ielts 9 band essay task 1

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IELTS Band 9 Essays

Do you know the difference between an IELTS Band 6 essay and an IELTS Band 9 essay for Writing Task 2?

Most IELTS students don’t, and this is what prevents them from getting the scores they need.

What does an IELTS Band 9 Essay look like?

An IELTS Band 9 Essay is one that shows the examiner that you are an expert user of English. The official IELTS scale describes an expert user in the following way:

“The test taker has fully operational command of the language. Their use of English is appropriate, accurate and fluent, and shows complete understanding.”

In writing, this means you need to achieve a band 9 in each of the four IELTS marking criteria:

Task response

Coherence and cohesion

Lexical resource

Grammatical range and accuracy.

Here is a description of the marking criteria for an IELTS Band 9 Essay for Writing Task 2:

That’s quite complex, so I’ve simplified it for you:

Answer all parts of the question
Present relevant ideas
Fully explain these ideas
Support ideas with relevant, specific examples

Coherence and Cohesion

Organise your ideas in logical paragraphs
Include an introduction and conclusion
Use cohesive devices (also known as ‘linking words’) accurately
Don’t use too many or too few cohesive devices
Vary your cohesive devices by using synonyms
Try to vary your vocabulary, using accurate synonyms
Use less common topic-specific words that accurately convey meaning
Check your work for spelling and word formation mistakes
Use a variety of complex and simple sentences
Use a variety of appropriate structures
Check your writing for errors

If you want to know more about the marking criteria for other bands, you can download the full Writing Task 2 band descriptors here.

Watch my video below for the biggest differences between an IELTS Band 6 Essay and an IELTS Band 9 Essay.

Opinion essay

Band 9 essay sample .

To see a lesson on the question above, click here .

Discussion essay

Band 9 essay sample , problems and solutions essay , advantages and disadvantages essay .

There are two types of advantages and disadvantages questions:

Type 1 – Discuss the advantages and disadvantages.
Type 2 – Do the advantages outweigh the disadvantages?

For more information about these two types of questions, have a look at our page here .

Band 9 Essay Sample (Type 1)

Band 9 essay sample 1 (type 2) .

To see a lesson on both of the questions above, click here .

Double Question essay

Band 9 essay sample, what about task 1 what does a band 9 task 1 answer look like for ielts academic and ielts general training.

Just like for Task 2, a Band 9 Task 1 answer needs to show the examiner that the test taker is an expert user of English who can respond fully to all of the marking criteria.

For more information about how to write a Band 9 Task 1 answer, have a look at our page for Writing Task 1 .

If you’d like to see the marking criteria for IELTS Task 1, you can download a full description here .

For more about the difference between IELTS Academic and IELTS General, check out our page about IELTS preparation here or this page on the official IELTS website .

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My name is Christopher Pell and I'm the Managing Director of IELTS Advantage.

I started IELTS Advantage as a simple blog to help 16 students in my class. Several years later, I am very humbled that my VIP Course has been able to help thousands of people around the world to score a Band 7+ in their IELTS tests.

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IELTS Task 1 Band 9 – Writing sample

Ielts task 1 band 9.

Below is a sample IELTS Task 1 question and a model answer. The answer is estimated to get a Band 9 Score. Have a look at the answer first and then we can look at it in more detail.

source: IELTS Buddy

The table below shows the estimated oil capacity of six countries, in millions of barrels per day, from 1990 to 2010.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

You should spend about 20 minutes on this task.

Write at least 150 Words.

Model Answer The bar chart illustrates the estimated amount of oil produced in 6 countries between 1990 and 2010, measured in millions of barrels per day. Overall, oil production capacity tended to increase during this 20-year period. The figures for Saudi Arabia were significantly higher than in the other countries, while production was lowest in Qatar. From 1990 to 2010, there was a significant increase in oil production in Saudi Arabia. In 1990, just over 8 million barrels per day were produced and this rose steadily, reaching a peak of over 14 million barrels per day in 2010. In contrast, the smallest producer was Qatar. Despite a slight increase in 2000, production in Qatar remained relatively stable at less than 1 million barrels per day. The other countries saw a slight rise in oil production over the period. The estimated figure for Iran in 1990 was over 3 million barrels per day, compared with around 2 million barrels in the other three countries. Although production did not increase in 2000 in the UAE, the amount of oil produced peaked in 2010 in Iran at over 4 million barrels and at almost 4 million barrels in Iraq, Kuwait and the UAE. (198 words)

IELTS Task 1 Band Score 9

Task achievement: 9, coherence & cohesion: 9, lexical resources: 9, overall score: band 9, paragraph 1.

The opening paragraph has all the key information about the graph but it paraphrases the question. This is very important. Make sure you use synonyms and rephrase your answer. For example, in this case:

“shows” to “illustrates”

“oil capacity” to “amount of oil”

“from 1990 to 2010” to “between 1990 and 2010”

Paragraph 2

This paragraph gives a clear overview of the chart. The overall trend is that the capacity increased, but there is a big difference between Saudi Arabia and Qatar. This paragraph demonstrates an excellent knowledge of the required grammar and vocabulary. “Tended to increase”; “20-year period” (and not 20-year s period); “significantly higher than”.

Paragraph 3

This paragraph goes into detail about the two most significant countries: Saudi Arabia and Qatar. It follows clearly from the previous paragraph which has highlighted these two countries. All the key vocabulary to describe movement in a graph is used correctly (“significant increase”; “rose steadily”; “reaching a peak”; “remained relatively stable”). There are two sentences about Saudi Arabia and then two about Qatar, correctly using the linking phrase “in contrast”. The paragraph is very well structured and cohesive, with no grammar mistakes and an excellent range of vocabulary.

Paragraph 4

Paragraph 4 gives details about the four remaining countries. Again, all the language for describing a graph is accurate – “saw a slight rise”, “peaked in 2010”. The prepositions are also used correctly (something students often mix up) – “a rise in production”, “ in 1990”, “compared with” , “peaked in 2010 in Iran at over 4 million barrels”

This answer displays everything needed for a Band 9 answer on IELTS Task 1. The answer is clear and well-structured with a skilful use of paragraphs and links. There is a wide range of very natural vocabulary needed to describe a graph and there are no spelling mistakes. There are no grammar mistakes in the answer and there is an excellent range of complex structures.

IELTS task one marking scheme:

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IELTS Discuss both views… (Writing task 2)

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IELTS Practice Tests and Preparation Tips

Band 9 IELTS Essays

Here at ielts-practice.org we have a huge collection of band 9 IELTS essay samples. Click on the links below to read our band 9 essay samples. IELTS essay topics tend to repeat. It is, therefore, imperative that you practice writing essays on topics asked in recent IELTS exams. We are adding more essays to this page, so stay tuned.

Recent IELTS writing topics (January, February and March 2024)

Some people feel that the private lives of celebrities should not be openly shared by the media
Innovation is often driven by the pursuit of profit and economic growth
The world has many towns and cities constructed in previous centuries
Most modern families have both parents working and as a result children spend less time with their parents
Eco tourism often involves visiting remote and fragile ecosystems
Some argue that music mainly serves as a way for individuals to reduce their stress and anxiety
Some people believe that professional athletes serve as positive role models for people
In many societies there is a growing emphasis on individualism
In the future, it may be necessary for us to live on other planets
In many countries, the number of plants and animals is declining
Some people think that certain old buildings are more worth preserving than other ones
Nowadays, there is more and more competition for getting into university
In today’s digital era anyone with a smartphone can capture and share photographs
Everybody should donate a fixed amount of their income to support charity
An increase in production of consumer goods results in damaging the environment
We have witnessed that parents spend ample amount of money on children’s parties
Archeology is partly the discovery of treasures of the past
The rise of social media platforms has made it easier for people to vent their frustrations publicly
The demand for coaching services has grown significantly in the digital era
Some people think that manufacturers and shopping malls should sell fewer packaged goods
Financial education should be included as a mandatory subject in schools

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In many countries, formal exams are used to assess students ability and to judge the success of their education
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Academic Writing Task 1
Agree Or Disagree
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Band 9 Sample Answer: IELTS Writing Task 1

Posted by David S. Wills | Apr 5, 2017 | Model Essays | 2

I was helping one of my former students recently with an IELTS writing task 1 question that she found a little difficult. It concerned the populations of two countries over a fifty year period, expressed in pie charts. I decided to write my own answer to help her, and have shared it here for you.

The charts below give Information on the ages of the populations of Yemen and Italy In 2000 and projections for 2050. Summarize the information by selecting and reporting the main features, and make comparisons where relevant. You should write at least 150 words.

Sample Answer

These pie charts show population data for two countries – Yemen and Italy. On the left, the pie charts show the nations’ demographics in 2000, and on the right they show projected figures for 2050. Both countries are estimated to undergo major changes in the age of their population. In 2000, slightly over half of Yemeni people are in the youngest age group, which is less than fourteen years old. A little less than half are aged between fifteen and fifty-nine years old, and the remaining 3.6% of the population is sixty years old or more. However, it is projected that in 2050 the percentage of the population aged below fourteen years will decline while the other two groups increase. There will be only 37% of the population aged less than fourteen years, while the percentage aged fifteen to fifty-nine will grow to 57.3%. Italy will follow a similar trend. Its youth population will decline from 14.3% to 11.5% while the number of elderly people nearly doubles. However, whereas in Yemen the group of people aged fifteen to fifty-nine grew, in Italy it will be somewhat reduced from nearly two thirds to less than a half of the total population.

I have used some useful words that did not appear in the question – namely, “demographics” and “project” (verb). “Demographics” means the study of a population, which is clearly applicable to these pie charts. “Project” as a verb can mean to guess numbers in the future. For example, “sales are projected to increase next quarter.” I also used an easier word, which has a similar meaning to “project” – “estimate.” I did that simply to avoid repetition.

In my student’s essay, she used too many numbers. I have tried to approximate the figures with words – using “slightly over half” and “a little less than half” instead of exact figures. I’ve also tried to identify trends clearly and have completely avoided speculating as to why these changes occurred. REMEMBER – never add any extra information than you can see in the illustration.

About The Author

David S. Wills

David S. Wills is the author of Scientologist! William S. Burroughs and the 'Weird Cult' and the founder/editor of Beatdom literary journal. He lives and works in rural Cambodia and loves to travel. He has worked as an IELTS tutor since 2010, has completed both TEFL and CELTA courses, and has a certificate from Cambridge for Teaching Writing. David has worked in many different countries, and for several years designed a writing course for the University of Worcester. In 2018, he wrote the popular IELTS handbook, Grammar for IELTS Writing and he has since written two other books about IELTS. His other IELTS website is called IELTS Teaching.

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Thank you for this post, David!

Is it correct to write “In 2000, slightly over half of Yemeni people WERE in the youngest age group” instead of “In 2000, slightly over half of Yemeni people ARE in the youngest age group” as the year was in the past?

You can do either. Of course, 2000 is in the past, and so you can talk about events then in the past simple. However, for IELTS writing task 1, you are looking at a piece of paper with information on it. This information is sort of frozen in time, so you can refer to it in the present simple as I did throughout the essay. However, consistency is important. Don’t attempt both of these techniques in one essay.

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IELTS Line Graph Model (Band Score 9)

This model line graph for IELTS is estimated at band score 9. The model answer below is for IELTS writing task 1 academic paper. Use this sample writing as a template for structure, key features and language for any IELTS line graph. There are also some tips given below to guide you and help you understand how to describe this type of graph.

IELTS Line Graph Sample Task

The graph below shows the consumption of 3 spreads from 1981 to 2007. Source: Graph above not created by IELTS Liz. Source unknown. IELTS Line Graph Answer The line graph illustrates the amount of three kinds of spreads (margarine, low fat and reduced spreads and butter) which were consumed over 26 years from 1981 to 2007. Units are measured in grams. Overall, the consumption of margarine and butter decreased over the period given, while for low fat and reduced spreads, it rose. At the start of the period, butter was the most popular spread, which was replaced by margarine from 1991 to 2001, and following that low fat and reduced spreads became the most widely used spread in the final years. With regards to the amount of butter used, it began at around 140 grams and then peaked at 160 grams in 1986 before falling dramatically to about 50 grams in the last year. Likewise, approximately 90 grams of margarine was eaten in the first year after which the figure fluctuated slightly and dropped to a low of 40 grams in 2007. On the other hand, the consumption of low fats and reduced spreads only started in 1996 at about 10 grams. This figure, which reached a high of just over 80 grams 5 years later, fell slightly in the final years to approximately 70 grams in 2007.

