IELTS Writing task 1 possibilities

i) There are many types of task 1 questions. Look at the diagram types and match them to
the names on the left.

Natural process

Bar chart

Map

Mixed chart
question

Table

19
 Pie chart

Man-made
process

Line graph

ii) Look at the diagrams again. Which ones do you think might use similar language?

20
 Writing task 1: language of trends: sentence structures and vocabulary

Verb + Adverb structure

the thing that is being verb adverb time phrase*

measured (pay attention to tense)
iPod sales increased slightly between 2010 and 2011.
*Note: the time phrase can go at the beginning or the end of the sentence.
(See the bottom of this page for some useful time phrases.)

VERBS ADVERBS
go up -increase large change -considerably
-rise -significantly
-grow -substantially
go down -decrease small change -slightly
-fall (fall down)
-drop (drop down) fast change -rapidly
-decline -sharply
go up and down -fluctuate slow change -gradually
stay the same -remain the same/stable/ change at the same -steadily
unchanged/constant speed
-stabilize = change  stop changing
-level off
to describe a -stand at Don’t use an adverb with these phrases.
specific point -peak at
rather than the -reach a high/peak (of)
trend -reach a low (of) Make sure you know the past tense form of all of
the verbs in this table!
-start/begin at e.g. rise  rose (rised)
-end/finish at
Time phrases

-in April 2010 -from 2005 to 2007 -for 5 years

-before/after 2011 -between 1999 and 2010 -during/over the (three-month) period
(between May and July)

Grammar variations

Connecting sentences together makes your writing more interesting and can help to improve your band score – but you
should aim to vary the way you link sentences. Here are a couple options to try instead of just using ‘then’:

ORIGINAL AFTER
iPod sales rose steadily from 2006 until 2011, then fell iPod sales rose steadily from 2006 until 2011 before falling
slightly in the following year. slightly in the following year.

After rising steadily from 2006 until 2011, iPod sales fell
slightly in the following year.

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Adjective + Noun structure

There (article) adjective noun in the thing that is being time phrase*
was/were measured
There was a slight increase in iPod sales between 2010 and 2011.
*Note: the time phrase can go at the beginning or the end of the sentence.

ADJECTIVES NOUNS

large change -considerable go up -an increase

-significant -a rise
-substantial -growth (uncountable)
small change -slight -a growth
go down -a decrease
fast change -rapid -a fall
-sharp -a drop
slow change -gradual -a decline
change at the same speed -steady go up and down -fluctuations (plural)
stay the same -a leveling off (at)

Grammar/vocab variations

Again, these variations increase the range of language you use, which can make your writing more interesting and
benefit your band score.

ORIGINAL AFTER
There was a slight fall in iPod sales in 2012. (The year) 2012 saw a slight fall in iPod sales.

iPod sales experienced a slight fall in 2012.

Giving evidence (data)

When you describe the key information in a diagram, it’s extremely important to include evidence to support your ideas.
This means you add data: specific numbers, percentages, etc. For example:

iPod sales iPod sales increased slightly from 67 (million) to 69 million units between
2010 and 2011.
(millions)
70 iPod sales increased slightly from 67 million units in 2010 to 69 million the
69 following year.
68
iPod sales increased by two million units from 2010 to 2011.
67
66
65
2009 2010 2011 2012

*Important note: be careful with your choice of adverbs for a diagram like this. If you only look at the line, it might seem like there was a significant increase in iPod
sales – but the numbers actually show that only a small change occurred.

22
Look at the graph above and describe the trends between the matching
numbers. The first one has been partially completed to help you.
3
Hint: If data on the graph is not clear, we can use about or approximately before
the number.

1) The proportion of the population

4 aged 65 and over increased ______
4
1
2) The proportion of the population aged 65 and over 3
1

3) The proportion of the population aged 65 and over

2 2

1940 1950
4) The proportion 1960 aged 65 1970
of the population and over 1980 1990

i) Look at the graph above and describe the trends between the matching numbers. The
first one has been partially completed to help you. Include figures and dates.

Hint: If data on the graph is not clear, we can use about or approximately before the number.

1) The proportion of the population aged 65 and over increased…______ approximately ______ in ____to
______ in ____ before _______ to ______ in ______.

2) The proportion of the population aged 65 and over…

3) The proportion of the population aged 65 and over…

4) The proportion of the population aged 65 and over…(hint: use „after + verb-ing‟)

ii) Now rewrite sentences 3 using the adjective + noun structure

23
 Task One Writing Process – Trend Graphs

Now that we have the grammar structures and vocabulary to write a report, we can start to think about how
it should be organized and what we should include. However, before we can do that, we need to make sure
we fully understand the information presented in the graph.

Four every graph, we need to ask ourselves the following four questions.

1. What is the subject? - this will tell you what vocabulary to use (specific to each graph)
2. What is being measured? - this will tell you what sentence subjects to use
3. What are the units? - needed when describing the information
4. What is the time period? - this will tell you what tense to use

The graph below shows the differences in wheat exports over three different areas from 1985 to 1990.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant
1. What is the subject?
Wheat exports
2. What is being measured?

