Writing Section

Sometimes, most of the IELTS candidates are complaining about

writing section of the test. Considering that in many countries writing is not
the main part of education system, it is quite easy to understand their
complaints. At times, they are stating that we cannot get good idea to write
about, or we know what to write, however we are not aware of the style and
structure of the writing test. As all language skills, developing writing skills
require practice as well.
There are two tasks in the writing test in both versions of IELTS. You
must write a report for your both tasks in an allotted time period which is 1
hour. Although you may encounter with such information like Spend 20
minutes for Task 1 and 40 minutes for Task 2, my advice to you is be flexible
thus if you can write Task1 quickly, say in 15 minutes, then go ahead. Keep it
in mind that Task 2 contributes higher to your band score than Task 1.
Approximately 60 % of your band score in the writing test will be for Task 2,
and the rest (40 %) for Task 1, so always leave more time for Task 2. While
Task 1 differs in Academic and General Training Module, Task 2 is somewhat
same.
Well, how the writing test is assessed? There are 4 criteria used by
examiners to evaluate the candidates proficiency in writing.
Task
Achievement

Fluency and
Coherence

Grammatical
Accuracy

Vocabulary

Academic Writing Task 1

First of all, lets begin with what Academic Task 1 is all about. You will
see a kind of a picture which represents information on a given topic. The
candidates are required to write information what they see in the picture. In
this part you cannot include your own opinion in your report.
Distinct types of graphs exist in order to express numerical data to
certain audience. You can acquire information on the types of charts by

checking out following websites: http://en.wikipedia.org/wiki/Chart and

http://www.typesofgraphs.com/. Albeit you are not required to learn all of
these chart types, I would advise you to study as much information as you
can. However, main types which you are going to be examined in the IELTS
test are as following: Tables, (Single or Double) Line Graphs, Charts (Pie
chart, (Single / double) Bar chart), Flow chart, Process diagrams and
sometimes maps, plans, pictures, etc.

Bar chart (Source: http://www.typesofgraphs.com/)

Pie chart (Source: http://www.typesofgraphs.com/)

Single line graph (taken from http://www.typesofgraphs.com/)

Double line graphs (taken from www.ielts-exam.net)

Flow chart (Source: http://www.typesofgraphs.com/)

Number of
students
involved (in one
city)
Number of
supervisors
Average fee
cost

IELTS
688

TOEFL
658

SAT
114

ACT
17

48

46

12

160$

160$

190$

190$

Table (an imaginary table on the statistics of students attending in given

tests)

HOW TO WRITE YOUR REPORT FOR

TASK 1

1. Sneak a peek to the given chart, analyze it conscientiously, and

determine what information exist in the given chart type. Check out
each detail individually. Afterwards examining significant data in the
chart, now it is time to commence writing an introduction, usually by
restatement.
2. Pinpoint what type of picture it is, use a descriptive verb to define what
this picture does, and paraphrase the rubric by using synonyms or
shifting the grammatical structure.

Types of charts

Descriptive verbs

Paraphrase

This (The given) bar

chart
pie chart
single line graph
double line graph
table
flowchart diagram
map
picture

provides an information
about/on
provide an overview of
gives information about
demonstrate
illustrate
indicate
describe
depict
display

Something in terms
of
index/information
figure/data/indicator
the
the
the
the
the

number of
amount of
quantity of
unit of
percentage of

reveal
show (too primitive)
expose

the cost/price of
total/value of

Some useful expressions to add extra information on the figures

-

As can be seen + in the graph/table

According to the table/graph
It can be clearly/obviously revealed/indicated
(sth) fromtois detailed in this report.

