Writing Task 1

Differences between academic and general modules

As mentioned above, one of the main differences between the “Academic”
and the “General module” of the IELTS test falls on writing, especially task
1. In the “Academic module,” candidates require to write a short report on a
line graph, a bar chart, a table, a pie chart, a diagram, a flowchart, or a map
for task 1, while in the “General module,” candidates write a letter, which can
be formal, semi-formal, or informal.
The academic module
In the academic module, candidates need to develop a minimum 150-word
report on graphs, charts, diagrams, or maps, and there is no upper word limit.
I have categorized them under three different groups based on their
similarities in organizing the given information and the range of required
language and focal grammar. This categorization makes them easy to
comprehend. Following the defined structures based on the IELTS writing
band descriptors, which will be explained shortly, gives birth to the ultimate
organization and coherence, leading to clarity in transitioning numbers,
figures, and trends into written language.
This task will assess candidates’ ability to describe the main features of a
chart, a graph, or a diagram in a comparative and or descriptive style using
specific vocabulary. Task 1 comprises around 35% of the overall writing
score, and as it is a short writing, it takes up approximately 20 minutes of the
total 1-hour writing time.
Task 1 categorization
The three groups of academic writing tasks go as follows:

1. Line graphs, bar charts, pie charts, and tables

2. Diagrams and flowcharts
3. Maps

In the following pages, there are some samples for each category
 focusing on their major and specific features. Note that these designed
samples are quite simple as my main intention for creating them is to
show how to structure and organize them. They also show how to use
the required language in describing trends and figures effectively.
However, candidates may face more detailed tasks on the official
IELTS test, but this should not impact paragraphing or any other
writing aspects.

Line graphs, bar charts, pie charts, and tables

As depicted below, in a line graph, trends are shown using lines, and in a bar
chart, trends are compared using bars. In a pie chart, trends are given in
percentages, while in a table, trends are the given numbers for each category.
As mentioned earlier, these four possible questions for writing task 1 share
quite a lot of similarities. Consequently, we take corresponding steps in
describing them. Among these categories, “line graphs” are the easiest to
describe as upward and downward trends with their fluctuations, and plateaus
are clearly shown using lines.
However, these trends and their changes are more subtle in bar charts, tables,
and pie charts, where changes in trends are shown differently.
Understanding trends
In writing task 1, it is crucial to understand trends and figures and how they
change over a period to describe them using specific lexis for a high band
score regarding vocabulary. The following pages focus on different trends,
possible movements, and essential vocabulary in describing them.
Upward trends
Upward movements show an increase in a number, a rate, or a percentage in
a specific timeline. There is a wide diversity of nouns, verbs, and phrases to
describe these trends.

Nouns to describe upward trends:

An increase/a rise/a growth/a raise/a climb/an upward movement/a surge
Verbs and phrases to describe upward trends:
Increase(d)/rise(rose)/*was raised/Go (went) up/grow (grew)/has (had) a
growth/climb(ed)/surge(d)/(sky) rocket(ed)/soar(ed)
*Note that the verb “raise” is used in the passive voice in task 1.
For example

1. The figure has had an increase of approximately 10% since 2012.

 2. The interest rate was raised by 2% over the decade.

Downward trends
Downward movements indicate a decline in a number or figure. There is a list
of words to describe these trends.

Nouns to describe downward trends:

A decline/a fall/a drop/a decrease/a downward movement/a reduction/a
dip/a half
Verbs and phrases to describe downward trends:
Decline(d)/fall (fell)/drop(ped)/decrease(d)/had a downward
movement/plummet(ed)/go (went) down/*was
reduced/plunge(d)/dip(ped)/halve(d)
*Note that the verb “reduce” is used in the passive voice in task 1.
For example

1. The crime rate was reduced by 5% over the period.

2. The number of cars declined sharply to just above 20% in 2008.

Peak/the highest point

Some trends show how a number or percentage reaches the highest point over
a period; these points are known as peaks. There is a variety of options when
it comes to describing them.

Nouns, verbs, and phrases to describe a peak:

A peak/peak(ed)/reach(ed) a peak/reach(ed) the highest point/climb(ed)
to a peak/come(came) first/had a peak/went up to a peak
For example

1. The figure reached its highest point with 64% in 2000.

2. The number of married couples peaked at 78000 in 1980.

Period of stability
A period of stability happens when there is no change in a figure or amount
over a period. Using a variety of words and phrases would help avoid
repetition.

Nouns, verbs, and phrases to describe a period of stability:

A period of stability/a period of no changes/It did not change.
/stabilize(d)/reach(ed) a period of stability/It did not move. /It shows/(ed)
stability. /It remain(ed) stable. /remain(ed) steady /maintain(ed) the same
level
For example

1. The trend witnessed a period of stability until 1996.

2. The number of people traveling by car maintained the same level at
200 million from 1998 to 2002.

Trough/the lowest point

A trough happens when a number, an amount, or a trend goes down to reach
its lowest point.

Nouns, verbs, and phrases to describe a trough:

A trough/the lowest point/It hit the lowest point. /It reached a trough.
For example
 1. The figure had a sharp fall to hit the lowest point, with 32% in 1879.
2. The trend for overseas students reached a trough in 2010.

Fluctuation
Whenever a number or a figure keeps changing and goes up and down, it
fluctuates.

Nouns, verbs, and phrases to describe a fluctuation:

A fluctuation/a variation/fluctuate(d)/vary (varied)/It showed changes.
/change(d)/It was unstable. /It had a period of instability.
/oscillate(d)/oscillation(s)
For example

1. The interest rate oscillated wildly over the given period.

2. The trend for college graduates fluctuated marginally for the past
three years.

Plateau
Plateaus occur when a number stops going up or down and stabilizes for a
while. There are some ways to describe these movements.

Nouns, verbs, and phrases to describe a plateau:

A plateau/Plateau(ed)/reached a plateau/levelled off/levelled
out/flatten(ed) out
For example
 1. The figure reached a plateau before going down considerably in 2000.
2. The amount of electricity consumption leveled out at around 35% at
the end of the period.

Adjectives and adverbs in describing trends

In writing task 1, using adjectives and adverbs in describing trends plays a
fundamental role.
Generally speaking, we use adjectives to define nouns more clearly. For
example, “a shirt” is just a noun and does not give us any specific
information about it; however, by adding an adjective, we create a clearer
image of the shirt as in “a floral shirt.” In comparison, adverbs define verbs
more precisely. For instance, the verb “speak” merely shows a function.
However, by adding an adverb, we define it more specifically as in “speak
fluently.” The same rule is applicable while describing trends in a chart or a
graph, making it easy to understand them. There are two categories of
adjectives and adverbs to describe trends:

1. Adjectives and adverbs to describe the speed of a trend’s movement

2. Adjectives and adverbs to describe the degree of a trend’s movement

The most commonly used adjectives and adverbs in IELTS writing task 1 are
as follows:
Adjectives & adverbs describing Adjectives & adverbs describing the
the speed degree
quick/quickly huge/hugely
prompt/promptly enormous/enormously
steep/steeply significant/significantly
sudden/suddenly noticeable/noticeably
swift/swiftly considerable/considerably
abrupt/abruptly marked/markedly
unexpected/unexpectedly remarkable/remarkably
rapid/rapidly dramatic/dramatically
sharp/sharply drastic/drastically
wild/wildly substantial/substantially
slow/slowly moderate/moderately
steady/steadily modest/modestly
consistent/consistently slight/slightly
constant/constantly minimal/minimally
gradual/gradually marginal/marginally
Noun and Verb Phrases
In addition to all the nouns, verbs, adjectives, and adverbs discussed so far, it
is strongly recommended to use phrases in describing trends. These phrases
are also known as “noun phrases” and “verb phrases.” Both phrases are
practical in writing task 1 as they provide precise descriptions regarding
trends’ degree or speed of change. Moreover, these phrases add more variety
to structures used in writing and help avoid repetition. Adding an adjective to
a noun, a “noun phrase” is formed, while adding an adverb to a verb, a “verb
phrase” is structured. Selecting an adjective or adverb depends on the main
features of the trend. For instance, sometimes the degree of a change seems
more important than how fast a trend changes. On other occasions, the way a
trend changes or how fast it changes is highlighted.
Noun phrases
A choice of an adjective that describes either the speed or the degree of a
trend and adding it to an appropriate noun forms the so-called “noun phrase.”
A/an + Adjective + Singular noun
Adjective + Plural noun
For example

1. There was a slight decline in the number of overseas students over the
period.
2. The trend had a dramatic rise to 56% in the year 2003.
3. The figure showed minor fluctuations between 2008 and 2012.
4. The number of cars witnessed an enormous increase in 1980.
Common noun phrases:
A dramatic fall/a minor variation/a significant rise/a steady increase/a
gradual growth/a constant decline/a major reduction/a huge decrease/a
minor variation/a wild fluctuation
Verb phrases
Adding an adverb to a verb, which describes a trend, could be considered a
useful structure, known as a “verb phrase.”
Verb + Adverb/Adverb + Verb
For example

The rate of crime went up gradually in 2015.

The number of bike lanes considerably increased in the following
year.
The figure for car theft suddenly surged in 1987.
The proportion spent on food increased noticeably a decade later.