The amount of wheat exported by three regions

– Australia, Canada and the European
Community
3. What are the units?
Tonnes (in millions)
4. What is the time period?

1985 – 1990 (past simple tense)

24
 i) Let’s practice with the following examples.

The diagram shows the consumption of renewable energy in the USA from 1949-2008.

1. What is the subject?

2. What is being measured?

3. What are the units?

4. What is the time period?

The bar graph indicates sales figures for reading materials from 2002 to 2012.

1. What is the subject?

2. What is being measured?

3. What are the units?

4. What is the time period?

25
Now that we have understood the graph, we can begin to write the report. All task one reports can be
written using the following 3 paragraph structure:
Here is where we paraphrase the
introduction given in the question
Introduction + overview

Here is where we give a

summary of the information
presented in the graph
Detail paragraph 1

Here is where we describe the

trends in detail using data from
the graph.
Detail paragraph 2

Here is where we continue to describe

the remaining trends in detail

Let‟s look at how to write each of these parts individually

Introduction

We can do this by paraphrasing the introduction given (don‟t copy it!). If it is copied from the task sheet the
words are not counted and it will likely impact the band score – so paraphrase. Don‟t try to do anything
complicated here: just keep it simple and clear. You don‟t need to paraphrase every single word either. Let‟s
use the previous wheat exports graph as an example.

Original introduction:
The graph below shows the differences in wheat exports over three different areas from 1985 to 1990.
Paraphrased introduction

The line chart below depicts a comparison between the amount of wheat exported by three regions between
1985 and 1990.

Useful synonyms
-diagram -shows -between __ and ___
-graph -illustrates -from ___ to ___
-line graph -depicts

26
 ii) Write introductions for the reading materials and renewable energy graphs:

The bar graph indicates sales figures for reading materials from 2002 to 2012.

___________________________________________________________________________________

___________________________________________________________________________________

The diagram shows the consumption of renewable energy in the USA from 1949-2008

____________________________________________________________________________

___________________________________________________________________________________

Useful grammar for sentence subjects

number
- Use "the number of + plural noun" e.g. the number of visitors.
- Don't use it to describe percentages or uncountable nouns e.g. money.
amount
- Use "the amount of + uncountable noun" e.g. the amount of money.
- Don't use it with countable nouns e.g. the amount of person/people.

proportion
- Only use this to describe percentages (not numbers).
- Use "the proportion of + plural noun" e.g. the proportion of people.

figure
- Use "the figure for + plural noun" e.g. the figure for visitors to the UK.
- Use it with uncountable nouns e.g. the figure for unemployment.
- Use it with countries e.g. the figure for Canada.
- Use it with percentages e.g. the figure (for...) rose to 10%.

Overview

For the overview, we need to look at overall changes. Ask yourself the following questions:

 Is there a change from the first year to the last year? Look for the overall trend from left to right on
the graph.
 Which trends were highest and lowest at the beginning and end of the period?
 Were any of the trends always higher/lower than the others throughout the period?

Here‟s an example from the wheat exports graph:

27
In general, there was a steady fall in Australian wheat exports while the European Community experienced
an opposite trend, and the figure for Canada fluctuated during the period. In addition, Australia exported the
least amount of wheat throughout the whole period.

Don‟t include any figures/data in your overview, and always make sure to include one.

iii) Discuss what you would include in your overviews for the reading materials and
renewable energy graphs looked at previously.

Detail paragraphs

Here is where you include data, including units and dates.

When you‟re describing trends and there‟s a large amount of data, focus on:
 the start
 anything interesting in the middle
 the end

The more data there is, the less detail you can give and the more you will have to group trends together.
We should also organize our data logically and divide it between the two detail paragraphs. For example,
you could write about increasing trends in detail paragraph 1 and decreasing trends in detail paragraph 2.

Let’s look the detail paragraphs for the full model of the wheat exports graph below.
The graph below shows the differences in wheat exports over three different areas from 1985 to 1990

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

28
The line chart depicts a comparison between the amount of wheat exported by three regions between 1985
and 1990. In general, there was a steady fall in Australian wheat exports while the European Community
experienced an opposite trend, and the figure for Canada fluctuated during the period. In addition, Australia
exported the least amount of wheat throughout the whole period.

As the graph shows, Australia‟s wheat export figure rose slightly from 15 million tons in 1985 to around 16
million tons in 1986. Then, it declined steadily to a low of just over 10 million tons in 1990. Regarding
Canada, in 1985 approximately 19 million tons of wheat were exported. Following this, there was a slight
decrease to about 17 million in 1986 before reaching a peak of 25 million tons in 1988. Afterward, the figure
plunged to below 15 million in 1989, but then subsequently rose to its 1985 level at the end of the period.