Tips for Line Graphs

Paraphrase the line graph information for your introduction.
Add axis information to your introduction if needed, such as categories.
Put main trends and any other key features in an overall statement. The overview is the most important statement in your writing task 1.
Make sure each body paragraph sentence has numbers and dates to support it. This is vital. Ensure all data is accurate.
Use a range of linking words. Try not to repeat them.
Aim for around 180 words for writing task 1.

Recommended Tutorials

Bar Chart Model: Band Score 9
Line Graph Vocabulary
The 4 main complex sentences for a line graph: Video Tutorial
All writing task 1 lessons and tips

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IELTS Academic Book 15. Test 2 Miss Liz or any ILETS candidate. Please share your advice on my piece of writing on task 1, I would humbly appreciate it. Thank you!

The line graph illustrates the proportion of visitors, who visited a specific Caribbean island over 7 years from 2010 and 2017. The numbers are measured in millions.

Overall, the total number of visitors fluctuated throughout the period given, while the number of visitors staying on cruise ships who started from the lowest number in the first year showed a minor decline after two years before going up to the second highest number. There was a steady growth in the number of visitors who stayed on cruise ships.

With regards to the figure of people staying on cruise ships, it began at around 0.3 millions of visitors in 2010 and grew steadily to 0.5 millions people after one before falling down to the same number in 2012, however throughout the coming years the number climbed considerably to the second highest of approximately 2 millions visitors in the final year.

Total number of visitors over the years went up marginally. It started with 1 million visitors which was the highest compared to other visitors, who reached at the highest peak of around 3.5 millions 7 years later. In contrast, the number of people staying on island accounted for an unstable increase, there were about 0.3 million of people who stayed on island in the first year, and this remained constant till 2012. The figure grew up slightly to a peak of 1.5 million visitors in 2015 before dropping to around 1.5 million in 2016 and grew again to the same number in the final year.

I don’t usually give feedback, but I will came a few comments: 1) your introduction is very limited. There are only three lines in this line graph and you didn’t introduce them. You should be introducing the key information that helps the reader understand what the line graph is presenting. In this case, it is visitors to a Caribean island who stayed on cruise ships, those who stayed on the island itself and the total number of visitors overall. 2) your overview statement contains inaccurate information. Nearly all lines in a line graph will fluctuate in some way – only a straight line doesn’t fluctuate. But in this graph, the fluctuation of the total number of visitors was insignificant. The key feature was that the total number of visitors increased considerably over the period given. Not being able to focus on key features for the overview will lower your score. 3) Your overview gives information about the visitors who stayed on cruise ships, but nothing about those who stayed on the island. Why? The overview contains ALL key features. While both visitors on cruise ships and those on the island increased over the period, cruise ships were less popular at the start of the period compared with staying on the island, but this trend reversed by the end of period. You really need to practice spotting key features and report them clearly. You also need to know what to compare and what not to compare. You don’t compare the total number of visitors with visitors on a cruise ship. The total number of visitors is separate and doesn’t need comparing. But you can compare visitors who chose to stay on a cruise ship with those who chose to stay on the island. Most line graphs don’t have much comparisons, but you can put this one in the overview.

I won’t make more comments on the body paragraphs because you can see what you need to focus on. Usually, when someone writes a good overview, the body paragraphs follow a similar logic.

For anyone else wanting feedback, please note that I don’t provide a marking service or feedback service at present. Any writing you post on my website will not usually get feedback. So, when I do give feedback to someone, it is actually for the benefit of everyone who reads the comments. All the best, Liz

Hi Liz,my name is Shamilah, iam from Kenya,I wish to start my IELTS academic from 13th this month,and I would wish to be part of your classes na training too,iam beginning my journey for the USA, kindly add me to your group for the beginners so that I can be able to learn, thank you so much.

When your English is at the level you want to get the band score you want, you will start learning about IELTS, practicing tests and materials, and developing skills. There is no such thing as a beginners IELTS course. IELTS is IELTS. This website contains over 300 pages of test information, practice lessons, tips, topics, model answers etc – all for free. It is your task to use these free resources to prepare for the test when you are confident in your level of English.

You are a great person

The line graph depicts the amount of consumption of three types of spreads over a period of 26 years, beginning from 1981. Units are measured in grams. The amount of butter consumed was higher than another kind of spread till 1991. By 2007, the consumption of all of the spreads had reduced among the population. In 1981, almost 140 grams of butter was eaten compared to 90 grams of margarine. By 1991, the amount of butter and margarine consumed had become the same. However, after 1991, butter consumption saw a steady decline but margarine remained stable till 1996. The consumption of butter has seen a dramatic decline since 1981, reducing to about 50 grams in 2007. By contrast, the popularity of reduced and low fat spreads increased steeply, reaching a peak of about 80 grams in 2001. Margarine usage remained relatively stable throughout the given time period, seeing a sharp decline only after the year 2001.

Hello Liz. I have a question about writing task one. Recently, I have seen some band nine sample answers from a particular site, and the have some strange words. Here is the whole sentence – “The line graph delineates the fluctuations in average monthly temperatures across three prominent cities: Paris, Dubai, and Sydney, over the course of a year, with the temperatures expressed in degrees Celsius.” Can I use the word “delineates” in WT1?

I can’t comment on other websites. Do you know the author? Did the author complete the IELTS examiner training? Are you happy with their teaching qualifications and general experience? Such language is used to impress the examiner according to some teachers. It doesn’t impress them. It is not about creative writing or fancy language. A report is a simple factual report on data given. Use the word “illustrates” or “shows” or “gives information about”. Always aim for accuracy and appropriacy, even up to band 9.

The chart illustrates the amount of three types of spreads (margarine, low fat & reduced spreads, and butter) which were consumed from 1981 to 2007. Units are measured in grams.

Overall, the three spreads are on a downward trajectory. As of 2007, the consumption of all the spreads are below 80 grams. Initially, butter was the most popular spread consumed in 1981 and it remained as the top choice until 1991, when its consumption fell to 100gr, which was at the same level of consumption as margarine. From that point onwards, the popularity of margarine took over the butter market and the butter fell off.

Butter consumption started off strong at 140 gram in 1981 and then rose to its peak at 160gr in 1986 before sharply declined to 1991. Afterwards, butter consumption kept declining to about 50gr in 2007. Correspondingly, the consumption of margarine also started strong at 90gr in 1981 and slightly fluctuated after the first year before dropping to 40gr in the final year.

In contrast, the consumption of low fat and reduced spreads in its first year was only at 10gr. However, the number skyrocketed to a little over 80gr in just 5 years but the consumption fell of to around 70gr in 2007.

I don’t usually make comments, but I will say – please be more careful with the overview. The overview is the most important part of your task 1 report. It does not contain any details of how much in different years. It contains only the main trends. Please read the model answer above as a guide, otherwise you will get a low score. Also check your use of vocabulary, we don’t use words such as “fell off” or “took over” or “started strong”. You can find useful vocabulary for line graphs on the main page for writing task 1 on this website.

The line graph illustrates the fluctuation in the average prices of staple foods – bread, milk, cereal, chicken wings, and marmalade – in the UK over 25 years from 1993.

Overall, the prices of all staples increased during the given period. Cereal stood out as the most significant expense, experiencing a massive surge after a few fluctuations. In contrast, the initially lowest-priced staple, milk, witnessed numerous climbs and eventually secured a position among the top three highest.

The trend in cereal prices began at around $1.5, fluctuated with an uptrend reaching $2.3 in 1998, followed by a downtrend stabilizing at under $2. Subsequently, there was a dramatic climb to nearly $3 in 2018. Similarly, chicken wings, initially priced at approximately $1.2, underwent fluctuations before reaching almost $2.3 in the final year after the price of cereal.

Conversely, the initially lowest-priced staple, milk, started at $0.2 in 1993, gradually rose until 2003 then experienced fluctuations that surpassed the price of chicken wings in 2013, and dramatically increased to $2 in the final year. Bread’s price, starting at nearly $0.3, considerably rose to $1.2 in 2018. Marmalade’s price fluctuated from $0.5 in the first year to just $1 in the final year.

I would like to improve my clarity, cohesion, and consistency in expression. if possible, please help to review and give me some feedback for this line graph writing, thank you so much

Absolutely good essay

hi , of course it’s the most useful task 1 essay , I’ve ever read so far , Thank you so much Liz🤝 much appreciated

The depicted graph elucidates the amount of intake of three different kinds of spreads (margarine, low fat, and reduced spread) that were consumed during 26 years from 1981 to 2007. The measuring unit is the gram. Overall, the consumption of butter and margarine fell over the years, and the amount of low-fat and reduced spread rose. At the start, butter was the most consumable spread but was replaced by margarine from 1991 to 2001. Afterthat, low fat and reduced spread were widely used throughout the remaining period. In 1981, the intake of butter was about 140 grams, and after a period of time around 5 years it rose to around 160 grams. Afterthat, it fell dramatically to around 70 grams in 1996. At last, it ended the journey in 2007 at about 50 grams. Whereas, the margarine consumption started at around 90 grams in 1981. While fluctuation it maintained the position until 2001. Afterthat, it holds a position below 40 grams at the end of the period given. Whereas, the low-fat and reduced-spread consumption started from the year 1996 and in just 4 years it holds the position above the remaining two spreads at around 85 grams. By maintaining its rank it ended the journey at around 70 grams in 2007.

The line graph illustrates the amount of consumed margarine, low fat & reduced spreads, and butter between 1981 and 2007 in grams. Overall, the amount of butter and margarine showed a downward trend over the given period whilst low fat & reduced spreads experienced an upward trend despite its late entrance to the market. When the line graph is examined in detail, the amount of consumed butter was just over 140 gr in 1981. In the following five years, it peaked at 160 gr and then significantly decreased by 100 gr. Subsequently, it slightly fell to 50 gr. A similar trend was seen including a fluctuation in margarine which was eaten at approximately 90 gr at the beginning then modestly declined to 80 gr and recovered quickly to 100 gr in a decade in which the butter had the same amount in 1991. Till 1996, the figure levelled off and then dropped gently to the same amount as in 1986. Afterwards, it was almost halved at the end of the given time frame. The use of low fat & reduced spreads started in 1996 at almost 10 gr. It reached a peak of 80 gr in which margarine had the same amount in 2001. In the following five years, it gently dropped by approximately 10 gr.

Hi Liz, could you please mark my answer.

The line graph indicates how the number of three spreads which was consumed over a 26-year period, starting in 1981. Overall, it can be seen that three spreads consumed where Margarine and Butter reduced whereas Low fat & reduced spreads escalated. Furthermore, consumption of Low fat & reduced spreads was consistently higher over the period. Looking at the chart in more detail it is evident that the amount of butter was used, it began at around 140 Grams(gm) in 1981. By 2007, it had decreased to approximately 65 gm, which was the greatest drop of all the categories. Similarly, the consumption of Margarine was around 90 gm in 1981. After that it was slightly increased in 1991 and remained constant to 1996, it fell to around 40 gm in 2007, respectively. Turning to the remaining amount of consumption of low fat & reduced spread in beginning almost it was 10 gm in 1996. This number climbed to 85 gm in 2001, which has taken only 5 years. However, in 2007 it reduced approximately 70 gm.

Very nice 👍

The above given line graph depicts the utilisation of margarine, low fat and reduced spreads and butter spreads between 1981 to 2007.

Overall, the consumption of margarine, low fat and reduced spreads and butter has declined throughout a twenty six years period. Utilisation of margarine over the years shows significant fluctuations while butter shows a general decline and low fat and reduced spread consumption shows a drastic increment with a steady downturn. During the beginning of the period consumption of butter had been the highest and utility of low fat and reduced spread was the lowest while in contrary during the end of the period low fat and reduced spread consumption had been consumed enormously out of all and margarine consumption had hit rock bottom.

In 1981 approximately 140 g of butter had been consumed which illustrates a gradual downward trend in the years 1986 to 1991 and the consumption load drops down to 100g. During the entire period from 1986 to 2007 the consumption of butter depicts a negative gradient showing a gradual drop in the utility reaching almost 40g of consumption amount by 2007. While on the other hand, the consumption of margarine in 1981 was almost 90g which dropped down to 80g during 1986. Then it attained a gradual resurgence to 100g surpassing the consumption amount of butter and reached a constant plateau from 1991 to 1996. Then the amount gradually dropped down in the next consecutive years and reached 40g by 2007.

