Model Answer The bar chart depicts the monthly expenditure on food, gas and clothing of a family living

in the USA in 2010. Overall, it can be seen that levels of expenditure fluctuated over the period. To begin, in January the most money was spent on food, at approximately $500 per month. Although expenditure on food increased slightly the following month, it then fell to account for the lowest expenditure of all the items at the end of the period at just over $300. Gas appeared to follow the opposite pattern to food spending. It started lower at about $350 per month, falling in the following month, and then increasing significantly to finish at just under $600 in April. Clothing, which at just over $200 accounted for the lowest expenditure at the beginning of the period, fluctuated dramatically over the time frame. After reaching around the same levels as food in February (nearly $600), it dropped markedly in March, then jumped to just under $700 in the final month. With the exception of an increase in March, average spending decreased slightly over the four months. (183 words)

Comments
This example of a bar chart satisfies the requirements of the task. The first paragraph introduces the graph (without copying from the rubric) and then identifies the main trends. It is clearly organized, with each item clearly explained in each paragraph. Importantly however, even though each item is described in turn, the description does not just describe each item in isolation. You will notice that comparisons are made between the items throughout the description. For example: ...it then fell to account for the lowest expenditure of all the items at the end of the period... Gas appeared to follow the opposite pattern to food spending.

Clothing, which at just over $200 accounted for the lowest expenditure at the beginning of the period,... There is also evidence that the candidate knows how to writecomplex sentences: Although expenditure on food increased...

Clothing, which at just over... After reaching... There is also a good mix of comparison / compare sentence structures and language of change. The correct tense is used (past simple) as the graph is referring to completed actions in the past.

The graph shows the proportion of the population aged 65 and over between 1940 and 2040 in three different countries.

Summarise the information by selecting and reporting the main feature and make comparisons where relevant. You should write at least 150 words. The graph outlines the comparison in the amount of ageing people in Japan, Sweden, and the USA. In general, it reveals that the percentage of elderly people is anticipated to soar to almost 25% by the year 2040. In 1940 the figures of all three countries were negligible as compared with their results in 2040, only 5% in Japan, just about 7% in Sweden, and 9% in the US. As we can observe the proportion of ageing population slightly enhanced in Sweden and the US, making up 15% by the year 1980. By comparison, Japans figures somewhat deteriorated, maintaining 3% from 1960 to 1985 before rising again to 5% in 2000s. The graph suggests that amount of older people will almost certainly increase in next three decades in the three countries. The most drastic progress is expected in Japan between 2030 and 2040, by which time all three countries will reach similar highs. ================================================== IELTS buddy Feedback Corrected Version: The graph outlines the comparison in compares the amountpercentage of ageing elderly people in Japan, Sweden, and the USA. In general, it reveals that the percentage of elderly people is anticipated to soar to almost 25% by the year 2040 to much higher levels than at present. In 1940 the figures of all three countries were negligible as compared with their results in 2040, at only 5% in Japan, just aboutapproximately 7% in Sweden, and 9% in the US. As we can observe the proportion of ageing population slightly enhancedincreased in Sweden and the US, making up 15% by the year 1980. By comparison, Japans figures declined somewhat deteriorated, maintaining 3% from 1960 to 1985 before rising again to 5% in 2000s.

The graph suggests thatthe amount proportion of older people will almost certainly increase in the next three decades in the three countries. The most drasticprogress change is expected in Japan between 2030 and 2040, by which time all three countries will reach similar highs. FURTHER COMMENTS

Overall, it's a good answers, with some good language and good organization. Here is some more specific feedback. Grouping the Data It is a good answer as you group the information well - dividing it up into a timeframe of the past and then the future. This makes it easy to follow. Grammar Some good use of grammar as you get the tenses correct - past for the first part of the graph and future for the second part. Overview It is better not to refer to specific data when you say what is happening generally in the graph, otherwise it will look like, or could be mistaken for, more specific detail. This is why I changed your second sentence in the introduction. Vocabulary Amount = for uncountable nouns e.g. oil, water Ageing people = you can say 'ageing population', but not 'ageing people'. We say 'elderly'. Enhanced = This means 'to improve' something in terms of beauty or effectiveness. You can't use it to talk about graphs. It does not mean 'increase'. Deteriorated = This has a particular connotation which is negative i.e. to get worse. But who is to say it is not postive if the number go down? You need to keep your answer factual in this respect. Progress = Again, this has positive connotations of improvement and can't be used to explain movements of a graph. In any case, it is debatable if a massive increase in the elderly population is 'positive'. You have some good vocabulary though:

reveals anticipated negligible

maintaining

Comments for Sample IELTS Task 1 Line Graph: Proportion of Elderly People
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Mar 30, 2013 Rating

proportion of elderly people by: Anonymous The graph compares the percentage of elderly people in USA, Japan and Sweden during a 100 years period from 1940 to 2040. Generally speaking the proportion of 65 and over aged people in all three countries distinctly increased during the mentioned period. According to the graph Japan's figure beginning from approximately 5% in 1940 after a period of slightly rising experienced a dramatic increase in the last 10 years and reached to almost 27% in 2040 which is the highest point among all countries. The graph shows that although the percentage of elderly people in USA in 1940 was near 9% which was more than the others, at the end of the period it appeared as the lowest by approximately 25%. The Sweden's figure came between others. It can be predicted from the graph that in the next future years the proportion of elders will hit a pick.

Jun 09, 2013 Rating

This is my writing can you correct for me by: Anonymous

The line graph shows the proportion of the population aged 65 and over between 1940 and 2040 in the USA, Sweden and Japan. In general, there were fluctuations in the proportion of the aging population 65 and over in three countries over the years. To specify, in the USA, after a strong increase from nearly about 9 % to around 16.5% for the first about ninety years, the proportion of the population aged 65 and over went up dramatically to nearly 23 % in 2040. By comparison, for the first ninety years, Sweden demonstrated upward fluctuations in the proportion of ageing population, going up from 7% to about 18%, before a rise to a peak of 25% in the last year. Meanwhile, in Japan, fluctuating significantly between 5% and 10% for the fist ninety years, the rate witnessed an strongly increase to the highest point of nearly 27% in the last year. Strikingly, only in about 2030 did three countries begin to raise to the highest point in the last year in the proportion od the population aged 65 and over. In brief, over the years, the two countries significantly exceed the last country for the first ninety years but the opposite was true in the last years.

