IELTS Simon

IELTS Writing Task 1: notice real examples

I was reading The Economist yesterday, and I noticed these sentences:

America's total student debt, at over $1.5trn, is larger than the national borrowing of most countries. It has quintupled in size since 2004, overtaking both borrowing on credit cards and car finance.

I've highlighted a few useful features in the two sentences:

1. adding a statistic between two commas using "at"
2. a comparative: larger than
3. cohesion (referencing) using the pronoun "it"
4. quintupled = increased fivefold
5. overtaking: you may be able to use this word when describing a graph
6. comparing and contrasting using "both... and..."

If you're reading articles in English, look out for real examples of the types of description that you might use for an IELTS task.

IELTS Writing Task 1: comparing numbers

Fill the gaps in the following text using the words below it. If you find any of the gaps difficult, miss them and come back to them after doing the easier ones.

Emigration from the UK

The number of people leaving the UK for 12 months or more ______ ______ record ______ in 2008, ______ an estimated 427,000 people emigrating. This ______ ______ from 341,000 in 2007.

There has been a large ______ ______ the number of people emigrating for work related reasons, particularly those with a definite job to go to. In 2008 an estimated 136,000 people emigrated from the UK to take up a definite job, ______ ______ 100,000 in 2007.

- in
- high
- increase
- up
- reached
- with (x2)
- a
- compared
- was

IELTS Writing Task 1: the opposite of 'doubled'?

You probably know how to describe a 'double' increase. For example:

• The number of x doubled.
• There was a twofold increase in x.

But how do we express the opposite e.g. a decrease from 10 to 5?

IELTS Writing Task 1: paraphrasing examples

Here are my suggestions for the paraphrasing exercise that I gave you last Thursday. Notice that I try to keep my paraphrasing quite simple.
a

1. consumer spending on five different products =
   the amount of money that people spent on five items
   
   
2. the consumption of rice and pasta in three European countries =
   the amounts of rice and pasta that people in (name the countries) eat
   
   
3. changes in the cost of renting a home between 2009 and 2019 =
   information about residential rental prices over a 10-year period
   
   
4. the market share percentage of four UK electricity suppliers =
   the proportion of the UK electricity market served by (four names)

IELTS Writing Task 1: noun phrase practice

Can you paraphrase (rewrite in a different way) the noun phrases below?

1. consumer spending on five different products
2. the consumption of rice and pasta in three European countries
3. changes in the cost of renting a home between 2009 and 2019
4. the market share percentage of four UK electricity suppliers

Note: There are no verbs in the phrases above, so they are not sentences.

IELTS Writing Task 1: long noun phrases

One feature of many academic task 1 answers is this: the verbs that we use are often easy, but the noun phrases that we write are long and relatively difficult.

Look at the following examples from my most recent sample answer:

Verbs are highlighted in green.
Noun phrases are highlighted in blue.

1. Export revenues in all but one of the five product categories increased.
2. The country’s export earnings from these goods went up by 8.5%.

So, don't try to impress the examiner with the verb structures that you use in writing task 1. Work on your noun phrases instead.

IELTS Writing Task 1: collocations and phrases

Here are some good collocations and phrases from the sample answer that I shared last week.

Remember: a collocation is a group of words that are often used (and work well) together e.g. increased significantly, export earnings, textile industry.

• a country's export earnings
• export revenues
• income from
• earnings from
• the highest earning exports
• it is noticeable that
• five product categories
• over the period shown
• the textile industry
• saw the most significant growth in
• rose from... to...
• which was an increase of
• reached a similar level
• went up by... to approximately...
• there was a ...% increase in
• rising from roughly... to...
• there was almost no change in
• the amount of money earned
• which remained at just over
• decline in income
• fell by ...% to...

IELTS Writing Task 1: two-chart answer

The chart below shows the value of one country's exports in various categories during 2015 and 2016. The table shows the percentage change in each category or exports in 2016 compared with 2015.

(Source: Cambridge IELTS 14)

Here's my band 9 sample answer:

The bar chart and table give information about a country's export earnings from five groups of products in 2015 and 2016.

It is noticeable that export revenues in all but one of the five product categories increased over the period shown. While petroleum products were the highest earning exports in both years, the textile industry saw the most significant growth in earnings.

Export earnings from petroleum products rose from around $61 billion in 2015 to $63 billion in 2016, which was an increase of 3%. Income from engineered goods reached a similar level. The country’s export earnings from these goods went up by 8.5% to approximately $62 billion in 2016.

From 2015 to 2016, there was a 15.24% increase in export revenue from textiles, with earnings rising from roughly $25 billion to over $30 billion. By contrast, there was almost no change in the amount of money earned from agricultural products, which remained at just over $30 billion. Finally, the only decline in income occurred in the gems and jewellery product group, where export earnings fell by around 5% to approximately $40 billion in 2016.