While the consumption of margarine was less than 20g during 1996 and the amount skyrocketed making the utility congruent to the amount of margarine consumption during 2001 and eventually dropping down with a steady amount to approximately 60g by 2007.

Thank you so much Liz. I have learned a lot on your website and I did well in my exam. Thanks again from the bottom of my heart.

Glad to hear you did well 🙂 Wishing you all the best for your future 🙂

thank you Liz.I have learned a lot on your website.

The information regarding the amount of three different spreads in terms of grams (margarine, low-fat and reduced-fat spreads, and butter) consumed between 1981 and 2007 is shown in the line graph. Overall, it is clear that the consumption of low-fat and reduced-fat spreads and butter experienced both decline and rise, while margarine’s rate fluctuated over the period given. Interestingly, the number of consumers of margarine and low-fat and reduced-fat spreads was equal at the end of the final third of the whole time frame.

From 1981 to 1986, there was a rise of nearly 20 grams, from 140 to 160 grams, in butter consumption. Low-fat and reduced-fat spreads’ average usage, however, reached a peak of 85 grams in 2001. Although both numbers initially showed an upward trend, they then began to fall steadily.

Between 1981 and 1996, the quantity of margarine production faced many fluctuations. By 1996, its rate had dropped constantly from 85 to 40 grams. Margarine and “low-fat and reduced-fat spreads” were used equally in 2001 in terms of product consumption.

This line graph illustrates the amount of consumption of 3 spreads (margarine, low fat and reduced spreads and buffer) in 26 years from 1981 to 2007. The unit are measured in grams.

Overall, the consumption of margarine and buffer decreased over the period given, while for low fat and reduced spreads, it rose. The popular spread was butter between 1981 and 1991 ,and which was replaced by margarine until 2001, and followed by low fat and reduced spreads in the last year in 2007. Butter began at about 140 and rose slightly to reach a peak of approximately 160 in 1986, after which it fell dramatically at almost 50 in the end of the period. Likewise, margarine was about 90 in the first year and it experienced a fluctuation from 1986 to 2001 before declined steadily to exactly 40 in the last year.

On the other hand, for the amounts of low fat and reduced spreads was started at almost 10 in 1996 and climbed sharply to just over 80 in 2001, after which it decreased to about 70 in the end of the period.

The line graph illustrates the usage of three kinds of spreads(butter, low fat and reduced spread and margarine) from 1981 to 2007.The units are measured in grams. Overall, the consumption of margarine and butter was reduced over the following period while for low fat and reduced spread it rose, before falling. Butter was increased upto 160g in 1960 and the decreased below 50 gram in the final year. The consumption of low fat and butter was very low, below 20 gram, in 1996 then increased upto 80 gram in 2001.

In the beginning, the consumption of butter was 140 gram then it gradually increased to 160 gram in 1986. After that it fell dramatically to 60 gram, between 1986 and 2001, and hit a low of 50 gram in 2007. With regards to the amount of low fat and reduced spreads, it’s consumption started from 10gram in 2001 then rose dramatically and reached above 81 gram in 2007 before fell down to 70 gram at the end of the period. On the other hand, the consumption of butter was started from 90 gram and decreased to 80 gram at the start of period. After that, it went up to 100 gram and then remain same until the year 1996 before hit the low of 40 gram in 2007.

The line graph below illustrates the amount of various spreads consumed (margarine, low fat and reduced spreads, butter) from 1981 to 2007. Overall, it can be seen that there were considerable downwards trend in the consumption of both butter and margarine, with the exception of low fat and reduced spreads. It is also clear that Butter was the most common product in 1981, but in 2007 Low fat and reduced spreads registered the highest figure. Starting at about 140 grams units in 1981, the consumption of Butter gradually reached a peak of 160 grams in 1986, at which point this figure started to drop dramatically to only 50 grams. Likewise, the figure for margarine witnessed the same pattern in which their consumption rose from 1986 to 1996 before declining to just 40 grams at the end of the period. Moving on, in 1996, although the comsumption of Low fat and reduced spreads appered later than others 15 years and was the lowest point at that time; however, this figure shot up swiftly hitting a peak of over 80 grams and finally remained the highest amount comsumed in 2007.

The line chart illustrates the amount of three different types of spreads (margarine, lowfat & reduced spreads and butter) that were consumed, over a period of three decades, from 1981 to 2007. Overall, it can be clearly seen that while the butter consumption began with a higher value rather than the two items, it hit a low by the end of the given period. Low fat & reduced type did not appear in the consumption map till 1991. Butter consumption stood at slightly over 140 grames at the beginning of the period before rising gradually to reach a peak of almost 160 gms and then decreased steadily to reach its minimum value of about 50 gms in 2007. Whereas there was a major difference between margarine and butter consumption at the start of the given period, this difference decreased dramatically to become less than 20 gms in 2007. Margarine consumption fluctuated around 90 gms from 1981 till 2001 after it fell smoothly to approximately 70 gms in 2007. 1991 witnessed the appearance of Low fat & reduced spread type with a value of about 10 gms. This figure, which increased gradually to its peak of about 80 gms in 2001, experienced a slight decline to about 70 gms in the last year.

The line graph demonstrates how three kinds of spreads (margarine, low-fat & reduced spreads and butter) were consumed between 1981 and 2007. Units are measured in grams. Overall, the amount of consumed spread witnessed (experienced) a downward trend with a plunge in using margarine and butter than the others over the period given. At the beginning of the period, there was only two spreads including margarine and butter used, with the consumption of butter was roughly 140 grams which was almost 50 grams higher than margarine. From 1981 to 1996, while the consumption of butter increased steadily and then reached a peak of around 160 grams in 1986 before decreasing dramatically to around 70 grams in 1996, the amount of consumed margarine dipped between 1986 and 1991 and remained flat until 1996. From 1996 to 2007, the low-fat & reduced spreads was used for the first time in the start of the period and then increased rapidly to hit a high of around 85 grams in 2001 before dropping to 40 grams in the final year. Likewise, both of the consumption of margarine and butter witnessed a downward trend in this period. There was a steady fall and followed by a sharp decrease in the consumption of margarine. Similarly, the butter declined modestly from around 70 grams in 1996 to about 50 grams in 2007. In addition to that, the low-fat became more popular at the end of period from 1981 to 2007.

The line graph consumed three spreads (margarine, low fat& reduced spreads, and butter) from 1981 to 2007. Overall, the consumption of margarine and butter reduced in almost all years. In contrast, low fat and reduced spreads had the lowest amount in the whole chart, but it rapidly increased in six years. In the last years, we also saw some reduction in it. However, in the beginning, the butter had the highest ratio (up to 160 grams) in 1996. with time, we could see dramatical fall in the whole years. At the same time, margarine had fluctuated ratio in 1 decade. After that, it remained the same for six years and had fallen proportion in remained years. Moreover, low-fat &reduced spreads had the lowest amount in the graph but dramatically increased (1996 8 grams but reached 80grams in only six years). It also had slightly dropped 70 grams.

The line graph illustrates the amount of consumption of three different types of spreads (margarine, lowfat and reduced spreads and butter) from the period between 1981 to 2007. Units are measured in grams.

Overall, the consumption of margarine and butter showed a downward trend over the whole period, while the lowfat and reduced spreads consumption rose dramatically from 1996 to 2007. At the early stage of the period, the butter spreads dominated, whereas the contribution for lowfat and reduced spreads peakeda t the end of the period.

The butter spreads showed a dramatic increase from 140 to 160 grams in 1986 and declined sharply to50 grams at last in 2007. Similarly, the margarine eaten by consumers fall to 40 grams in 2007 which fluctuated before 2001 that is started from the beginning at 90 grams.

However, The whole period of 26 years had shown a significant change for lowfat and reduced spreads from 1996 to 2007. The consumption rate of that stood at a peak above 80 grams which started from 10 grams and later declined to 70 grams in 2007. But the rate of consumption remained at the top among all three spreads at the end of the period.

The Graph illustrates the intake of different type of spreads (margarine, butter and low fat & reduced spread) between the years 1981 to 2007. Units are measured in grams Overall, the butter and margarine consumption has drastically decreased over a period of time. Low-fat & reduced spreads shows an upward trend in the years 1996 to 2001 and accounted to be the highest consumed spread in the year 2007. The spread consumption was reduced in 26 years. In the year 1981, butter was used by around 140% which rose to around 160 % in the year 1986 before falling to 50% in the last year. Whereas the margarine started around 90% and there was slight reduction in margarine consumption the year 1986 which eventually increased to 100% in the years 1991 to 1996 before showing downward trend and accounted to be least consumed spreads in the year 2007 On the other hand, Low fat & reduced spreads came into the picture in the year 1996 with 10% which drastically kept growing to 80% in the year 2001 and 75% use low fat & reduced spreads in the year 2007.

The below graphs illustrate the expenditure of Margarine, Low fat & reduced spreads and Butter into different six years (1981 to 2007). Overal, most of people spent Butter which is increased from up to 160 gr at he other hand Margarine drawdown into 80 gr while the people firstly never use Low fat& reduced spreads till to 1990. From the green graph inferred spending Butter after peak point drastically declined less then 60 gr in 2007 and also the blue graph shown , the people started eating Margarine in 1981 and a little bit decreased to 80 gr and contrast to increase up to 100 gr and steable to 1996. When the people consuming Low fat & reduced spread using margarine declined and raised using butter at the peak of 82 gr

The line graph sheds light on the consumption trend of 3 spreads categories (margarine in blue line, low fat & reduced spreads in red line, butter in green line) from year 1981 to year2007. Unit is measured in grams.

Overall, butter had the most total consumption over these 26 years which kept a higher consumption amount until margarine, its substitute, reached the same consumption level. Comparatively, low fat and reduced spreads appeared with its dramatic increase among 3 categories in spite of an inched downward afterward.

In 1986, the consumption on butter (160gram) is twice higher than margarine (80grams). However, the situation had changed since 1991. Although margarine made a platform from 1991 to 1996 by having the same number at 100grams, the difference between these 2 items was bigger and bigger.

In 1996, low fat and reduced spreads started being consumed and made a dramatic increase from less than 20grams to 80grams. Indeed, it is a critical year for margarine which was the main category from 1991 to 2001, but dropped further to 40grams, the least number in 2007.

The graph shows the consumption of Margarine, low fat and reduced spreads and butter during the years 1981 to 2007 showing different behaviors, units are measured in Grams.

Overall, Butter and low fat and reduced spreads had the bigger changes during these years from these 3 spreads, butter dropped from 160 grams in 1986 to about 45 grams in 2007 and fat increased the consumption from 1996 with 10 grams approximately to about 82 grams in 2001. However, this behavior was different from that year since it started to reduced gradually. In terms of Margarine, the ingest of this spread has been affected by fluctuation, this conduct is different from the other products. Initially, from 1981 to 1986 it is reduced, and then, in 1991 it was increased until 100 grams, this behavior continued to 1996 when began to drop to 2001 and from this point, the same conduct is showed until 2007.

The line chart illustrates the changes in using 3 types of fats between 1981 to 2007. As we can see, there are not any tracks of low fat & reduced spreads up to 1996 and that time it stood at around 10 grams but significantly increased and reached a peak of more than 80 grams in 2001. It was confronted to slight decline and reached to 70 grams approximately. Butter was most favorite fat in 1981. The rate of popularity was just more than 140 grams and continued climbing at the end of 1986. It was sharply slipped back to 70 grams stage between 1986 and 1996. Eventually, the consumption of butter plunged to less than 60 grams during 11 years from 1996 to 2007. Margarine was started from 90 grams in 1981 but plummeted to 80 grams just in 5 years. The next round was the opposite and this fat could rocket to 100 grams in the next 5 years. It leveled off at this score between 1991 and 1996. From 1996 a smooth falling was started and it came back to just more than 80 grams in 2001. Margarine was dramatically declined to 40 grams in 6 years from 2001 to 2007.

The graph illustrates the usage pattern of three types of spreads for a period of 26 years from 1981 to 2007. The units are shown in gms. Overall, the consumption of butter decreased given time while that of fat & reduced spreads followed the opposite trend.

The line graph Describes the consumption of 3 spreads between 1981 to 2007.

Overall, the diagram shows that consumption rates of Butter and Margaring experienced a decrease through out the time period. However, The consumption rates of Low fat & reduced Spreads experienced growth and Steadiness. All 3 spreads experienced many fluctuions.

