IELTS Simon

IELTS Writing Task 1: 'maps' answer

Here's the map task that we've been looking at, with my band 9 sample answer below it.

(Cambridge IELTS 13)

The maps illustrate some changes that were made to a city hospital's transport infrastructure between the years 2007 and 2010.

It is noticeable that three main modifications were made to the hospital’s vehicle access. These involved the building of a new bus station, new roundabouts and new parking facilities.

Looking at the changes in more detail, we can see that in 2007 there were three bus stops on either side of Hospital Road. These were no longer present in 2010, and instead we see the addition of a bus station on the west side of Hospital Road. This bus station is accessed via two new roundabouts; the first roundabout is at the intersection of City Road and Hospital Road, while the second is at the other end of Hospital Road, at the junction with the hospital ring road.

The two maps also show that changes were made to public and staff parking areas. In 2007, staff and visitors used the same car park, which was situated to the east of Hospital Road and accessed via the ring road. However, by 2010 this original car park had become a designated area for staff parking only. A new car park, located on the east side of the ring road, provided parking for members of the public.

IELTS Writing Task 1: 'maps' introduction and overview

Here are my first two paragraphs (introduction and overview) describing the maps below.

The maps illustrate some changes that were made to a city hospital's transport infrastructure between the years 2007 and 2010.

It is noticeable that three main modifications were made to the hospital’s vehicle access. These involved the building of a new bus station, new roundabouts and new parking facilities.

IELTS Writing Task 1: 'maps' plan

I don't usually write a plan for task 1. I have a basic plan in my head (because I always follow the same method) and I simply highlight a few key features on the chart or diagram.

To give you an idea of the "plan in my head", here's what I would be thinking about for the 'map' task below:

1. Introduction paragraph: paraphrase the question statement
2. Overview paragraph: state how many changes were made, summarise what type of changes they were (e.g. three changes; parking, bus stops, roundabouts)
3. Details paragraph: describe changes to infrastructure for bus access, including roundabouts
4. Details paragraph: describe changes to parking areas
   a

IELTS Writing Task 1: two maps

We haven't looked at a map task for a while, so here's one from Cambridge IELTS book 13:

Before we write anything, how many changes can you see? Make a list of these changes, and then we can turn that list into full sentences.

IELTS Writing Task 1: don't write 'came first'

Don't describe items on a graph or chart in terms of coming first, second or last. This makes it seem like you're describing a competition!

For example, don't write:

• Theme parks were first.
• Theme parks came first, and museums were in second place.
• In last place were wildlife parks and zoos.

Instead, you should write:

• Theme parks were the most popular type of tourist attraction.
• Theme parks attracted the highest proportion of visitors, and museums were the second most visited attraction.
• Wildlife parks and zoos were the least popular of the four types of tourist attraction.

IELTS Writing Task 1: checklist

Here's my preparation checklist for writing task 1. Can you put a tick next to each point on the list?

1. Know what the six types of question are (e.g. line graph...).
2. Try several real test examples of each type.
3. Know the 4-paragraph method suggested in lessons on this site.
4. Practise paraphrasing the question to write introductions.
5. Understand why we don't write a conclusion for task 1.
6. Know how to write an 'overview', and what to include in this paragraph.
7. Practise selecting key information, rather than describing everything.
8. Be able to write good 'comparing' sentences.
9. Be able to describe changes and trends (e.g. increase, decrease).
10. Be able to use the passive to describe steps in a process.

Note: I shared this checklist a couple of years ago, but I think it's worth looking at again (if you've seen it before).

IELTS Writing Task 1: only 9 sentences

Yesterday I wrote that you only need 13 sentences in your task 2 essay. For the task 1 report, I aim for 9 sentences:

• Introduction: 1 sentence
• Overview (summary): 2 sentences
• First 'details' paragraph: 3 sentences
• Second 'details' paragraph: 3 sentences

Remember that this is just my approach, and it's what I tell my students to aim for (some reports might contain 8, 10 or 11 sentences, which is fine).

IELTS Writing Task 1: stop using 'given'

I've noticed that a lot of people use the word "given" in their writing task 1 introductions. For example:

• Given is a chart showing...
• The given chart shows...
• The chart given shows...

Although it isn't grammatically wrong, I don't like this use of "given". It's completely unnecessary, and it seems forced (like you're trying too hard).

Don't try to do anything 'less common' in the first few words of your task 1 introduction. Just keep it simple and clear: The chart shows... (or compares or illustrates).

IELTS Writing Task 1: 'languages charts' answer

The charts below show the proportions of British students at one university in England who were able to speak other languages in addition to English, in 2000 and 2010.

Here's my band 9 sample answer:

The tables compare the percentages of British university students who spoke different languages in addition to English in two separate years.

