Lesson 1: IELTS Task 1

Describing a Graph Over Time

This lesson explains how to describe a line graph or bar chart for IELTS task 1 that is over time. This uses an
example of a bar chart, but it will be the same for a line graph.

When you get a chart or graph to describe, it is always important to check whether there is a time frame or not. If
there is, you will need to use the language of change.

However, it is not enough just to describe the changes of each element (ActiveX, Java and Net in this case) on
their own and ignore how they relate to each other.

Look at the question – you are asked to compare the data as well. So you must also compare the elements where
relevant in your IELTS task 1.

You must also group data together to make sure you have a well organized and coherent answer.

To do this, you need to look for similarities and differences when you first analyze the graph for IELTS task 1, and
decide what can be logically put together or not.

Now look at the bar chart below and read the IELTS task 1 model answer.

The bar chart shows the number of times per week (in 1000s), over five weeks, that three computer
packages were downloaded from the internet.

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

The bar chart illustrates the download rate per week of ActiveX, Java and Net computer packages over a period of
five weeks. It can clearly be seen that ActiveX was the most popular computer package to download, whilst Net
was the least popular of the three.

To begin, ActiveX and Java showed a similar pattern, with both gradually increasing from week 1 to week 5.
However, the purchases of Active X remained significantly higher than for the other product over this time frame.
In week 1, purchases of ActiveX stood at around 75,000, while those for Java were about 30,000 lower. With the
exception of a slight fall in week 4, downloading of ActiveX kept increasing until it reached a peak in the final
week of just over 120,000. Java also increased at a steady rate, finishing the period at 80,000.

The product that was downloaded the least was Net. This began at slightly under 40,000, and, in contrast to the
other two products, fell over the next two weeks to reach a low of approximately 25,000. It then increased sharply
over the following two weeks to finish at about 50,000, which was well below that of ActiveX.

(Words 197)

Language of Change

As you can see, there are several examples of this in the graph, so it is important to learn how to use these correctly
in order to successfully write an IELTS task 1 chart over time. Here are some examples:

 gradually increasing
 a slight fall
 kept rising
 reached a peak
 increased at a steady rate
  fell
increased sharply
 a low of
 finish at
 stood at
 finishing the period at

You will need to practice this type of language, and also make sure you know a variety of structures to get a better
score – if you keep repeating the same kind of phrases this will show you have a more limited range of lexis and
grammar.

Making Comparisons

In IELTS task 1, you must also compare the data as you are asked to do in the rubric.

If you just write about what happened to ActiveX, what happened to Java, and what happened to Net, without
showing any relationship between them, this won’t be enough.

Here are some examples of where comparisons are made between the products in the IELTS task 1 graph, and the
language of comparison is highlighted in black:

It can clearly be seen that ActiveX was the most popular computer package to download, whilst Net was the least
popular of the three

ActiveX and Java showed a similar trend, with both gradually increasing from week 1 to week 5

However, the purchases of Active X remained significantly higher than for the other product over this time frame.

In week 1, purchases of ActiveX stood at around 75,000, while those for Java were about 30,000 lower

Java also increased at a steady rate, finishing the period at 80,000

The product that was downloaded the least was Net. This began at slightly under 40,000, and, in contrast to the
other two products, fell over the next two weeks

It then increased sharply over the following two weeks to finish at about 50,000, which was well below that of
ActiveX

Grouping the Data

It is a good idea to divide your answer into paragraphs so it is well organized. To do this, you should group
similar things together into paragraphs or sections.

If you look at the chart, you will see that ActiveX and Java have a similar pattern, both steadily increasing over the
period (apart from the slight fall of ActiveX in week 4), so these could be put together:

To begin, ActiveX and Java showed a similar trend, with both gradually increasing from week 1 to week 5.
However, the purchases of Active X remained significantly higher than for the other product over this time frame.
In week 1, purchases of ActiveX stood at around 75,000, while those for Java were about 30,000 lower. With the
exception of a slight fall in week 4, downloading of ActiveX kept rising until it reached a peak in the final week of
just over 120,000. Java also increased at a steady rate, finishing the period at 80,000.
On the other hand, Net is the lowest and it has a different pattern – falling and then rising again. So this could be
described in another paragraph:

The product that was downloaded the least was Net. This began at slightly under 40,000, and, in contrast to the
other two products, fell over the next two weeks to a low of approximately 25,000. It then increased sharply over
the following two weeks to finish at about 50,000, which was well below that of ActiveX.