In 1981 the consumption rate of Butter was about 140 grams. In one year, it rose to approximately 160 grams. After that, it decline subceeding margarine in 1991 and low fat & reduced Spreads in 2001 and reached to about 50 grams in 2007. The consumption rate of M was about 70 grams in 1981, it experienced a fall in 1985 which was about 80 grams. It experienced a growth of 20grams in 1991 exceeding the consumption rate of butter. It was steady till 1996 and after that, it declined subceeding low fat & spread n 2001. At the end of the period, it was about 4 grams, lowest among the all three.

The consumption rate of low-fat and reduced spreads was out 15 grams in 1996. It rocketed in 2001 approximately 81 grams exceeding both Butter and M. It experienced a slight downtrend till 2007 and at the end of the period, the consumption rates of low fat and Spreading was about 70 grams, which was highest amongst the other rates.

Note : Please let me know if there are any Modifications. Thank you.

The line graph illustrates how three different spreads were consumed by consumers from 1981 to 2007. Units are in grams Overall Butter and Margarine were initially eaten by the public but as the time elapsed, they lost their worth and new substitute known by the name low fat and reduced spreads has taken over their places In 1981 Butter was having a consumption rate of 140 grams which reach its peak to 160 grams in 1986, then it fell drastically to a level of 50 grams in 2007. While on the other hand Margarine was eaten around 90 g at the start, fluctuations in its usage were regularly there, but then it fell significantly to 40 g at the end of the period Low fat and reduced spreads their usage by residents began from 1996 at 10 g, then escalated to its highest point 80 g in 2001. Then in 2007 it shown a slight drop in its consumption level 50 g

The line graph illustrates the amount of three types of spreads (margarine, butter, and low fat and reduced spreads) consumed by people within 27 years from 1981 to 2007 measured in grams. Overall, Butter once was the most consumed spread but fell drastically over years while low-fat spreads became the most popular spread in the last year.

In terms of butter, the consumption rate started from about 140 grams in 1981 and peaked at nearly 160 grams in 1986, but dropped drastically over years until around 50 grams in the last year. Margarine was consumed around 90 grams in the initial year, fell and rose in slight numbers over periods, but eventually fell to 40 grams in 2007.

On the other hand, low fat and reduced spreads were first introduced in 1996 with the consumption rate was only below 20 grams. Then it became popular in the next five years where it rose dramatically to about 80 grams. However, in the latest year, people consumed less of this type of spread by around 70 grams.

Hello Liz, needed to confirm little something –

This was my try at writing the body 1 paragraph:

In 1981, butter consumed was slightly over 140g, while margarine was only approximately around 90g. The amount of consumption of butter rose to its peak nearly in the middle of the year 1986, which was almost 160g, the highest ever hit by any spread during the complete period. However, from there, there was only constant fall in its consumption. Margarine on the other hand, had quiet stability in its trend of consumption, since it only varied between 40g to 100g, also because it hit a plateau at 100g for considerably long period of time from around beginning of 1991 to near end of 1996.

I used Grammarly, it showed me many suggestions on missing “a” and “the”. No matter how much I try, I tend to skip them and it seems completely normal to me.

Do you think my marks will be deducted for the missing articles based on the paragraph I shared above? Are there not sufficient articles in it? Please let me know if possible! Thanks very much for your website, Liz 🙂

PLEASE EVALUATE. Many thanks in advance. The graph shows the usage of three different kinds of spreads (Margarine, butter, low fat and saturated spreads) over the span of 26 years from 1981 to 2007. Overall, the usage of margarine and butter reduced over the period of time as compared to low fat and reduced spread, whose consumption increased. At the starting year, butter being the widely used spread its consumption rose from about 140 grams to just below 160 grams in the time of five years (1981 to 1986) after that it dips to around 50 grams in the final year. Likewise, margarine was the second most used spread after butter, its usage was approximately 90 grams in the first year thereafter the figure fluctuated a little and then finally get down to 40 grams in the last year.

On the other hand, low fat and reduced spreads even being the latecomer in the market but its consumption rose considerably from approximately 10 grams in 1996 to just above 80 grams in 2001 after drops slightly about 70 grams at the end of the period.

If there is anyone who can check and tell me where I stand by reading graph’s discription. I would be thankful.

The given line graph illustrates the utilisation three kinds of spreads (Matgarine, Low fat reduced spreads and butter) over the period of 26 years(1981 to 2007). The units are measured in grams.

Overall, it can be seen that the consumption of low fat and reduced spreads saw upward trend in last year while butter and margarine had reverse pattern during the same time. Initially, butter was consumed at the highest rate but later this was overcome by low fat and reduced spreads.

At the start of the period, the butter was used abundantly that was recorded nearly 140 grams which was peeked to around 160 grams and then dramatically reduced to approximately 50 grams in 2007. Similarly, between 1981 and 2007 Margrine’s consumption fluctuated between 90 grams to 40 grams.

On the other hand, low fat and reduced spreads started consuming during the period about 1996, although it was consumed in negligible amount that means near about 10 grams that quantity rose drastically and reached to 90 grams approximately and thereafter there was a little drop in 2007 but the consumption was still the highest (around 70 grams) that was noticed as the largest utilisation among the three.

The given line graph illustrates the information about the amount of three different kinds of spreads (Margarine, Low fat & reduced spreads, Butter) which were consumed between 1981 and 2007. Units are measured in grams.

Overall, it can be seen that the consumption of Butter and Low fat & reduced spreads saw an upward trend, while that of Margarine had a reverse pattern. It is noticeably that The largest consumption was on Butter in 1981, but in 2007 Low fat & reduced spreads’ consumption was most preferred.

Butter ranked first among the 3 surveyed kinds of spreads in the first year of the period. In the year 1986, the number of Butter consumed reached the highest point of around 160 grams. Thereafter, it dipped dramatically and hit the lowest point of about 50 grams in the final year.

In 1981, Margarine was the second most spread with around 90 grams. Over 5 years later, there was a gradual decline in the amount of Margarine by 10 grams. However, It increased moderately at 100 grams and leveled off until 1996. After that, the figure of Margarine fell considerably and hit a low of 40 grams in 2007. About Low fat & reduced spreads’ data, starting nearly 10 grams in 1996, it went up rapidly and caught up with Margarine in 2001. After this, there was a minimal decrease in the amount of Low fat & reduced spreads, yet, it was the most well-noted in the final year.

The line graph depicts a change in consumption of three spreads, Margarine, Butter, and Low fat and reduced spreads. The comparison is over the course of 26 years, from 1981 to 2007. At first glance, it is observed that the consumption of butter and margarine declined over the period, whereas low fat and reduced spreads had increased consumption during the time frame. Consumption of utter was the highest in the year 1981, which is slightly above 140grams, it then went on to peak at 160grams in the next five years before plummeting to 50grams at the end of the period. In 1981, Margarine was consumed at 90grams and by 1996 it overtook butter as the most popular spread consumed. Eventually, Margarine ended as the least popular spread at about 40grams in 2007. Low fat and reduced spreads were first consumed in 1996, starting at 10grams and rapidly increasing above 80grams falling slightly down to 70grams in the final year. In summary, the consumption of low fat and reduced spreads instantly became a popular choice among the other two spreads. Whereas, Butter and Margarine consumption decreased over the period.

The linear graph showcases the amount of margarine,butter and low fat and reduced spread consumed in grams between1981 to 2007.

By and large, while the butter and margarine showed erratic patterns on their demands over the years surveyed, the free-fat and reduced spreads were dramatically increasing in the span of 11 years.

There were multifolds of notable changes on the demand of margarine and butter , one of this was, while the use of margarine sharply inclined by 20 grams the consumption of butter recorded slightly dip from 90grams to 80 grams. Another recognizable changes was the butter made a tremendous slumped that reached well within 60%, leveling off with margarine on 1991. On the other hand, while margarine stabilized at 100grams for half decade,the butter experienced further drop to 70grams . For 11 years left, both demands forementioned above recorded their lowest how much which reached 40 grams .

Meanwhile,although free-fat and reduced spreads started it popularity on 1996, the inflated demand of its skyrocketed by 8 folds and slightly reduced by 10 grams as the year ends.

Can someone read my answer and score it. Thanks in advance. Need a reference of where I am standing right now for giving IELTS.

The given graph illustrates three different type of spreads (margarine, Lowfat and reduced spreads, and butter) consumed in years 1981 to 2007. Overall, the use of margarine and butter spreads decreased between the above mentioned years while the consumption of Lowfat & reduced spread increased placing it in the first place in the year 2007, although people started to use this type up until the year 1996. Initially, the consumption of butter started from just above 140 grams in the year 1981, increasing this count to just below 160 in 1986, after this, the number started to decrease over the period until 2007, where it ended up at around 50 grams. Around 85 grams of butter spread was consumed in the year 1981 which varied significantly over the period and ended up 40 grams for the year 2007. The lowfat and reduced spread was not introduced up until the year1996 when the consumption was marked at around 10 grams from here the number started to increase drastically ending the record at around 65 grams in the year 2007.

Hi harshit,

Comments: 1. Low fat are two separate words 2. At one place you wrote (, and) whereas in the other you didn’t. (, and is the right way to address it) 3. Between the above isn’t the right sentence; rephrase it 4. In the paragraph that starts with initially, you don’t have to emphasize too much on years 5. Do not repeat the words in a sentence (eg: just above, just below) 6. No comma after “after this” 7. Space needed in the last paragraph between year and 1996 8. The last sentence is too lengthy and incorrect grammatically. Advise you to rephrase it

Hope this helps! 🙂

The line graph depicts the intake of three different spreads(butter, margarine and low fat & reduced spreads) in grams over two and a half decades from 1981 to 2007. At the outset, it is evident that both margarine and butter consumption have declined over the said period, with the butter experiencing a steep fall.The popularity of butter was replaced by margarine in the 90’s, which then gave way for low fat & reduced foods in the later years (2001). The butter consumption reached an all time high in 1986 to as high as 160gms from the initial 140gms in 2001. However, this hike was followed by a rapid and a consistent downfall to 50gms in 2007. Although margarine followed the same course, it fluctuated initially to reach a maximum of 100gms in 1991 and remained stable over the next five years.Thereafter, it gradual dipped to 40gms by 2007 . Conversely, the intake of low fat & reduced foods began at a meagre 10 gms in 1996. Figures peaked by 2001 over 80 grams with a marginal decrease afterwards.

IELTS-5 Writing Task-1

The line graph illustrates the trend of old people (≥65years) living in Japan, Sweden and USA over a century starting from 1940. Overall, it is evident that initially USA had the highest number of people aging 60 and above, followed by Sweden and then Japan. Supposedly, in 2040 Japan will come on the top. It can be seen that Japan had the least percentage of old people (5%), which were lower than Sweden and USA. It decreased further over the next two decades until 1980. After that the percentage started to rise gradually and reached 10. The following year experienced a sharp jump from 10 to 25%, thus Japan overtaking Sweden and USA after 2020. On the other hand, Sweden and USA saw a similar trend of increasing percentage of people aged 65 and above. There were many fluctuations with Sweden surpassing USA just before 2000, finally reaching at 25% in 2040. Meanwhile USA stood just below Sweden.

Hi Liz, can i please get a review on this? The graph illustrates the consumption of 3 spreads (margarine, low fat and reduced spreads and butter) between 1981 and 2007. Overall, the consumption of margarine and butter seemed to have reduced over the years while the consumption of low fat and reduced spreads increased. In 1981, butter was the most famous spread used by consumers, followed by margarine, while low fat spreads weren’t even introduced yet. This value changes over the years and in 2007, low fat and reduced spreads became the most famous spreads used by people. The consumption of butter has decreased over the years, starting at just above 140 grams in 1981, reaching a peak of 160 grams in 1986, but then having a great fall to reach a low of about 50 grams in 2007. On the other hand, margarine consumption started at about 90 grams in 1981, this value stays almost steady, although with a few fluctuations, until 2001 when there was a significant drop in its consumption to about 40 grams. Low fat and reduced spreads were introduced in 1996 starting at just about 5 grams i 1996, and rising to over 80 grams in 2001, these were in great favour of the public. This value drops to about 50 grams in 2007, but they were still the most used of all 3 spreads that year.