It is noticeable that in both years, 2000 and 2010, the majority of British students at the university in question were able to speak at least one other language. We can also see an increase in the proportion of second and third language speakers over the 10-year period.

In the year 2000, 80% of the students were able to speak one or two foreign languages, and 20% only spoke English. Ten years later, there was a rise of 5% in the proportion of those who spoke a second language. There was also an increase, from 10% to 15%, in the proportion of students who were able to speak two foreign languages.

Looking at the specific second languages spoken, in 2000, 30% of the students were able to speak Spanish, 15% spoke French, and 10% spoke German. By 2010, the proportion of Spanish speakers had risen to 35%, there were 5% fewer French speakers, and the figure for German speakers remained at one in ten. Finally, we can see that the percentage of speakers of other second languages, apart from Spanish, French and German, rose from 15% to 20% over the period shown.

IELTS Writing Task 1: grouping the information

Look at the information in the tables, and then look at the two paragraphs below them. Can you see how I've grouped the information? In other words, what is the main idea of each paragraph?

In the year 2000, 80% of the students were able to speak one or two foreign languages, and 20% only spoke English. Ten years later, there was a rise of 5% in the proportion of those who spoke a second language. There was also an increase, from 10% to 15%, in the proportion of students who were able to speak two foreign languages.

Looking at the specific second languages spoken, in 2000, 30% of the students were able to speak Spanish, 15% spoke French, and 10% spoke German. By 2010, the proportion of Spanish speakers had risen to 35%, there were 5% fewer French speakers, and the figure for German speakers remained at one in ten. Finally, we can see that the percentage of speakers of other second languages, apart from Spanish, French and German, rose from 15% to 20% over the period shown.

IELTS Writing Task 1: 'languages' charts

Here are my first two paragraphs (introduction and overview) for the task that I shared in last Thursday's lesson:

The tables compare the percentages of British university students who spoke different languages in addition to English in two separate years.

It is noticeable that in both years, 2000 and 2010, the majority of British students at the university in question were able to speak at least one other language. We can also see an increase in the proportion of second and third language speakers over the 10-year period.

IELTS Writing Task 1: 'languages' charts

A student asked me to look at the task below. It comes from Cambridge IELTS book 11, and the data was originally shown on two pie charts. I've used tables just to make things really clear.

The charts below show the proportions of British students at one university in England who were able to speak other languages in addition to English, in 2000 and 2010.

Note:
I gave a useful tip for this task in this lesson from back in 2016.

IELTS Writing Task 1: a grammar question

A student asked me about the following sentence from this lesson:

After heating, the resulting mixture is ground, and cement is produced.

The student asked why I wrote after heating instead of after being heated.

Both phrases are correct, but can anyone explain why? What is the difference, in terms of grammar, between these two alternatives?

IELTS Writing Task 1: easy but accurate

If you can use "less common" vocabulary correctly, that's great. However, using "difficult" words or grammar often leads to lots of mistakes. It would be better to choose "easy but accurate" language instead.

For example, here are some students' sentences, with mistakes underlined:

1) The highest number of people residence in Australia are those living in cities.
2) The highest population of birth are those born within Australia.
3) This figure was over 50% of those given birth to outside Australia.

Let's rewrite these sentences in an "easy but accurate" way:

1) The majority of Australians live in cities.
2) Most of the people who live in Australia were born there.
3) This was over 50% higher than the figure for people born outside Australia.

IELTS Writing Task 1: question types

I received a message from a student who said that she had been surprised to see a diagram question in writing task 1. She had done lots of preparation for graphs and charts, but was unprepared for diagram questions.

So, make sure you have prepared for all of the following question types:

1. Line graph
2. Bar chart
3. Pie chart
4. Table
5. Comparison diagram (a diagram or map that compares things)
6. Process diagram (a diagram or map that shows steps in a process)

If you look through the lessons on this blog, you'll find advice and examples for all six question types. I've also covered each one in detail on my video course.

IELTS Writing Task 1: quick gap-fill exercise

The following sentences describe a bar chart about electricity in Cambridge IELTS book 13. Choose words from the list below to fill the gaps.

ranked, was, that, far, just, it, of, of

1. China and the United States produced and consumed ______ more electricity than any other country in 2014.
2. ______ the ten countries shown on the chart, only Germany consumed more electricity than ______ produced.
3. In 2014, China was ______ first in terms ______ the amount of electricity that it produced and consumed.
4. China produced 5398 billion kWh of electricity in ______ year, while the US, which ______ ranked second, produced ______ over 4000 billion kWh of electricity.

IELTS Writing Task 1: sentence analysis

Let's analyse some of the sentences in the bar chart answer that I wrote last week. Maybe you could analyse the other sentences in the same way.