By contrast, the wheat exports from the European Community experienced an increase during the six year
period. In 1985, nearly 16 million tons were exported, but this number fell to about 14 million in 1986. From
this point, exports rose gradually to a high of about 21 million tons in 1990, which was slightly higher than
Canada but considerably greater than Australia.

Useful phrases

iv) Highlight the following in the model:

The phrase used to i) introduce the graph, ii) introduce the overview, iii) introduce the details, v)
show a contrasting trend.

Here is some more useful linking language:

To introduce the main point Looking at the graph…

Overall / In general / Generally To introduce a new trend/data

On the whole Regarding/In regard to/As regards

To introduce trends / present date To Link similar ideas/trends

It is clear from the graph that… Similarly / Likewise

It can be seen from the graph that… To indicate opposing ideas / trends

As the graph shows… In contrast / By contrast / However…

As can be seen from the graph… To add a further point

As is shown by the graph… In addition/Additionally/Furthermore

29
Report writing summary

1. Read Summary

 What is the subject?

 What is being measured?
 What are the units?
 What is the time period?

2. Analyze Trends
 General (for overview – look at start and end - describe the overall trends. Compare
highest/lowest at the beginning and end)
 Specific (for details - describe the trends: describe the start (with comparisons), anything
interesting in the middle, end of time period (with comparisons)

3. Organize paragraphs logically and use linking language

4. Check for grammar and vocab errors after writing

30
31
 Writing task 1: Predictions about the future

i) Look at the two graphs below. What is the difference between them? Match the example
paragraphs to the correct graph.

Percentage of internet users per country

80

70

60

50
USA
40
Canada
30 Mexico

20

10

0
1999 2005

Percentage of internet users per country

80

70

60

50
USA
40
Canada
30 Mexico

20

10

0
2020 2030

32
Example 1

In 1999, the proportion of people using the Internet in the USA was about 20%. The figures for Canada and
Mexico were lower, at about 10% and 5% respectively. In 2005, Internet usage in both the USA and
Canada rose to around 70% of the population, while the figure for Mexico reached just over 25%.

Example 2

In 2020, the proportion of people using the Internet in the USA is expected to be about 20%. The figures for
Canada and Mexico are likely to be lower, at about 10% and 5% respectively. In 2030, it is predicted that
Internet usage in both the USA and Canada will rise to around 70% of the population, while the figure for
Mexico is projected to reach just over 25%.

ii) Look at the useful future language in the box below and then complete the sentences

1. The percentage of internet users declined.

The percentage of internet users will decline. Words to use for predictions:

 Anticipated
2. The percentage of internet users experienced a decline.
The percentage of internet users will experience a decline.  Expected
 Predicted
3. There was a decline the percentage of internet users.  Projected
There will be a decline in the percentage of internet users.  Forecast

4. The percentage of internet users is expected to decline.

5. The percentage of internet users is expected to experience a decline.
6. It is expected that the percentage of internet users in Canada will account for the highest figure.
7. The expectation is that the percentage of internet users will decline.
8. The expectation is that the percentage of internet users will experience a decline.

To describe something that will be completed or will have occurred

 (will have + past participle… will have eaten by 10 pm)

It is expected that the number of internet users will have increased by 2030

To describe something in progress at a time in the future

The number of people that will be using the internet in 2030 is expected to be more than in 2020

 (will be + Verb-ing… will be eating at 10pm)

33
Complete the sentences with the correct form of the verb in brackets.

1. It_______________ (project) that by 2020, the number of Ielts teachers will have doubled.
2. By 2025, the great majority of Vietnamese people ____________ (anticipate) to be living in
cities.
3. By 2020, more schools ____________ (forecast) to be equipped with computers in Peru.
4. The ___________ (predict) is that ownership of handguns will decline tremendously by 2030.
5. In the future, _____________ (expect) is that petrol powered engines will not be utilized as much
as ones that use batteries.
6. In the future, the park in the city center __________ (project) to be much bigger than it is now.
7. While car use will remain high, in years to come the _____________ (anticipate) is that it will
decline compared to current levels.
8. Smart phones are ____________ (project) to assume greater importance as a means of
communication in the future whereas the _______________ (predict) is that landline use will see
a sharp drop.

The diagram below shows past and projected percentages

of adult male smokers in three countries between 2014 and
2034

Summarise the information by selecting and reporting the

main features, and make comparisons where relevant.

70

60

50

40 UK
Indonesia
30
Japan

20

10

0
2014 2019 2024 2029 2034

34
 1)_______________________________________________________________________
______________________________________________________________________________

2)_______________________________________________________________________
______________________________________________________________________________

3)_______________________________________________________________________
______________________________________________________________________________

35
36
37
 Writing Task 1 – Comparing and Contrasting

Useful structures – further examples

Transitions

1. The USA produces the largest amount of air pollution at 80 million tonnes. In contrast, the UK only
produces half that amount.
2. The USA produces the largest amount of air pollution at 80 million tonnes. On the other hand, the UK
only produces half that amount.