Common verb phrases:

Fell significantly/moderately dropped/rose minimally/increased
slowly/rapidly declined/marginally decreased /varied
modestly/fluctuated slightly/steadily grew/declined drastically
In most cases, noun and verb phrases describe upward and
downward trends. Other trends do not require adjectives or
adverbs much as they are clear on their own. For example, a peak,
a plateau, a period of stability, or a trough may occasionally
require an adjective or an adverb for more clarity.
Number and Amount
In writing task 1, candidates must describe numbers and amounts of different
kinds, such as percentages, proportions, numbers, and rates. Understanding
their differences helps with smoother descriptions. Numbers, amounts, and
percentages generally describe actual quantities of either things or people.
“The number of…” is used for countable plural nouns, such as cars, people,
books, etc.
For example
 The number of bike users in the city center rose moderately.
The number of households with two cars declined gradually over five
years.
The number of children with obesity had a dramatic rise in 2003.

In the three examples above, “bike users,” “households,” and “children” are
countable plural nouns, so “the number of” is used as a quantifier.
On the other hand, “The amount of …” is used to address uncountable
nouns, such as rice, oil, gas, food, energy, time, money, etc.
For example

The amount of energy produced rose significantly in 2009.

There was a marginal decline of 1% in the amount of rice consumed
over the past decade.
The amount of time spent on computers did not change over the
period.

In these sentences, “energy,” “rice,” and “time” are uncountable nouns, so

“the amount of” is used as a quantifier.
Note that the article “the” and the preposition “of” are always used
with “amount” and “number.” However, if an adjective defines
them more precisely, the definite article “the” changes to indefinite
articles, “an or a” depending on the adjective’s initial letter that
follows them.
For example

The amount of sugar vs. a large amount of sugar

The number of stores vs. a significant number of stores
The amount of food vs. an enormous amount of food
However, like many other aspects of grammar in English,
there are some exceptions: If the “adjective” used before
“amount” and “number” is one of the following words, the
“definite article” does not change.

Adjectives: total/average/same/greatest/largest/maximum/minimum
For example

The total number of students fluctuated marginally.

The average amount of sugar consumption increased slightly in the
UK.
The figure reached the maximum amount of annual production, with
44%.
Although an adjective defines “number/amount,” the definite
article “the” has remained unchanged in all these examples.

Percent, percentage, proportion, and rate

“The percentage” shows how a quantity is measured on a scale from 1 to 100
as in “a high/low percentage.” However, “percent” refers to a specific amount
on this scale as in “35%.” Similarly, “the proportion” gauges a quantity in a
general way that is not necessarily on a 1-100 scale as in “a large/small
proportion.” On the other hand, “the rate” calculates the frequency as in “the
crime rate.” In other words, percentage, proportion, and rate all describe
quantities as part of a total.
For example

The percentage of families with two children has risen since 1970.
(general information)
There was a fluctuation in the percentage of students’ weekly
attendance in August. (general information)
38% of young adults prefer to be self-employed. (specific
information)
23% of single parents did not have a job. (specific information)
The highest proportion of the population received extended health
benefits in 2010. (general information)
The proportion of expenditure on housing had a minimal decline in
2005. (general information)
Unemployment rates peaked at 32 million in Scotland in 1990.
(specific information)
The rate of crime was reduced over the period. (general information)
 As shown in the above examples, “percentage,” “proportion,”
and “rate” are accompanied by the definite article “the” and
the preposition “of” in most cases. However, if an adjective
defines these words, “the” changes to “a/an” accordingly. This
feature is quite similar to what was described previously
regarding “the number of” and “the amount of.”

For example

The percentage of female employees vs. a high percentage of female

employees
The proportion of imported goods vs. an enormous proportion of
imported goods

Approximation
It is crucial to use approximation vocabulary if the numbers and figures we
describe are not exact. For instance, if the figure is “39%”, we can round it up
using the vocabulary of approximation and describe it as “almost 40%”, or in
case the figure on the graph or chart is hard to read precisely, and it is
somewhat between 30% and 40%, we can use the vocabulary of
approximation and refer to it as “roughly 35%”. The following sentences
show how to make use of the vocabulary of approximation:
For example

Approximately 10% of the population is over 75 years old.

Almost all students attended the session.
Around 40% of students passed the test.
About a quarter of the females in the program received a promotion.
Roughly half of the male candidates received approval.
Nearly 30% of people voted for the election.
Just below 20% of citizens were eligible for the application.
Just above 15% of students were qualified to pass.

Prepositions in describing trends

Using prepositions accurately plays a significant role in describing trends and
charts as the meanings conveyed could slightly differ with different
prepositions.
Prepositions “Between X and Y”/“from X to Y”

The line graph shows the amount of household expenditure on

different items between 1995 and 2005. (implying a period)
The line graph shows the amount of household expenditure on
different items from 1995 to 2005. (Implying a period
While the prepositions are different, these two sentences are
the same in meaning.

The preposition “in”

There was an increase in the number of cars on the road in Britain.

There was a decline in the percentage of cinema-goers.
There was a rise in the amount of natural gas produced in 2010.
There was a significant drop in shopping for luxury items.
In all the sample sentences above, the preposition “in” shows a
general change in something where no specific data is given.

The preposition “to”

There is a marked reduction to 20% of the amount of time playing

sports.
The price of oil had considerable growth to 32$ per barrel in 2007.
Both sentences above show a decline or an increase to a specific
amount, so the preposition “to” is used.

The preposition “at”

The divorce rate was at its highest point in 2000.

The figure stood at 56% in 1880 when it started to rise gradually.
The number of cars peaked at 34 million in the following year.
It went up gradually at a high rate.
 The preposition “at” is widely used when describing specific
pieces of data. It also depends on some words such as “rate,”
“level,” “height,” “speed,” “peak as a verb,” and “stand as a
verb.”

The preposition “with”

The trend reached its highest point with 45% in 1990.

There was a remarkable decline to the lowest point, with 30% two
years later.
Germany came top in the table with 25 million travelers in 2006.
In writing task 1, “with” is mainly used with superlative
structures.

Prepositions “of”/“by”

There was a substantial increase of 12% in the amount of household

expenditure. (For example, the amount rose from 22% to 34%, which
shows a 12% increase.)
There was a minimal reduction of 2% in the annual income for X
company. (For instance, the income fell from 34% to 32%, showing a
2% difference.)
The interest rate reached a peak of 10% in 2005. (“of” is used with
“peak” as a noun.)
The employment rate was raised by roughly 5% in 2009. (For
example, it went up from 12% to 17%, showing a 5% increase.)
These two prepositions usually show the difference between the
starting and the landing points of a figure on a trend.

The preposition “for”

There was a comparison between the two groups for reading and
playing sports as hobbies.
The annual salary for the low-income group went up slightly.
The percentage of absenteeism was much higher for male workers
 than female workers in 1960.
The household expenditure on food accounted for the highest amount
for the UK.
Preposition “for” is used to address a category, group, or trend
in writing task 1.

Comparative structures
As in writing line graphs, bar charts, tables, and pie charts, we need to
describe numbers, percentages, and various types of figures; relying heavily
on descriptive writing styles makes them to some extent confusing.
Therefore, considering comparative structures is highly recommended in
writing Task 1. Trends on a graph/chart are either similar or different in the
way they change; describing trends in terms of similarities helps us focus on
“comparison,” whereas grouping trends that show different directions is a
focus on “contrast.”
Trends that show similar movements could be described in one paragraph,
while other trends that have different movements could be put in a separate
paragraph pointing at how differently they change. This way of organization
helps with a clear description of trends. Using various comparative tools
prevents repetition in structure, which is significant in achieving a high band
score. The following pages show the most common comparative structures.
Making comparisons

1. Commonly used comparative structures such as, “Adjective+ er+

than”/“more+ adjective+ than” as well as their superlative versions,
“the+ adjective+ est”/“the+ most+ adjective” could be completely
practical in writing task 1.
The number of female students was higher than that of male
students in 1995.
The trend for Spain had a more dramatic rise than that of
France.
The figure for the US reached its lowest point, with 32% in
1880.
High school students had the most significant contribution,
 with 66% in July 2008.
2. There are also several words and phrases to use in making
comparisons:

Compare (verb) something to/with something

The bar chart compares the percentages for the popularity of different
school subjects.
One way to assure is to compare the given data.

In comparison to/with something

In comparison with girls, boys of the same age group had a lower
success rate.
Workers in Italy had lower incomes in comparison to other European
countries.

Compared with/to something

Compared with the year 2000, the number of high-school graduates

had a rise.
Compared to Europe, North America had a higher rate of
unemployment.
prepositions “to” and “with” make no difference in meaning in
these sentences.

Draw/make a comparison between X and Y

There is a comparison between Germany and the UK in terms of

annual income.
Annual net income draws/makes a comparison between the two
countries.

As+ adjective+ as
 Based on the given statistics, Germany is as cold as Italy in
December.
The trend for the US did not go as high as the trend for the UK.

Something is double, half, triple, or quadruple that of

something else

The tulip garden had a double harvest that of the rose garden.
The company’s profit was triple that of the year before after
implementing new marketing strategies.
The amount of time spent on reading was half that of the amount of
time for playing sports.

Something doubles(d), halves(d), triples(d), or quadruples(d)

The figure for unemployment tripled due to the economic recession.