Sentence 1

The purpose of this sentence is to begin the description by stating what the bar chart shows. The main feature of the sentence is the paraphrasing (of the question statement) that it contains:

• The bar chart = the chart
• shows = compares
• the percentage of = the proportions of
• men and women = males and females
• in different age groups = in six age categories
• did regular physical activity = were physically active on a regular basis
• in 2010 = in the year 2010

Sentence 2

The purpose of this sentence is to give a general overview of the information, by describing an overall trend. Some useful language:

• roughly speaking - a nice way to introduce an approximate overall trend
• close to half of Australian adults - grouping men and women in all age categories together, in order to describe an overall trend
• some kind of routine physical activity - paraphrasing ‘regular physical activity’

Sentence 3

The purpose of this sentence is to continue the overview by highlighting the highest and lowest figures on the chart. Some useful language:

• Middle aged females - more than one age category grouped together
• the most physically active - highlighting age categories with the highest figures
• proportionally - this word is necessary because the figures show percentages of people in each age group, not raw numbers
• while males - contrasting with the statement about females
• the least physical activity - contrasting the highest with the lowest

IELTS Writing Task 1: 'physical activity' answer

Let's return to the task below and look at my sample answer.

The bar chart below shows the percentage of Australian men and women in different age groups who did regular physical activity in 2010.

(Cambridge IELTS 12)

The chart compares the proportions of Australian males and females in six age categories who were physically active on a regular basis in the year 2010.

Roughly speaking, close to half of Australian adults did some kind of routine physical activity in 2010. Middle aged females were the most physically active, proportionally, while males aged 35 to 44 did the least physical activity.

In the youngest age category (15 to 24), almost 53% of Australian men but only 47.7% of women did regular physical activity in 2010. However, between the ages of 25 and 44, men were much less active on average than women. In fact, in the 35 to 44 age group, a mere 39.5% of males did some form of regular exercise, compared to 52.5% of females.

Between the ages of 45 and 64, the figure for male physical activity rose to around 45%, while the proportion of active females remained around 8% higher, at 53%. Finally, the percentages of Australian women and men aged 65 and over who exercised regularly were almost identical, at approximately 47%.

(179 words, band 9)

IELTS Writing Task 1: two mistakes

Two of the sentences below contain a small mistake. Can you find the two mistakes?

1. In 2008, British parents spent an average of around £20 per month on their children’s sporting activities.
2. Parents’ spending on children’s sports was increased gradually over the following six years, and by 2014 the average monthly amount had risen to just over £30.
3. The number of British children who played football remained relatively stable over the six-year period, at around 8 to 9 million.
4. Swimming rose from approximately 2 million children in 2008 to around 4 million in 2014.
5. There was a slight fall in participation in athletics between 2012 and 2014.

IELTS Writing Task 1: statistical terms?

Here's a useful question that someone asked me:

Is it a good idea to use statistical terms such as linear / exponential growth instead of more general phrases like gradual / significant increase?

My answer is no. I don't advise you to write about linear or exponential growth in writing task 1. You are not expected to have any technical knowledge of statistics in this task, and so this kind of "statistics language" seems a little forced and inappropriate to me.

Just use the 'normal' phrases that I use in my example answers here on the blog. Don't try to write like a professional statistician, and don't use the exaggerated language that I mentioned in this lesson.

IELTS Writing Task 1: ways to prepare

Here are some study ideas for task 1:

1) Print a collection of questions
Before you start writing any task 1 reports, it's a good idea to have an overview of the different types of questions that you might face. Try to get paper copies (printed) of around 10 different questions - it's useful to be able to see them all in one place. Your 'pack' of questions should include: a line graph, bar chart, pie chart, table, 2 different charts, 3 or more similar charts, process diagram, comparison diagram, life cycle, map.

2) Practise parts of reports
Instead of writing a full report, try writing 10 introductions - one for each of the questions in your 'pack' (see point 1 above). The next time you are studying, just focus on writing overviews. On a different day, practise describing percentages, or comparing numbers etc...

3) Use model answers
If you look through my task 1 lessons on this site, you'll find examples of the 10 question types mentioned in point 1. Use my answers as models, and try to copy my way of writing as closely as you can.

IELTS Writing Task 1: pie charts are easy!

A lot of people seem to be worried about pie charts. Here are some questions to get you thinking about how to describe them:

1. What does a pie chart always show?
2. Are pie charts used for comparing?
3. Do pie charts show changes (increase, decrease)?
4. What verb tense would you use to describe pie charts?

IELTS Writing Task 1 is important!

A student wrote to me saying that he didn’t understand why his most recent writing test score was so low. He wanted my advice on how to improve his writing task 2 essays.

Before giving any advice, I asked the student whether he thought he had done well or badly in writing task 1. His answer surprised me: he hadn’t written anything at all for task 1; he had spent the whole hour in the test doing task 2.

