IELTS Writing

Task 1
Writing Task 1

The Writing Task 1 of the IELTS Academic test requires you to write a summary of at least 150
words in response to a particular graph (bar, line or pie graph), table, chart, or process (how
something works, how something is done). This task tests your ability to select and report the
main features, to describe and compare data, identify significance and trends in factual
information, or describe a process.

1. Line Chart
2. Bar Chart
3. Table
4. Pie Chart
5. Map
6. Diagram or Process
7. Combination of the above (Multiple Tasks)
Structure: Paragraph 1: Paraphrase the question using synonyms.
Paragraph 2: Provide an overview of the main features. No need to include any data in this
paragraph, just tell the examiner what is happening in general terms. If you had to describe the
main features in two sentences, what would you say?
Paragraph 3: This is where we get more specific and use data. Take 2 of the main features
(from your overview) and describe them in detail using data from the chart.
Paragraph 4: Simply do the same thing as you did in paragraph 3, but with two other main
features (from your overview).
Main features:
1. highest/lowest values
2. biggest differences
3. similarities
4. significant exceptions
5. anything else that really stands out
 1. Line Chart

Sample 1: The graph below shows the consumption of 3 spreads from 1981 to 2007
Sample 2: The graph below shows the differences in wheat exports over three different
areas. Write a report for a university lecturer describing the information shown below.
Write at least 150 words.

The line graph compares three regions in terms of exports of wheat between 1985 and 1990.

Overall, the three regions experienced different trends in the time period.While the wheat export
in Canada and European countries rose with somefluctuations, the export in Australia fell over
time.

As the graph shows, Australia's wheat export figure started at 15 million tons in 1985 followed
by a small increase to around 16 million tons in 1986. Then,it declined steadily until it fell to just
over 10 million tons in 1990. RegardingCanada's exports, in 1985 they shipped approximately 19
million tons ofwheat. This figure fell to about 17 million in 1986, but then their
exportsexperienced considerable growth to 25 million tons in 1988. Afterward, thefigure plunged
to below 15 million in 1989, but then subsequently rose to justunder 20 million in 1990.
By contrast, the wheat exports from the European Community experienced anincrease in the six
year period. In 1985, nearly 16 million tons were exported, but this number fell to about 14
million in 1986. Then, the exports increasedto exactly 15 million tons in 1987 and 1988 before
witnessing steady growthto 19 million and 21 million tons in 1989 and 1990, respectively.
Sample 3- The chart below gives information about population growth in three major
Australian cities from 1992 to 2016.
Summarise the information by selecting and reporting the main features and make comparisons
where relevant.

This line graph shows the change in population for the cities of Melbourne, Sydney, and
Brisbane from 1992 to 2017.

While all cities saw a net increase in annual population growth by 2011, and the most dramatic
increases happened between 2007 and 2010. In spite of this overall trend, there were a number of
rises and falls in growth, with all cities showing a decrease in growth in 2011.

Although it started out with the least annual growth, Melbourne’s growth accelerated the most
overall, starting with only a roughly 23k increase in people in 1992, but gaining around 110,000
people in 2017. Brisbane started out with nearly as little growth as Melbourne, but had a lower
net gain, rising from slightly over 23k growth in 1992 to a gain of merely 50,000 by 2017.
Sydney started out with the highest growth rate at 30,000 in a year, but ended with 105,000
annual growth by the end of the period, just behind Melbourne.
Bar Chart:
Sample 1
Sample 2: 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.

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.
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 1996 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 3: The chart below gives information about the ratio of income to spending (in dollars)
by Americans by age range in 2013. Summarise the information by selecting and reporting the
main features and make comparisons where relevant.

This graph compares how much Americans spent to how much income they made in 2013, by
age group.

The data shows an overall rise and fall in both income and spending between young, middle-
aged, and older Americans. Income rises and falls more sharply than spending.

Those under 25 and over 75 actually spent slightly more than they earned. In contrast, between
the ages of 25 and 64, Americans earned 10,000 to 20,000 dollars more than they spent. This
difference shrinks in the 65-74 age group, where spending was just a few thousand dollars less.