The line graph delineates information in comparison to the number of visits to two new music sites on the web. On day 1, one can favourably notice that Pop parade outweighs the number of visit of the Music Choice by having 120'000s vs 40'000s. There is a little fluctuation in Pop parade's visit from day 1 to day 3. It descends from day 3 to day 5. Over a period of 2 days only, the number of visit marks half of the number of visit from the first day. A See-saw trend can be seen as well from the 5th day to the 9th. Interestingly, Pop parade's listeners catapulted to almost 150'000s but then again it fluctuated until the 15th day with an accrued 170'000s number of visit. However, the Music Choice's trend can be described as a roller-coaster ride. From day 1 to day 11, the number of the listeners ranges from 20'000s to 60'000s. Surprisingly, the number of visits rocketed to 120'000s and ends on a downward slope leaving an amount of 70,000s number of visit on the last day. Based on the facts given, people have this commonality on visiting and enjoying listening to Pop parade music over the Music Choice. ================================================== IELTS buddy Feedback Corrected Version: The line graph delineates information in comparison to comparesthe number of daily visits to two new internet based music sites.

On day 1, one can favourably it is clearly noticeable that visits toPop Parade outweigh the number of visits of the Music Choice by having 120'000 versus 40'000. There is a little slight fluctuation in Pop Parade's visits from day 1 to day 3. However, they descend from day 3 to day 5. Over a period of 2 days only, the number of visits marks half of the number of visits from the first day. A See-saw trend fluctuation can be seen as well from the 5th day to the 9th. Interestingly, Pop Parade's listeners catapult to almost 150'000 but then again it fluctuates until the 15th day with an accrued 170'000 number of visits.

However, the Music Choice's trend can be described as a roller-coaster ride more eratic. From day 1 to day 11, the number of thelisteners ranges from 20'000 to 60'000. Surprisingly, the number of visits rockets to 120'000 and ends on a downward slope leaving an amount of 70,000 number of visits on the last day. Based on the facts given, people have this commonality on visiting and enjoying listening it is evident that throughout the period people like to visit Pop Parade over the Music Choice. ================================================== FURTHER COMMENTS

Your answer is good in that it is easy to read and you have clearly divided up the information. There are not too many grammar errors either. However, as I explain below it would benefit from some more comparison between the two sites. The Introduction To describe what the graph shows, you must paraphrase the title. You copy too much here: ...the number of visits to two new music sites on the web. A few words and short phrases is ok, but this would get deducted from your word count. You can see in the introduction I have changed it. Tenses

Careful with your tenses - if you look you'll see you switch between present and past tense. With this graph it is ok to use either, as you are not specifically given a timeframe in the past, but you should choose one and stick with it. Comparing and Contrasting A good answer will compare the different data as the question asks you to do. You do compare the visits: ...visits to Pop Parade outweigh the number of visits of Music Choice.. However, the Music Choice's trend can... However, your answer would benefit from some more direct comparison between the two. For example, pointing out how they started at very different levels at the beginning, they were more similar in the middle, and both increase sharply at the end. Vocabulary one can favourably = too personal, keep it 'academic' See-saw trend /roller-coaster ride = again, these are too informal. 120'000s = 120,000 - no 's'.

Comments for IELTS Sample Task 1 Line Graph: Visits to two new music sites on the web
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Apr 10, 2013 Rating

Brilliant by: AYYAN I got the same graph during my I.E.L.T.S class last week.And our sir dictated it in a different way.He always begins the graph by saying "The ---graph shows/depicts/reveals/indicates/illustrates etc.". moreover,his style of concluding the graph is as

follows "To sum up/In brief/To recapitulate/To summarise etc"

THE GRAPH SHOWS THE UNEMPLOYMENT RATES IN THE US AND JAPAN BETWEEN MARCH 1993 AND MARCH 1999.

The line graph compares figures for unemployment in America ad Japan over a period of six years. Overall, the unemplyment rate was higher in Japan,compared to the US. However,the proporion of workforce in Japan rose steadily between March 1993 and March 1999, while the figure for America fell. In March 1993,US had 7% of workfore, in comparison with, only 2.5% in Japan.Between 1993 ad 1997, the American workforce showed a downward trend,whereas the figure for Japanese had un upward trend. By March 1996,the unemployment rate increased in America as the percentage of workforce fell gradually, reaching 5.5%. By contrast, in Japan, the unemployment rate decreased as the figure for workforce rose steadily,becoming above 4%. The percentage of workforce in America fell over next three years,reaching 5% in March 1999. There was an overall fall of 2% in the US workforce over this period of six years. On the other hand,the proportion of Japanese workforce rose over to 5% in march 1998. The figure plateaued between March 1998 and March 1999. There was an overall rise of 2.5% in workforce over a period of six years. It is interesting to note that both the US and Japan had 5% of workforce by the end of

the period shown. I am note sure whether I ve interpreted this graph correctly.iam ===================== IELTS buddy Feedback Corrected Version: The line graph compares figures for unemployment in America and Japan over a period of six years. Overall, at the beginning of the period, the unempl<b<o< b="">yment rate was higher in Japan US compared to the US Japan. However, the propotion of the workforce unemployed in Japan rose steadily between March 1993 and March 1999, while the figure for America fell. In March 1993, US had 7% of workforce unemployment, in comparison with only 2.5% in Japan. Between 1993 and 1997, the American workforce unemployment rate showed a downward trend, whereas the figure for Japanese had an upward trend. </b<o<>

By March 1996 (dont do this, it will be confusing you got to 1997 in the paragraph above, but now you have gone back a year. This will make it difficult to follow), the unemployment rateincreased in America as the percentage of workforce fell gradually, reaching fell to5.5%. By In contrast, in Japan, the unemployment rate decreased as the figure for workforce rose steadily, becomingreaching above 4%. The percentage of workforce unemployment in America fell over thenext three years, reaching dropping to 5% in March 1999. There was an overall fall of 2% in the US workforce over this period of six years. On the other hand, the proportion of Japanese workforce not working rose over to to over 5% in march 1998. The figureplataeud plateaued between March 1998 and March 1999. There was an overall rise of 2.5% in the workforce the number of people not working over a period of six years. It is interesting to note that both the US and Japan had 5% of workforce unemployment by the end of the period shown. =================== Further comments:

You have to always look carefully to make sure you have identified the correct topic of the graph. You refer to the workforce, but you should be referring to unemployment as this is what is being shown with the percentages. I think you may have got mixed up when you analyzed the graph and misunderstood it. On the left axis it is referring to the 'percentage of the workforce who are not working'. reaching = this is for something going up There are a lot of corrections on your graph, but it is not as bad as it looks! You do have some good language in there, a lot of the errors have come from you misunderstanding the graph. Review the language used for writing about 'change' as you do make some errors with this. You need to vary your language a bit as some of your structures are a bit repetitive as well.