Subordinating Conjunctions

1. The USA produces the most air pollution whereas / while New Zealand produces the least.
2. Whereas / While The USA produces the most air pollution, New Zealand produces the least.
3. Although the USA produces 80 million tonnes of pollution, Austria produces only 40 million tonnes.

Other Structures

1. The USA produces more pollution than any other country.

2. The UK produces far less pollution than the USA.
3. The level of pollution in the UK is not as high as in the USA.
4. Like Austria, the UK produces 40 million tonnes of pollution.
5. The USA produces twice as much pollution as Austria.
6. The USA produces nearly three times more pollution than New Zealand.
7. Australia produces slightly more pollution than New Zealand.
8. The UK produces the same amount of pollution as Austria.

38
 Natural Gas Consumption and Production, 2001

Consumption* Production*
Country

The USA 588.9 500.0

The United Kingdom 86.1 97.3

The Former Soviet 7.1 0.4

Union

The UAE 30.0 35.9

Australia 19.1 28.0

Japan 68.6 0

New Zealand 4.9 5.1

South Korea 18.9 0

China 24.3 25.0

*in millions of tonnes

i) Write five sentences (3 true and 2 false) about the information above and then swap
with your partner to check the information and correct any errors. Make sure to
include some contrasting language and figures.

1)____________________________________________________________________________________
_____________________________________________________________________________________

2)____________________________________________________________________________________
_____________________________________________________________________________________

3)____________________________________________________________________________________
_____________________________________________________________________________________

4)____________________________________________________________________________________
_____________________________________________________________________________________

5)____________________________________________________________________________________
_____________________________________________________________________________________

39
 Report organization
Just like a trend graph report, we can use the three paragraph structure learnt previously.

ii) Look at the following comparative graph and answer the four questions:

1. What is the subject?

2. What is being measured?

3. What are the units?

4. What is the time period?

The line graph shows the percentage of people of different age groups and how they rate a set of factors in
terms of importance when buying a new home.

40
When you compare and contrast, you also need to learn phrases so you can refer to data that is not exact.
Often we do not know exactly what number we are looking at on a graph. The following language of
approximation allows us to describe the data more accurately in these cases.

more than / over / above

slightly over / a little over
just over

around / approximately / about + number

just under
slightly under / a little under *Use ‘less’ for uncountable nouns and ‘fewer’ for countable
less than* / fewer than* / under nouns.

iii) Complete the model answer using language of approximation and comparative language

Model answer 1
The line graph illustrates the importance, measured in percentages, that _____ age groups place on five
different factors when they move to a new home. On the whole, a low crime rate is the _____important
variable while parks and public transport are the _____important across all the age groups.

Looking at the graph, the desire for a low crime rate is by far the most important. Amongst all the age
groups, this figure stands at _____80%, with the middle aged and elderly viewing it as _____ more
important. Next, schools are seen as very important by a significant proportion of 25 to 44 year olds
although the percentages drop considerably as people get older, with just _____ 25% of 55 to 64 year olds
viewing this as important.

Shopping facilities, being chosen by _____ 13%, are not viewed with such importance as schools and crime
by the younger age groups. However, as people get older, this increases in importance to _____ 30% and
is actually more important than schools to those over 55. Finally, although increasing in importance with
age, neither parks nor public transport are viewed to be as important as the other factors by any of the
groups with figures of less than 20% for all ages.

Model Answer 2
The line graph illustrates the importance, measured in percentages, that four ages groups place on five
different factors when they move to a new home. On the whole, a low crime rate is the ____ important
variable while parks and public transport are the ____ important across all the age groups.

Looking at the graph, the factors that are very important when purchasing a new house are very similar for
the first two age groups. A low crime rate represents the greatest percentage of these groups at _____
80%, though it is slightly higher for those aged 35 to 44. Schools as a factor is again very similar at around

41
60% for the younger age group, but dropping to around 45-50% for 35 to 44 year olds. A much lower
percentage rate shopping, parks and public transport as important.

Regarding those aged over 45, low crime accounted for the largest proportion at approximately 80%, similar
to those of a younger age. In contrast to the younger groups though, schooling was far less important,
falling to below 25% for those aged over 55. This older group rated them as less important than shopping
facilities. In fact, shopping facilities, parks and public transport all become more important factors as people
get older.

iv) Look at the detail paragraphs for both models. How is the information organized in model
answer 1? How is it arranged in answer 2?

v) Look at the overview. What information is included for comparative graphs?

Tip!

Logical organization needs to be applied to any graph or chart in task 1, such as bar graphs or pie charts.
You need to make sure that you spend a few minutes analyzing the graph and deciding on the best way to
organize it so it will be easy to follow when the examiner reads it.

Report writing summary

1. Read Summary

 What is the subject?

 What is being measured?
 What are the units?
 What is the time period?