There is usually more than one way to group the data for an IELTS task 1, so this needs to be your decision. As
long as it is logical and makes your answer easy to follow and read, this should be ok.

Lesson 2: Describing an IELTS Pie Chart

This lesson will provide you with tips and advice on how to write an IELTS pie chart for task 1.

To begin, take a look at the pie chart below, and then answer the quiz questions.

You should spend about 20 minutes on this task.

The pie charts show the main reasons for migration to and from the UK in 2007.

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

Write at least 150 words.

Now take a look at a model answer:

The pie charts illustrate the primary reasons that people came to and left the UK in 2007.  At first glance it is clear
that the main factor influencing this decision was employment. 

Having a definite job accounted for 30 per cent of immigration to the UK, and this figure was very similar for
emigration, at 29%.  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 lower at less than a fifth. 

Another major 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 small minority, 4%, left for this.

The proportions of those moving to join a family member were quite similar for immigration and emigration, at
15% and 13% respectively.   Although a significant number of people (32%) gave ‘other’ reasons or did not give a
reason why they emigrated, this accounted for only 17% with regards to immigration.

(173 words)

As you can see, the pie chart description is easy to follow.  Here are some key points in organizing your answer.

Choose the most important points to write about first

These will be the largest ones.  As you can see in the model answer, definite job, looking for work, and formal
study were all written about first, in order of importance, as these are the main reasons that were chosen for
moving.

Items such as ‘other’ are usually less important and account for small amounts, so can be left till the end.

Make it easy to read

When you write a task 1, you should always group information in a logical way to make it easy to follow and
read.
With an IELTS pie chart, the most logical thing to do is usually to compare categories together across the charts,
focusing on similarities and differences, rather than writing about each chart separately.

If you write about each one separately, the person reading it will have to keep looking between the paragraphs in
order to see how each category differs.

Vary your language

As with any task 1, this is important.  You should not keep repeating the same structures.  The key language when
you write about pie charts is proportions and percentages.

Common phrases to see are "the proportion of…" or "the percentage of…"

However, you can also use other words and fractions. These are some examples from the model answer:

 A large number of people

 over a quarter of people
 a small minority
 A significant number of people
 less than a fifth

This table presents some examples of how you can change percentages to fractions or ratios:

Percentage Fraction
80% four-fifths
75% three-quarters
70% seven in ten
65% two-thirds
60% three-fifths
55% more than half
50% half
45% more than two fifths
40% two-fifths
35% more than a third
30% less than a third
25% a quarter
20% a fifth
15% less than a fifth
10% one in ten
5% one in twenty

If the percentages are not exact as above, then you can use qualifiers to make sure your description remains
accurate. Here are some examples:

Percentage Qualifier
77% just over three quarters
77% approximately three quarters
 49% just under a half
49% nearly a half
32% almost a third

This table presents some examples of how you can change percentages to other phrases:

proportion / number / amount /

Percentage
majority / minority
75% - 85% a very large majority
65% - 75% a significant proportion
10% - 15% a minority
5% a very small number

The words above are interchangeable, though number is for countable nouns and amount is for uncountable
nouns.

Lesson 3: IELTS Process Diagram

It is less common in the writing test, but sometimes you will get an IELTS process diagram to describe.

This should follow the same format as any task 1:

1. Introduce the diagram

2. Give an overview of the main point/s
3. Give the detail

What is an IELTS Process Diagram?

To begin, look at this question:

You should spend about 20 minutes on this task.

The diagram illustrates the process that is used to manufacture bricks for the building industry.

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

Write at least 150 words.

A process will have a number of stages that are in time order.  So you should start at the beginning, and describe
each stage through to the last one.

In the example above, this is fairly clear. It begins with the digging of the clay, and ends with delivery.

Processes are not always this clear, and you may have to look more carefully to spot the beginning, and there may
also be two things happening at the same time.

So it is important that you look at other sample processes to get a good understanding of how they can vary.
Introduce the Diagram

As with any task 1, you can begin by paraphrasing the rubric:

The diagram explains the way in which bricks are made for the building industry.

As you can see, this has been taken from the question, but it has not been copied. You need to write it in your own
words.

Highlight the main points

An IELTS process diagram is different to a line, bar, pie chart or table in that there are not usually key changes or
trends to identify.  However, you should still give an overview of what is taking place.