If you are talking about future, or assumptions, you may use

Speculations on future
It is predicted that
It is projected that
It is forecasted that
It is speculated that
It is expected that
It is anticipated that
It is estimated that
It is reckoned that
It is extrapolated that
It is prognosticated that
Expectation/ conjecture/
prediction/ prophecy/
prognosis/
prognostication/
diagnosis/ projection/
estimate/ estimation/
calculation/
computation/
extrapolation/
reckoning/ likelihood/
presumption/
assumption/ surmise/
premise/ supposition/

Assumptions
It is assumed that
It is supposed that
It is presumed that
It is guessed that
It is taken for granted
that
It is surmised/thought
that
Assumption/ Conjecture/
premise/ surmise/
theory/ supposition/
hypothesis/

Calculations
It is estimated that
It is calculated that
It is reckoned that

probability/ possibility
When paraphrasing the rubric, you may be required to jot down a wide range
of expressions and while doing this, you should pay attention to each
keyword such as time expressions, numbers,

Over a period of . (time)

Over a period of 2 years/3 months
Over this/the given period
During the 1930s and 1940s (or
40s)
During
in
over
for

From.to..
Betweenand
By 2015
During this 5-year period

The first/second
Following
Next
Proceeding
Preceding
Final

10 years
Decade/century
10-year period (Note:
NOT
10-years period but 10
years)
Yearly annual; per
annum; per/each year

When organizing time

Sequence:
Afterwards
After (this/that)
Since then + perfect tense
In the meantime
Then(ce)
Subsequently
Following this
Prior (to)
The latter/ proceeding/ preceding
Finally
Ultimately
Lastly; last but not the least

Until the early 1920s/mid-50s

By 2012
Annual(ly) = year(ly)
Semi-annual = twice a year
Biannual every two years
Triennial = every 3 years
Afterwards there was a slight but
steady decrease in (the
number of sth)

3. Locate at least 2 general trends, points, or angles in the given chart.

Write 2-3 sentences about these points by giving an overview or
summarizing information on these trends. An overview statement
means a summary of the main points or general trends. General points
usually exclude specific details, numbers, or unimportant data. Leave
specifics for the following paragraph which is called Details
paragraph.
Look at the maximum and minimum points, extremes (the longest/the
biggest etc.). These are main points and define what the general
trends are. If there are fluctuation, stability for certain period of time,
or exceptions, note them as well unless they are details.
Some examples about generalization statements:
-

It seems that overall

The average number
A,B,C all had high numbers/percentages of (stx h)
In general, the total of something increased until .at which point
there was a slight reduction in the due to/because of
However/but the general trend was an decreasing/increasing one
All three call types made by UK residents were
(Only/merely/solely) One/Two/None of the schools was/were
offering full tuition aid for international students
Males and females both experienced an upward trend reaching 80 and
90 hours of work,
respectively/relatively/accordingly/appropriately

4. In the details: paragraph, use all important numbers, and all other
data, main features of a graph. You can write an academic report on
the figures what you see in the graph. You CANNOT include your own
opinions, predictions, or recommendations in Task 1 unless you are told
so. All the required information is on the chart. Concentrate on the
data and provide all relevant and significant information. There might
be an increase, a decrease, stability, or fluctuation; some useful
expressions for Task 1 are provided in the following tables.

Useful expressions to use

But following that there was a .

In the given time period

(decline) was first recorded

There was a (huge) decline . (in the
numbers/figure of)
The greatest proportional rises can
be seen in the..
There was a gradual rise until..with
a peak in..followed by a steady
decline to just under
..rose rapidly from.in.to a
plateau of
around..in.between.and.
The number (of something) rose
to
The figure almost doubled around..
rose only slightly.reaching a
plateau of around.fromto.
Was almost double the amount of..