2. Analyze data
 General (for overview, mention the highest/biggest or lowest/smallest. For tables, try to
compare whole categories (i.e. columns or rows). If this is not possible, compare the
biggest and smallest numbers.
 Specific (for details – describe the biggest and smallest numbers, making comparisons
with the other data presented in the diagram)
 If there is a lot of information, group it together based on similarities.
 If there is not a lot of data, try to mention everything once, with more importance given to
the largest/smallest numbers.
 Use language of approximation if necessary (i.e. if the exact amount is not clear)

3. Organize paragraphs logically and use linking language

4. Check for grammar and vocabulary errors after writing

42
The table below gives information on consumer spending on different items in five different
countries in 2002.
Percentage of national consumer expenditure by category - 2002

43
 Writing task 1: Writing About a Process

We can use the three paragraph structure we learnt previously. Let‟s begin by looking at the introduction
and overview.

Introduction and overview

For the introduction, we can just paraphrase the introduction given like in the other task 1 writings.

Introduction

i) Look at the introduction taken from the orange juice process. Unscramble the second
sentence to create a paraphrased introduction:

Original: The process of producing concentrated orange juice is illustrated in the diagram below

Paraphrased: concentrated orange juice / how / the diagram / is produced / shows

Overview

We can use the following overview template:

Overall, the process for__________ (usually verb+ing with noun, e.g. producing chocolate) contains
________ steps (put the number of stages if it is clear in the diagram), beginning with ____________ (put
the first stage), followed by _________(summarise the middle stages, e.g. cleaning and processing) and
culminating in ________________(put the final stage).

ii) Apply the template above to the orange juice process to create an overview.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Detail paragraphs

In your body, describe every stage of the process from the beginning to the end. You can divide the stages
equally between the two detailed paragraphs. One of the most difficult parts is selecting the right verbs to
use from the vocabulary given.

Key points:

1) grammar: almost always present simple tense with the passive (if the verb allows it)
2) use sequencing words (e.g. first, then, next, before, after, etc.)
3) connect sentences together to make your writing more interesting
4) use language of purpose to say why something happens
5) use relatives clauses to increase the range of your grammar where appropriate

44
We will look at each of these areas individually.

1) The passive

Q: Why the passive?

A: Because we don‟t know who does each action, or it‟s not important.

You form the passive like this: Subject + be + past participle

Example sentences:

1) The oranges are grown, ripened and harvested.

2) They are delivered to the factory by truck.
3) The fruit is graded by hand / by factory workers.
4) The oranges are sorted.
5) The juice is extracted.
6) Water is evaporated and removed.

iii) Now try writing the next six sentences for stages 7-12 using the juice diagram:

7) _______________________________________________

8) _______________________________________________

9) _______________________________________________

10) _______________________________________________

11) _______________________________________________

12) _______________________________________________

2) Sequencing words

These improve your Coherence and Cohesion score by making your report flow better. Some simple, useful
sequencing words.

First step Middle steps (forward) Middle steps (backward) Last step
First Then Before* Last
Firstly Next Prior to** Finally
In the first stage Following this In the last / final stage
To begin (with) After that
After*
* Can be followed by a sentence (subject + verb + …) or by verb-ing
** Must be followed by verb-ing

45
Example sentences:

1) First, the oranges are grown, ripened and harvested.

2) They are then delivered to the factory by truck.
3) The fruit is graded by hand next.

A note on word order:

Notice in these three examples that you can choose where in the sentence to place your sequencing
word.

 All of these sequencers can go at the beginning of a sentence.

 Only „first‟, „then‟ and „finally‟ and can go in the middle, between „is‟ / „are‟ and the main verb.
 For two stages happening at the same time, use „As/while A happens, B happens.‟

iv) Now try adding sequencers to the 12 sentences on the previous page. Use a variety, and
don’t put them all at the beginning of each sentence.

3) Connecting sentences together

A report with 12 sentences like previously written, all with the same structure, would be really boring to read,
and you‟d lose marks for the range of your grammar. An easy way to avoid these issues is to connect
sentences together in a variety of ways. Here are some examples:

Original
Variation

First, the oranges are grown, ripened and harvested,

then delivered to the factory.
First, the oranges are grown, ripened and harvested.
First, the oranges are grown, ripened and harvested
They are then delivered to the factory.
before being delivered to the factory.

After being grown, ripened and harvested, the

oranges are delivered to the factory.

They are then delivered to the factory. Once the oranges have been delivered to the
The fruit is graded next. factory, the fruit is graded.

Another way to add variety is to turn your verbs into nouns:

They are then delivered to the factory. After delivery to the factory, the fruit is graded.
The fruit is graded next.

The fruit is graded. After grading, the oranges are sorted.

The oranges are sorted.

46
 The grading of the oranges is followed by a sorting
stage.

Note:
The grading of the oranges is followed by they are
sorted.

v) Now it’s your turn: try connecting a few sentences of your own. Use the examples above
to help you.