Comments for Task 1: Line Graph - Unemployment in US and Japan

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Feb 21, 2013 Rating

PLS look at my report for the same topic by: Bublok85 The line graph illustrates the trend of unemployment in US and Japan between March 1993 and March 1999. According to the picture it is clearly that there was a significant gap between unemployment rates in mentioned countries. But, the figures became approximately the same at the end of the period. Starting from 2.5 unemployment rate in Japan increased gradually and peaked in late April 1996 at 4.4%. After a slight decrease in May we observe the

recovery at the end of 1996. The percentage of unemployed people in Japan increased just fewer than 10% and reached 5.3% the same percentage as in the US in May 1998. The unemployment rate in the US decreased unevenly from 7.0% to 5.3% between 1993 and 1998. During the following year the unemployment rate declined at the beginning and rose at the end of 1999. Overall, we see the opposite trend for unemployment in the US and Japan until May, 1998. After that there were the upward trends for both countries.

by Phuong Nhung Nguyen (Hanoi, Vietnam)

The bar chart shows the results of a survey at a major company about work performance..

The graph illustrates the information about the factors that affect the work effective of workers in a company. Workers are divided into two groups depending on their ages:

18 30 and 45 60 year old group. As a general trend, most of the factors influence the former more than the latter. For younger people, five top factors are chance for development, unstressed working environment, money, promotion prospects and team spirit. The first one shows the highest number by just under 90 and the rest ones are nearly the same, ranging from 65 to 75. The other matters numbers are below 60 and work environment stands at the bottom with only 30. For older employees, the trend is quite different. Team spirit and money are still lead, reaching 70 and well over 60 respectively while job security experiences the lowest figure by 15. The differences between two groups see significantly when considering chance for personal development due to there are 60 workers of 18 30 aged group more than that of the rest group. However, in terms of work environment and team spirit, two groups are equal in number and for competent boss and respect from colleagues, the mid aged group overtakes slightly the younger one with les than 15. ________________________________________________

IELTS buddy Feedback: Revised version: The graph illustrates information about the factors that affect the work effectiveness of workers in a company. Workers are divided into two groups depending on their ages: 18 30 year olds and 45 60 year olds. Overall, it can be seen that most of the factors influence the former more than the latter. For younger people, the five top factors are chance for development, unstressed working environment, money, promotion prospects and team spirit. The first one shows the highest number at just under 90 and the other ones are nearly the same, ranging from 65 to 75. The other matters (cant say this, I think you mean other factors?) numbers are below 60 and work environment stands at the bottom with only 30.

For older employees, the trend is quite different. Team spirit and money lead, reaching 70 and well over 60 respectively, while job security is the lowest figure at 15. The differences between the two groups are the most noticeable when considering chance for personal development due to the fact that there are 60 workers more in the 18 30 age group than that of the other group. However, in terms of work

environment and team spirit, the two groups are equal in number and for competent boss and respect from colleagues, the midaged group overtakes the younger one by 15. ==================== Further Comments: As a general trend = we dont tend to write this. Overall, it can be seen that. is ok (this gets a complex sentence in as well). due to + noun due to the fact that + Subject Verb Rest = remainder you mean other Another way to organize graphs like this is to look at the factors which are higher in one group than the other. Example: Paragraph One: Group 1 = Factors affecting work performance of 18-30 much more than 45-60 i.e. chance for personal development, relaxed working environment, job security, promotion prospects Paragraph Two / Three: Group 2 = Those equal or nearly the same (giving some detail about how they differ etc) by Tahir (Patel)

The bar charts illustrate the reasons why students study and the level of support they get from their employer.

The first chart gives information about the purpose for study among various age group students,while the second chart shows help given by employers to them. It is clear that younger students(under 26) study for their career,whereas those over 49 study for just interest.Employers provide supports mainly to under 26 age group. Four out of the five students get education to develop their career in age group under 26.These numbers decrease as age groups increase.Just under 20 percent of students with age over 49 study for career.By contrast,the number of students study for interest are highest for those with age over 49,whereas lowest for under 26 year olds. The employers give more support to under 26 group.The age group 30-39 gets lowest support but the age group 26-29,40-49 and over 49 get better amount of support then age group 30-39. =============== IELTS buddy Feedback: First some comments:-

"It is clear that younger students(under 26) study for their career,whereas those over 49 study for just interest.Employers provide supports mainly to under 26 age group." This is ok, but you should try to be more accurate. If you look at the graph, actually age 30-39 study for career as well, and age 40-49 is equal. You would be better to make it more general - e.g. "It is clear that younger students generally study for their career, whereas those over 49 study for just interest, and employers provide supports mainly to under 26 age group." Four out of the five students I dont get this. Dont you mean 80%? By contrast,the number of students study for interest are highest for those with age over 49,whereas lowest for under 26 year olds. You are repeating yourself in this last part whereas....year olds. You said about 26 years olds in the sentence before: "Just under 20 percent of students with age over 49 study for career" Refer to the Data Make sure you make reference to the data (percentages) on the left. You dont have to do this all the time, but you must make reference to it at some points so we know what you are comparing with what. You dont mention it at all in you last paragraph about the employer help graph, and minimally in the first one. The IELTS scoring specifically states that the student must mention the data. ============ Grammar corrected version: The first chart gives information about the purpose for study among various age groups of students, while the second chart shows help given by employers to them.

It is clear that younger students (under 26) study for their career, whereas those over 49 study for just interest. Employers provide support mainly to the under 26 age group.