Hi Liz, thank you for all the good work you are doing and the amount and quality of material you provide. 🙂 Just a quick question, although it may have been answered before. I’m taking a computer-based test and I was wondering about the structure of the paragraphs in the written tasks. I know that there should not be any gaps in the beginning of the paragraphs or on the left side of the text, but what about the right side? Should I choose it to be the same or do you think this will affect in any way the presentation of my essay? Thank you in advance :))

As you see, I write my model answers on a laptop. Follow the way I present paragraphs 🙂

The line graph illustrates the usage of Magarine, Low fat and reduced spreads and butter over the period of continuous twenty six years starting from 1981. Overall, consumption of Magarine and Butter decreased while use of Low fat and reduced spreads has increased. In 1986 Butter was able to marked the highest consumption over the considered period which was 160 grams in number. It has decreased dramatically by the rest of the period. Although, within first five years, consumption of the Magarine has fall down its usage was increased at two-fold rate within next five years. From 1991 to 1996 it was stable and then its demand was lowered very sharply and by the end of the period it was the lowest consumed spread. Low fat and reduced spreads seemed had a high demand over first five years, starting from 1996 and was able reached to the level of Magarine which was at the top at that time. After 2001 people interest to it too has fell down as same as other two and was 70grams in 2007, marking it as the top most consumed spread at the end period. (Report ends.) 192 words

Is this work suit for get band score 7.0 ?

The consumption in grams of three different spreads namely: margarine, low fat and reduced spreads, and butter for 26 years is illustrated in the line graph. Although the utilization of the spread, specifically the butter was greatly used from 1981 to 1900 reaching up to nearly 160 grams, its consumption never been the same after 1990. The consumptions since after the said year have continuously dropped until 2007. Similarly, the used of low fat and reduces spreads hiked up in the year 2001 reaching just over 80 grams and slightly yet consistently decreased over time. On the other hand, the utilization of margarine has a different trend, it started with over 95 grams in the starting years then had a slight decreased by 1986, then it gradually increases up to 100 grams and stayed with same measure over 6 years from 1991 until 1996, from that year little by little the consumption rate dropped to 40 grams in the year 2007.

Hi Liz I want to ask that if we start our introduction writing ‘a glance at the line graph or given is line graph illustrating smth’ , does it bring higher score? What about using inversion in overview, body part? Thanks in advance

No, it doesn’t help your score at all. Using “AT a glance” is actually completely inappropriate considering you are supposed to analyse and not glance at the chart. Just stick to the standard language for report writing. Task 1 is formulaic and can be easily learned.

Does the overview have to start with ‘Overall’ ?

The examiner is looking for appropriate and logical linking words – this is the most logical and most appropriate way to start an overview. Why would you not want to use it?

I had gone through many ieltes coaching websites but yours is the best .I am starting to learn using this.Thank u so much

I’m glad my site is helping you 🙂

Dear Liz,I am your big fan Your explanation and sentences are excellent and you are my master I love you

I’m glad my website is useful for you 🙂

Hi Liz In all your sample writing tasks the first sentence says illustrates. can we use elucidates or exhibits instead of illustrates?

Why do you want to change the word? You only need to write one report in the test. IELTS usually use “gives information about” and you paraphrase as “illustrates” – nothing more is needed. Don’t give yourself extra work for no reason when you prepare for IELTS. There are many more important aspects to learn and prepare for.

I agree , what i understand after following the way you explain the things (which is amazing) , we need to learn the basic about representing the information. going for extra attractive words can make the things more complicated

The graph also has a minor error in that it should say “Low- & reduced-fat spreads,” and not, “Lowfat & reduced spreads,” since “lowfat” is not recognized by any dictionary as a single word and “reduced spreads” is really more of a concept than a thing that actually exists and whose consumption can be measured. I’d like to get to the bottom of who this “unknown source” is. Just (mostly) kidding. My mom’s an editor and I can’t help myself. More importantly, I love this site! It’s a huge help with those of my students who are prepping for the IELTS. Thanks, Liz!

Thanks for your input, Todd. The problem here is that this is all about IELTS. You can’t alter the category titles given on a graph. You can adapt capital letters to make sentences grammatically correct, but you can’t alter the category headings. Just as you can’t alter data because it doesn’t make logical sense (which has happened in an IELTS graph before – you’d be surprised at what has turned up in IELTS tests). So, for this, candidates must stick with what has been given in the graph and work with it. About the source, there are many IELTS graphs floating around online without a known source of origin – this is one of them. It provides a useful lesson for candidates to see how to tackle a line graph report. Glad you like the site and that it’s helping your students 🙂

Your the best teacher

Thanks Liz. You are a great teacher. Bless you.

Hi, Liz! I am grateful to ensure myself with your materials, posts, suggestions and etc. My question is related to calculation. 1. Units are/were measured in grams…? Are or were? Which one is correct? Since, nowadays, such index maybe be measured in another type of calculation. The line graph is given in the past simple. Thanks in advance for your explanation.

How the units are measured is always in the present because it refers to what you see rather than the data given in the past. It will always be “Units are measured in …”. However, you only use this if you haven’t already given the units in the previous statement. For example, “The graph illustrates the proportion of …” – this already shows the units are in percentage so you don’t need to repeat it.

Hi, Liz! I am grateful to ensure myself with your tips, materials, posts and etc. My question is concerning overview point and the sentence related to calculation. 1. Can I start mine overview like this “Overall, a glance at the graph reveals that…””” 2. The line graph or bar chart is given in thepast simple, for instance in 2000. Under this circumstance, how should I say “”the statistics were/are measured in smth”””” which one is best option were or are?

“a glance at the graph” is not recommended to use. Firstly it seems as though you are trying to push unnecessary language into your report, which is supposed to be a highly focused report. Secondly, your task is not to glance but to analyse. Always try to avoid using words that are not necessary – it won’t help your score in IELTS.

Thank you so much! I will follow your advice.

hi! Liz hope you doing good i just wanna ask that i have given IELTS test 3 times and still not getting good bands in reading and writing i have worked so hard but i m loosing hope for getting good bands and i don’t know my mistakes so what should i do PLEASE REPLY!

Firstly, review your understand of the techniques and requirements of IELTS higher band scores. Unless you understand what the examiner is looking for and what influences your score to go up or down, you won’t improve. You can use my free tips and model essays on this page: https://ieltsliz.com/ielts-writing-task-2/ . I also offer Advanced Writing Task 2 Lessons which are very detailed and are aimed to help people push their scores higher by explaining step by step how to create a high band score essay: https://elizabethferguson.podia.com/

Hi Liz, Pls give me a reply. For a graph with no dates we use present tense. But if it’s a survey report with no dates??? The survey is done already, then is it past tense or present tense?

I’m totally confused, i don’t have any tutor to ask. Pls give me a reply and thank you in advance

If there is any mention that the data in the table, graph, map, chart etc is in the past, you use past tense. If there is no indication, you use the present tense. IELTS is not a trick test. Just apply logic and common sense in all situations. English grammar rules are not different because it is IELTS.

Hi Liz why you have not compared the figures through body paragraphs?

Because it is not necessary to do so with a line graph. A comparison can be given in the overview. This is similar to diagrams – they frequently do not contain comparisons. You only compare where necessary.

Thank You Ma, your website have been of great help to me. Pls Ma how should i construct the paragraph when writing. Should i leave a full line and start a new paragraph or should i go to the next line then give a few space before writing.

Your aim is to make it easy for the examiner to see your paragraphs. There are no fixed rules on how to do that. Leaving an empty line between paragraphs is the most effective way.

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IELTS Academic Writing Task 1 Samples

Prepare for the IELTS Academic Test by using this collection of IELTS Academic Writing Task 1 practice samples. This collection is a great way to gain insight and practice for the exam.

the charts below show what uk graduate and postgraduate students who did not go into full-time work did after leaving college in 2008. summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The pie charts show the results of a survey in which undergraduates and postgraduates were asked about the range of books and non-printed materials in their school library. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

The charts show the Australian school leavers did immediately after leaving secondary school.

The chart shows requests for information at a tourist office in the United Kingdom from January to June.

This bar chart represents the water use given in percentage in a number of different regions in 1995.

The table below shows the consumption of three basic foods (wheat, maize, rice) by people in four different countries.

The graphs' below show basic information about employment among people with and without disabilities in a certain country. Summarize the information by selecting and reporting the main information and making comparisons.

The first chart below gives information about the money spent by British parents on their children's sprots between 2008 and 2014 and the second one shows the number of children who paticipated in three sports in Britain over the same period.

The graph below shows UK air pollutants in millions of tons, from three diﬀerent sources, between 1990 and 2005.

The chart¹ below shows information about wages for health care professionals in four different countries.

The chart below shows information about wages for healthcare professionals in four different countries.

The pie charts below show the most common advantages and disadvantages of Bowen Island, according to a survey of visitors.

The graphs below show the total percentage of films released and the total percentage of ticket sales in 1996 and 2006 in a country. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

The graph below provides information on the number of students from the US, UK and Australia who studied in other countries between 2002 and 2007.

The maps below show changes in the Spanish city of Castellon in recent times.

The maps below show changes in the Spanish city of Castellon in recent times. https://writing9.com/_next/image?url=https%3A%2F%2Fimages.writing9.com%2Fe19743b1d92f50278b046184cf56eb68.png&w=640&q=75

The table gives information about five types of vehicles registered in Australia in 2010, 2012 and 2014.

The table below shows the percentage of mobile phone owners using various mobile phone features.

the chart below shows global sale of the top five mobile phone brands between 2009 and 2013.

The table below shows local catches and imports of fresh fish into Perth, Australia for the years 2004 - 2014. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. You should write at least 150 words.

The bar chart below describes some changes in the percentage of people who were born in Australia and who were born outside Australia living in urban, rural and towns between 1995 and 2010. Summarise the information by selecting and reporting the main features and make comparisons where relevant.

You should spend about 20 minutes on this task. The line graph shows the information average number of visitors entering a museum in summer and winter in 2003. Write a report for a university lecturer describing the information shown below. You should write at least 150 words.

the following chart shows the adults of different ages of the UK who use the internet everyday.

The charts below show that percentage of their daily intake of various nutrients the average person in the USA consumes in each meal and in snacks. These nutrients may be unhealthy if eaten too much. Summarie the information by selecting and reporting the main features, and make comparisons where relevant.

The pie charts below show the sources for UK tax revenue for last year and the total UK government spending for last year.

he graph below gives information about the percentage of the population in four Asian countries living in cities from 1970 to 2020, with predictions for 2030 and 2040. Summarise the information by selecting and reporting the main features

The line graph illustrates the population of three counties, Columbia, Yamhill and Washington state of Oregon which increased over 60 years, between 1940 and 2000. Washington has the highest population of three counties in 60 years

The pie charts below show the comparison of different kinds of energy production in a country in two years.

the graph below gives information about the percentage of the population in four Asian countries living in cities from 1970 to 2020, with predictions for 2030 and 2040. Summarise the information by selecting and reporting the main features

The table below shows the percentage of the population and the types of houses they live in 3 areas of a city. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

The chart below gives some of the most reported issues among people living in UK cities in 2008 (%).

The diagram below shows how instant noodles are manufactured

The line graph illustrates the average number of UK worker traveling by three different transport from 1970 to 2030.

The bar graph shows the global sales (in billions of dollars) of different types of digital games between 2000 and 2006.

The table and charts below give information on the police budget for 2017 and 2018 in one area of Britain. The table shows where the money came from and the charts show how it was distributed. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The chart below shows the value of one country's export in various categories during 2015 and 2016. The table shows the percentage change in each category of exports in 2016 compared with 2015.

The table below illustrates weekly consumption by age group of dairy products in a European country

The diagram below shows how rain water is collected and then treated to be used as drinking water in an Australian town.

The line graph below shows the average monthly change in the prices of three metals during 2014. Summarise the information by selecting and reporting the main features, and make comparisons where relevan.

The diagram below shows how rain water is collected and then treated to be used as drinking water in an Australian town

The table shows forested land in million of hectares in different parts of the world. Summarise the information by selecting and reporting main features, and make comparisons where relevant.

The two pie charts below show the online shopping sales for retail sectors in Canada in 2005 and 2010. Summerise the information by selecting and reporting the main features, and make comparisons where relevant.

The diagrams below show three methods by which three companies choose to recruit new employees. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

The chart below shows how frequently people in the USA ate in fast food restaurants between 2003 and 2013. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The diagram below shows the floor plan of a public library 20 years ago and how it looks now. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The map below shows the village of Stokeford in 1930 and in 2010.