IELTS Writing Task 1: one-sentence introduction

The easiest way to write your task 1 introduction is by paraphrasing the task statement.

The task statement in this lesson contains two sentences:

The chart below shows the value of one country's exports in various categories during 2015 and 2016. The table shows the percentage change in each category or exports in 2016 compared with 2015.

Let's try to paraphrase this in just one sentence:

The bar chart and table give information about a country's export earnings from five groups of products in 2015 and 2016.

Note:
- "give information about" is a good phrase when we have two related charts.
- Try to make your introduction concise rather than complicated.

IELTS Writing Task 1: connecting related information

When there's a strong relationship between the two charts (as below), it makes sense to connect the information in your 'details' paragraphs.

Let's try writing two sentences using the information that I've highlighted.

1) Connect the information highlighted in yellow:

Export earnings from petroleum products rose from around $61 billion in 2015 to $63 billion in 2016, which was an increase of 3%.

2) Connect the information highlighted in green:

There was a 15.24% increase in export revenue from textiles, with earnings rising from roughly $25 billion to over $30 billion.

IELTS Writing Task 1: identifying key features / trends

The overview or summary is a very important part of your task 1 answer. Before you write your overview, you need to identify the key features, trends or differences. Look at the 'big picture' rather than small details, and summarise the information without mentioning any numbers.

Look at the key features that I've highlighted in yellow below.

Here's a two-sentence overview, describing the highlighted features:

It is noticeable that export revenues in all but one of the five product categories rose over the period shown. While petroleum products were the highest earning exports in both years, the textile industry saw the most significant growth in earnings.

IELTS Writing Task 1: bar chart and table

A few people have asked me for help with the following task from Cambridge IELTS 14. Let's start with a simple question:

Would you compare the chart and table, or describe them separately?

The chart below shows the value of one country's exports in various categories during 2015 and 2016. The table shows the percentage change in each category or exports in 2016 compared with 2015.

IELTS Writing Task 1: past and future

Let's look at the 'future tense' exercise that I gave you last Thursday. Have you ever tried playing around with verb tenses like this?

Here's the original paragraph, with verbs in the past tense:

In 1985, the average person travelled 3,199 miles by car, and this rose to 4,806 miles in the year 2000. The figures for miles travelled by train, long distance bus, taxi and other modes also increased from 1985 to 2000. Travel by taxi saw the most significant change, with more than a threefold increase from 13 miles per person per year in 1985 to 42 miles in 2000.

Now let's write the same description as a future prediction:

In 2025, it is predicted that the average person will travel 3,199 miles by car, and this will rise to 4,806 miles in the year 2030. The figures for miles travelled by train, long distance bus, taxi and other modes are also expected to increase from 2025 to 2030. Travel by taxi should see the most significant change, with a projected increase from 13 miles per person per year in 2025 to 42 miles in 2030.

IELTS Writing Task 1: charts showing future years

A student asked me for advice about describing future years. Let's do a simple exercise to practise this.

Change the following 'past description' into a future description.

In 1985, the average person travelled 3,199 miles by car, and this rose to 4,806 miles in the year 2000. The figures for miles travelled by train, long distance bus, taxi and other modes also increased from 1985 to 2000. Travel by taxi saw the most significant change, with more than a threefold increase from 13 miles per person per year in 1985 to 42 miles in 2000.

For example, we could begin like this:

In 2025, it is predicted that the average person will travel 3,199 miles by car...

IELTS Writing Task 1: synonyms or collocations?

In the latest lesson on my member site, I talked about the problem of using synonyms. For example, if you're describing a chart that shows percentages of poverty, you might think that you need to use synonyms of the word poverty in your answer.

If you look for synonyms of 'poverty' in a dictionary, you'll find words like:

destitution, pennilessness, deprivation, impoverishment, pauperism

Unfortunately, these words will seem forced and unnatural. Also, you don't have access to a dictionary in your test, and it's unlikely that you would have these words in your head.

My advice in the video lesson was this: Add variety by using collocations instead of synonyms. For example:

Collocations with the word poverty:

• poverty rates
• levels of poverty
• below the poverty line

Collocations with the adjective (poor) instead of the noun (poverty):

• poor people
• people who were classed as poor
• poorer individuals

In the academic test, this is the best way to reduce repetition and to add variety to your task 1 answers.

IELTS Writing Task 1: word form practice

Fill the gaps below with different forms of the word 'rise'.