The annual income for families with no children doubled in 2012.
The rate for crime halved over the given period.
Other words and phrases to show similarities are similarly,
both X and Y, like, same as, in a similar way, in a similar
fashion.
Similarly, Germany and France had a high rate of unemployment at
23%.
Both the UK and France established strict social rules in 2015.
Like the US, Canada contributed to the reconstruction of the affected
areas after the war.
The interest rate in Japan was the same as this figure in China in
2005.

Expressing contrast
When trends take different directions, contrasting words and phrases are
useful in describing them; however, words or phrases that show “the
concession,” such as although/even though/ nonetheless/nevertheless/in spite
of/despite, etc. are not widely used in writing task1 as in this writing type, it
is essential to distinguish differences between numbers and amounts rather
than discussing contradictions in points of views. Some practical contrasting
words and phrases are as follows:
In contrast:

In contrast, the figure for volleyball had a gradual decline.

Swimming was the most popular sport for girls; in contrast, soccer
came top for boys.

A contrast between X and Y

There was a stark contrast between the two teams.

In contrast to somebody/something

In contrast to the UK, Germany had the highest number of medals in

2010.
53% of the population in Korea was 50+ years old, in contrast to 23%
of the teenage population.

On the other hand

Brazil had a slight reduction in the production of energy. On the other

hand, the figure for Russia went up drastically.

However

Korea had an enormous rise in the number of post-graduate students;

however, Japan experienced a slight reduction of 5% in this regard.

While/whereas

The figure rose to 43% in 2005 while it went down noticeably to 32%
two years later.
At the beginning of the period, the trend had fluctuations, whereas it
 stabilized later on.

Unlike

Unlike the trend for Brazil, the trend for Portugal had an unexpected
fall.
Note that the phrase “On the contrary” does not have extensive
usage in writing task 1 as it is useful while expressing opposite
opinions. Therefore, it does not describe numbers as they
cannot be the opposite, even if they are quite different.

For example

she loves sweet snacks like ice cream. On the contrary, her friend
prefers savory snacks like potato chips. (different
opinions/preferences)
the annual gross income for Switzerland accounted for 853$ million.
In contrast, this figure for Italy had a dramatic decline to 11$ million
in 2008. (markedly different numbers, but not opposite)

Tenses in task 1
In writing task 1, it is quite common to use the simple past tense; however,
using the tenses depends on the given periods. When trends are generally or
annually shown, present simple tense is best to use. In contrast, simple past
tense should be the dominant tense if the period is related to the past.
Sometimes, a graph shows a projection of the future, and in this case, it is
better to use neutral future tenses as we are just referring to predictions based
on statistics. In other words, it is better to avoid depending heavily on “will’,
which accounts for around 70% chance of happening or “going to,” which
implies the probability of around 90%. In writing task 1, we may need to
point at predictions, which do not stand at higher than 50% chance of
happening, so it is better to use future passive structures, such as “It is likely
to,” “It is predicted to,” “It is expected to,” “It is projected to,” etc. instead of
“will” or “going to” in these cases. Present perfect or past perfect tenses are
also occasionally useful in describing trends.
For example

The trend goes up significantly in January. (This happens every year

in January.)
The figure had a gradual growth to 35% in 2005. (It happened in the
past.)
The percentage of car ownership is expected to peak by 2030. (It
shows a future prediction.)
The number of students has risen over the past ten years. (Present
perfect shows the overall trend movement for the past ten years up
until now.)
The trend for self-employment had reached a plateau before it
declined in 1995. (A plateau had happened (past perfect) before the
decline happened (past simple) in the past.)

All the tools, including vocabulary and phrases to describe trends,

prepositions, comparative structures, tenses, and vocabulary of
approximation discussed so far, will provide candidates with enough
knowledge and skills to confidently practice this writing type.
Task 1 requirements
In the IELTS test, writing task 1 is assessed based on four main criteria
defined in writing task 1 band descriptor, where each criterion accounts for
25% of the overall band score. These four criteria are as follows:

1. Task achievement: This category focuses on describing a chart or

graph’s main features, where there is a clear overview.
2. Coherence and cohesion: Coherence, also known as fluency, refers to
sufficient paragraphing and logical organization of the given
information, while effective use of linking devices and reference
words makes the report seamlessly cohesive for a high band score.
3. Lexical resources: This criterion focuses on a wide range of specific
vocabulary used to describe trends and figures, correct spelling, and
proper usage of the main parts of speech (noun, adjective, verb,
adverb).
4. Grammatical range and accuracy: A flexible and accurate use of
 different sentence structures, tenses, active and passive voices, and so
on throughout the writing meets this requirement for a high band
score.

Organization and structure for graphs and charts

A clear organization of the writing helps candidates achieve a high band
score for “coherence” as it makes it easier to follow the description of the
data provided in graphs and charts or the sequence of steps in diagrams. In
the academic module, following a 4-paragraph structure for writing task1 is
recommended.

1. Introduction: This is a 1-sentence paragraph, which simply introduces

and paraphrases the given topic. In most cases, verbs such as “show,”
“give/provide information about,” and “compare” could be used to
initiate this paragraph.
2. Overview: This is a 2-4 sentence paragraph, highlighting the chart or
graph’s main features in a general and comparative way. It is crucial
to develop a clear overview.
3. Body paragraph 1: This paragraph focuses on an organized and
detailed comparison and description of the given trends, figures, or
numbers.
4. Body paragraph 2: This is similar to the first body paragraph. It is
focused on details to describe other trends and how they change. Both
body paragraphs are focused on the detailed description of the given
information.

I have created some sample writings to elaborate on the data organization in

charts and graphs in the following pages. These samples highlight line
graphs, bar charts, pie charts, and tables, which are quite similar in terms of
structure, the organization of the given data, using specific vocabulary and
phrases to describe trends and figures, and the comparative language essential
in describing them. It is noteworthy that the only requirement for this task is
to write a short report on how the trends and figures change using the defined
and expected language. As a result, it is crucial to avoid personal interest,
judgment, or opinion in this writing type.
Line graphs
 In describing line graphs, changes in trends are easily recognized,
making comparison and contrast a simple task while practicing
specific vocabulary and phrases in various comparative structures.
Topic #1
The following line graph shows the percentage of two modes of traveling in
Vancouver from 1990 to 2015.
Summarize the information by reporting the main features and making
comparisons where relevant.

Explanatory sample writing

1) Introduction
The introduction is a short paragraph to introduce the task while paraphrasing
the given topic. (Paraphrasing includes using synonyms, similar words, or
different sentence structures that will be discussed in more depth later in the
section related to writing task 2.)
The line graph compares the percentage of using two different means of
transportation in Vancouver between 1990 and 2015.
(The “line graph” is introduced. The verb “shows” is paraphrased to
“compares.” The noun phrase, “modes of traveling,” is changed to “means of
transportation.” The phrase “from 1990 to 2015” is paraphrased to “between
1990 and 2015.”)
2) Overview
This paragraph summarizes the main features of the graph in a comparative
structure without giving details. Using the word “overall” at the beginning
signals the role of this paragraph.
Overall, the percentage of traveling by car had a dramatic increase while
the figure for commuting by bus significantly declined over the period.
(“overall” at the beginning of the paragraph signals the graph’s general
outlook. There is a general and comparative sentence describing a contrast
between the two trends; a noun phrase and a verb phrase have helped with a
clear description.)
3) Body paragraph 1
There should be a focus on details, comparison, contrast, and specific
vocabulary and phrases to describe trends in both body paragraphs. Starting
the first body paragraph with a sentence initiator, such as “based on the given
data”/“according to the information”/“regarding the data”/“based on the
statistics,” etc., is recommended.
Based on the statistics, traveling by car stood at roughly 25% in 1990,
whereas almost 65% of Vancouver’s population considered commuting
by bus. Over the next ten years, these numbers had drastic changes and
ultimately met in the year 2000, when the trend for taking the bus went
down gradually to approximately 45%. In contrast, the figure for
traveling by car witnessed a significant growth to the same amount as
the other trend simultaneously.
(Detailed percentages and periods describe trends in comparative structures
precisely; there is practical usage of the vocabulary of approximation, noun,
and verb phrases.)
4) Body paragraph 2
In this paragraph, we can express contrast or make a comparison between the
trends. As these trends continue their directions the same way for the rest of
the period, we need to focus on the comparison. Signaling the comparison or
contrast at the beginning of the second body paragraph helps with better
cohesion.
To draw a comparison, the figure for traveling by car had a steady rise
to reach the highest point with 80% in 2015. In contrast, the percentage
of people who took a bus noticeably dropped to nearly 30% at the end of
the given period.
(In both body paragraphs, there is a logical organization of the data. Using
different comparative structures, details, such as dates and percentages, and
academic vocabulary and phrases help with a clear description.)
 Note that there is no need to write about every single piece of data
on a trend. However, it is essential to compare the beginning and
ending points, significant changes, and turning points (where the
trends change their directions).
This type of writing does not require a conclusion.
Sample writing
The line graph compares the percentage of using two different means of
transportation in Vancouver between 1990 and 2015.
Overall, the percentage of traveling by car had a dramatic increase while the
figure for commuting by bus significantly declined over the period.
Based on the statistics, traveling by car stood at roughly 25% in 1990,
whereas almost 65% of Vancouver’s population considered commuting by
bus. Over the next ten years, these numbers had drastic changes and
ultimately met in the year 2000, when the trend for taking the bus went down
gradually to approximately 45%.In contrast, the figure for traveling by car
witnessed a significant growth to the same amount as the other trend
simultaneously.
To draw a comparison, the figure for traveling by car had a steady rise to
reach the highest point with 80% in 2015. In contrast, the percentage of
people who took a bus noticeably dropped to nearly 30% at the end of the
given period.
(160 words)
This writing sample accounts for a high band score. It has
sufficient paragraphing and clear organization of the given data
focusing on comparative structures for better cohesion. Using
specific vocabulary and phrases has helped with a detailed
description of the trends. (Academic vocabulary and phrases to
describe trends are underlined in this sample.)
Bar charts
Compared with line graphs, trends look different in bar charts, and
their detailed description depends on identifying their similarities,
differences, and how they change over the given timeline.
Topic #2
The following bar chart shows the amount of annual electricity production in
millions of Kilowatts using renewables for three countries from 1980 to
2010.
Summarize the information by reporting the main features and make
comparisons where relevant.