The maps below show an industrial area in the town of Norbiton, and planned future development of the site. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The graph below shows the reasons why businesses use socil media and the size of the businesses. Summarise the information by selecting and reporting main features

The charts below show what percentage of their daily intake of various nutrients the average person in the USA consumes in each male and snacks. These nutrients may be unhealthy if it and too much. Summarise the information by selecting and reporting the main features and make comparisons where relevant.

The diagram below show the stages and equipment used in the cement-making process, and how cement is used to produce concrete for building purposes. Summarise the information by selecting and reporting the main features.

The chart below shows the number of trips made by children in one country in 1990 and 2010 to travel to and from school using different modes of transport. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The table below shows how patients evaluated differnet services at three health centres.

The bar chart compares female unemployment rates in the four countries of the UK in 2013 and 2014.

The charts below give information about travel to and from the UK from 1979 to 1999, and the bar graph shows the most popular countries for UK residents to visit

The diagrams below give information on transport and car use in Edmonton.

The graph below gives information about the percentage of the population in four Asian countries living in cities from 1970 to 2020, with predictions for 2030 and 2040. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The chart below shows participation of Australian children in certain sport activities outside of school hours. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The table below shows how young people in Tokyo , Japan, listened to music over the previous month. the pei chart shows a record company international finding about whethwe people preferred live or recorded music. Summerize the information by selecting and reporting the main features, and make comparisons where relavant.

You should spend about 20 minutes on this task. The line graph shows Paris Metro station passengers. Summarise the information by selecting and report in the main features, and make comparisons where relevant. Write at least 150 words.

The chart below shows the results of a survey about people’s coffee ad tea buying and drinking habits in five Australian cities. Summarize the information by selecting and reporting the main features, and make comparison where relevant.

the graph below show information about the hotel staff from 1975 to 2010

The graph below shows the quantities of goods transported in the UK between 1974 and 2002 by four different modes of transport.

The table below shows the amount of waste production (in millions of tons) in six different countries over a twenty-year period.

the charts show information about the percentage of men and women age 60-64 who were eployed in four countries in 1970 ad 2000

The table gives information about consumer spending on different items in five different countries in 2002.

The chart and table below give information about tourists at a particular holiday resort in Australia.

The table below gives information about consumer spending on different items in five different countries in 2002.

The line graph and table show the average monthly temperatures and annual hours of sunshine in three major cities.

The pie chart represents the source of fish import to Canada and the table shows the total value in Billions of Dollars.

The bar chart below give information about five countries spending habits of shopping on consumer goods in 2012. Summarise the information by selecting and reporting the main features, and make comparisons where relevant."

The chart below gives information on the percentage of British people giving money to charity by age range for the years 1990 and 2010. Summarise the information by selecting and reporting the main features and make comparisons where relevant.

The diagram belows show the production of olive oil.

The given pie charts illustrate the amount of journal articles read by all students, PhD students , and junior lecturers per week at an Australian university. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The bar chart below shows estimated world illiteracy rates by region and by gender for the last year. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The chart below gives information about how families in one country spent their weekly income in 1968 and in 2018.

The graph below gives information from a 2008 report about consumption of energy in the USA since 1980 with projections until 2030.

The diagrams below show the stages and equipment used in the cement- making process, and how cement is used to produce concrete for building purposes.

The diagram shows the process for labelling shellfish for the international market. Summarize the information by selecting and reporting the main features.

The chart below shows how fish canning is done.

The chart shows the percentage of women and men in one Asian country who passed when they took their driving test between 1980 and 2010. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The graph below gives information about the percentage of the population in four Asian countries living in cities from 1970 to 2020, with predictions for 2030 and 2040.

the chart below shows the number of houesholds in the us by thier annual income in 2007 , 2011 and 2015

The table below gives information about the underground railway systems in six cities. Summarise the information by selecting and reporting the main features and make comparisons where relevant.

The given bar chart illustrates the ratio of household who lived in owned and rented accommodation in England and Wales from 1918 to 2011.

The chart below gives information about car ownership in the UK from 1975 to 2005. (percentage)

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How to Get Band 9 in IELTS in Writing Task 1? An Ultimate Guide for Preparation

How to get band 9 in IELTS writing task 1? Many aspirants have this doubt in their minds but they don’t have the right plan. We are here discussing how to score band 9 in the IELTS writing task one and essay. Here we will provide a complete guide about the preparation, exam pattern and how to solve the questions in writing task 1. So, let’s begin!

IELTS Writing Task 1

IELTS writing task one constitutes thirty third of the full total of IELTS writing. The best example of that IELTS writing task one is estimated square criterion – Task performance, vocabulary, grammatical preciseness, coherence and cohesion. Whereas the IELTS writing task one deals with infographic-related questions, the IELTS general writing task one has a section of letter writing.

Each IELTS academic and general writing task has one rightful criterion marked on a record of zero – nine. For IELTS writing task one, aspirants ought to compose a summary on the analysis of chart, bar graph, line graph or chart.

The main purpose of the IELTS writing task 1 is to survey the understanding and logical skills of the aspirants who train up to check abroad. Now, institutes abroad have a substantial way of teaching that isn’t cliche. The examiners expect the aspirants to clearly analyse graphs, tables, diagrams, bars, flow charts, etc

Also Read: What is Linking Words? How to Use Linking Words in IELTS?

IELTS General Writing Task 1

How to Get Band 9 in IELTS in General Writing Task 1?

#Recognize the kind of letter you are being expected to compose – Formal, Semi-formal & Informal.

#Recognise the objective of the letter

#Open and finish off the letter correctly. Do this on the kind and objective of the letter

#Commence the letter suitably

#Learn and adopt characteristic written words.

#Spell normally used phrases correctly

#Segregate your letter into passages.

The letter has four paragraphs

-Introduction

-Problem / Situation

-Outcome / Solution

-Conclusion

# Use precise writing

#Compose at least 150 words

#Comprise all three bulleted facts

#Complete it in time

#Examine category letters but don’t get by heart them

#Comprehend the scoring norms.

Also Read: What Sort of Vocabulary should be Used for IELTS? Six Techniques to Improve Your IELTS Writing Vocabulary Easily

Types of Letters and How to Write Them?

Also Read: IELTS Writing Task 1 Academic Topics 2021: A Complete Guide to Writing Preparation

IELTS Academic Writing Task 1

How to get band 9 in ielts in academic writing task 1.

#Read the title

You are required to halt and concentrate on the formulation of the headline to make certain that you will note the evidence accurately and in the exact decree. Occasionally, exam takers hurry into composing only to comprehend that they had misunderstood the title.

#Decide what are the central captions that you want to compose roughly or summarize in that diagram, table or any distinct visual that you are associating, inferring, observing.

#Give yourself assertions why those are the extensively significant ones and assist them with digits from the visual.

#Aim to specify categories of data, results, minimums, maxima, and structures.

#Plan your paragraphing, make a degree of keeping an introduction, and at least two body passages.

#Write an enormous introduction.

#The first, initial passage should be only one statement. Here, memorize the WHAT-WHERE-WHEN logic, the opening should say WHAT the diagram illustrates, as reasonably as WHERE and WHEN the evidence is put.

#In the beginning you can also compose your statement, just in case you don’t have time near the stop.

Types of Illustrations for Academic Task 1

Here are some examples of how you have open and close your writing.

Also Read: IELTS Writing Task 1 Academic Topics 2021: Get Yourself into Practice Mode

IELTS Writing Task 1: Quick Tips

#Understand how the test is marked.

#Paraphrase the question.

#Write the overview.

#Support the main features.

#Check your work.

Hopefully, this article provided you with everything that you need to get a score because scoring a band 9 is a tough job and you should first be familiar with the test pattern and then the quick tips should be kept in mind while you are going for the examination because these tips are necessary and should be followed in sequence. If further any doubts please feel free to comment down in the comments section below.

Also Read: How to Write Flow Chart IELTS Writing Task 1? Things to Know about Task 1 Flow Chart

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Amiksha is a budding Content Writer. A young writer who has written over 250 poems and quotes and also an author of a famous Wattpad novel named “Ma and the Magical Kingdom” and always sets her goals high with her determination like the sky. Her mother is her inspiration and her family is her biggest support. She has her interest in writing, reading novels and craft. She has developed her hardworking and disciplined persona from her mother. She is very out going and loves travelling, trekking and hiking. She believes in the quote “Creativity lies in actions not experience

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How Do You Score in IELTS Academic Writing Task 1 Band 9?

Hand grading ielts academic writing task 1 band 9 essay with red marker - image by Magoosh

If you’re taking the IELTS, it’s likely that you want to get a top score on both writing tasks. So just what does it take to move up in writing band descriptors and get IELTS Writing Task 1 Academic band 9? In other words, how do you get a perfect score in the graph writing task?

Overall, your IELTS Writing band scores are determined using an official rubric , marking your tasks from 0 (lowest) to 9 (highest) in four categories: Task Achievement; Coherence and Cohesion; Lexical Resource; and Grammatical Range and Accuracy. In this post, I’ll take a close look at each one and how to build your skills in each area. This, in turn, will lead you to a higher band score. So here it is: what you need to get a top score on Task 1!

Task achievement, grammatical range and accuracy, lexical resource, coherence and cohesion, example ielts academic writing task 1 band 9 essay, final takeaways for ielts academic writing task 1 band 9, ielts academic writing task 1 scoring categories.

As you study for IELTS Writing Task 1, your goal should be to focus on making improvements that will have a significant impact on your score. To accomplish this, it helps to understand the four scoring categories for Academic Task 1 (graph writing).

Here are the resources that can help you maximize your IELTS Academic Writing Task 1 band 9 essay score in each of the categories!

This is a measurement of how well you fulfilled the basic requirements of the task, based on the instructions. In other words: are you doing what’s being asked, completely?

According to the official rubric, the criteria for Band 9 in this area are:

Get a higher IELTS score? Start your online IELTS prep today with Magoosh.

Fully satisfies all the requirements of the task
Clearly presents a fully developed response

Curious how to do this? Check out the IELTS Writing Task 1:Paragraph Structure post to see our recommended template!

This is a measurement of your ability to use a wide range of grammatical structures without making a lot of grammatical errors. If you have enough time (a few months or more) before you take the IELTS, consider taking an English class or investing in a good grammar book for self-study. I often recommend this grammar book to intermediate and advanced students. It offers clear grammar explanations and contains many practice exercises.

Just how important is this? Very! In fact, the only criteria for an IELTS Academic Writing Task 1 Band 9 essay score in this category is:

Uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as ‘slips’

Click here for our full guide to grammmatical range and accuracy for IELTS Writing Task 1.

This is your ability to use a wide range of vocabulary correctly (without errors) and appropriately (in the proper context) in your written responses. It should go without saying that studying vocabulary regularly will help you improve most in this area. Magoosh has (free!) IELTS vocabulary flashcards to get you started. You should try to learn 15-20 new words each day!

This will help you meet the IELTS official criterion for this category:

Uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as ‘slips’

What does this mean? Glad you asked! We have a full article on lexical resource for IELTS Academic Writing Task 1 .

Beyond reading that full guide learning new words, however, there are a few additional steps you can take to improve your “Lexical Resource” score.

First, check out Magoosh’s video guide to IELTS Task 1 for tips!

This a measurement of your ability to present ideas logically and clearly. In other words, the IELTS wants to see that your ideas make sense in the order you present them and that they work together in a logical way. One of the best things you can do to improve your “Coherence and Cohesion” score is to master useful transition words.

Here’s how the IELTS rubric describes the criteria for a Band 9 score in this area:

Uses cohesion in such a way that it attracts no attention
Skilfully manages paragraphing

To learn more about how to skillfully manage your paragraphs, check out our blog post all about coherence and cohesion for IELTS Academic Writing Task 1 .

Now that you’ve looked out for all this advice, check out Magoosh’s model band 9 essay . This essay comes with an answer explanation that explains how the writing meets IELTS Academic Writing Task 1 Band 9 standards.

For other model band 9 essays, check out:

IELTS Academic Writing Task 1: Process Diagram with Model Answer
IELTS Academic Writing Task 1: Map With Model Answer
IELTS Academic Writing Task 1: Bar Chart with Model Answer
IELTS Academic Writing Task 1: Pie Chart with Model Answer
IELTS Academic Writing Task 1: Comparing two Graphics with Model Answer

Approaching the graph writing task can feel overwhelming at first. Luckily, though, the IELTS rubric is really clear about what it takes to get an IELTS Writing Task 1 academic band 9 score!