In terms of actual numbers, those under 25 or over 75 earned and spent around 30,000 and
35,000 dollars, respectively. 25-34 year-olds and 65-74 year-olds both earned in the 50,000s and
spent in the 40,000s. In the middle, between ages 35 and 64, income was 70,000-80,000 dollars,
and spending ranged from roughly 55 to 60 thousand.
Pie Chart: For pie charts, one should use a simple four paragraph structure.
Paragraph 1: Sentence 1- Paraphrase question
Paragraph 2: Sentence 1- Overview of first main feature. Sentence 2- Overview of
second main feature.
Paragraph 3: 2-3 sentences detailing first main feature.
Paragraph 4: 2-3 sentences detailing second main feature.
Sample 1:
Sample 2: The chart below gives information about the household percentage of spending on
essential goods in China for the years 1995 and 2011
Summarize the information by selecting and reporting the main features and make comparisons
where relevant.

The two pie graphs show differences in Chinese household spending in four essential categories.
These categories are marked as percentages of total spending, with differences in spending for 1995
and 2011.

Food and clothing remained the largest categories in both years, with medicine and household
goods remaining the smallest. Nonetheless, there were measurable changes in all four categories
over the years. Changes to the household budget shares of food and medicine were particularly
noticeable.

Both of the top two categories, clothing and food, shrank during this 16 year period. Clothing lost
just 1% of its share, going from 19% to 18%, while food dropped more dramatically, starting at
68% but losing 9 points of share by 2011.

In both 1995 and 2011, medicine and household goods represented the lowest and second-lowest
spending categories, respectively. Still, both gained a larger share of household spending in China
by 2011. Medicine jumped 7 points from 4% to 11%, while household goods made a smaller but
still-noticeable increase from 9 to 12 percent.
Sample 3: The charts below give information on the ages of the populations of Yemen and Italy in
2000 and projections for 2050.
Summarise the information by selecting and reporting the main features, and make comparisons
where relevant.

The pie charts compare the proportions of Italian and Yemeni citizens in three age groups in 2000
and projections for 2050.
It is clear that Yemen had the younger population in the year 2000, and the same is predicted for the
year 2050. The populations of both countries are predicted to get older over the 50 year period.
In 2000 just over half the Yemeni population were under 14, compared to just over 14% of Italians
in the same age group. Only a very small percentage of people in Yemen were over 60 at 3.6%, in
contrast to nearly a quarter of the Italian population. The largest group for Italy was the 15-59-year-
olds with just over 60% while Yemen had 46.3% of its population in this category.
Yemen’s average age is set to increase with the proportion of over 60s increasing by just over 2%
and the middle group rising by 11%, leaving the youngest group with a decrease of nearly 13%. It is
envisaged that by 2050 the number of people in Italy over 60 will jump to 42.3%, the percentage of
those in the youngest bracket will drop to 11.5% and the share in the middle category will decrease
to 46.2%.
Sample 4:

The pie charts compare the average household spending in Japan and Malaysia in terms of five
important categories in 2010.
Overall, it is clear that Japanese and Malaysian people spent the largest proportion of their budget
on just three categories, namely housing, food and other goods and services. Moreover, the
expenditures on healthcare and transport in Japan were double the figures for Malaysia.
In Malaysian households, the greatest proportion of spending was on housing, which represented
34% of the total expenditure, while in Japan, the figure for this category was just 21%. Japanese
householders spent the largest amount of their income on other goods and services, at 29%.
Meanwhile, the rate of spending on this category in Malaysia was slightly lower, at 26%. In terms
of food, the percentages of expenses for both nations were relatively similar, at 27% for Malaysia
and 24% for Japan.
In both countries, the smallest proportion of spending was on health care. In Malaysia, this
accounted for 3% of the total household expenses, while the figure for transport represented 10%.
These figures were exactly doubled in Japan which were 6% and 20% respectively.
Map Diagram:
Sample 1: The diagram below gives information about the recycling of glass and plastic containers.
Summarise the information by selecting and reporting the main features and make comparisons
where relevant.

This flowchart shows the differences and similarities in the life cycles of glass and plastic
containers, from creation and use to recycling and re-creation.

This diagram reveals both similarities and differences in the way that plastic and glass goods are
made, recycled, and then made anew. The processes have more differences than similarities, but
there are some more significant differences in the earlier stages of the recycling process.

The initial collection and transport of both goods are the same. However, after that, glass is sorted
by color and may then be immediately crushed, while plastic is sorted by quality and must be
bundled before it can be shredded.