For most of the period shown (in the

graph)

Maximum sales
realized/revealed/indicated/show
n . (Time expression)
..experienced an upward/a
downward trend between . and..
The numbers of both kinds of have
risen, with being the greatest
And by 2000 it was the second most
popular when the figure almost
doubled to around
is the least/ most popular/
preferred

Over three quarters

Two thirds 2/3
Three fifths of 3/5 of total
amount of
Three quarters
Over two thirds of total amount of
sth more than 2/3

Referring
Apart/aside from = other than,
except for
The second/third most favored
The trend/tendency for is similar
The general trend is similar X erratic

Comparing
By contrast/ comparison
In contrast (to this)
Whereas
In comparison / Compared to

Words meaning approximate

Almost = (just) about, around, in the
region of (used with very large
numbers), nearly, close to, roughly,
circa (used with dates), more or less
(informal), approximately,(just)
under/ over (a quarter)
More/less than a half
Exactly= precisely, accurately,
exactly the same
Only= merely, solely

Categorized by (gender/
employment status) = categorically

At times in real-world situation, you may be required to expose shifts or

changes in tendency, trend, leaning, or movement.
Defining the change in the numbers (increase, decrease, stability,
fluctuation)

Verb

Adverb

Adjective

Noun

Increase
Grow
Rise
Climb
Ascend
jump
Go up

Slowly
Minimally
Slightly
Gradually
Steadily
Consistently
Negligibly
Inconsiderably
moderately

Slow
Minimal
Slight
Gradual
Steady
consistent
negligible
inconsiderable
moderate
Upwards e.g.
move upwards
Least
Small - smallest
Minor
Insignificant
Unimportant
trivial
Minimum
Low - lowest
Meagre (UK)
meager (US)
Scant very little

An increase (in)
A growth (in)
A rise (in)
An ascent

boom
Escalate
Surge sudden
large increase
multiply
Proliferate
increase in
number very
quickly
e.g. Computerized
data bases are
proliferating fast
Double
increase twice
(two times)
(doubling in +
noun)
Triple/treble
increase threefold
(trebling in +
noun)
Quadruple
increase fourfold

Insignificantly
Unimportantly

Meagerly
Meagerly
Scantly

An upward trend
An upturn
An upsurge (in
sth)
A surge
A boom
A jump
An expansion
A boost
A development
An improvement
An advancement
A leap
Increment
increase
Escalation
An upswing a
sudden increase
in an amount

Rapidly
Sharply
Dramatically
Drastically
Substantially
Exponentially
Significantly
Remarkably
Markedly
Maximally
very quickly and
suddenly
instantly
instantaneously
greatly in a very
short time
considerably
quickly
steeply

Increase rapidly
Soar
Leap
Shoot up
(sky)Rocket
Escalate
Mount
Balloon
Zoom

Note (DONT use

these (above)
verbs with
adverbs which
mean rapidly,
sharply, etc.)

Experienced a
rapid rise in the
reaching
and ,
respectively by
2000
Is the greatest,
followed by
with
with a peak
in
When after
hitting a peak of
just under
Experienced a
similar boom in
They experienced
a drastic increase
in

Rapid
Sharp
Dramatic
Drastic
Substantial
Exponential
Significant
Remarkable
Marked
noticeable
maximum
maximal
very quick and
sudden
instant
instantaneous
great
considerable
quick
steep
Rose only
slightly
reaching a
plateau of
around from
to
Was almost
double the
amount of

Hit a peak
Hit a high
Reach a peak of
Reach the highest
point
Top
Be first
Surpass exceed
Play a key/vital/
significant/impo
rtant/
essential/crucial
/ critical role
in

Decrease
Decline
Descend
Fall
Drop (down)
Diminish
Reduce
Go down
Subside
Lower
lessen
Slump (prices,
demand etc.)
Abate
Dwindle
Fade

The greatest
proportional rises
can be seen in
the
There was a
gradual rise
until with a
peak in
followed by a
steady decline to
just under
Rose rapidly
from
The number of
sth rose to
rose rapidly
from in to a
plateau of
around in
between and
The figure almost
doubled to
around
A
A
A
A
A
A
-

decrease (in)
decline (in)
descent
fall (in)
drop (in)
reduction

A downward
trend
Downwards
(adverb)
A downturn
A downswing

Slacken
Shrink
Ebb
Recede (prices)
Slope
Taper off
gradually
decrease
Regress
Downsize (a
business or
industry) =
reduce