Explanatory sample writing

1) Introduction
The bar chart provides information about the amount of electricity
produced annually from alternative energy sources for Turkey, Spain,
and Italy between 1980 and 2010.
(The “bar chart” is introduced. The verb “shows” is paraphrased to “provides
information about”; the words “production,” “annual,” and “renewables” are
changed to “produced,” “annually,” and “alternative sources of energy,”
respectively. The phrase “from 1980 to 2010” is changed to “between 1980
and 2010”.)
2) Overview
Overall, both turkey and Italy had an increase in their annual electricity
production over the given period, whereas the trend for Spain showed
some fluctuations.
(The word “overall” signals the purpose for writing this paragraph, and there
is a general comparison among the trends using specific vocabulary.)
3) Body paragraph 1
According to the data, Turkey produced slightly above 4 million
Kilowatts of electricity in 1980; however, this amount almost halved a
decade later, when a gradual rise made it reach its highest amount of
electricity production with nearly 4.5 million. On the other hand, Italy
had much lower production of electricity at 2 million Kilowatts at the
beginning of the period, and stabilized until 1990; however, in 2000, it
experienced a gradual growth to 3 million in its annual production
followed by a sharp increase to a peak of 5 million in 2010.
(In this paragraph, each trend is described separately; however, the
comparison and contrast between them are clear using different comparative
structures, details, and specific vocabulary and phrases; there is flexible use
of complex and compound-complex structures.)
4) Body paragraph 2
In contrast, the trend for Spain varied drastically over the period. While
its electricity production stood at just above 2 million in 1980, it surged
significantly to a peak of over 4 million 10 years later; however, it
plummeted to its lowest point with just under 2 million in 2000, but it
then moderately climbed to under 3 million at the end of the surveyed
period.
(This paragraph shows a contrast between the third trend and the former two
trends focusing on details, specific vocabulary, and comparative structures.)
Sample writing
The bar chart provides information about the amount of electricity produced
annually from alternative energy sources for Turkey, Spain, and Italy
between 1980 and 2010.
Overall, both turkey and Italy had an increase in their annual electricity
production over the given period, whereas the trend for Spain showed some
fluctuations.
According to the data, Turkey produced slightly above 4 million Kilowatts of
electricity in 1980; however, this amount almost halved a decade later, when
a gradual rise made it reach its highest amount of electricity production with
nearly 4.5 million. On the other hand, Italy had much lower production of
electricity at 2 million Kilowatts at the beginning of the period, and stabilized
until 1990; however, in 2000, it experienced a gradual growth to 3 million in
its annual production followed by a sharp increase to a peak of 5 million in
2010.
In contrast, the trend for Spain varied drastically over the period. While its
electricity production stood at just above 2 million in 1980, it surged
significantly to a peak of over 4 million 10 years later; however, it
plummeted to its lowest point with just under 2 million in 2000, but it then
moderately climbed to under 3 million at the end of the surveyed period.
(209 words)
This is an example of a high band score for writing task 1 as there
is a clear overview, paragraphing, and organization of the given
data. Details (numbers and periods) are sufficiently provided using
specific vocabulary and phrases to describe trends throughout the
writing. Comparative language has been effectively practiced in
complex and compound-complex structures accurately.
(Vocabulary of approximation and details are underlined in this
sample writing.)
Pie charts
Pie charts feature trends using percentages. Superlative structures,
which focus on comparing the largest and the smallest sections,
prove effective in describing them. However, keep in mind that it is
easy to skip specific vocabulary in these writing types as trends
look different than trends in line graphs and bar charts.
Topic #3
The pie charts compare household expenditures for Canada and Peru in
percentage for the year 2000.
Summarize the information by reporting the main features and making
comparisons.
Explanatory sample writing
1) Introduction
The pie charts give information on the percentage of household expenses
for Canadians and Peruvians in 2000.
(“The pie charts” are introduced. Effective paraphrasing is applied: the word
“expenditure” is altered to “expenses”; the verb “compare” is changed to
“give information on”; “Canada” and “Peru” as countries are paraphrased to
“Canadians” and “Peruvians” as nationalities.)
2) Overview
Overall, both countries spent the largest amount of their annual budget
on housing. On the other hand, the lowest amount of money was
allocated to entertainment for both nations.
(The paragraph is started with the signal word, “overall.” There is a general
comparison between the largest and the smallest units.)
3) Body paragraph 1
Regarding the given data, both Canada and Peru spent the most
significant amount of their annual income on housing with 8.2% and
6.5% respectively in 2000. Food accounted for the second-highest
expenditure that was attributed in both countries. While this amount
was 4.1% for Canada, it had a moderate reduction to 3.2% for Peru.
(This paragraph focuses on a detailed comparison between food and housing
as the largest expense for both nations. In describing pie charts, superlative
structures make effective comparisons.)
4) Body paragraph 2
In comparison, Canadians contributed 1.8% of their income to clothes,
whereas this figure experienced a slight increase to 2.2% for Peruvians.
Similarly, both nations considered the smallest proportion of their
budget for entertainment. This trend stood at 0.8% for Canada;
however, it had a modest growth to 1.2% for Peru.
(Clothes and entertainment share some resemblance. This similarity makes a
comparison. Comparative and superlative structures have facilitated the
description of the data using specific vocabulary and phrases.)
Sample writing
The pie charts give information on the percentage of household expenses for
Canadians and Peruvians in 2000.
Overall, both countries spent the largest amount of their annual budget on
housing. On the other hand, the lowest amount of money was allocated to
entertainment for both nations.
Regarding the given data, both Canada and Peru spent the most significant
amount of their annual income on housing with 8.2% and 6.5% respectively
in the year 2000. Food accounted for the second-highest expenditure that was
attributed in both countries. While this amount was 4.1% for Canada, it had a
moderate reduction to 3.2% for Peru.
In comparison, Canadians contributed 1.8% of their income to clothes,
whereas this figure experienced a slight increase to 2.2% for Peruvians.
Similarly, both nations considered the smallest proportion of their budget for
entertainment. This trend stood at 0.8% for Canada; however, it had a modest
growth to 1.2% for Peru.
(152 words)
Although comparing the lowest and the highest proportion is
relatively straightforward in this type of writing, specific
vocabulary and phrases to describe trends could be easily forgotten
as they are not as visible as they are in line graphs and bar charts.
Therefore, to achieve a high band score regarding lexical resources,
they should be considered. Giving details in a variety of complex
structures is also of great importance when it comes to grammar.
 (Comparative structures are underlined in this sample writing.)
Tables
Tables are a bit more challenging to describe compared with the
three other types discussed earlier. The main reason for this is that
all we can see is numbers rather than visible trends. However, to
achieve a high band score, candidates must recognize the trends
and their changes to use specific vocabulary and phrases
effectively. Comparing the highest and the lowest numbers and
categories that are quite similar or hugely different could prove
ultimately practical in organizing the data in tables.
Topic #4
The table shows the number of people who suffered from three kinds of
diseases in millions in 4 countries in 1990.
Summarise the information by reporting the main features and making
comparisons where relevant.
Cardiovascular
Country DiabetesObesity
diseases
The Us 4.6 2.2 7.1
England 6.6 4.5 4.8
Germany 6.3 3.1 5.8
Spain 5.9 2.3 4.4
Explanatory sample writing
1) Introduction
The table indicates data related to the number of people diagnosed with
three types of ailments in the US, England, Germany, and Spain in 1990.
(The “table” is introduced; the verb “indicate” is specifically used to describe
tables; the topic is paraphrased.)
2) Overview
Overall, cardiovascular diseases affected the highest number of people in
all countries, whereas diabetes was held accountable for the lowest
number of cases of poor health conditions.
(The signal word “overall” is used; the two main features of the table, “the
highest and the lowest figures,” are compared in a general way without
mentioning details.)
3) Body paragraph 1
Regarding the given statistics, cardiovascular diseases affected most of
the population in England, Germany, and Spain with 6.6, 6.3, and 5.9
million people, respectively. However, this figure had a noticeable
reduction to 4.6 million Americans. In contrast, diabetes affected the
lowest number of individuals in all these countries. The figure had a
significant drop to 2.2 million for the US. In comparison, it was raised
minimally for Spain, reaching the second-lowest number of diabetic
patients with 2.3 million.
(Note that although it is difficult to see the tables’ trends, it is still essential to
use academic vocabulary and phrases to describe changes. However, there is
no need to describe every piece of detailed information. In this paragraph,
comparison and contrast are both used to describe data for the highest and the
lowest numbers. Some details and specific phrases have helped draw a clear
picture of the trends.)
4) Body paragraph 2
Obesity came second for most countries except for the US, where the
number of obese people reached a peak of 7.1 million. On the other
hand, this amount noticeably declined to 5.8 million for Germany.
Similarly, the trends for England and Spain showed a moderate decrease
to 4.8 million for the former and 4.4 million for the latter.
(This paragraph shows a contrast between the third and the other two
categories described in the first body paragraph. Some comparative
structures, specific vocabulary, phrases, and details have successfully
described changes.)
Sample writing
The table indicates data related to the number of people diagnosed with three
types of ailments in the US, England, Germany, and Spain in 1990.
Overall, cardiovascular diseases affected the highest number of people in all
countries, whereas diabetes was held accountable for the lowest number of
cases of poor health conditions.
Regarding the given statistics, cardiovascular diseases affected most of the
population in England, Germany, and Spain with 6.6, 6.3, and 5.9 million
people, respectively. However, this figure had a noticeable reduction to 4.6
million Americans. In contrast, diabetes affected the lowest number of
individuals in all these countries. The figure had a significant drop to 2.2
million for the US. In comparison, it was raised minimally for Spain,
reaching the second-lowest number of diabetic patients with 2.3 million.
Obesity came second for most countries except for the US, where the number
of obese people reached a peak of 7.1 million. On the other hand, this amount
noticeably declined to 5.8 million for Germany. Similarly, the trends for
England and Spain showed a moderate decrease to 4.8 million for the former
and 4.4 million for the latter.
(188 words)
This is an example of a high band score for task 1; it clearly
describes all trends and their changes using specific and academic
vocabulary and phrases in complex structures. The data is
sufficiently organized in four paragraphs, where comparative
structures are highlighted. (Specific academic vocabulary and
phrases to describe trends and figures for task 1 are underlined in
this sample writing.)
Combinations
In IELTS writing task 1, candidates may need to describe a combination of
two different charts and or graphs. Regardless of their complicated
appearance, describing these tasks is relatively straightforward. If that is the
case, the given charts usually show several aspects of a related genre, but
they are not the same. For instance, one chart may represent something in
general, while the other focuses on some details related to it.
These tasks are almost the same as single charts or graphs in terms of
organization. However, in the “introduction” paragraph, both tasks should be
introduced. Similarly, in the “overview” paragraph, both charts’ main
features should be outlined, and each “body paragraph” should be dedicated
to one chart at a time using comparative structures. Comparing both charts
with each other could be confusing as each of them shows a different aspect
of something, and even though they are somewhat related, they do not
provide identical pieces of information to be easily comparable. Although
making unfair comparisons may be acceptable in other writing types, it is not
recommended in IELTS writing task 1 as it may create confusion. Note that
any combination of these four graphs or charts is possible.
Combination #1
The line graph shows the number of people who traveled abroad in millions
between 2000 and 2015, and the pie chart represents travel destinations for
the year 2010.
Summarize the given information by reporting the main features and making
comparisons where relevant.