80 per cent of the students get education to develop their career in the under 26 age group. These numbers decrease as age groups increase. Just under 20 percent of students aged over 49 study for their career. By contrast, the number of students studying for interest are highest for those aged over 49, whereas it is lowest for under 26 year olds. The employers give more support to the under 26 group. The age group 30-39 gets lowest support but the age groups 26-29, 40-49 and over 49 get a better amount of support than the 30-39 age group. ============== Overall, its a fairly good answer as you pick out all the key information without going into too much detail, and you seem to cover everything in the graph. You dont have many grammar errors either. And you divided the information up into two body paragraphs which is good. You also have an overview that gives the main points of both graphs and a good introductory sentence To improve: You make some reference to the data on the left, but not enough. Your answer is actually too short (about 140 words I think) which will lose you some score. Also, you should try to make more use of complex sentences' as the examiner will be looking for this. You do use while and whereas but you should try to have a few more. But this depends what band you want. If its only a 6, then you dont need much more than you have, but you will still need a variety (see the public band descriptors). Have a look at some of the task 1 sample / model answers written on this site and see how complex sentences have been put in. Dont try to put lots in for the sake of it, especially ones you are not sure how to use, as this may end up lowering your score if you make lots of mistakes. But try to practice how you can add some others (e.g. relative clauses). Hope that helps

(Hanoi, Vietnam)

The graph illustrates the ielts results of candidates from some language groups during 2003. As can be seen from the graph, all numbers ranged from 6 to 7 and Hindi came out the first while Russian was at the bottom of overall score. In terms of average figure, the students of Hindi achieved the best result, presenting 6.73, corresponding to 6.38 of Russian candidates who gained the lowest score. Of all the data, Hindi group ranked first at the Listening skill reaching 6.78 whilst Spanish showed the minimum score at the Writing field with only 6.08. In each band, Hindi was also the group that had the highest number of four bands except for Reading skill as Spanish group did better than Hindi one in this field, experiencing 6.42. In conclusion, the scores of students varied so much between 6 and 7 points. For the average results, Hindi and Spanish language were at the first and the last position in the ranking list respectively. _________________________________________________ IELTS buddy feedback: Hi Phuong, Thanks for your submission. Corrected version of your submission: The graph illustrates the IELTS results of candidates from four language groups during 2003. As can be seen from the graph, all numbers ranged from 6 to 7 and Hindi came out the first, while Russian was at the bottom of the overall scores. In terms of the average scores, the students of Hindi achieved the best result, at 6.73, which was in contrast to Russian candidates who gained the lowest score of 6.38. Of all the data, Hindi group ranked first at Listening skills, reaching 6.78, whilst Spanish showed the minimum score at the Writing field with only 6.08. In each band, Hindi was also the group that had the highest number in all the four bands, except for Reading skills as the Spanish group did better than Hindi one in this field, achieving 6.42.

In conclusion, the scores of all students varied moderately between 6 and 7 points. For the average results, Hindi and Russian language were at the first and the last position in the ranking list respectively. _______________________________________________ Further Comments: Overall, it was a good answer as you picked out the key information and didnt go into too much detail. You also introduced the graph well (paraphrasing the prompt not copying it) and you correctly gave an overview after this with the key points. If you are providing an overview at the beginning you dont have to also have a conclusion. The danger of having both is that you repeat yourself as you have done you mention all the scores being between 6 and 7 in the introduction and conclusion. It is better not to repeat like this. Rather than having that conclusion you will have been better to have given some more details about the scores, maybe mentioning that the Malayalam and Spanish score were quite similar. Hope that helps, Let me know if you have any further questions

Comments for Task 1 Table: IELTS Results

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Dec Feedback 23, by: IELTS buddy 2011 Rating Hi Phuong, Thanks for your submission. This is a corrected version of your submission: The graph illustrates the IELTS results of candidates from four language

groups during 2003. As can be seen from the graph, all numbers ranged from 6 to 7 and Hindi came out the first, while Russian was at the bottom of the overall scores. In terms of the average scores, the students of Hindi achieved the best result, at 6.73, which was in contrast to Russian candidates who gained the lowest score of 6.38. Of all the data, Hindi group ranked first at Listening skills, reaching 6.78, whilst Spanish showed the minimum score at the Writing field with only 6.08. In each band, Hindi was also the group that had the highest number in all the four bands, except for Reading skills as the Spanish group did better than Hindi one in this field, achieving 6.42. In conclusion, the scores of all students varied moderately between 6 and 7 points. For the average results, Hindi and Russian language were at the first and the last position in the ranking list respectively. ________________________________________________ Overall, it was a good answer as you picked out the key information and didnt go into too much detail. You also introduced the graph well (paraphrasing the prompt not copying it) and you correctly gave an overview after this with the key points. If you are providing an overview at the beginning you dont have to also have a conclusion. The danger of having both is that you repeat yourself as you have done you mention all the scores being between 6 and 7 in the introduction and conclusion. It is better not to repeat like this. Rather than having that conclusion you will have been better to have given some more details about the scores, maybe mentioning that the Malayalam and Spanish score were quite similar. Hope that helps, Let me know if you have any further questions

Dec 23, 2011 Rating

conclusion by: Anonymous Thanks so much for your reply. There is a point that I don't understand clearly. That's about the conclusion. I generally think that the last part in the answer is to summarize the information and paraphase the introduction paragraph. Therefore when I read your comment, I was suprised. Can you give me explanation about general idea for conclusion?

Dec 29, 2011 Rating

Overview / Conclusion by: IELTS buddy You can have a conclusion if you want, you won't lose marks for it, and yes you could paraphrase the introduction (this is better than having too few words which you would have done if you did not do this). But what I meant was there is nothing in the marking that says you need this - you can download the public band descriptors on the internet and look. If you look at these descriptors you'll see that what you must have is an 'overview' (which is what you did in your second sentence in your introduction), which points out the overall trend of the graph. Some people put this sentence in the introduction, some put it in as a conclusion (you put it in both places). But one is ok. With normal graphs I think there will be more information to discuss than the one that you looked at, so you will need your time to write about the details rather than having an 'overview' twice.