1)_____________________________________________________________________________
______________________________________________________________________________
2)_____________________________________________________________________________
______________________________________________________________________________
3)_____________________________________________________________________________
______________________________________________________________________________

4) Language of Purpose

We use this type of language to say why something happens. This is useful whenever some extra
explanation would help someone to understand the process. It also helps to show your level of
understanding of the diagram you are writing about. In the exam, you would not want to write about the
purpose of all of these stages in this way because it would be repetitive. Only choose the ones you think are
most important – or maybe the ones you are most confident about!

Three simple phrases to say the purpose of a stage:

to… in order to… so as to…

Note that we do not use „because‟ in this situation because the above options are more formal.

vi) Add language of purpose of the following stages:

3) The fruit is graded in order to remove bad oranges.

6) Water is evaporated and removed __________________________________________.

8) The concentrate is canned __________________________________________.

11) Water is added to the concentrate __________________________________________.

47
 4) Relative Clauses

These help us to connect sentences or give more information (e.g. say the purpose), while increasing the
range of our grammar.

Relative clauses add extra information to a sentence by defining a noun. They are usually divided into two
types - defining relative clauses and non-defining relative clauses. Remember that the sentence would
have a different meaning without the defining relative clause, whereas a non-defining relative clause
adds extra information to sentences. For the purposes of writing a man-made process report, we use non-
defining relative clauses.

Look at these sentences:

 The fruit is delivered to the factory, where it is graded by hand.

 The oranges are graded by hand, which ensures no bad fruit is used to make the juice.

-where it is graded by hand- is a non-defining relative clause. It adds extra information to the sentence. If
we take the clause out of the sentence, the sentence still has the same meaning.

Report writing summary

1. Read Summary
 What is the process for?
 Use present simple passive

2. Analyze data
 General (for overview – count stages and mention beginning, summary of middle and
end stage)
 Specific (for details – describe each stage, adding language of purpose and relative
clauses where necessary)
 Use sequencing language

3. Organize information by dividing it equally between the two detail paragraphs.

4. Check for grammar and vocabulary errors after writing

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49
 Writing Task 1 – Natural Process

For a natural process report you will be asked to analyze an illustration or diagram and describe the
process, such as a life cycle or one related to some natural phenomenon, as just two examples. To
describe a natural process you need to explain how or why something occurs in nature.

The diagram below shows the water cycle, which is the continuous movement of water on, above and below
the surface of the Earth.

Let‟s use the example above to demonstrate how to write a report. Again, we use the 3 paragraph structure
to organize our answer

Introduction and overview

Paraphrase the introduction from above like before.

i) Complete the following introduction using the four words:
(land, water, air, cycle)

The picture illustrates the way in which _____ passes from ocean to _____ to _____ during the natural
process known as the water _____.

For the overview, say how many steps there are (if possible), and mention the first and last steps as well
as any significant middle stages. You can choose where the cycle begins, but you should start at the
beginning of a key stage. See the following example for the water cycle.

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Overall, there are three main stages shown in the diagram. Ocean water evaporates, falls as rain, and
eventually runs back into the oceans again.

Let‟s look at the features and language needed to produce the two detailed paragraphs:

Detailed paragraphs

1. Active tense:

When describing natural processes we usually use an active tense because, unlike man-made processes, it
is important to know who or what is causing the action to occur.

e.g. "water evaporates", not "water is evaporated".

2. Cause & result

In order to be descriptive and clear, the relationship between two or more actions needs to be made
evident. We often need to show what the effect one thing or action has on another thing or action.

As a result This results in + noun A results from B A happens, which results in B

Look at these examples taken from a different model answer:

 First, the mature worm builds a cocoon. As a result, silk thread is produced.
 Saliva production results from the aroma of food.

3. Expressing purpose:

A is done so as to A is done in order to A is done so that B A is done, which

produce B. produce B. can be produced. produces B.

 The bee stings its prey in order to paralyze it.

 The sparrow collects grass and twigs, so that a nest can be produced.

3. Sequencers:

Time sequencers help explain the order that the steps in the process occur. Look for how each step is
connected to help you choose the right one.

First Step Middle Steps Middle Steps (cont.) Last Step

The first stage is when The step after this The next stage is when Once the final stage
To begin with Gradually By this stage has been completed
The process Eventually After this step is complete The final step is
commences with Over time This step involves +ing when
Initially At this point in the cycle
At the 2nd/3rd/4th/ stage

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 ii) Complete the model answer of the water cycle using the words in the box

The picture illustrates the way in which water passes from ocean to air to land during the natural process
known as the water cycle. Overall, there are _______ main stages shown in the diagram. Ocean water
evaporates, falls as rain, and eventually runs back into the oceans again.

Beginning at the evaporation stage, we can see that 80% of water vapor in the air comes from the oceans.
_____, heat from the sun causes water to evaporate, which condenses and _______ cloud formation.
_____________, labeled „precipitation‟ on the diagram, water falls as rain or snow.