1. Sales of product A _____ in 2015.
2. By 2017, revenue _____ _____ to a peak of $3 million per month.
3. There was _____ _____ in sales of product B over the same period.
4. _____ profits are predicted for the next two years.
5. Sales of both products are on _____ _____.

IELTS Writing Task 1: the 'word choice' skill

You might assume that mistakes affect only your grammar score. But some mistakes are vocabulary mistakes. For example:

• a spelling mistake
• a word formation mistake (e.g. incorrect formation of a past participle)
• a word choice mistake (e.g. inappropriate or unnatural use of a word)

For me, word choice is the big one. If you want to be a good writer, even in your own language, word choice is the skill that you need to develop. Interestingly, we refer to the greatest writers, like Shakespeare, as 'wordsmiths' due to their mastery of word choice.

So, the next time you're writing in English, try to imagine yourself as a 'wordsmith'. Think about the different vocabulary options that you have, and make word choice your priority as you write.

I'll be going deeper into this aspect of the writing test in the next few video lessons on my member site.

IELTS Writing Task 1: easy verbs, difficult noun phrases

One feature of many academic task 1 answers is this: the verbs that we use are often 'easy', but the noun phrases that we write are long and relatively difficult.

Look at the following examples from last week's answer:

Verbs are highlighted in green.
Noun phrases are highlighted in blue.

1. The total number of miles travelled by English people using all modes of transport increased significantly.
2. The figures for miles travelled by train, long distance bus, taxi and other modes also increased.
3. There was a fall in the average distances for three forms of transport, namely walking, bicycle and local bus.

We could represent these sentence structures like this:

1. x increased significantly.
2. x also increased.
3. There was a fall in x.

(x = noun / noun phrase)

Have a look at your own task 1 answers. Can you find some 'easy' verbs and long noun phrases?

IELTS Writing Task 1: 'modes of travel' answer

The table below gives information about changes in modes of travel in England between 1985 and 2000.
m

Average distance in miles travelled per person per year, by mode of travel

a
Here's my full sample answer. We'll analyse it next week.

The chart shows average distances that people in England travelled using different forms of transport in the years 1985 and 2000.

It is clear that the total number of miles travelled by English people using all modes of transport increased significantly between 1985 and 2000. The car was by far the most used form of transport in both years.

In 1985, the average person travelled 3,199 miles by car, and this rose to 4,806 miles in the year 2000. The figures for miles travelled by train, long distance bus, taxi and other modes also increased from 1985 to 2000. Travel by taxi saw the most significant change, with more than a threefold increase from 13 miles per person per year in 1985 to 42 miles in 2000.

There was a fall in the average distances for three forms of transport, namely walking, bicycle and local bus. In 1985, English people walked an average of 255 miles, but this figure fell by 18 miles in 2000. Bicycle use fell from 51 to 41 miles over the period shown, while the biggest downward change was in the use of local buses, with average miles per person falling from 429 to 274 over the 15-year period.

IELTS Writing Task 1: too much information!

When the graph or chart contains a lot of information, you won't be able to include every number. Here's an example of how you might deal with this problem.

Task: My aim is to write a paragraph about the information highlighted in yellow. I want to write three sentences only!

Average distance in miles travelled per person per year, by mode of travel

Here's my three-sentence paragraph about the 'yellow' data:

In 1985, the average person travelled 3,199 miles by car, and this rose to 4,806 miles in the year 2000. The figures for miles travelled by train, long distance bus, taxi and other modes also increased from 1985 to 2000. Travel by taxi saw the most significant change, with more than a threefold increase from 13 miles per person per year in 1985 to 42 miles in 2000.

Analysis questions:

1. Did I mention every mode of travel highlighted in yellow?
2. How many numbers did I mention specifically?
3. Which modes of travel did I choose to focus on, and why?

IELTS Writing Task 1: paragraph 'grouping'

To describe the information in the table below, it would be a good idea to find a way to group it.

I usually try to create two information groups, so that I can write two separate 'details' paragraphs. I've used green and yellow highlighting to suggest a way to create these two paragraph groups.

..........

The table below gives information about changes in modes of travel in England between 1985 and 2000.

Average distance in miles travelled per person per year, by mode of travel

..........

Can you see what connects the data in the green and yellow groups?

IELTS Writing Task 1: two 'overview' examples

The table below gives information about changes in modes of travel in England between 1985 and 2000.
m

Average distance in miles travelled per person per year, by mode of travel

Here are two 'overview' paragraphs for the table above. Which do you prefer? What 'technique' did I use when writing them?

Overview 1
It is clear that the car was by far the most used mode of travel in both years. Overall, English people travelled significantly more in 2000 than in 1985.

Overview 2
It is clear that the total number of miles travelled by English people using all modes of transport increased significantly between 1985 and 2000. The car was by far the most used form of transport in both years.