Once the glass is crushed and the plastic is shredded, the processes become more similar again. At
this point, both the glass and plastic pieces are washed, and then melted and reshaped into new
products. These final steps are nearly identical, although the melting and reshaping of the glass must
be done by two separate machines rather than one.
Sample 2:

The maps illustrate the developments which took place in the coastal town of Youngsville between
1980 and 2005.
Overall, a comparison of the two maps reveals a complete transformation from a largely rural to a
mainly urban area.
In the year 1980, the town was a much greener residential area with a large number of trees and
individual houses, but during the next 25 years, the town saw a number of significant changes. The
most noticeable is that all of the trees in the south of the River Alanah were chopped down, with all
the houses along the railway line being demolished to make way for skyscrapers. Moreover, a new
industrial zone with warehouses and factories sprang up around the school and airport.
In contrast, only a few trees in the north of the river remained. The woodland was cleared and
converted into a golf course, a park, and car parting facilities. Further developments were the
construction of a stadium next to the northeast corner of the lake and the extension of the railway
line from the river running directly to the north. A Marina was also constructed at the mouth of the
river.
Sample 3: The diagrams below show the changes that have taken place at West park Secondary
School since its construction in 1950.
Summarize the information by selecting and reporting the main features and make comparisons
where relevant.

The pictures illustrate the changes, which have taken place at West Park secondary school from
1950 to 2010.

Firstly, significant alterations occurred to the farmland, it was redesigned to a sports field in 1980
and then to a car park in 2010. There was an expansion of the car park in 2010 and the sport field
was placed between the car park and the playground. Moreover, substantial changes happened to
the houses. They were removed from the map, car park and science block taking their place.

Furthermore, a science block was added to the school building in 1980 and playground was reduced
in size. However, the locations of the playground and school were not modified. In contrast, the
main road remained unchanged throughout the period.

Overall, farmland and houses disappeared from the map, playground was abridged, and there were
built science block, car park and sports field.
Process
Sample 1:
Sample 2: Man Made Process

The flow chart shows the way in which bricks are made for the building industry.
Overall, there are 7 stages in the whole brick producing process, beginning with the digging up
of clay and ending with the delivery of the bricks to the customers.
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 cut. Next, these bricks are
placed in a drying 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 cooling chamber for 48 – 72 hours. Finally, the bricks are packed and
delivered to their destinations.
Sample 3: Natural Process

The flow chart illustrates the development of a frog from egg during its life cycle.

Overall, it is clear that there are six distinct stages illustrated in the process, commencing with
producing eggs in the water and ending with the development of a mature frog.

The first stage is when the eggs, shown as frogspawn, float on the surface of the lake. The next
step after this is the emergence of the small tadpole after the frogspawn hatches. At this point in
the cycle, the small tadpole has a small body with a long tail. Over time, the tadpole grows and
its body becomes bigger while the tail becomes longer. At the same time, the legs begin to form
so as to prepare the tadpole’s future life on land. Eventually, the tadpole starts to grow into a
young frog with a wider mouth, a shorter tail and larger legs although it continues to live in the
water. Gradually, the frog becomes mature, ready to leave the water and moves onto the land.
When being on land, it starts to breathe air and loses the tail. The final stage of the cycle is when
the adult frog finds a mate in order to lay eggs. Having completed all these steps, the lifecycle
will then begin again.
Table:

Sample 1: The table below gives information about the average annual spending of university
students in three different countries.

The given table compares the percentage of expenditure which college students from 3 countries
spend on different living expenses each year.

Overall, the total spending of students in country A was higher than the expenditure of students
in countries B and C. In all the countries, students spent the highest proportion of their budget on
accommodation and food.

In country A, the total spending of students is highest, at 5000$ per year, compared with $4500
and $1500 for students in countries B and C respectively.

Accommodation accounts for 45% of the total expenditure of students in country A, while the
proportions were lower for students in country B at 35%, and country C, at only 30%. However,
in term of food, students in country C spend the largest percentage of their money on it,
accounting for 36%. The figures for country A and B are only 22% and 28% respectively.
Students in country C also spent a high percentage of their budget on books, at 21%, compared
with 9% for students in country B and just 3% for students in country A. By contrast, students in
countries A and B spent 22% and 23% respectively of their budget on leisure, while students in
country C spent only 12% of their total money on this category.
Sample 2: The table above shows data on the demographics of four nations. Summarize the
information by selecting and reporting the main features, and make comparisons where relevant.

The given table compares the percentage of expenditure which college students from 3 countries
spend on different living expenses each year.