Explanatory sample writing

1) Introduction
The line graph compares the number of tourists traveling overseas from
2000 to 2015, and the pie chart shows the percentage of traveling to 4
different countries in the year 2010.
(Note that the line graph and the bar chart are both introduced; using
synonyms and similar words, the topic is paraphrased to avoid repetition.)
2) Overview
Overall, there was a slight increase in the number of men and women
who traveled over the period. By far, Canada and England were the
most popular countries to visit in 2010.
(The line graph’s trends are described, and the pie chart’s main features are
mentioned clearly in comparative structures.)
3) Body paragraph 1
Based on the line graph, the number of men traveling abroad accounted
for over 4 million, almost double that of women in 2000. However, these
trends had opposite directions in the next five years. Female travelers’
figure had a sharp rise to a peak of just above 4 million while it plunged
to half that of male tourists. In the following decade, men’s trend
gradually went up and recovered, unlike women’s trend, which had a
significant fall before rising to just under 3 million in 2015.
(As the line graph shows frequent fluctuations, there are various contrasting
structures. Some data has made the description clear, and various time
expressions and a switch between noun/verb phrases have helped avoid
repetition in style. Note that the paragraph is only focused on the line graph
and does not mention anything about the pie chart; this is to avoid confusion.)
4) Body paragraph 2
According to the pie chart, Canada had the highest number of travelers,
with 5.7% in 2010. In comparison, England was the second most popular
destination, with 4.2% of tourists. In contrast, China and Japan were the
least visited. The number of visits had a sharp decline to 1.6% for China.
Similarly, it dropped noticeably for Japan, which received only 0.9% of
the tourists’ overall number.
(The paragraph focuses on the pie chart using practical comparative and
superlative structures. As the pie chart is not fully detailed, I decided not to
skip any given data, but that is not mandatory if the task is fully detailed.
There is an excellent focus on specific vocabulary and phrases to describe
trends.)
Sample writing
The line graph compares the number of tourists traveling overseas from 2000
to 2015, and the pie chart shows the percentage of traveling to 4 different
countries in the year 2010.
Overall, there was a slight increase in the number of men and women who
traveled over the period. By far, Canada and England were the most popular
countries to visit in 2010.
Based on the line graph, the number of men traveling abroad accounted for
over 4 million, almost double that of women in 2000. However, these trends
had opposite directions in the next five years. Female travelers’ figure had a
sharp rise to a peak of just above 4 million while it plunged to half that of
male tourists. In the following decade, men’s trend gradually went up and
recovered, unlike women’s trend, which had a significant fall before rising to
just under 3 million in 2015.
According to the pie chart, Canada had the highest number of travelers, with
5.7% in 2010. In comparison, England was the second most popular
destination, with 4.2% of tourists. In contrast, China and Japan were the least
visited. The number of visits had a sharp decline to 1.6% for China.
Similarly, it dropped noticeably for Japan, which received only 0.9% of the
tourists’ overall number.
(214 words)
This sample writing is entitled to a high band score as it has
excellent coherence (fluency, organization of data, and
paragraphing) and cohesion (logical development of the
paragraphs and seamless use of linking devices). Specific
vocabulary and phrases are highlighted in various comparative
sentence structures flexibly and accurately. (Comparative language
and structures are underlined in this sample writing.)
Combination #2
The bar chart shows the amount of leisure time different age groups in
England had, and the line graph shows several types of pastime activities
with a projection for the future.
Summarize the information by reporting the main features and making
comparisons where relevant.

Explanatory sample writing

1) Introduction
The bar chart provides information about hours of free time that two
age groups spent in England from 2000 to 2015, while the line graph
compares different types of leisure activities over the same period with a
projection of the year 2030.
(The paragraph has introduced the bar chart and the line graph, and similar
words and synonyms have paraphrased the topic to avoid repetition.)
2) Overview
Overall, the amount of free time had a reduction for both age groups
regardless of some fluctuations. On the other hand, different types of
activities are likely to experience a rise by 2030.
(The signal word, “overall,” has initiated the paragraph; the bar chart’s main
features are compared. It also offers a prediction about the line graph.)
3) Body paragraph 1
According to the bar chart, the amount of free time fluctuated wildly for
both categories.10-15-year-olds spent over 4 hours on daily leisure
activities in 2000, while this figure noticeably declined to almost 2.5
hours for 15-25-year-olds. In contrast, the older age group was entitled
to the highest amount of free time with 4.5 hours a day in 2010 in
contrast to nearly half that of the younger age group, who experienced
another increase to 3.5 hours of free time in 2015. On the other hand, the
figure hit the trough at under 2 hours simultaneously for the older age
group.
(There is a detailed comparison between the trends provided in the bar chart.)
4) Body paragraph 2
Based on the line graph, working out accounted for a higher percentage
compared with watching TV. Just above 4% and 6% of the population
preferred watching TV and working out respectively in 2000. Both
trends dropped drastically in 2010; however, they recovered quickly.
Working out is predicted to reach a peak of around 10% by 2030. In
contrast, watching TV is likely to grow slowly to reach the same level as
in 2000.
(The trends in the line graph are precisely compared using various
comparative structures. Details and specific vocabulary and phrases are
accurately practiced. There is a smooth transition into neutral future tenses
(…is predicted to/…is likely to). Some details for 2010 are skipped, which is
quite acceptable as providing fully detailed descriptions is not highly advised
concerning time management.)
Sample writing
The bar chart provides information about hours of free time that two age
groups spent in England from 2000 to 2015, while the line graph compares
different types of leisure activities over the same period with a projection of
the year 2030.
Overall, the amount of free time had a reduction for both age groups
regardless of some fluctuations. On the other hand, different types of
activities are likely to experience a rise by 2030.
According to the bar chart, the amount of free time fluctuated wildly for both
categories.10-15-year-olds spent over 4 hours on daily leisure activities in
2000, while this figure noticeably declined to almost 2.5 hours for 15-25-
year-olds. In contrast, the older age group was entitled to the highest amount
of free time with 4.5 hours a day in 2010 in contrast to nearly half that of the
younger age group, who experienced another increase to 3.5 hours of free
time in 2015. On the other hand, the figure hit the trough at under 2 hours
simultaneously for the older age group.
Based on the line graph, working out accounted for a higher percentage
compared with watching TV. Just above 4% and 6% of the population
preferred watching TV and working out respectively in 2000. Both trends
dropped drastically in 2010; however, they recovered quickly. Working out is
predicted to reach a peak of around 10% by 2030. In contrast, watching TV is
likely to grow slowly to reach the same level as in 2000.
(248 words)
This sample writing meets all the requirements for a high band
score. It has great cohesion and coherence, a clear overview, and
ultimate accuracy. There are various sentence structures, specific
vocabulary, and detailed information to describe trends effectively.
(Specific academic vocabulary and phrases to describe trends are
underlined in this sample writing.)
Essential to note:
The six writing samples that are described in depth in this section share a few
common points, which are crucial to consider while practicing IELTS writing
task 1:

1. All writing samples include four paragraphs: introduction, overview,

two body paragraphs (Organization of the given data and
paragraphing are the two key features that help with better coherence,
resulting in ultimate clarity and a high band score.)
2. In all the above sample writings, comparison (showing similarities)
and contrast (expressing differences) are being highlighted using
different structures and phrases. Comparative structures provide these
types of writings with more fluency and make them easier to
understand.
3. In all the sample writings, specific academic vocabulary and phrases
describe trends and their changes. Keep in mind that in describing pie
charts and tables, there is an overload of numbers and figures, and it
is somewhat difficult to see the trends through them; however, it is
crucial to use specific lexis to describe trends for a high band score.
4. In all these writings, details, such as dates, numbers, and percentages
are used as much as needed. Note that it is not mandatory to use all
details; however, it is crucial to describe all the given categories,
mentioning a few details about each of them. How detailed the
writing is, depends on how detailed the task is. If the task is not fully
detailed, try to include as much detailed information as possible to
meet the word limit requirement. On the other hand, it is acceptable to
skip some pieces of information for fully-detailed tasks to keep them
to the point.

Diagrams and flowcharts

This section looks at the other two possibilities for writing task 1, diagrams
and flowcharts. These tasks usually represent how something is produced or
how something works in either a linear process, which is a series of
sequential steps leading to a production of some kind, such as the process of
making paper, or a circular process, where the first and last steps meet at
some point. An example of this is the lifecycle of an insect.
Diagrams and flowcharts resemble each other in organizing the given steps
and applying the required vocabulary, grammatical range, and structures.
However, the main difference between diagrams and flowcharts is that
diagrams are usually illustrated, so the steps involved in a process are
elaborated using pictures, while various steps of a flowchart are usually
described using short phrases or some keywords.
Paragraphs’ organization in this task is quite similar to charts and graphs
discussed in the previous section, a 150-word report in four paragraphs. The
main difference between them, however, is the range of vocabulary and
grammatical structures. In this type of writing, using “passive voice” is
highlighted. Similarly, “non-defining relative clauses” play a significant role
here as they enhance cohesion and minimize repetition. As there are no trends
or numbers involved here, there is no need to use “specific vocabulary for
trends” any longer, but it is crucial to use sequencing words or phrases to
signal the beginning of a new step in a process for better cohesion.
Organization and structure for diagrams
Just like graphs and charts, there are four paragraphs describing diagrams:
1) Introduction
In this paragraph, the task should be introduced while the given topic is
paraphrased. The best verbs to introduce diagrams are: “illustrate,”
“represent,” and “show.” For flowcharts, which come without pictures, verbs
such as “describe” or “show” are typically used. This selection has to do with
the connotation of these words. For example, the verb “illustrate” should not
introduce a line graph, a table, or a flowchart, where there are no pictures.
2) Overview
This paragraph focuses on the first and last steps of a diagram/flowchart and
the number of steps included. If there are too many steps or it is hard to know
the exact number of steps precisely, it is better to skip it and mention the
number of steps in a more general way. For instance, “in a few steps” could
substitute “in 8 steps”. There are no major features in these writings as all the
steps are equally important; this is one main difference between process
diagrams/flowcharts and graphs/charts.
3) First and second body paragraphs
Both body paragraphs mainly focus on the steps involved in the process, and
it is essential to logically organize the existing steps into two paragraphs for
better coherence. Therefore, each body paragraph should portray a clear
image of a few closely related steps using passive voice, sequencing words,
and “non-defining relative clauses” accurately. These clauses are
grammatical tools to help candidates extend sentences to meet the word limit
as it might sometimes be challenging to reach 150 words in this type of
writing, unlike charts and graphs, which are likely to exceed the number of
required words. “Non-defining relative clauses” are also valuable complex
structures in academic writing and account for a high band score regarding
grammar. They also provide better cohesion. In comparison to charts and
graphs, all the steps in a diagram or flowchart should be described, while
personal opinion, judgment, and analysis are all avoided.
Requirements for diagrams and flowcharts
1) Passive voice
As mentioned earlier, using passive voice is a critical feature in this type of
writing. The main reason for this is that in describing diagrams, the “subject”
is not focused; instead, “the product” is highlighted. Consequently, there is
little usage of “active voice” in writing diagrams in general.
As a quick review, the passive voice is formed by removing the “subject”
from the active voice, adding a “to be” verb, and changing the sentence’s
main verb to the past participle form. Revising the most common “verbs” and
their “past participle” forms could be an asset in describing diagrams.
For example

They make cars in factories. (active voice; there is a subject, “they,”

who do something.)Cars are made in factories. (passive voice, there is
no subject; the object or the agent, “cars” has replaced it; the sentence
shows that something is done rather than who does it; “to be” verb,
“are” and the past participle, “made” are put in the sentence to form
the passive structure.)
Workers manufacture wooden frames in a few steps. (active voice)
Wooden frames are manufactured in a few steps. (passive voice)
They collect paper from recycling sites. (active voice)
Paper is collected from recycling sites. (passive voice)
They are processing the raw material using special machinery. (active
voice)
The raw material is being processed using special machinery. (passive
 voice)
Note that although there are different tenses for “passive
voice,” in writing task 1, we mainly use “present simple
passive” or “present continuous passive” as a process is always
done the same way and it is not described in a specific time
frame, so other passive voice tenses are not widely required.

2) Relative clauses
Relative clauses are dependent clauses that start with a relative pronoun such
as, which, that, who, where, when, and whose to give information about the
word they describe. They are great grammatical tools that help writings in
three main ways: firstly, they are used to shorten and extend sentences as two
writing techniques used for different purposes. Secondly, they provide better
cohesion in writing. Thirdly, they are great examples of “complex
structures,” which account for a high band score in the IELTS test. They are
also admired in any type of academic writing. There are two types of relative
clauses:
“Defining relative clauses,” which provide essential information about
the noun they refer to, and they cannot be omitted from the sentence as
they are a part of it. As a punctuation rule, there are no “commas”
before and after defining relative clauses. These clauses are not
extensively used in writing diagrams and flowcharts as they mainly help
with concise writing, which may better fit writing task 2. In this type of
writing, we may need to extend sentences to meet the word limit
requirement.
For example

The pen which is on the table is mine. (The relative clause provides
essential information separating “the pen” from other pens.)
The tree that is in the middle of the garden does not grow well. (The
relative clause gives essential information about “the tree” to be
recognized in the garden among other trees.)

“Non-defining relative clauses” give additional and non-essential

information about the noun or phrase they refer to, and there are
“commas” before and after them based on punctuation rules if they are
put in the middle of an independent clause. Therefore, the whole relative
clause could be omitted from the sentence without making changes to its
meaning. In case they end the sentence, using a comma before them is
mandatory. Note that the relative pronoun “that” cannot be used in
these types of clauses.
Non-defining relative clauses are functional structures in writing
diagrams, flowcharts, and maps as they provide additional
information about something for better clarity. They also enhance
cohesion, and as they extend sentences, meeting the word limit
would not be problematic in this type of writing any longer.
For example

Paris, which is the capital city of France, is a popular tourist

attraction. (The relative clause gives additional information about the
subject, and in case it is removed from the sentence, the meaning of
the sentence would not be affected. Note that there are two commas
before and after the relative clause.)
Her mother works in an IT company, which is located in Germany.
(The relative clause gives non-essential information about a
workplace and could be omitted from the sentence without harming
the sentence structure or its meaning. There is a comma before the
relative clause separating it from the main clause.)

3) Sequencing words
Implementing sequencing words and phrases is quite necessary for describing
diagrams or flowcharts as they show a clear transition among steps to make
them easier to follow. Furthermore, they provide writings with better
cohesion.
The most common sequencing words are as follows:
To begin/first/firstly/first of all/second/secondly/then/next/after
that/following this/following that/at this
point/subsequently/before/after/thereafter/lastly/finally
These sequencing words are usually put at the beginning of a sentence,
followed by a comma. Among these words and phrases, “then” is the only
one that can be put between the two parts of a passive verb, and there is no
need to use a “comma” in this case.
For example

Firstly, the raw material is transported to the factory.

Secondly, they are processed in high-temperature ovens.
Subsequently, they are molded.
They are then transported to the warehouse. (“Then” is placed
between the two parts of the passive voice, and no commas are
required in this case.)