Look at the sample Task 1 answers on this site (under the writing tab), you'll see they all have an overview in the introduction but no conclusion. It is fine to do this. I advise my students to put it in the introduction in case because if they wait till the conclusion they may run out of time and miss it. Hope that clears things up but let me know if you have any other questions.

by Puma_andev - Rita Yem (Shanghai, China)

The graph below shows the total value of exports and the value of fuel, food and manufactured goods exported by one country from 2000 to 2005.

These following graphs indicate the value of food, fuel, manufactured goods and the total value of exports sold overseas by one country between 2000 and 2005. As we can observe the first graph reveals that the total value of exports slightly diminished from 2000 until 2002. However, it sharply escalated in four subsequent years, indicating the total profit of exports at 350000 million dollars position in 2003 and almost 450,000 million dollars in 2005 respectively.

The second graph shows us that the export of food remained nearly the same throughout the period, fluctuating bellow 5,000 million dollars. In comparison to the export of food, the export of fuel and manufactured goods has better showings. The export of fuel was the most valued one amongst others making up 45,000 million dollars in 2000. However, it dwindled noticeably and in 2005 was merely half of that amount. The export of manufactured goods was altering during the time designating less than 20,000 million dollars in 2000 and little more than 20,000 in 2005. ================================================== IELTS buddy Corrected Version:

These following The graphs indicate the value of food, fuel, manufactured goods and the total value of exports sold overseas by one country between 2000 and 2005. Overall, the value of food and manufactured good changed little over the period, whereas the value of fuel fell markedly. As we can observe, the first graph reveals that the total value of exports declined slightly diminished from 2000 until 2002. However, it sharply escalated in the four subsequent years, indicating theshowing a total profit of exports at 350000 million dollars positionin 2003 and almost 450,000 million dollars in 2005 respectively.

The second graph shows us that the export of food remained nearly the same throughout the period, fluctuating bellow 5,000 million dollars. In comparison to the export of food, the export of fuel and manufactured goods has better showings showed more significant changes. The export of fuel was the most valued one amongstothers the three, making up 45,000 million dollars in 2000. However, it dwindled noticeably and in 2005 was merely half of that amount. The export of manufactured goods was altering fluctuatedminimally during the time, designating starting at less than 20,000 million dollars in 2000 and finishing at little more than 20,000 in 2005. FURTHER COMMENTS Overall it's a good answer as you have some varied sentence structures and you mention all the key information. You also make some good comparisons of each feature, rather than describing each in isolation. Overview Make sure you describe the overall general trends at some point in the graph - I've

added this to the introduction. Language of Change Be careful you are using the right language - you use some which did not work, such as diminishing, altering and disignating. "Respectively" You don't have to use the word respectively where did as you are describing one thing. It is used like this: Exports increased in Italy, France and Spain, by 5%, 7%, and 3% respectively. Respectively is telling you that the numbers are being shown in the same order as the countries so we know what goes with what.

Comments for Task 1 Sample Answer: Value of Exports

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Mar 21, 2012 Rating

Thank You for editing by: Anonymous I appreciate your help, and I will try to use your tips next time! What I am concerned about when it comes to writing essays is the word limitation. I always try to stick to the length limit,but is it that necessary? Thanks a lot)

Mar 22, 2012 Rating

Task 1 Sample Answer by: IELTS buddy Hi,

I think you might have misunderstood about the length. the 150 words for task 1 and 250 words for task 2 are MINIMUMS. So you can go over those lengths as much as you like. You just should not go under them. There's no extra credit though for a longer answer (it's quality, not quantity), so you want to write enough to make sure you've answered the question and supported your ideas, but don't write so much that you have to rush and potentially make mistakes. Thanks

by DRAVID (THAILAND )

The graph shows the different modes of transport used to travel to and from work in one European city in 1960, 1980 and 2000.

The bar graph changes in the transports used to and from work in a particular European city for three years.

Overall the chart indicates that car used increased over the period shown, where as use of bus declined. The figures for tubes and trains both fluctuated over the same period of time. As regard, by far the greatest proportion of commuters used bus, at nearly 40%. The figures for other means of transports- tube, car and train- were at around 27%, 22% and 19% respectively. Between 1960 and 2000, commuters using bus fell in popularity as the figure fell to about 26% in 1980 and this fell even further to 15% in 2000. In contrast, use of car increased significantly to about 23% in 1980, before pushing the figure to well above 35% towards the end of the period. To move to train, the figures increased to about 26%, but this fell to just over 20% by 2000. Use of tube declined in 1980, in terms of tube, there was marked downward trend in 1980, before rising to a quarter in the final year. ================================================== IELTS buddy Feedback Corrected Version: The bar graph illustrates changes in the transport used to and from work in a particular European city for three years. Overall the chart indicates that car used use increased over the period shown, where as whereas the use of the bus declined. The figures for tubes and trains both fluctuated over the same period of time. As regard, Regarding 1960, by far the greatest proportion of commuters used buses, at nearly 40%. The figures for other means of transport- tube, car and train- were at around approximately27%, 22% and 19% respectively.

Between 1960 and 2000,commuters using bus fell in popularity as the figure fellthe popularity of the bus with commuters fell to about 26% in 1980 and this fell even further to 15% in 2000. In contrast, the use of cars increased significantly to about 23% in 1980, before pushing the figure rising steeply to well above 35% towards the end of the period. To move to Moving on to the train, the figures increased to about 26%, but this fell to just over 20% by 2000. Theuse of the tube declined from 19601980, in terms of tube, there was marked downward trend in 1980,(you are repeating yourself here) before rising to a quarter 25% in the final year. ==================================================

FURTHER COMMENTS

Overall it is a good answer as you organize your response well, you describe the key features and you make comparisons as well which is important. You also have some good language in there and use the correct tenses, but as you can see from my corrections, there are still some mistakes you are making with some of your comparison structures and phrasing. So take note of these and keep practicing. You can view a lesson on writing a graph over time here if you have not already seen it:

Lesson: Writing about a graph over time

by rocky (indonesia)

The graph shows oil production capacity for several Gulf countries between 1990 and 2010.