By staying on topic, developing your grammar skills, using a broad and precise vocabulary, and building coherence and cohesion, you’ll boost your IETLS Task 1 (graph writing) band score—and your English skills as well. And once you’ve mastered this task, don’t forget the biog picture: getting a top score ont he exam as a whole. To get started on that larger goal, check out our podcast episode “ What is a Good IELTS Band Score “? And from there you can go even bigger, and check out our complete guide to every aspect of IELTS Writing .

Eliot Friesen-Meyers is the Senior Curriculum Manager for Magoosh IELTS and TOEFL. He attended Goshen College (B.A.), New York University (M.A.), and Harvard University (M.T.S.), gaining experience and skills in curriculum development, ESOL instruction, online teaching and learning, and IELTS and TOEFL test prep education. Eliot’s teaching career started with Literacy Americorps in Pittsburgh, Pennsylvania, and later, taught ESL programs at Northeastern University, University of California-Irvine, and Harold Washington College. Eliot was also a speaker at the 2019 TESOL International Conference . With over 10 years of experience, he understands the challenges students face and loves helping them overcome those challenges. Come join Eliot on Youtube , Facebook , and Instagram . Recent blog posts Complete Guide to IELTS Writing Task 1 Complete Guide to IELTS Writing Task 2

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A Step-by-Step Guide to Band 9 in IELTS General Writing Task 1 (with a Sample Answer)

Today I’ve prepared for you a Band 9 sample answer to an IELTS General Training Writing Task 1 topic. I’ll take you through the sample answer step by step and show you what you should do to meet each requirement examiners use to assess your answers. Ready?

Here’s our topic:

A friend has written to you asking your advice about whether to spend a year before starting university travelling or to work for the year.

Write back to your friend. In your email

say why he or she wouldn’t enjoy travelling
explain why getting a job is a good idea
suggest types of jobs he or she could do

Remember that Task 1 is worth one-third of the total Band Score. That’s why you should spend no more than 20 minutes on Task 1.

Now, we’ll look in detail at the main features and see how they match the Task 1 descriptors in the four areas tested: Task Achievement, Coherence and Cohesion, Lexical Resource, and Grammatical Range and Accuracy.

Task Achievement

The tone is consistent and appropriate (Band 7 and up)

An important aspect in Task Achievement is the tone. It’s mentioned in Band 7 and assumed for Bands 8 and 9 as something that is “consistent and appropriate”. What it refers to is the level of formality and the language we use to show those levels.

You can see the different levels of formality in this example:

Letter to a bank manager

How’s everything at the bank?

Take care of yourself.

I am writing in reply to your letter dated October 15 in which you requested some information concerning...

Letter to a friend

How’s everything at home?

I am writing in reply to your letter dated October 15 in which you asked me for advice concerning your gap year.

Cover all requirements of the task sufficiently
Present, highlight and illustrate bullet points clearly and appropriately

Another key requirement is to cover all three bullet points. According to the Task 1 IELTS Band Descriptors, a Band 8 requires that you “cover all requirements of the task sufficiently” and that means that you “present, highlight and illustrate bullet points clearly and appropriately”.

Now let’s check each paragraph, and analyse how this letter scores on Task Achievement.

Paragraph 1

Dear Monica,

It was great to hear from you and congratulations on your brilliant exam results! I’m sure you can’t wait to start university, but you’ve asked for my thoughts on what you should do over the next twelve months and I honestly believe getting a job is the answer.

Paragraph 1 opens by making it clear that this is a reply to a letter and states what the writer’s opinion is with regard to the two options. It’s a great way to open the letter because it paraphrases the task details (the friend asking for advice) and also has a friendly tone typical of personal letters ( great to hear from you; congratulations on your brilliant exam results ).

In other words, in the first paragraph, we have a friendly tone, we have a context and we have started to tackle the three bullet points.

Paragraph 2

Say why he or she wouldn’t enjoy travelling

Although travelling seems such an attractive option, I’m convinced that you wouldn’t enjoy it. You’ve never been the type of person who liked going without home comforts so I can’t imagine you sleeping in cheap student hostels. Remember that time we went camping and you were miserable all week!

Paragraph 2 follows with an explanation as to why travelling for a year is not the best option, exactly as stated in the first bullet point. The tone is friendly and sincere. It gives an impression of a friend using first-hand knowledge to support her point of view by mentioning “ not the type of person who likes going without home comforts ” .

Adding an example of that time you went camping is a good touch. Examiners like to see examples to back up the main points.

Paragraph 3

Explain why getting a job is a good idea

On the other hand, working abroad for a year would give you invaluable first-hand insight into another culture as well as the chance to improve your fluency and, as you want to study modern languages, the experience could be really worthwhile. Not only that, you’ll be making lots of new friends.

Paragraph 3 justifies the job option and that is done through the fact that the friend wants to study languages at university so it’s quite easy to show how a year working abroad would be a great preparation for such studies. The tone is neither overly formal or informal because it is the most serious part of the letter where she is trying to convince her friend that the job option is the best.

Paragraph 4

Suggest types of jobs he or she could do

If I were you, I’d start looking at schools either in France or Spain that want assistant teachers. You won't need any previous experience and I’m sure it’d be very rewarding. An alternative might be working as an au pair, you know, living with a family and probably taking care of their young children though that has its pros and cons as you can imagine.

In the fourth paragraph, two job options are suggested together with reasons for taking them. Again, it’s a fairly neutral tone starting off with a classic conditional form of offering advice ( If I were you, I’d … ).

How does the letter end?

Of course, it’s up to you but, believe me, a year’s work experience is the best.

Nicole

It’s good to finish your letter strongly, not only with an expression of farewell but also, as in this case, with a conclusion. And the tone returns to friendly ( it’s up to you; Take care).

Our letter is hundred and twenty words long, excluding the name. This is a good length. A “short” letter may not develop all the bullet points and therefore not score so well on Task Achievement.

Grammatical Range and Accuracy

In Grammatical Range and Accuracy, a Band 8 will be given to a letter that includes a wide range of grammatical structures which are sufficiently complex where necessary. Very few IELTS answers are completely error-free so as long as you can produce a good number of error-free sentences, then you will get a high Band score.

In our letter, I counted just 10 sentences, all complex with the verb tenses handled well. We see good use of the present perfect to refer to events from the past that are still relevant ( you’ve asked me, you’ve never been ).

Above all, the letter has several examples of modal verbs and conditional forms. Altogether I counted 12 examples of these forms in the letter. This is expected because the objective is to discuss future possibilities and compare options. So, we see how the writer makes assumptions based on how well she knows her friend ( you can’t wait; you wouldn’t enjoy it; I can’t imagine you; you can imagine ).

She also gives advice and speculates on that advice ( what you should do; would give you invaluable insight; could be really worthwhile; you’ll be making lots of new friends; you won’t need; it’d be really rewarding; an alternative might be ) using a range of modal verbs. We also have the elegant conditional form of giving advice ( If I were you, I’d... ).

Although travelling seems such an attractive option, I’m convinced that you wouldn’t enjoy it. You’ve never been the type of person who liked going without home comforts, so I can’t imagine you sleeping in cheap student hostels.

If I were you, I’d start looking at schools either in France or Spain that want assistant teachers. You won't need any previous experience and I’m sure it’d be rewarding . An alternative might be working as an au pair, you know, living with a family and probably taking care of their young children though that has its pros and cons as you can imagine…

At the same time, remember that this is an informal letter and that’s why there are so many verbal contractions throughout, ranging from I’m and you’ve to I’d, it’s and wouldn’t, won’t. All are perfectly acceptable in a letter of this sort but in formal letters, they should not be used.

Lexical Resource

In this letter, the vocabulary used is familiar without being overly specialized. There is a mention of "insight into another culture" and "fluency" in relation to studying languages, as well as "assistant teacher" and "au pair" when discussing possible jobs.

However, these terms are not exceptionally unusual, which is appropriate to keep the letter personal and informal. The examiner is primarily interested in assessing how effectively you use English, rather than testing your insider knowledge on any particular topic.

Nevertheless, what is of interest is the use of collocation, that is, how you combine familiar words to make your English appear as good or even better than that of native speakers.

This letter provides some good examples, such as "make...friends," "a worthwhile experience," and "previous experience." Moreover, incorporating one or two colloquial phrases like "pros and cons" or "It's up to you" can emphasize specific elements that examiners seek when evaluating for a high score.

On the other hand, working abroad for a year would give you invaluable first-hand insight into another culture as well as the chance to improve your fluency and, as you want to study modern languages, the experience could be really worthwhile . Not only that, you’ll be making lots of new friends .

If I were you, I’d start looking at schools either in France or Spain that want assistant teachers . You won't need any previous experience and I’m sure it’d be rewarding. An alternative might be working as an au pair , you know, living with a family and probably taking care of their young children though that has its pros and cons as you can imagine.

Coherence and Cohesion

In the model essay, the paragraphs as well as the sentences within them are well-organised and well-connected. There are good examples of cohesive devices or linking words. Look at Paragraph 3:

“ Although travelling seems”, “ So I can’t imagine”.

Paragraph 4 then contrasts that by opening with “On the other hand” and the letter also has examples of “and”, “but”, “though” and “not only that”.

Dear Monica,

On the other hand , working abroad for a year would give you invaluable first-hand insight into another culture as well as the chance to improve your fluency and, as you want to study modern languages, the experience could be really worthwhile. Not only that , you’ll be making lots of new friends.

If I were you, I’d start looking at schools either in France or Spain that want assistant teachers. You won't need any previous experience and I’m sure it’d be rewarding. An alternative might be working as an au pair, you know, living with a family and probably taking care of their young children though that has its pros and cons as you can imagine.

Of course, it’s up to you but , believe me, a year’s work experience is the best.

This model letter is just one example of how to answer this topic, but you can see how the paragraphs are all linked thematically, grammatically and lexically, the all-important aspect of vocabulary.

If you’d like to learn how to write letters of each type and more generally, how to meet all the IELTS Writing and Speaking requirements and answer each type of task, check out my IELTS General Pack below. It will help you prepare in less time and achieve a higher score.

Here are some other blog posts you may be interested in:

How to Write a Band 9 IELTS Writing Task 2 Essay | Two Direct Questions

10 IELTS Writing Tips to Get Band 7+ Score

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IELTS Podcast

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Part 3: Expert Model Answers (to recent questions) 2024

March 13, 2024 By Ben W Leave a Comment

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Welcome to our latest podcast episode: “IELTS Speaking Part 3: Expert Model Answers” Here are four reasons why this episode is a must-listen:

Expert Guidance: Receive expert guidance from a seasoned IELTS tutor who unveils the secrets behind crafting stellar responses to IELTS Speaking Part 3 questions.
Illustrative Examples: Dive deep into illustrative examples of model answers that demonstrate effective communication strategies and language proficiency.
Effective Strategies: Discover effective strategies and tactics for structuring your responses strategically to impress examiners in the IELTS Speaking Part 3 section.
Practical Advice: Benefit from practical advice and actionable tips on vocabulary usage, fluency enhancement, pronunciation refinement, and more, tailored specifically to excel in the IELTS Speaking exam.

Don’t miss out on this golden opportunity to enhance your IELTS Speaking skills! Tune in now to unlock the secrets to acing Part 3 with confidence.

Join many other students who have achieved IELTS success with our online course or get instant writing feedback with our online IELTS essay checker .

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IELTS Speaking questions from Nepal – March 2024

Recent IELTS exams

IELTS Speaking New Questions Nepal March 2024

Our student took IELTS in Nepal quite recently and remembered the following Speaking questions:

Speaking test

Part 1 (Interview)

– Do you work or are you a student? – What are you studying? – Why did you choose that subject? – What is your favourite colour? – What is the most popular colour in your country? – What colour car would you choose to buy? – Do you like crowded places? – How do you feel when you are in a crowded place? – When was the last time you were in a crowded place?

Part 2 (Cue Card)

Talk about a place you recently visited on holiday. You should say

– where it was – what kind of place it was – how long you spent there

and explain about how you felt about that place.

Part 3 (Discussion)

– Why do many people go to other countries on holidays? – Why do some people think it is enjoyable to stay at home on holiday? – Do old people and young people choose different places to spend their holidays? – What are the positive effects of tourism on popular destination that many people visit? – Are there any negative effects, and what are they? – What does tourism have to do with cultural exchange?

IELTS Speaking questions from Nepal – February 2024 Our student took IELTS in Nepal quite recently and remembered...
IELTS Speaking questions from Canada – March 2024 Our student took IELTS in Canada quite recently and remembered...
IELTS Speaking questions from Pakistan – March 2024 These fresh Speaking questions were received recently from Dr. N...
IELTS Speaking questions from Turkey – March 2024 Thanks to the kind FK, here are the most recent...