Overall, the total spending of students in country A was higher than the expenditure of students
in countries B and C. In all the countries, students spent the highest proportion of their budget on
accommodation and food. In country A, the total spending of students is highest, at 5000$ per
year, compared with $4500 and $1500 for students in countries B and C respectively.

Accommodation accounts for 45% of the total expenditure of students in country A, while the
proportions were lower for students in country B at 35%, and country C, at only 30%. However,
in term of food, students in country C spend the largest percentage of their money on it,
accounting for 36%. The figures for country A and B are only 22% and 28% respectively.
Students in country C also spent a high percentage of their budget on books, at 21%, compared
with 9% for students in country B and just 3% for students in country A. By contrast, students in
countries A and B spent 22% and 23% respectively of their budget on leisure, while students in
country C spent only 12% of their total money on this category.
Multiple graphs

Structure: This structure can be used for every question in which you are given two different
graphs.

Paragraph 1: Sentence 1- Paraphrase question sentences.

There will normally be two question sentences and you should combine them into one sentence
by using ‘and’ or ‘while’. This will allow you to produce a complex sentence and gain points for
grammatical range and accuracy.

Paragraph 2: Sentence 1- Overview of two of the main features from graph number 1.

Sentence 2- Overview of two of the main features from graph number 2.

Sentence 3- Overview of any comparisons if necessary (optional).

Paragraph 3: Sentence 1- Details of first main feature of graph number 1,

Sentence 2- Details of second main feature of graph number 1.

Paragraph 4: Sentence 1- Details of first main feature of graph number 2.

Sentence 2- Details of second main feature of graph number 2.

Sentence 3- Details of any comparisons (if any).

So paragraph 2 should just be an overview of the main features and should not include any
details. The details come in paragraphs 3 and 4.
Sample 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.
As you can see all I have done is change the words in the questions using synonyms and
then connected them using the word ‘while’.
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.
For this paragraph I have picked out the main features from each graph and wrote them
in a general way. Notice that I have not included any numbers. We will support our ideas with
number in the next two paragraphs. Also, notice that I am using the present simple for the pie
chart because there is no date and the past tense for the table because it was in the 1990s.
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.
Here I have varied my language by using synonyms for the causes and proportions and
fractions for the data.
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%.
 2. Line Chart

Sample 1: The graph below shows the consumption of 3 spreads from 1981 to 2007
Sample 2: The graph below shows the differences in wheat exports over three different
areas. Write a report for a university lecturer describing the information shown below.
Write at least 150 words.

The line graph compares three regions in terms of exports of wheat between 1985 and 1990.

Overall, the three regions experienced different trends in the time period.While the wheat export
in Canada and European countries rose with somefluctuations, the export in Australia fell over
time.

As the graph shows, Australia's wheat export figure started at 15 million tons in 1985 followed
by a small increase to around 16 million tons in 1986. Then,it declined steadily until it fell to just
over 10 million tons in 1990. RegardingCanada's exports, in 1985 they shipped approximately 19
million tons ofwheat. This figure fell to about 17 million in 1986, but then their
exportsexperienced considerable growth to 25 million tons in 1988. Afterward, thefigure plunged
to below 15 million in 1989, but then subsequently rose to justunder 20 million in 1990.
By contrast, the wheat exports from the European Community experienced anincrease in the six
year period. In 1985, nearly 16 million tons were exported, but this number fell to about 14
million in 1986. Then, the exports increasedto exactly 15 million tons in 1987 and 1988 before
witnessing steady growthto 19 million and 21 million tons in 1989 and 1990, respectively.
Sample 3- The chart below gives information about population growth in three major
Australian cities from 1992 to 2016.
Summarise the information by selecting and reporting the main features and make comparisons
where relevant.

This line graph shows the change in population for the cities of Melbourne, Sydney, and
Brisbane from 1992 to 2017.

While all cities saw a net increase in annual population growth by 2011, and the most dramatic
increases happened between 2007 and 2010. In spite of this overall trend, there were a number of
rises and falls in growth, with all cities showing a decrease in growth in 2011.

Although it started out with the least annual growth, Melbourne’s growth accelerated the most
overall, starting with only a roughly 23k increase in people in 1992, but gaining around 110,000
people in 2017. Brisbane started out with nearly as little growth as Melbourne, but had a lower
net gain, rising from slightly over 23k growth in 1992 to a gain of merely 50,000 by 2017.
Sydney started out with the highest growth rate at 30,000 in a year, but ended with 105,000
annual growth by the end of the period, just behind Melbourne.