_______________, rainwater may take various paths. Some of it may fall into lakes or return to the oceans
via surface runoff. Otherwise, rainwater may filter through the ground, reaching the impervious layer of the
earth. Salt water intrusion is shown to take place just ______ groundwater passes into the oceans _____
complete the cycle.

Initially, At the second stage, results in

At the third stage in the cycle, to three before

Report writing summary

1. Read Summary

 What is the process for?

 Use present simple (mostly active)

2. Analyze data
 General (for overview – count stages (if possible) and mention beginning, summary of
middle and end stages)
 Specific (for details – describe each stage, adding language of purpose, language of
cause and result and relative clauses where necessary)
 Use sequencing language

3. Organize information by dividing it equally between the two detail paragraphs.

4. Check for grammar and vocabulary errors after writing

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 Writing Task 1 - Maps

The maps below show the changes that took place in Youngsville, New Zealand over a 25 year period from
1980 to 2005

Before we look at how to organise the report, let‟s look at the grammar structures and vocabulary needed.

Verbs

i) Look at the following verbs used for describing maps. Decide if they mean to be removed or
placed there. Write a R (removed) or P (placed). The first two have been labeled for you.

Trees
R R
Cut down, removed, chopped down, brought down, cleared (away), planted

Buildings

Demolished, knocked down, constructed, built, erected

Railroads/roads

Extended, installed, placed, removed

Factories/Facilities

Established, installed, placed, put in, demolished, knocked down

Passive

As we don‟t know/care who made the changes, we use passive structures. The tense will depend on the
dates shown on the map. What tense would you use for the maps above? What tense would you use if the
second map was labeled with „present‟ instead of „2005‟?
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You form the passive like this:

Subject + be + past participle

A factory has been built

An apartment block was knocked down

Note: You can only use transitive verbs or verbs that are transitive and intransitive in the passive

ii) Complete the sentences about the maps above using passive:

1) To the south of the River Alanah, all of the trees ________ _______ _______ (cut down)
2) All of the houses to the south of the river between the railway and road _________ ________
________ (knock down)
3) Warehouses ________ _________ (establish) around the airport and school
4) In the north east of the town, some trees _________ ________ _______ (replace) a golf course.
5) In the north of the town, to the east of the park, a stadium _______ _______ (build)
6) The railway running along the side of the river _______ _______ (extend)

Describing location

Look at how the locations of the changes are described above using either directional language or
prepositions (or a combination if more accuracy is needed).

Here is a review of prepositions of location:

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Directional language

iii) Look at the example sentences describing location on the maps below. What’s the
difference between ‘in’ and ‘to’ when used in this way?

The railway station is in the south of Eastminster.

The school is to the north of the railway station.

iv) Describe the changes to your partner using both language of location and language of
direction.

When describing maps:

 We don‟t usually talk about the left and right, or top and bottom of a
map. We use north, south, east and west.
 Only capitalize directions when they are part of a proper noun, eg.
West Apple Street, Southeast Asia
north of the river, in the west of the town
 Notice that between north and east is north-east (not east-north!),
and between south and east is south-east.
 Don‟t forget your articles. Probably every singular noun in a map
report will need an article. Use ‘a/an’ to introduce a noun and then use ‘the’ to refer to it after
that.
 Plural nouns will need a quantifier (e.g. some, a number of, etc.)
Pay attention to difference in meaning between the prepositions, ‘in’ and ‘to’.

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 Structure for map report

Now that we have most of the language, we can look at the overall structure of the report. We use the
same 3 paragraph structure as for the previous task 1 reports.

Introduction

Again, we just paraphrase the introduction given:

Original: The maps below show the changes that took place in Youngsville, New Zealand over a 25 year
period from 1980 to 2005

Paraphrased: The maps show the developments which took place in the coastal town of Youngsville, New
Zealand between 1980 and 2005

Overview

For the overview, describe the general changes and write about the most noticeable differences
between the two maps.

In order to write about the general changes, we need some adjectives to describe overall features of the
town.

v) Match the following adjectives to their meanings:

Urban like the countryside

Rural leisure facilities

Industrial places to buy and sell things (e.g. shops)

Residential like the city

Recreational places to live

Commercial places related to money (e.g. banks)

Financial factories

Let‟s look at how the vocabulary is used in the overview from the Youngsville maps:

Overall, the town changed from a mostly residential area to a more urban landscape with
significantly fewer trees.

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 Detail paragraphs

The detail paragraphs should be divided based on sections of the map.

vi) Look at the following model answer for the Youngsville maps. Fill in the gaps and answer
the question.

The maps show the developments which took place in the coastal town of Youngsville, New Zealand
between 1980 and 2005. Overall, the town changed from a mostly residential area to a more urban
landscape with significantly fewer trees.

____________ all of the trees were cut down, with all of the houses along the railway being knocked
down and replaced by skyscrapers. __________ a new industrial area with factories and warehouses
were established around the airport and school.