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IMAGES

IELTS Task 1 Band 9
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IELTS Academic Writing: Task 1 Band 9 Model Answer
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VIDEO

IELTS Writing Task 2 Academic Agree or Disagree Band 9 Sample Answer
Latest IELTS Speaking Test Questions and band 9 answers for Part1, 2022
How to write a band 9 Overview in Academic IELTS Writing Task 1
Band 9 Essay Structure #ielts #ieltswriting
IELTS Writing Task 1 Line Graph
Easiest way to write IELTS TASK 1 BAR CHART

COMMENTS

IELTS Report Samples of Band 9 (Academic Writing Task 1)
IELTS Letter Samples of Band 9. Here you can find IELTS Report samples (Academic Writing Task 1) of Band 9, written by a native English speaker and a former IELTS examiner. Robert Nicholson is the co-author of 'High Scorer's Choice' IELTS Practice Tests book series, created in collaboration with Simone Braverman, the founder of this website.
PDF Task 1 Sample Questions and Band 9 Model Answers
Task 1 Sample Questions and Band 9 Model Answers ... For more information and help with your IELTS test visit- IELTSAdvantage.com Essay 3 The bar chart displays the average salary in the Republic of Ireland in 5 different years with an estimated value for 2018. The unit of currency is in
IELTS Band 9 Essays
In writing, this means you need to achieve a band 9 in each of the four IELTS marking criteria: Task response. Coherence and cohesion. Lexical resource. Grammatical range and accuracy. Here is a description of the marking criteria for an IELTS Band 9 Essay for Writing Task 2: Task response. Coherence and cohesion.
IELTS Academic Writing Task 1: Line Graph with Model Answer (Band 9
On IELTS test day, you may encounter line graphs in the Academic Writing Task 1 section. To help you understand what components make up a good response to a line graph question, let's take a look at a model band 9 essay.. To see why this essay is band 9, see our scorer commentary after the model essay below, and check out the official IELTS rubric for Task 1 (PDF).
IELTS Task 1 Band 9
Below is a sample IELTS Task 1 question and a model answer. The answer is estimated to get a Band 9 Score. Have a look at the answer first and then we can look at it in more detail. source: IELTS Buddy. The table below shows the estimated oil capacity of six countries, in millions of barrels per day, from 1990 to 2010.
Band 9 IELTS Essays
Band 9 IELTS Essays. Here at ielts-practice.org we have a huge collection of band 9 IELTS essay samples. Click on the links below to read our band 9 essay samples. IELTS essay topics tend to repeat. It is, therefore, imperative that you practice writing essays on topics asked in recent IELTS exams. We are adding more essays to this page, so ...
Band 9 Sample Answer: IELTS Writing Task 1
Band 9 Sample Answer: IELTS Writing Task 1. I was helping one of my former students recently with an IELTS writing task 1 question that she found a little difficult. It concerned the populations of two countries over a fifty year period, expressed in pie charts. I decided to write my own answer to help her, and have shared it here for you.
IELTS Band 9 Essays: How to Write 9 Band Essays in IELTS
IELTS writing task involves two parts, task 1 and task 2. In task 1, the candidate has to write a summary of a given set of data or diagrams. In task 2, the candidate has to write an essay on a given scenario or problem in above 250 words. This is a crucial part of the writing test and carries 66 per cent marks out of the total writing score.
IELTS Academic Writing Task 1: Free lessons, tips and sample essays
Academic writing task 1 requires that you summarise and compare a diagram, chart or graph, talking about the main features. You should use at least 150 words for the task. This section is not an essay. It is a summary. You should use formal language and it must factual.
IELTS Line Graph Model Answer
IELTS Line Graph Answer. Paraphrase the line graph information for your introduction. Add axis information to your introduction if needed, such as categories. Put main trends and any other key features in an overall statement. The overview is the most important statement in your writing task 1. Make sure each body paragraph sentence has numbers ...
IELTS Academic Writing Task 1 Samples
IELTS Academic Writing Task 1 Samples. Get a band score and detailed report instantly. Check your IELTS essays right now! Read more ». Prepare for the IELTS Academic Test by using this collection of IELTS Academic Writing Task 1 practice samples. This collection is a great way to gain insight and practice for the exam.
Academic Writing Task 1 Sample Essays and Answers
The resources below include an IELTS writing task 1 sample answer pdf. Line graph IELTS academic task 1 sample essay 26: Thermal conductivity of material at 25C. Line graph IELTS academic task 1 sample essay 7: January 2015 temperature variation in the Philippines. Line and bar chart IELTS academic task 1 sample essay 5: Common budget items chart.
How to get band 9 for IELTS academic writing task 1
Lexical resource. Everyone learns typical task 1 vocabulary like increases dramatically, fluctuates, gradual decrease, etc, but a band 9 task one needs vocabulary that shows a wide range while being natural and has a sophisticated use of features, like knowing how to change around word forms appropriately.. Knowing what kinds of synonyms to use for commonly found words is also important so it ...
35 Sample Band 9 IELTS Essays
35 Sample Band 9 IELTS Essays. Take a look at these 35 sample Band 9 IELTS essays for writing task 2 of the IELTS exam. Task 2 can cover a wide range of essay topics for the IELTS writing task section of the test, so preparation is key. Use the following samples when preparing your IELTS essays to see how close you are to a band 9!
How to Get Band 9 in IELTS in Writing Task 1? An Ultimate ...
The main purpose of the IELTS writing task 1 is to survey the understanding and logical skills of the aspirants who train up to check abroad. Now, institutes abroad have a substantial way of teaching that isn't cliche. The examiners expect the aspirants to clearly analyse graphs, tables, diagrams, bars, flow charts, etc.
Band 9 Essay
IELTS exam preparation, sample answers and tips to score a high band score in your IELTS test. ... Academic Writing Task 1; GT Writing Task 1; Writing Task 2; Listening Sample; Speaking Sample. Speaking part 1; Speaking part 3; ... Band 9 Essay. Title Hits; Band 9 Essay Sample: 33918 : IELTS Materials. IELTS Bar Graph; IELTS Line Graph;
How Do You Score in IELTS Academic Writing Task 1 Band 9?
Very! In fact, the only criteria for an IELTS Academic Writing Task 1 Band 9 essay score in this category is: Uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as 'slips'. Click here for our full guide to grammmatical range and accuracy for IELTS Writing Task 1.
A Step-by-Step Guide to Band 9 in IELTS General Writing Task 1 (with a
According to the Task 1 IELTS Band Descriptors, a Band 8 requires that you "cover all requirements of the task sufficiently" and that means that you "present, highlight and illustrate bullet points clearly and appropriately". Now let's check each paragraph, and analyse how this letter scores on Task Achievement. Paragraph 1. Dear Monica,
IELTS General Task 1 Sample Letters
Home » General Task 1 » IELTS Sample Letters - Band 9 In the General writing task of the IELTS test, for task 1 you will be asked to write a letter. This may be a formal, semi-formal or informal letter. You are expected to write at least 150 words although you will not be penalised for writing less. To get a band score of 9 on the IELTS ...
IELTS Writing Task 2: Band 9 Sample Essay
IELTS Band 9 sample essay. Band 9 Sample answers are useful as study guides for IELTS preparation for the IELTS Writing Task 2 essay - especially for a band 9 IELTS essay. Having access to previously completed work that you can have confidence in will show you what you are missing! Take a look at these sample task 2 essay questions to help ...
Cambridge IELTS 9 Writing Task 1 Archives
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IELTS Band 9 Sample Essay
Here are some of the collocations used in this essay which you may find useful to! sophisticated modern technology. enhance and improve people's social lives. addictive nature. feel out of the loop. isolated from society. reduce crucial face-to-face interactions dramatically. a damaging effect on mental health. encourage a sedentary lifestyle.
Part 3: Expert Model Answers (to recent questions) 2024
Here are four reasons why this episode is a must-listen:Expert Guidance: Receive expert guidance from a seasoned IELTS tutor who unveils the secrets behind crafting stellar responses to IELTS Speaking Part 3 questions.Illustrative Examples: Dive deep into illustrative examples of model answers that demonstrate effective communication strategies and language proficiency.Effective Strategies ...
IELTS Speaking questions from Egypt
IELTS Speaking questions from Pakistan - March 2024 These fresh Speaking questions were received recently from Dr. N... IELTS Speaking questions from Turkey - March 2024 Thanks to the kind FK, here are the most recent... IELTS Speaking questions from Canada - March 2024 Our student took IELTS in Canada quite recently and remembered...
IELTS Speaking questions from Nepal
The following Speaking test questions were shared by our kind subscriber RK who recently took IELTS in Nepal. Preparation Tip: Do a practice session where you answer all of these questions and record yourself.

IELTS Band 9 Essays

What does an IELTS Band 9 Essay look like?

Task response

Lexical resource

Coherence and Cohesion

Opinion essay

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Band 9 Essay Sample (Type 1)

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IELTS Task 1 Band 9 – Writing sample

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IELTS Academic Writing Task 1 Samples

the charts below show what uk graduate and postgraduate students who did not go into full-time work did after leaving college in 2008. summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The pie charts show the results of a survey in which undergraduates and postgraduates were asked about the range of books and non-printed materials in their school library. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

The charts show the Australian school leavers did immediately after leaving secondary school.

The chart shows requests for information at a tourist office in the United Kingdom from January to June.

This bar chart represents the water use given in percentage in a number of different regions in 1995.

The table below shows the consumption of three basic foods (wheat, maize, rice) by people in four different countries.

The graphs' below show basic information about employment among people with and without disabilities in a certain country. Summarize the information by selecting and reporting the main information and making comparisons.

The first chart below gives information about the money spent by British parents on their children's sprots between 2008 and 2014 and the second one shows the number of children who paticipated in three sports in Britain over the same period.

The graph below shows UK air pollutants in millions of tons, from three diﬀerent sources, between 1990 and 2005.

The chart¹ below shows information about wages for health care professionals in four different countries.

The chart below shows information about wages for healthcare professionals in four different countries.

The pie charts below show the most common advantages and disadvantages of Bowen Island, according to a survey of visitors.

The graphs below show the total percentage of films released and the total percentage of ticket sales in 1996 and 2006 in a country. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

The graph below provides information on the number of students from the US, UK and Australia who studied in other countries between 2002 and 2007.

The maps below show changes in the Spanish city of Castellon in recent times.

The maps below show changes in the Spanish city of Castellon in recent times. https://writing9.com/_next/image?url=https%3A%2F%2Fimages.writing9.com%2Fe19743b1d92f50278b046184cf56eb68.png&w=640&q=75

The table gives information about five types of vehicles registered in Australia in 2010, 2012 and 2014.

The table below shows the percentage of mobile phone owners using various mobile phone features.

the chart below shows global sale of the top five mobile phone brands between 2009 and 2013.

The table below shows local catches and imports of fresh fish into Perth, Australia for the years 2004 - 2014. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. You should write at least 150 words.

The bar chart below describes some changes in the percentage of people who were born in Australia and who were born outside Australia living in urban, rural and towns between 1995 and 2010. Summarise the information by selecting and reporting the main features and make comparisons where relevant.

You should spend about 20 minutes on this task. The line graph shows the information average number of visitors entering a museum in summer and winter in 2003. Write a report for a university lecturer describing the information shown below. You should write at least 150 words.

the following chart shows the adults of different ages of the UK who use the internet everyday.

The pie charts below show the sources for UK tax revenue for last year and the total UK government spending for last year.

he graph below gives information about the percentage of the population in four Asian countries living in cities from 1970 to 2020, with predictions for 2030 and 2040. Summarise the information by selecting and reporting the main features

The line graph illustrates the population of three counties, Columbia, Yamhill and Washington state of Oregon which increased over 60 years, between 1940 and 2000. Washington has the highest population of three counties in 60 years

The pie charts below show the comparison of different kinds of energy production in a country in two years.

the graph below gives information about the percentage of the population in four Asian countries living in cities from 1970 to 2020, with predictions for 2030 and 2040. Summarise the information by selecting and reporting the main features

The table below shows the percentage of the population and the types of houses they live in 3 areas of a city. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

The chart below gives some of the most reported issues among people living in UK cities in 2008 (%).

The diagram below shows how instant noodles are manufactured

The line graph illustrates the average number of UK worker traveling by three different transport from 1970 to 2030.