The graph compares changes in the Oil Production Capacity in millions of barrels per day in six countries. Overall, it is clear that oil production capacity increased in all countries over a period

shown. However, the most dramatic rise was apparently seen in Saudi Arabia than any of the other countries. In 1990, Saudi Arabia produced well above 8 millions barrels per day, and this rose significantly to little above 12 million barrels per day in 2005 before soaring its output to just above 14 million barrels per day by the year 2010. In contrast, the lowest oil producing nation was Qatar under 1 million barrel per day throughout the given years although there was a modest increase in 2000. Oil production capacity in Iran increased gradually from about 3 million barrel per day to well above 4 million barrel per day in 2010. Although the production of oil in UAE, Kuwait and Iraq tended to rise between 1990 and 2010, their production capacities reached under 4 million barrels per day by the year 2010. ================================================== IELTS buddy Feedback Corrected Version: The graph compares changes in the Oil Production Capacity in millions of barrels per day in six countries. Overall, it is clear that oil production capacity increased in all countries over the period shown. However, the most dramatic rise was apparently seen in Saudi Arabia, which rose more than any of the other countries. In 1990, Saudi Arabia produced well above 8 millions barrels per day, and this rose significantly to a little above 12 million barrels per day in 2005 before soaring its output to just above 14 million barrels per day by the year 2010. In contrast, the lowest oil producing nation was Qatar at under 1 million barrels per day throughout the given years although there was a modest increase in 2000.

Oil production capacity in Iran increased gradually from about 3 million barrelsper day to well above 4 million barrels per day in 2010. Although the production of oil in UAE, Kuwait and Iraq tended to rise between 1990 and 2010, their production capacities reached under 4 million barrels per day by the year 2010. ================================================== FURTHER COMMENTS

It's a good answer for the following reasons:

1. You introduce the graph by paraphrasing the rubric (not copying it) 2. You have an overview at the introduction identifying the main trends 3. You organize the information well by identifying similarities and differences and grouping them together (i.e. Iraq, Kuwait, UAE - similar so grouped together, the others explained separately). 4. Good grammar as there are not too many mistakes and you use the correct tense (past). 5. You describle all the main features but do not go into excessive detail

Comparative Structures Be careful with these. You say this: ...the most dramatic rise was apparently seen in Saudi Arabia than any... You can't use most with than. The structure is more than. See how I changed it. Complex Sentences You could try and put a few more of these in. You have 'although' twice but it would benefit by having some more (for example I put in 'which' at the beginning). Thanks

Comments for IELTS Task 1 Writing: Bar Chart Oil Production Capacity
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Apr 04, 2013 Rating

describing the chart by: Mahyar

The bar chart provides information about oil production capacity over a period of 20 years between 1990 and 2010. This graph is based on countries which are located at near Gulf. A glance at four indicators for Saudi Arabia reflects that country is the best producer for oil production in every time. For instance, Saudi Arabia produced more than hefty 14 millions Barrels in 2010. Iran is another producer which it's rate for oil production capacity stands at approximately 4 millions Barrels in four selected years. Notwithstanding, Iraq had lower oil production than Iran before 2010, but it is anticipated that it will can surpass from Iran after 2010. This rang of oil production capacity for Qatar is negligible and it can be clearly seen that oil production capacity for this country did not achieve to 0.5 million per day at each year. It is noticeable that oil production capacity for these countries increase from 1990 to 2010. But there is an exception for Qatar that rate constant with a small fluctuation.

(172 words) You should spend about 20 minutes on this task.

The line graph below shows changes in the amount and type of fast food consumed by Australian teenagers from 1975 to 2000. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

Write at least 150 words.

There are three basic things you need to structure an IELTS writing task 1. 1. Introduce the graph 2. Give an overview 3. Give the detail Well look at each of these in turn.

1) Introduce the Graph

You need to begin with one or two sentences that state what the IELTS writing task 1 shows. To do this, paraphrase the title of the graph, making sure you put in a time frame if there is one. Here is an example for the above line graph: The line graph illustrates the amount of fast food consumed by teenagers in Australia between 1975 and 2000, a period of 25 years. You can see this says the same thing as the title, but in a different way.

2) Give an Overview
You also need to state what the main trend or trends in the graph are. Dont give detail such as data here you are just looking for something that describes what is happening overall.

One thing that stands out in this graph is that one type of fast food fell over the period, whilst the other two increased, so this would be a good overview. Here is an example: Overall, the consumption of fish and chips declined over the period, whereas the amount of pizza and hamburgers that were eaten increased. This covers the main changes that took place over the whole period. You may sometimes see this overview as a conclusion. It does not matter if you put it in the conclusion or the introduction when you do an IELTS writing task 1, but you should provide an overview in one of these places.

3) Give the Detail

You can now give more specific detail in the body paragraphs. When you give the detail in your body paragraphs in your IELTS writing task 1, you must make reference to the data. The key to organizing your body paragraphs for an IELTS writing task 1 is to group data together where there are patterns. To do this you need to identify any similarities and differences. Look at the graph what things are similar and what things are different? As we have already identified in the overview, the consumption of fish and chips declined over the period, whereas the amount of pizza and hamburgers that were eaten increased. So it is clear that pizza and hamburgers were following a similar pattern, but fish and chips were different. On this basis, you can use these as your groups, and focus one paragraph on fish and chip and the other one on pizza and hamburgers. Here is an example of the first paragraph: In 1975, the most popular fast food with Australian teenagers was fish and chips, being eaten 100 times a year. This was far higher than pizza and hamburgers, which were consumed approximately 5 times a year. However, apart from a brief rise again from 1980 to 1985, the consumption of fish and chips gradually declined over the 25 year timescale to finish at just under 40 times per year.

As you can see, the focus is on fish and chips. This does not mean you should not mention the other two foods, as you should still make comparisons of the data as the questions asks. The second body then focuses on the other foods: In sharp contrast to this, teenagers ate the other two fast foods at much higher levels. Pizza consumption increased gradually until it overtook the consumption of fish and chips in 1990. It then leveled off from 1995 to 2000. The biggest rise was seen in hamburgers, increasing sharply throughout the 1970s and 1980s, exceeding fish and chips consumption in 1985. It finished at the same level that fish and chips began, with consumption at 100 times a year.