IELTS Writing Task 1: 'modes of travel' table

A student asked me to look at the following task, which comes from Cambridge IELTS book 6 (test 2).

The table below gives information about changes in modes of travel in England between 1985 and 2000.

Quick task: What main or general trends would you choose for your overview paragraph? Think about how to summarise the information.

IELTS Writing Task 1: 'fish pie' sentence

In last Thursday's lesson I asked you to suggest where we could add one extra detail to my 'fish pie' answer. I had forgotten to write that the pie is in a microwaveable container.

People suggested two sensible places to add this detail.

1) At the beginning of paragraph 2:

The fish pie contains salmon, peas, sauce and potatoes in a microwaveable container.

2) In the last sentence of paragraph 4:

The resulting fish pies are placed in microwaveable containers, wrapped, frozen and then stored or dispatched.

IELTS Writing Task 1: 'fish pie' answer

Here's my full description of the fish pie process diagrams:

..........

The pictures illustrate the ingredients that go into a factory-made fish pie, and the various steps in its production.

The pie contains salmon, peas, sauce and potatoes, and there are ten stages in its manufacture, from delivery to dispatch. One of the ingredients, potato, goes through its own six-stage preparation process before it can be added to the pie.

Potatoes are the first ingredient to be prepared on the production line. They are delivered to the factory up to a month before the process begins, and they must be cleaned, peeled and sliced. Potato peelings are thrown away, and the sliced potatoes are boiled, then chilled and stored.

When fresh salmon arrives at the factory, lemon juice and salt are added, and the fish is cooked in a steam oven within 12 hours of delivery. Next, factory workers remove and dispose of the skin and bones, and the fish is inspected. Following inspection, pre-prepared peas, sauce and potatoes are added. The resulting fish pies are wrapped, frozen and then stored or dispatched.

(175 words, band 9)

..........

Task: I forgot to mention that the fish pie is in a microwaveable container. Where could you add this information in my answer?

IELTS Writing Task 1: process paragraph

Can you create a paragraph from the following list of sentences? You'll need to use linking and sequencing words (and, then, next, after which etc.).

The sentences describe part of this diagram.

- Fresh salmon is delivered to the factory.
- Lemon juice and salt are added to the salmon.
- The salmon is cooked in a steam oven within 12 hours of delivery.
- Factory workers remove and dispose of the skin and bones.
- The fish is inspected.
- Prepared peas, sauce and potatoes are added.
- The resulting fish pies are wrapped.
- They are frozen and then stored or dispatched.

IELTS Writing Task 1: passive verbs practice

The potato preparation part of the 'fish pie' diagram (see this lesson) gives us a useful grammar exercise:

Can you describe the following stages of the process using passive verbs?

Potatoes...

- delivery
- clean
- peel
- slice
- boil
- chill
- store

e.g. Potatoes are delivered.

IELTS Writing Task 1: process overview

When describing process diagrams, many people struggle to write a good overview or summary of the information.

Have another look at the task that I shared last week:

Here's my 2-sentence overview, summarising the information:

The factory-made fish pie contains four ingredients, and there are ten stages in its production, from delivery to dispatch. One of the ingredients, potato, goes through its own six-stage preparation process before it can be added to the pie.

IELTS Writing Task 1: process diagram

Last week I said that we would start looking at a new question, and I don't think we've done a 'process diagram' task for a while.

The task below was sent to me by a student. I wasn't sure whether to use it, because I don't know where it comes from, but let's give it a go.

The diagrams below give information about the manufacture of frozen fish pies.

(Click on the image to enlarge it)

IELTS Writing Task 1: question types

Here are the six question types that we need to prepare for:

1. Line graph
2. Bar chart
3. Pie chart
4. Table
5. Diagrams / maps that compare things
6. Diagrams that show a process

We'll start looking at a new task next Thursday, so let me know which type you find most difficult.

PS. Thanks to those of you who wished me a nice holiday!

IELTS Writing Task 1: three types of linking

Here are three types of linking (cohesive devices) with some examples from last week's 'maps' answer for types 2 and 3.

1) The 'normal' linking words that everyone learns

and, but, because, while, whereas, by contrast, however, furthermore etc.

2) Using pronouns and determiners to refer to a previous idea

- three main modifications were made... These involved
- there were three bus stops... These were
- the addition of a bus station... This bus station
- the car park, which was situated... this original car park

3) Using synonyms or paraphrasing to connect ideas

- some changes were made... three main modifications... the changes
- the hospital's transport infrastructure... the hospital's vehicle access
- at the intersection... at the junction
- parking facilities... parking areas... car park... area for parking
- public... visitors... members of the public