Linear diagrams
The following diagram shows steps in producing wine in a small winery.
Summarize the information by reporting the main steps.

Explanatory sample writing

1) Introduction
The diagram illustrates how wine is made in a small-scale winery.
(The verb “illustrate” has introduced the paragraph as it is elaborated through
pictures; synonyms have effectively paraphrased the topic.)
2) Overview
Overall, a few steps and some automated machines are involved in wine
production, starting with harvesting grapes and ending with
transporting wine bottles to the warehouse.
(The signal word, “overall,” has initiated the paragraph; the beginning and
the ending steps are mentioned leaving details out; as some stages are a
combination of a few smaller ones, the number of steps is introduced in a
general way.)
3) Body paragraph 1
First of all, grapes are harvested from the vineyard either by workers or
by special machinery. Following this step, the gathered crop is put in
containers. Next, grapes are washed, and leaves and stems are removed
from vines by hand before the grapes are crushed by a presser to
produce grape juice.
(Sequencing words are well-practiced, showing the order of the steps plus
adding cohesion to the writing. Passive voice is appropriately used.)
4) Body paragraph 2
At this point, yeast is added to the grape juice so that it is fermented. The
juice is poured in barrels, which are made of oak wood to complete the
process of fermentation. The resulting liquid is then left in barrels for
two months to be completely fermented. When the wine is ready, it is
poured into bottles, which are labeled before being shipped to the
storage unit by trucks.
(Two non-defining relative clauses have used the provided information in the
diagram helping with cohesion and meeting the word limit requirement;
passive voice and sequencing vocabulary are highlighted throughout the
paragraph. There is no personal information, judgment, or analysis.)
Sample writing
The diagram illustrates how wine is made in a small-scale winery.
Overall, a few steps and some automated machines are involved in wine
production, starting with harvesting grapes and ending with transporting wine
bottles to the warehouse.
First of all, grapes are harvested from the vineyard either by workers or by
special machinery. Following this step, the gathered crop is put in containers.
Next, grapes are washed, and leaves and stems are removed from vines by
hand before the grapes are crushed by a presser to produce grape juice.
At this point, yeast is added to the grape juice so that it is fermented. The
juice is poured in barrels, which are made of oak wood to complete the
process of fermentation. The resulting liquid is then left in barrels for two
months to be completely fermented. When the wine is ready, it is poured into
bottles, which are labeled before being shipped to the storage unit by trucks.
(159 words)
This sample writing has thoroughly addressed the task; there is an
appropriate use of the passive voice and non-defining relative
clauses producing a few complex structures. There is sufficient
paragraphing and clear organization of various steps throughout
the writing. Sequencing words and other cohesive devices entitle
this writing to a high band score. Note that there is no extra
information of any kind; the writing only reports the given steps.
(Passive voice is underlined in this sample writing.)
Circular diagrams
Sometimes diagrams show a cycle, where the beginning and the ending steps
meet at some point. The organization of these types of diagrams is the same
as the linear diagrams. There is no difference between the two types of
diagrams in terms of structure, grammatical range, or other writing aspects.
The following diagram shows the cycle of water in nature.
Write a report by summarizing the main steps.

Explanatory sample writing

1) Introduction
The diagram illustrates how water, which originates from seas and
oceans, goes through a natural cycle to produce rain and snow.
(The verb “illustrates” has introduced the task; two steps, the beginning, and
the ending, are mentioned based on the information from the diagram.)
2) Overview
Overall, the water from oceans and seas is evaporated to form clouds
before falling on the ground as rain and snow in different regions.
(The overview paragraph summarizes what mainly happens in the cycle
without giving details.)
3) First body paragraph
Based on the given diagram, the runoff water, which mainly comes from
snow-capped mountains, groundwater, and the water from seas and
oceans, is evaporated by the heat from the sun, producing water vapor.
The resulting steam is then condensed to form clouds. Following this
step, the newly formed clouds move to mountainous areas, where there is
snowfall. They are also blown to forested land, where it rains most of the
time.
(This paragraph outlines various steps in forming clouds and what happens
when there is precipitation in different areas. There is an appropriate use of
the passive voice, sequencing vocabulary, and non-defining relative clauses.)
4) Second body paragraph
As a result of precipitation in the form of either rain or snow, runoff
water flows on the ground creating rivers and water streams, which
eventually find their way to seas and oceans, where the cycle repeats
itself.
(This paragraph is mainly focused on the second part of the cycle using non-
defining relative clauses and the appropriate use of active and passive voice
for this type of writing.)
Sample writing
The diagram illustrates how water, which originates from seas and oceans,
goes through a natural cycle to produce rain and snow.
Overall, the water from oceans and seas is evaporated to form clouds before
falling on the ground as rain and snow in different regions.
Based on the given diagram, the runoff water, which mainly comes from
snow-capped mountains, groundwater, and the water from seas and oceans, is
evaporated by the heat from the sun, producing water vapor. The resulting
steam is then condensed to form clouds. Following this step, the newly
formed clouds move to mountainous areas, where there is snowfall. They are
also blown to forested land, where it rains most of the time.
As a result of precipitation in the form of either rain or snow, runoff water
flows on the ground creating rivers and water streams, which eventually find
their way to seas and oceans, where the cycle repeats itself.
(154 words)
The sample writing has a clear organization and a logical
paragraphing: an introduction, an overview, and two body
paragraphs. Passive and active voices are appropriately practiced;
sequencing words and phrases are frequently used to enhance the
writing’s cohesion and show different steps. A few “non-defining
relative clauses” are added to help meet the word limit. (“Non-
defining relative clauses” are underlined in this sample writing.)
Flowcharts
As mentioned earlier, flowcharts are quite similar to diagrams as they show
something is made in a process; however, they are not illustrated; instead, the
steps in flowcharts are described using simple words and short phrases.
The flowchart below shows how handmade soap is produced.
Summarize the information by reporting and describing the main steps.
* Lye is a chemical substance used in the production of washing products,
such as soap.
Explanatory sample writing
1) Introduction
The flowchart describes how soap is handcrafted using a few ingredients
and some tools.
(The flowchart is introduced using the best verb, “describe,” for this type of
writing; synonyms and similar words paraphrased the topic.)
2) Overview
Overall, soap is made in 8 main stages, from preparing the ingredients to
cutting it into pieces for home use.
(The signal word, “overall,” has started the paragraph; there is an overview
focusing on the number of steps, the first and the final steps.)
3) Body paragraph 1
First of all, coconut oil is weighed and melted. At this point, distilled
water, which is precisely measured, is added to the melted oil. Following
this step, some essential oil and a colorant of choice are whisked into the
other ingredients. After that, lye, which is a chemical substance used in
the production of washing products, is added before all the ingredients
are mixed using a blender.
(The first few steps, which are all focused on mixing ingredients, are
described in the passive voice; sequencing words and non-defining relative
clauses are adequately practiced. The provided definition about “lye” is used
in a non-defining relative clause to add extra information.)
4) Body paragraph 2
In the subsequent step, the mixture is heated up at 140-degree centigrade
to be melted before being poured into a mold. The mold is then covered
with a towel to keep the heat for 24 hours. Lastly, the soap, which is
removed from the mold, is cut into slices before being used for personal
consumption.
(A variety of sequencing words and a relative clause are used to ease the
description of the process and enhance cohesion; passive voice is
highlighted.)
Sample writing
The flowchart describes how soap is handcrafted using a few ingredients and
some tools.
Overall, soap is made in 8 main stages, from preparing the ingredients to
cutting it into pieces for home use.
First of all, coconut oil is weighed and melted. At this point, distilled water,
which is precisely measured, is added to the melted oil. Following this step,
some essential oil and a colorant of choice are whisked into the other
ingredients. After that, lye, which is a chemical substance used in the
production of washing products, is added before all the ingredients are mixed
using a blender.
In the subsequent step, the mixture is heated up at 140-degree centigrade to
be melted before being poured into a mold. The mold is then covered with a
towel to keep the heat for 24 hours. Lastly, soap, which is removed from the
mold, is cut into slices before being used for personal consumption.
(155 words)
The sample writing has a clear and logical paragraphing and
organization of steps (the raw ingredients and the processed
substance after being heated); it fully describes the flowchart using
passive voice, sequencing vocabulary, and complex structures
flexibly. Great cohesion, coherence, and advanced structures entitle
 this wiring to a high band score. (Sequencing words and phrases
are underlined in this sample writing.)
Essential to note:

1. All the provided samples follow the recommended 4-paragraph

structure. The given steps are all organized logically, and there is an
overview resulting in a high band score in terms of task achievement
and coherence.
2. Passive voice is highlighted in all the samples.
3. Non-defining relative clauses are appropriately used for better
cohesion and to help meet the word-limit requirement. They also
provide writings with valuable complex structures for a high band
score regarding grammar.
4. Sequencing words are sufficiently practiced enhancing cohesion and
clarifying various steps of diagrams.

