as well as a new pier to the south by
means of a vehicle track. Finally, a larger set of huts have been constructed between the
reception and the eastern woodland.
(185 words)

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WRITING TASK 1
You should spend about 20 minutes on this task.
The diagrams below show the changes that have taken place at West Park
Secondary School since its construction in 1950.
Summarise the information by selecting and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.

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40
Sample 1
The diagram shows the skeletal systems of two ancestors of modern human
beings.
Write a 150-word report for a university lecturer describing the diagram and making
comparisons where relevant.

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Sample 2 (Cycle)
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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Sample Answer 1
Variations in the skeletal systems of two early types of human are illustrated in this
diagram. Overall, we can see that australopithecus afarensis had a heavier body and
much longer arms, while homo erectus was slimmer and had more developed joints.
To begin with the upper half of the body, australopithecus afarensis had a much broader
chest and waist than homo erectus, giving it a rounder appearance. The former had
much longer arms and larger hands, which would have been useful for climbing trees.
As for the lower half of the body, we can see that homo erectus had proportionately
longer legs and larger hip, knee and ankle joints. The feet of homo erectus were also
smaller and more arched, with shorter toes. These differences meant that homo erectus
was better suited to long-distance running.
In conclusion, we can see significant changes in the development of early humans from
the diagram. Homo erectus is more similar to contemporary human beings with its long
legs and arched feet. The physical differences are clearly related to differences in the
lifestyles of tree climbers and endurance runners.
(183 words, IELTS 9.0)

Sample Answer 2

The diagram explains the way in which bricks are made for the building industry.
Overall, there are seven stages in the process, beginning with the digging up of clay
and culminating in delivery.

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
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.

(173 words)

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WRITING TASK 1

You should spend about 20 minutes on this task.

The diagram gives information about the process for making pulp and paper.
Summarise the information by selecting and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.

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46
Sample Answer 1

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48
Sample 2

You should spend about 20 minutes on this task.

The bar chart below shows the numbers of men and women attending various
evening courses at an adult education centre in the year 2009. The pie chart
gives information about the ages of these course participants.
Summarise the information by selecting and reporting the main features and
making comparisons where relevant.
Write at least 150 words.

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50
Sample Answer 1
The pie graph displays the principal causes why farming land deteriorates while the
table illustrates how three regions of the planet were affected by these factors in the
1990s.
We can clearly see from the pie chart that there are three primary causes of farmland
degradation, and over-grazing is the major one. The table shows that Europe had a far
higher percentage of unproductive land compared to the other two regions in this time
period.
The pie chart represents four causes, with over-grazing representing the biggest
proportion at just over a third. Widespread clearing of trees and the over-use of crops
constitute nearly one third and just over a quarter respectively.
The table shows that nearly one quarter of Europe’s entire surface had fallen victim to
degeneration. Only a small proportion of North America’s total land became less
productive at 5% and Oceania was marginally higher with a value of 13%.
(151 words)

Sample Answer 2
The figures illustrate the number of male and female students who attended four
different evening courses at an adult education institution in 2009, and proportions of
the attendances based on age.
It is clear that there were more women than men in the drama, painting and languages
classes, while in sculpture class men participants outnumbered the women. It can also
be seen that the majority of the students were the senior people (aged 50 years and
above), while the lowest was those whose aged below 20 years. It is noticed that in the
language class, the number of female students had reached 40 people, which was twice
as the population of the males. In the painting and drama class, populations of men’s
students were accounted for around 25 and 10 people, which were lower than the
women’s figure which stood at 30 and 20 people. As for the sculpture class, the number
of men participants reached 10 people, while the women’s figure was halved of the
men’s.
Based on the age group, it is obvious that the highest proportion of the participants
were the senior age people, accounted for approximately 42%. It was then followed by
the figures of two middle age group (40-49 years and 30-39 years old) which stood at
26% and 16%. As for those who were between 20 and 29 years and below 20 years,
their proportions were around 11% and 5% each respectively.
(238 words)

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WRITING TASK 1
You should spend about 20 minutes on this task.
The pie charts below show the online sales for retail sectors in New Zealand in 2003 and
2013.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.

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 PRACTICE 1
WRITING TASK 1

You should spend about 20 minutes on this task.

The chart below gives information about the number of books rented in a
British local library in 2009.
Summarise the information by selecting and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.

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 PRACTICE 2
WRITING TASK 1

You should spend about 20 minutes on this task.

The diagrams below show the changes that have taken place at West Park
Secondary School since its construction in 1950.
Summarise the information by selecting and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.

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 PRACTICE 3
WRITING TASK 1

You should spend about 20 minutes on this task.

The tables and pie chart show in percentage terms the results of a survey of a
new shopping complex in Auckland, New Zealand.
Summarize the information by selecting and reporting the main features and
make comparison where relevant.
Write at least 150 words.

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 PRACTICE 4
WRITING TASK 1

You should spend about 20 minutes on this task.

The graph below shows the number of passanger railway journeys made in
Great Britain between 1950 and 2004/5.
Summarize the information by selecting and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.

58
59
 Vocabulary for Describing Trends
A) Verbs and nouns for describing trends and changes:
Trend Verbs Nouns
Rise (rose-risen) A rise
increase An increase
Go up (went up-gone up)
Climb (to) An upward trend
Grow A growth
Peak (at) Reach a peak (at)
Double A doubling in + n
Treble/triple A trebling in + n
Surge A surge
Soar
Rocket
Boom A boom
Fall (Fell – Fallen) A fall
Decline A decline
Decrease A decrease
Dip (dipped) A drop
Drop (dropped) A reduction
Go down (went down-gone down) A slump
Plummet A plunge
Plunge
Dive
Deteriorate
Slump
Do not change (did not change)
Maintain the same level
No change
Remain/stay +
stable/steady/constant/static/unchanged
Position Stand at (stood at) A levelling off
Level off (levelled off) A plateau
Plateau (plateaued) Hit/reach a high/peak
Level out (levelled out) Hit/reach a low
Stabilize
Peak
Reach
Constant Change Fluctuate (Around) A fluctuation

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B) Adjectives and adverbs for degree of change:
Degree Adjectives Adverbs
Dramatic Dramatically
Huge
Very Extensive Change
Enormous Enormously
Tremendous Tremendously
Extensive Change Substansial Substansially
Considerable Considerably
Significant Significantly
Remarkable Remarkably
Average Change Noticeable Noticeably
Marked Markedly
Moderate Moderately
Small Change Slight Slightly
Small -
Minimal Minimally

B) Adjectives and adverbs for speed of change:

Speed Adjectives Adverbs
Rapid Rapidly
Quick Quickly
Quick Change Sharp Sharply
Swift Swiftly
Steep Steeply
Steady Steadily
Slow Change Gradual Gradually
Slow Slowly
Sudden Suddenly
Unexpected Change Unexpected Unexpectedly
Abrupt Abruptly

Linking
First event: Middle events: 3. Final event:
At/In the beginning, …and/but… Finally,
At first, However/Nevertheless, Ultimately,
In the first year, Then/Next, …before finally…
In 1999, After this/that,
In the first year, 1999, Following this/that,
In the first year (1999) Afterwards,
….. before …..

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