Decrease
rapidly
Plunge
Plummet
Tumble (in
journalism)
Hit a low
Reach a low (of)
Reach the lowest
point
Dip
Note (DONT use
these verbs with
adverbs which
mean rapidly,
sharply, etc.)
Stability
Remain stable
Remain constant
Remain flat
Remain the same
Remain steady

Steady
Constant

Bottom out if a

Stability
No change

* Instead of
remain, we may
also use stay,
maintain
Reach a plateau
of during the
50s
Stabilize (Britstabilise)
Level off, level out
stop increasing
or decreasing in
such a speed
Appears to have
remained fairly
constant from
to
No other changes
were recorded
Fluctuate
Be erratic
Be up and down
(infl)
Oscillate if the
level or value of
sth oscillates
between one
amount and
another, it keeps
going up and
down between the
two amounts
(formal)
E.g. The AZN
oscillated
between 0.78 and
1.05 to the dollar.

trend such as fall

in prices bottoms
out, it stops
getting worse or
decreasing, and
it remains at a
particular
level/amount
(journalism)

Change
Alternate
Hover (between)
E.g. In
September, 1989
the exchange
rate hovered
around 140 yen
to the dollar
In and in the
proportions are
quite different =
have shown
different patterns

variable

A levelling off at

fluctuation

5. Avoid personification. Attempt to use passive voice, or use general

language. Remember that using perfect tenses and perfect progressive
(continuous) tenses may reveal your proficiency in grammar. Use more
academic vocabulary and avoid using informal vocabulary, idioms, and
phrasal verbs in Task 1 of Writing test.
6. Here is an ordinary task that you may encounter in the writing test:
Summarise the information by selecting and reporting the main
features, and make comparisons where relevant.
As you can see, in fact, there are two parts of this task; firstly, youve got to
identify and report the main features, and thence, you are required to make
comparisons when it is necessary.
www.dcielts.com website provides sufficient information on each section of
IELTS so you should check out this website for learning strategies as well as
practicing some exercises. According to this web site, there are several ways
of making comparisons between ideas.

Comparisons
between
sentences

Comparisons
within
sentences

Comparisons
with more or
less/fewer

In contrast (to
this)
In comparison
However
On the other
hand

While
Whereas
Although
Even though
Even
In spite of (the
fact that)
Despite (the fact
that)
albeit
Comparisons
with
similar/same/as
as
Similar (to)
A similar + noun

Than
More
Less
fewer

Comparisons
with most or
least/fewest
(Superlatives)
Most famous
Least common

Comparisons
with
differ/differenc
e/ different
Differ by
Difference (of)

Qualify your
comparisons
with
much/far/slightl
y or a number
Far more
Slightly fewer
8 % less than
Increase
threefold

Comparisons
with numbers

600
more/less/fewer

Exactly the same

as...
Twice as + adj. +
as

+ noun
Twice/triple
Three/four times
+ as many +
noun
Half as + adj.
Half the number
of people

Dealing with numbers

Various methods of expressing information on numbers exist. Lets start with
percentage.
1% - one per cent

4% - (just) a small fraction

10% - one in ten, a tenth

20% - a fifth, two in ten

25% - a quarter

33% - a third

48% - a minority (under 50%)

50% - a half

51% - a majority (over 50%)

66% - two thirds

75% - three quarters

100% - one hundred per cent

Prepositions
To when describing what happened to number. For example: In 2008, the
rate of unemployment rose to 10 %
By when describing the amount of change between two numbers. For
example, In 2009, the rate of unemployment fell by 2% (= from 10% to 8%)
With to give the idea of having the number. For example, Obama won the
election with 52% of the vote.
At to add the number on the end of a sentence. For example,
Unemployment reached its highest level in 2008, at 10%.

When presenting the number, we may use the following verbs:

Stand for; account for; correspond to
Most of the academic research on this topic was conducted by Canadian
scholars and its percentage stands for/ corresponds to 45%.
If a particular thing accounts for a part or proportion of something, that
part or proportion consists of that thing or is used or produced by it.
E.g. Computers account for 5% of the countrys commercial electricity
consumption.