Full Model Answer:

The line graph illustrates the amount of fast food consumed by teenagers in Australia between 1975 and 2000, a period of 25 years. Overall, the consumption of fish and chips declined over the period, whereas the amount of pizza and hamburgers that were eaten increased. In 1975, the most popular fast food with Australian teenagers was fish and chips, being eaten 100 times a year. This was far higher than Pizza and hamburgers, which were consumed approximately 5 times a year. However, apart from a brief rise again from 1980 to 1985, the consumption of fish and chips gradually declined over the 25 year timescale to finish at just under 40 times per year. In sharp contrast to this, teenagers ate the other two fast foods at much higher levels. Pizza consumption increased gradually until it overtook the consumption of fish and chips in 1990. It then leveled off from 1995 to 2000. The biggest rise was seen in hamburgers, increasing sharply throughout the 1970s and 1980s, exceeding fish and chips consumption in 1985. It finished at the same level that fish and chips began, with consumption at 100 times a year. (191 words) Want to learn more about writing graphs that describe change? Follow this link for a lesson on this and other IELTS topics

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IELTS Writing Task 1 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. 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.

Model Answer
The pie charts show the amount of revenue and expenditures over a year of a childrens 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.

IELTS Writing Task 1 Table

You should spend about 20 minutes on this task.
The table shows the Proportions of Pupils Attending Four

Secondary School Types Between Between 2000 and 2009 Summarize the information by selecting and reporting the main features and make comparisons where relevant.

Write at least 150 words.

Secondary School Attendance

2000
Specialist Schools Grammar Schools Voluntary-controlled Schools Community Schools 12% 24% 52% 12%

2005
11% 19% 38% 32%

2009
10% 12% 20% 58%

Model Answer
The table illustrates the percentage of school children attending four different types of secondary school from 2000 to 2009. It is evident that the specialist, grammar and voluntary-controlled schools experienced declines in numbers of pupils, whereas the community schools became the most important providers of secondary school education during the same period. To begin, the proportion 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, while 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. Words 170

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IELTS Writing Task 1 Table

You should spend about 20 minutes on this task.
The table shows the Proportions of Pupils Attending Four Secondary School Types Between Between 2000 and 2009 Summarize the information by selecting and reporting the main features and make comparisons where relevant.

Write at least 150 words.

Secondary School Attendance

2000
Specialist Schools Grammar Schools Voluntary-controlled Schools Community Schools 12% 24% 52% 12%

2005
11% 19% 38% 32%

2009
10% 12% 20% 58%

Model Answer
The table illustrates the percentage of school children attending four different types of secondary school from 2000 to 2009. It is evident that the specialist, grammar and voluntary-controlled schools experienced declines in numbers of pupils, whereas the community schools became the most important providers of secondary school education during the same period.

To begin, the proportion 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, while 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. Words 170 Next >>> <<< Back

IELTS Process Diagram Sample

This page illustrates an example of an IELTS process. Occasionally you will have to desribe a process in the test instead of a graph. Although this type of diagram is less common to see in the test, it is still important to have an understanding of how to tackle this should it arise. This is an example of the process of making bricks. A sample answer is below the diagram.

IELTS Writing Task 1 - Example 5

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.

The Brick Manufacturing Process

IELTS Process Model Answer

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.

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.

Gross Domestic Product in the UK

Model Answer
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. Words 182

Comments
This answer meets the requirements of the task. The introduction explains what the graph is about, and gives an overview of the main points. The body paragraphs are ordered logically and clearly. The first body paragraph discusses the first three years, where the patterns are fairly similar. This is contrasted in the second body paragraph, where the GDP of each country diverges noticably. There are a wide variety of sentence structures and the language of change is correctly used. The correct tense - the past - is used. Next >>>

ou should spend about 20 minutes on this task.

The bar chart shows the scores of teams A, B and C over four different seasons. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

Write at least 150 words.

IELTS Bar Graph - Model Answer

The bar chart shows the scores of three teams, A, B and C, in four consecutive seasons. It is evident from the chart that team B scored far higher than the other two teams over the seasons, though their score decreased as a whole over the period. In 2002, the score of team B far exceeded that of the other two teams, standing at a massive 82 points compared to only 10 for team C and a very low 5 for team A. Over the next two years, the points for team B decreased quite considerably, dropping by around half to 43 by 2004. In contrast, team As points had increased by a massive 600% to reach 35 points, nearly equal with team B. Team C, meanwhile, had managed only a small increase over this time. In the final year, team B remained ahead of the others as their points increased again to 55, while team A and C saw their points drop to 8 and 5 respectively. (Words 168)

Model Graph 8

You should spend about 20 minutes on this task.

The pie charts show the electricity generated in Germany and France from all sources and renewables in the year 2009. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

Write at least 150 words.

Sample Pie Chart - Model Answer The four pie charts compare the electricity generated between Germany and France during 2009, and it is measured in billions kWh. Overall, it can be seen that conventional thermal was the main source of electricity in Germany, whereas nuclear was the main source in France.

The bulk of electricity in Germany, whose total output was 560 billion kWh, came from conventional thermal, at 59.6%. In France, the total output was lower, at 510 billion kWh, and in contrast to Germany, conventional thermal accounted for just 10.3%, with most electricity coming from nuclear power (76%). In Germany, the proportion of nuclear power generated electricity was only one fifth of the total. Moving on to renewables, this accounted for quite similar proportions for both countries, at approximately 15% of the total electricity generated. In detail, in Germany, most of the renewables consisted of wind and biomass, totaling around 75%, which was far higher than for hydroelectric (17.7%) and solar (6.1%). The situation was very different in France, where hydroelectric made up 80.5% of renewable electricity, with biomass, wind and solar making up the remaining 20%. (Words 183)

IELTS Writing Task 1 - Example 9

You should spend about 20 minutes on this task.

The chart shows British Emigration to selected destinations between 2004 and 2007. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

Write at least 150 words.

IELTS Bar Chart Model Answer The bar chart shows the number of British people who emigrated to five destinations over the period 2004 to 2007. It is evident from the chart that throughout the period, the most popular place to move to was Australia. Emigration to Australia stood at just over 40,000 people in 2004, which was approximately 6,000 higher than for Spain, and twice as high as the other three countries. Apart from a jump to around 52,000 in 2006, it remained around this level throughout the period. The next most popular country for Britons to move to was Spain, though its popularity declined over the time frame to finish at below 30,000 in 2007. Despite this, the figure was still higher than for the remaining three countries. Approximately 20,000 people emigrated to New Zealand each year, while the USA fluctuated between 20-25,000 people over the period. Although the number of visitors to France spiked to nearly 35,000 in 2005, it was the country that was the least popular to emigrate to at the end of the period, at just under 20,000 people. (Words 179)

You should spend about 20 minutes on this task.