Hopefully you can guess what my advice was! I think students often worry so much about task 2 that they really neglect task 1. If you’re not getting the score you need, it might be that task 1 is the problem.

IELTS Writing Task 1: fill the gaps

Look at the bar chart, and fill the gaps in the sentences below it.

1) Almost 53% of Australian men ______ 15 to 24, but only 47.7% of women of the ______ age, did regular physical activity in 2010.

2) Between the ages of 25 and 44, men were much less ______ on average than women. In fact, in the 35 to 44 age group, just under 40% of males did some form of regular ______, compared to 52.5% of females.

3) The proportions of men and women aged 65 and over who were ______ active were almost ______, at approximately 47%.

IELTS Writing Task 1: overview sentences

Here are my answers to the three 'overview' questions that I posed in last Thursday's lesson:

1. Roughly speaking, close to half of Australian adults in the six age categories were physically active on a regular basis in 2010.
2. Overall, the figures for females were higher than those for males.
3. Middle aged females were the most physically active, proportionally speaking, while males aged 35 to 44 did the least physical activity.

Notes:
- I would choose just two of these ideas for my overview.
- We need to think about how to paraphrase 'physical activity'. Any suggestions?

IELTS Writing Task 1: 'physical activity' bar chart

Several people have asked me for help with the following task from Cambridge IELTS book 12 (test 5).

The bar chart below shows the percentage of Australian men and women in different age groups who did regular physical activity in 2010.

Before we describe the chart, let's get one important thing right: 'the big picture'. In other words, I want you to think about the information that you would put in your overview / summary paragraph.

Try to answer the following questions:

1. What was the overall percentage (i.e. average or range) of all Australian men and women who did regular physical activity in 2010?
2. Are there any differences between the figures for men and women, looking at all age groups?
3. Were any age groups noticeably more (or less) active than the others?

Remember: Most IELTS candidates fail to write a good overview of the information in writing task 1. We need to practise looking at the 'big picture'.

IELTS Writing Task 1: forget about 'grammatical range'

When I'm writing a task 1 report, either for this blog or with my students, I never worry about 'grammatical range'. Here's why:

• First, how many different 'grammatical structures' can we really use in the space of only 8 or 9 sentences?
• Second, do we have time to think about including an example of a passive, a conditional, various types of clause etc.?
• Third, will these different structures be relevant? Will they work in the context of the description?

I think it's much more important to spend the 20 minutes thinking about how best to describe the information on the chart in a clear and logical way. In other words, I suggest that you focus on task response, coherence and accuracy. This is what examiners are really looking for in task 1.

IELTS Writing Task 1: corrected sentences

Here are the three incorrect sentences from last Thursday's lesson:

1. In 1985, Canada was about 19 million tonnes.
2. Australia was lower, at 15 million tonnes of wheat exports.
3. In 1988, Canada increased by 5 million tonnes of wheat exports.

And here are the correct versions of those sentences:

1. In 1985, Canada exported about 19 million tonnes of wheat.
2. The figure for Australia was lower, at 15 million tonnes.
3. In 1988, Canada's wheat exports increased by 5 million tonnes.

IELTS Writing Task 1: a big mistake

Many students make a big mistake when describing numbers. For example, look at the graph below.

Now look at these four sentences:

1. In 1985, Canada was about 19 million tonnes.
2. Australia was lower, at 15 million tonnes of wheat exports.
3. In 1988, Canada increased by about 5 million tonnes of wheat exports.
4. Australia exported about 11 million tonnes of wheat in 1990.

Only one of these sentences is written correctly. Can you say which one is correct, and explain the big mistake in the other three?

IELTS Writing Task 1: past simple, past perfect

Several people have asked me to explain how the past perfect tense can be used in writing task 1. The example below might help.

Look at the following description:

In 2002, the cost of an average house in the UK was £130,000. By 2007, the average house price had risen to almost £190,000.

Notice the verbs used with "in" and "by":

• I used "in" with the past simple "was" to talk about what happened in one year only (2002).
• I used "by" with the past perfect "had risen" to talk about an increase that happened in the years before 2007 (from 2002 to 2007).

Try writing your own sentences with "in" and "by" to practise describing numbers with the past simple and past perfect.

IELTS Writing Task 1: three sample sentences

Let's look at some sample sentences that describe the highlighted information on the table below.

1) A simple description of one number:

In 2006, 17% of mobile phone owners played games on their phones.

2) Comparing three numbers in the same sentence:

In 2010, 73% of mobile phone owners used their phones to search the Internet, while 41% of users played games and only 26% of people played music on their phones.

3) Describing a change in numbers:

Between 2008 and 2010, the proportion of mobile phone owners who recorded videos on their phones rose by 26%, from 9% to 35%.

Tip:
These three types of sentence are so important. If you want to do well in IELTS writing task 1, you should practise them a lot!