The  ‘public band descriptors’ state that to achieve a band 6 or more for ‘task response’ the student must
provide an overview in a task 1.

As there are no trends to comment on, you can make a comment on, for example, the number of stages in the
process and how it begins and ends:

Overall, there are eight stages in the process, beginning with the digging up of clay and culminating in delivery.

Giving the detail

Now you need to explain the IELTS process diagram, and there are two key aspects of language associated with
this:

Time Connectors

A process is a series of events, one taking place after the other.  Therefore, to connect your stages, you should use
‘time connectors’.  Here is the rest of the answer with the time connectors highlighted (notice that you simply go
from the beginning to the end of the process):

To begin, the clay used to make the bricks is dug up from the ground by a large digger. This clay is then placed
onto a metal grid, which is used to break up the clay into smaller pieces. A roller assists in this process.

Following this, sand and water are added to the clay, and this mixture is turned into bricks by either placing it
into a mould or using a wire cutter. Next, these bricks are placed in an oven to dry for 24 – 48 hours.

In the subsequent stage, the bricks go through a heating and cooling process. They are heated in a kiln at a
moderate and then a high temperature (ranging from 200c to 1300c), followed by a cooling process in a chamber
for 2 – 3 days. Finally, the bricks are packed and delivered to their destinations.

These connectors are the same you would use to write a graph over time when you explain a series of changes.

These are some common IELTS process diagram connectors:

To begin
Following this
 Next
Then
After
After that
Before**
Subsequently
Finally

** If you use before, this means that you will be mentioning a later stage before an earlier stage, so you need to
use it carefully.  If you can use it properly though, it will get noticed. 

Here is an example using stages four and five:

Before being dried in the oven, the mixture is turned into bricks by either placing it into a mould or using a wire
cutter.

The Passive

When we describe an IELTS process, the focus is on the activities, NOT the person doing them. 

When this is the case, we use the passive voice, not the active.

This is a brief explanation of how to use the passive voice, but if you are new or unsure about using it, you should
do some further study and practice.

Most sentences use this structure:

Subject + Verb + Object

(S) A large digger (V) digs up (O) the clay in the ground.

In the active voice (as above), the digger is doing the verb i.e. the digger is doing the digging.

When we use the passive voice, we make the object (the clay) the subject, and make the subject (the digger) the
object. We also add in the verb ‘to be’ and the past participle (or Verb 3).

(S) The clay in the ground (V) is dug up (O) by the digger.

So throughout most of your description for your IELTS process diagram, you should be using the passive voice. 

This is difficult as some verbs cannot take the passive. For example, 'to go' cannot be passive, so it is kept in the
active voice:

...the bricks go through a heating and cooling process.

This is why you need to make sure you practice the passive so you know exactly how to use it.

Also, as you will see from the description, it is more usual to to comment on who or what is doing the action so the
'by...." phrase is excluded.

Here is the same example description with uses of the passive highlighted:
To begin, the clay (which is) used to make the bricks is dug up from the ground by a large digger. This clay is then
placed onto a metal grid, which is used to break up the clay into smaller pieces. A roller assists in this process.

Following this, sand and water are added to the clay, and this mixture is turned into bricks by either placing it
into a mould or using a wire cutter. Next, these bricks are placed in an oven to dry for 24 – 48 hours.

In the subsequent stage, the bricks go through a heating and cooling process. They are heated in a kiln at a
moderate and then a high temperature (ranging from 200c to 1300c), followed by a cooling process in a chamber
for 2 – 3 days. Finally, the bricks are packed and delivered to their destinations.

Varying your Language

Sometimes it may be appropriate just to use the same language that you are given in the IELTS process diagram to
describe it, but you should try to vary it.

You may be able to use nouns from the diagram as your verbs.  For example, the noun packaging in stage seven
becomes:

Finally, the bricks are packed…

Lesson 4: IELTS Bar and Line Graph

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. However, when you look more closely, you'll see it is probably no more difficult
than having one graph.
Take a look at the question and the 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.

These are the steps you need to take to describe a bar and line graph together (or any two graphs) that may differ
slightly from when you describe one graph.