_______________except for a few trees near the lake, the rest were cleared away to make way for a
golf course and car parking facilities. ____________ were the construction of a _______near the
northeast corner of the lake and a new stretch of railway running directly north. A marina was also built
at the mouth of the ______.

vii) How is the information divided between the two detailed paragraphs?

To the south of the River Alanah, Moreover, Looking north of the river,

Further developments river stadium

Report writing summary

1. Read Summary

 Where are the maps comparing?

 Look at the dates on the maps. This will tell you the tense to write in.
 Use passive, language of direction and language of location (prepositions)

2. Analyze data
 General (for overview – mention the general changes using adjectives. Mention some of
the most significant changes) Don‟t say things like „There are several noticeable
changes‟
 Specific (for details – divide the map into two parts using a feature of the area, e.g. a
river, main road). Use one detail paragraph to compare each of the divided parts.

3. Check for grammar and vocabulary errors after writing

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The maps below show the changes that took place at the seaside
town of Templeton between 1990 and 2005.

Summarise the information by selecting and reporting the main

features, and make comparisons where relevant.

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 Writing Task 1 – Uncorrelated Mixed Graphs

This is an example of an IELTS bar and line graph together. It is not uncommon to get two graphs to
describe at the same time in the IELTS test.
It can look a bit scary at first, but when you look more closely, you'll see it is probably no more difficult than
having one graph.

You should spend about 20 minutes on this task.

The line graph shows visits to and from the UK from 1979 to 1999, and
the bar graph shows the most popular countries visited by UK
residents in 1999.

Summarize the information by selecting and reporting the main features

and make comparisons where relevant.

Write at least 150 words.

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 i) Complete the following gap fill using the words below

The line graph illustrates the number of visitors in millions from the UK who went abroad and those that
came to the UK between _____ and 1999_____ the bar chart shows which countries were the most popular
for UK residents to visit in 1999. Overall, it can be seen that visits to and from the UK_____, and that _____
was the most popular country to go to.

_____, the number of visits abroad by UK residents was higher than for those that came to the UK, and this
remained so throughout the period. The figures started at a similar amount, around 10 million, but visits
abroad increased significantly to over _____, whereas the number of overseas residents rose steadily to
reach just under 30 million.

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

while 1979 less To begin 50 million

increased France most

ii) Now complete the structure template using the words on the right for mixed graph
questions

Detail for graph 2

______________ +___ ___________ Overview for graph 2

______________ +___ ___________ Introduction for graph 1

Overview for graph 1

______________ Introduction for graph 2

Detail for graph 1

______________

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 Writing Task 1 – Pie Charts

i) Look at the pie charts above and discuss the following questions:

1) What is the best way to organize your answer? A) Write one paragraph about immigration and one
about emigration B) write about the pie charts together, comparing each of the reasons

2) What are the similarities between the pie charts? What are the differences?

3) What is the most interesting feature of the charts? Which categories account for the largest and
smallest proportions?

4) Will you use language like „increased significantly‟ to describe the charts?

ii) Complete the following model using the words in the box

The pie charts illustrate the primary reasons for people coming to and leaving the UK in 2007. Overall, it is
clear that the main factor influencing the decision to both immigrate and emigrate was _______.
Furthermore, a significant proportion of people immigrated to _______, while this only represented a tiny
minority for emigrants.

Having a _______ accounted for 30% of immigration to the UK, and this figure was very similar for
emigration, at 29%. The _______ of those moving to join a family member were quite _______ for
immigration and emigration, at 15% and 13% respectively. In addition, just over a tenth of people
immigrated for other reasons, while this figure was slightly higher for emigration, with _______ figures of
11% and 14%.

A large number of people, 22%, also emigrated because they were looking for a job, though the proportion
of people entering the UK for this purpose was noticeably _______ at approximately a tenth. Another major

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factor influencing a move to the UK was for formal study, with over a quarter of people immigrating for this
reason. However, interestingly, only a very small number, 4%, left for this.

study definite job similar respective

Lower employment proportions

The key language when you write about pie charts is proportions and percentages. However, you can
also use other words and fractions. Look at the phrases in red used to vary the language in the above
model.

iii) Look at the language below and then complete the fractions below the table.

Majorities and minorities

percentage phrase
Note that
95+ overwhelming
80-90 huge / vast the phrases
70-80 Large majority for these
60-70 comfortable / considerable percentages
51-60 small are
approximate
40-49 large
, not exact.
10-25 small minority
1-10 tiny
Additional phrases: a significant/large/considerable number (60-80%)
a very small number (1-5%)

Sentence structure:
A small minority of Vietnamese women smoke.

Always use the article ‘a’ – except with ‘vast’: ‘the vast majority…’

1/2 half If the percentage is not an

exact fraction:
1/3 a third 2/3 two thirds
45% __ under a__ half
1/4 3/4
48% ____________half
1/5 4/5
50% half
1/7 1/10
51% ____________half
1/8
54% ____________half

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iv) Use the language above to compare the pie charts with your partner

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