The line graph shows visits to and from the UK from 1979 to 1999, and the bar graph shows the most popular countries visited by UK residents in 1999. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

Write at least 150 words.

IELTS Line and Bar Chart - Model Answer The line graph illustrates the number of visitors in millions from the UK who went abroad and those that came to the UK between 1979 and 1999, while the bar chart shows which countries were the most popular for UK residents to visit in 1999. Overall, it can be seen that visits to and from the UK increased, and that France was the most popular country to go to. To begin, the number of visits abroad by UK residents was higher than for those that came to the UK, and this remained so throughout the period. The figures started at a similar amount, around 10 million, but visits abroad increased significantly to over 50 million, whereas the number of overseas residents rose steadily to reach just under 30 million.

By far the most popular countries to visit in 1999 were France at approximately 11 million visitors, followed by Spain at 9 million. The USA, Greece, and Turkey were far less popular at around 4, 3 and 2 million visitors respectively. (Words 171)

You should spend about 20 minutes on this task.

The line graph shows thefts per thousand vehicles in four European 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.

IELTS Line Graph Examples - Model Answer

The line graph compares the number of car thefts per thousand of the population 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 173)

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Model Graph 12
You should spend about 20 minutes on this task.
The pie chart shows the percentage of persons arrested in the five years ending 1994 and the bar chart shows the most recent reasons for arrest. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

Write at least 150 words.

IELTS Pie and Bar Chart - Model Answer The pie chart illustrates the percentage of males and females who were arrested from 1989 to 1994, while the bar chart compares the main reasons that the different genders were arrested most recently. It is evident from the charts that males were arrested more than females and that public drinking was the most common reason for arrest for both.

To begin, the proportion of males arrested was much greater than for females. 32% were arrested compared to only 9% for women. Turning to the reasons for the most recent arrests, there were some clear differences between men and women. Men were twice as likely to be arrested for drink driving than women, at 26% and 14% respectively. Breach of order, assault, and other reasons were also slightly higher for men, all standing at around 12-18%. Interestingly though, women experienced a higher percentage of arrest rates for assault and public drinking. The figures for assault were fairly similar at approximately 18%, whereas public drinking represented the main reason for arrest, with women at a massive 38%, compared to 31% for men. (180 Words)

IELTS Process - Chocolate Production

You should spend about 20 minutes on this task.
The illustrations show how chocolate is produced. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

Write at least 150 words.

IELTS Task 1 Process - Model Answer The diagram explains the process for the making of chocolate. There are a total of ten stages in the process, beginning with the growing of the pods on the cacao trees and culminating in the production of the chocolate. To begin, the cocoa comes from the cacao tree, which is grown in the South American and African continents and the country of Indonesia. Once the pods are ripe and red, they are harvested and the white cocoa beans are removed. Following a period of fermentation, they are then laid out on a large tray so they can dry under the sun. Next, they are placed into large sacks and delivered to the factory. They are then roasted at a temperature of 350 degrees, after which the beans are crushed and separated from their outer shell. In the final stage, this inner part that is left is pressed and the chocolate is produced. (152 Words) <<< Back

IELTS Process - Tea Production

You should spend about 20 minutes on this task.

The diagram shows how tea leaves are processed into five tea types. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

Write at least 150 words.

IELTS process writing sample answer The diagram presents the manufacture of five different types of tea. It is immediately apparent that although all the teas are produced from the same leaf, the differences in the manufacturing process result in five different types of tea.

The first three stages of manufacture are the same for all of the five teas. The leaves are grown, they are then plucked, and following this withering of the leaves occures. The final stage is also the same, which sees all the leaves dried in an oven. However, in the stages in between this, differing methods of production are employed. To begin, white tea is unique as it involves no other processing. In contrast, green, oolong and large leaf black tea are all rolled as part of the process. However, while green tea is steamed before being rolled but is not fermented, the other two teas are first rolled and then both fermented (oolong only slightly but large leaf black completely). Finally, small leaf black tea is neither steamed nor rolled, but is crushed before being fully fermented. _________________________________________

Comments
This IELTS process writing sample is a well-organized response that covers all the important features of the diagram. It is easy to follow as it discusses each tea in turn, but not only this, it also groups similar processes together and identifies the differences. For example: Similarities: The first three stages of manufacture are the same for all of the five teas. green, oolong and large leaf black tea are all rolled as part of the process. Differences: white tea is unique as it involves no other processing. However, while green tea is steamed before being rolled but is not fermented, the other two teas are first rolled and then both fermented. The candidate decides to mention the first three stages and the last one together in one paragraph as they are exactly the same for every tea, and the differing stages in the middle following this. This may seem odd to mention the stages in this order, and it is likely that when you describe a process you will discuss each stage in turn, but for this particular process it works well as the candidate can then focus on the differences. The appropriate voice is also used in the description, which is thepassive.

When we write about a process, we are interested in the actions, NOT who is doing them. In this case we use the passive voice. Here are some examples of the passive voice from this IELTS writing sample process: ...the teas are produced from the same leaf The leaves are grown, they are then plucked ...differing methods of production are employed It may not always be possible, but if you can you should also try to use synonyms for some of the words from the diagram rather than copying them all. For example, completely fermented is used instead of fully. Make sure you also make use of a mix of time transitions to guide the reader through the description: they are then plucked, and following this withering of the leaves occures. the other two teas are first rolled and then both fermented The candidate also demonstrates the ability to accurately use a mixof complex structures necessary to achieve above a band 6 for grammatical range and accuracy: Noun Clauses: It is immediately apparent that although all the teas are produced from the same leaf... Relative Clauses: The final stage is also the same, which sees all the leaves dried in an oven. Adverbial Clauses: although all the teas are produced from the same leaf white tea is unique as it involves no other processing. while green tea is steamed before being rolled but is not fermented, See the IELTS grammar page for an explanation of what is required for grammar in writing task 1 and 2..