Maps
Maps are the other possible questions in IELTS academic writing task 1.
There are different types of maps: sometimes, there is one map, and a
comparison between two locations on the map is required. On other
occasions, there are two or three maps of a region, where comparing changes
over a period is needed. There should be a logical and clear organization of
the given information in four paragraphs for ultimate coherence in either
case. In this type of writing, a combination of comparison and description is
preferred. As far as grammar is concerned, both passive and active voices and
non-defining relative clauses are valuable in this writing type. Moreover, the
language of location, appropriate prepositions, and vocabulary to describe
specific and general changes are significant for this category. It is pivotal to
pay attention to the given time frames for the proper use of tenses as there is
a transition from simple past tense to present simple tense or future tenses
most often.
Organization and structure for maps
1) Introduction
In this paragraph, the map is simply introduced using verbs such as
“represent,” “show,” or “illustrate.” Moreover, the given topic should be
paraphrased to avoid repetition.
2) Overview
The overview paragraph focuses on some noticeable changes between the
two maps or the only given map’s main features in a general way. For
example, it implies the map has become residential or industrial, or if the area
has significant developments of some kind.
3) Body paragraphs
These two paragraphs should be logically organized based on some general
changes, followed by detailed and specific changes. For instance, a map
could generally show how a region is modernized, while specific changes
could focus on additional features, such as introducing highways and well-
equipped healthcare facilities to the area.
Describing general changes
In describing maps, it is necessary to identify changes in general. The
following examples show how to address general changes.
For example

From 1990 to 2015, the city center witnessed significant

developments.
The town was modernized considerably over the period.
During the 20 years, the residential area was completely
transformed.
Between 1995 and 2000, the industrial area was reconstructed.
The area lost a massive portion of its greenspace due to
deforestation.

Describing specific changes

It is essential to take details into account in describing specific changes.
These changes usually happen to buildings, forests, greenspace, roads,
streets, and leisure facilities. Using appropriate language to describe these
changes is incredibly important.
For example
 Shops are removed and replaced with a department store.
The pier was reconstructed over the river.
The factory in the city center was knocked down and relocated to
southern areas.
The warehouse was demolished, and new apartments were built.
The forest was chopped down and replaced with farmland.
The trees were cut down to make way for a new railway.
The road was extended, and the bridge was expanded.
In all these examples, passive voice, which has common usage
in describing maps, is used. However, the active voice could
also be integrated.

For example

They developed a park along the river.

They have set up a golf course next to the restaurant.
They converted the cinema into a pub.

Describing locations using directions and prepositions

It is quite necessary to describe different locations using directions (north,
south, east, west, northeast, southwest, etc.) and prepositions of location
accurately for better clarity. The following sentences show how to be precise
with locations.
For example

The forest to the north of the river was cut down to make way for a
new road.
The residential area in the southwest of the city was reconstructed.
The hotel to the east of the park was converted into a shopping mall.
The restaurant beside the park was replaced by a gym.
The airport to the north of the city center was relocated to the side
of the farmland.
The river in the north of the island was redirected to the ocean.
The park is situated in the western regions.
A factory is constructed in the East.
One-map structures
The following map shows a city where two locations, A1 and A2, are
proposed to build a school.
Write a report by describing and comparing both locations.

Explanatory sample writing

1) Introduction
The map illustrates the structure of a city, where two proposals, A1 and
A2, are considered for the construction of a school.
(The map is introduced using the verb “illustrate.” Similar words and
synonyms have successfully paraphrased the topic.)
2) Overview
Overall, A1 and A2 are situated in the vicinity of the residential area and
the city center. A1 is in the southwest of the city, and A2 is placed in the
northern regions. Both locations are far from the park in the east and
the business district in the south.
(The paragraph is started with the signal word, “overall.” There are two
general statements about the two locations and their positions concerning
other regions on the map.)
3) Body paragraph 1
A1, which is roughly situated in the southwest of the city, is accessible to
the city center through a railway, which crosses a river just before it
enters the city center. This river runs through the city from north to
south. A1 is also adjacent to a housing state in the northwest; however,
there is no direct road to this area from A1. The city center is linked to a
park, which is in the eastern regions.
(The paragraph focuses on A1; there is a detailed description of the location
regarding its surrounding area. A few “non-defining relative clauses” are
used for better cohesion. Both passive and active voice are practiced;
prepositions of location precisely describe different areas.)
4) Body paragraph 2
In contrast, A2 is positioned in the north of the city beside the river.
Although it is near the housing state, there is no direct access to this
area. A2 is not linked to the city center either. However, there is a road
connecting this spot to the business district, which is located in the south
of the city.
(There are some comparative structures along with the description of the
location. Focusing on A2 makes the paragraph quite clear. The language of
location and appropriate prepositions describe different spots.)
Sample writing
The map illustrates the structure of a city, where two proposals, A1 and A2,
are considered for the construction of a school.
Overall, A1 and A2 are situated in the vicinity of the residential area and the
city center. A1 is in the southwest of the city, and A2 is placed in the
northern regions. Both locations are far from the park in the east and the
business district in the south.
A1, which is roughly situated in the southwest of the city, is accessible to the
city center through a railway, which crosses a river just before it enters the
city center. This river runs through the city from north to south. A1 is also
adjacent to a housing state in the northwest; however, there is no direct road
to this area from A1. The city center is linked to a park, which is in the
eastern regions.
In contrast, A2 is positioned in the north of the city beside the river. Although
it is near the housing state, there is no direct access to this area. A2 is not
linked to the city center either. However, there is a road connecting this spot
to the business district, which is located in the south of the city.
(208 words)
 This sample writing has a clear and logical organization and
paragraphing; it shows a flexible use of the prepositions of location
and directions. Linking devices have enhanced cohesion, while
advanced and complex structures are frequently practiced for a
high band score regarding grammar. (Directions and prepositions
of locations are underlined in this sample writing.)
Two-maps structures
The following maps depict changes that have occurred in a small village over
a period.
Summarize the information by selecting the main features and making
comparisons.

Explanatory sample writing

1) Introduction
The two maps illustrate how a village has changed from 1970 up until
now.
(The task is introduced while paraphrasing the given topic to avoid
repetition.)
2) Overview
Overall, there have been significant changes transforming the area into a
modernized region. The village is now more industrial than in the past.
(The signal word “overall” has started the paragraph; two comparative
structures show general changes. Present perfect passive and present simple
are used accurately.)
3) Body paragraph 1
In 1970, the village used to be more natural-looking with a vast forest in
southern parts, which is now partly cut down to be replaced by a park in
the southwest. The river, which runs from the mountain, used to flow
into a large lake, which is now shrunk into a pond. Moreover, the woods
would provide a natural habitat for wildlife, which is now being pushed
away due to deforestation. Another noticeable change is the campsite
around the lake, which is now limited to a day-use picnic area.
(The paragraph starts with a focus on general changes that happened to the
natural environment. There are a few “relative clauses” to provide advanced
structures. There is a smooth transition between the past and present tenses;
passive and active voices are both used flexibly.)
4) Body paragraph 2
The village now looks more urbanized. In the past, a small population
used to live on both sides of the river, which was accessible by a bridge.
However, the bridge is now removed, and houses are replaced by
apartment buildings to the river’s right side. In the northwest, the farm
is converted into factories. Moreover, the school to the south of the farm
is now transformed into a large college. The local market next to the
school is also turned into a shopping mall. The clinic to the north of the
forest is altered to a hospital. Besides, the car park between the clinic
and the market is expanded.
(A general statement focusing on detailed changes regarding urbanization has
initiated the paragraph. A wide range of structures, relative clauses are used.
Appropriate language to describe changes, passive voice, and correct tenses
are highlighted.)
Sample writing
The two maps illustrate how a village has changed from 1970 up until now.
Overall, there have been significant changes transforming the area into a
modernized region. The village is now more industrial than in the past.
In 1970, the village used to be more natural-looking with a vast forest in
southern parts, which is now partly cut down to be replaced by a park in the
south-west. The river that runs from the mountain used to flow into a large
lake, which is now shrunk into a pond. Moreover, the woods would provide a
natural habitat for wildlife, which is now being pushed away due to
deforestation. Another noticeable change is the campsite around the lake,
which is now limited to a day-use picnic area.
The village now looks more urbanized. In the past, a small population used to
live on both sides of the river, which was accessible by a bridge. However,
the bridge is now removed, and houses are replaced by apartment buildings to
the river’s right side. In the northwest, the farm is converted into factories.
Moreover, the school to the south of the farm is now transformed into a large
college. The local market next to the school is also turned into a shopping
mall. The clinic to the north of the forest is altered to a hospital. Besides, the
car park between the clinic and the market is expanded.
(235 words)
This sample writing meets all the requirements for a high band
score; there is sufficient and logical paragraphing for ultimate
coherence; advanced vocabulary and complex structures are
flexibly and accurately practiced. Non-defining relative clauses
play a significant role in creating cohesion in this writing. (Specific
language to describe changes, prepositions, and directions are
underlined in this sample writing.)
Essential to note:
In the sample writings provided in previous pages, there are some common
points to be considered for a potentially high band score while practicing
maps:

1. Both samples follow the four-paragraph structure and include a clear

overview resulting in great coherence.
2. Both descriptive and comparative structures precisely describe the
map’s main features.
3. There is a balance between active and passive voices providing the
writings with a smooth and natural tone.
4. Complex structures, particularly non-defining relative clauses, are
accurately and appropriately practiced for a high band score for
grammar.
5. Focusing on specific vocabulary, using directions, and location
prepositions have enhanced the sample writings’ clarity leading to a
high band score regarding lexical resources.