Introduction

When you state what the graph shows, mention both of them. Here is a sample first sentence of the introduction:

The line graph illustrates the number of visitors in millions from the UK who went abroad and those that came to
the UK between 1979 and 1999, while the bar chart shows which countries were the most popular for UK
residents to visit in 1999.
Remember to write this in your own words and not to copy from the question.

Next you need to mention the key points from the graph. When you do this, mention the most interesting things
from each:

Overall, it can be seen that visits to and from the UK increased, and that France was the most popular country to
go to.

Body Paragraphs

If there are two graphs and a lot of information, you will have to be careful not to describe everything as you
may then have too much information.

Also, the examiner is looking to see that you can select the important things and not describe every single detail.

So the key skill when you have two graphs is being able to pick out the important information or summarize things
in a concise way, otherwise you will end up writing too much and probably run out of time.

Here is an example description for the bar and line graph:

To begin, the number of visits abroad by UK residents was higher than for those that came to the UK, and this
remained so throughout the period. The figures started at a similar amount, around 10 million, but visits abroad
increased significantly to over 50 million, whereas the number of overseas residents rose steadily to reach just
under 30 million.

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

As you can see, the first paragraph discusses the line graph, and the second the bar chart.

You will not usually need to mix up the descriptions. This will only make things complicated and difficult to
follow. Writing about the first one and then the second one is ok.

As with any task 1, you will need to make sure you use the right language, make comparisons, and group data
appropriately.

IELTS Line and Bar Chart - Model Answer

The line graph illustrates the number of visitors in millions from the UK who went abroad and those that came to
the UK between 1979 and 1999, while the bar chart shows which countries were the most popular for UK residents
to visit in 1999. Overall, it can be seen that visits to and from the UK increased, and that France was the most
popular country to go to.

To begin, the number of visits abroad by UK residents was higher than for those that came to the UK, and this
remained so throughout the period. The figures started at a similar amount, around 10 million, but visits abroad
increased significantly to over 50 million, whereas the number of overseas residents rose steadily to reach just
under 30 million.
By far the most popular countries to visit in 1999 were France at approximately 11 million visitors, followed by
Spain at 9 million. The USA, Greece, and Turkey were far less popular at around 4, 3 and 2 million visitors
respectively.

(Words 171)
Lesson 5: Describing Graph Trends
This exercise introduces some common vocabulary and grammar needed for describing graph trends.

The language that can be used for describing graphs in IELTS is extensive.

This lesson introduces some of the most common language used.

It also shows you how it can be used grammatically in sentences.

Vocabulary for Describing Graph Trends

Word Part of Speech Example Sentence

Total expenditure increased
verb: to increase, is increasing, has
from $33,611m to $39,165m
increased, increased
from 1995 to 1996.
increase
noun: an increase of $5,554m From 1995 to 1996 there was
an increase in spending of an increase in expenditure of
$5,554m $5,554m.
Expenditure on primary
verb: to decrease, is decreasing, education decreased from
has decreased, decreased 22.2% to 21.5% from 1995 to
decrease 1996.
From 1995 to 1996 there was
noun: a decrease of 0.7%
a decrease in expenditure of
a decrease in spending of 0.7%
0.7%.
Total expenditure rose from
verb: to rise, is rising, has risen,
$33,611m to $39,165m from
rose
1995 to 1996.
rise
From 1995 to 1996 there was
noun: a rise of $5,554m
a rise in expenditure of
a rise in spending of $5,554m
$5,554m.
Expenditure on primary
verb: to fall, is falling, has fallen,
education fell from 22.2% to
fell
fall 21.5% from 1995 to 1996.
noun: a fall of 0.7% From 1995 to 1996 there was
a fall in spending of 0.7% a fall in expenditure of 0.7%.
Expenditure on primary
verb: to drop, is dropping, has education dropped from
dropped, dropped 22.2% to 21.5% from 1995 to
drop 1996.
From 1995 to 1996 there was
noun: a drop of 0.7%
a drop in expenditure of
a drop in spending of 0.7%
0.7%.
After an introductory clause that Spending rose in all three
includes some analysis; e.g. years, increasing from 17.6%
-ing forms 'Spending rose in all three years', to 18% from 1995 to 1996,
an '_ing' form can be used to and then rising again to
describe numbers and dates. 18.2% in 1997-8.
Practice 

Have a look at the table below.

Then, to help you with describing graph trends, decide which word should go in the gap in the example answer.

Expenditure on Education in Hong Kong 1995 to 1998

Breakdown of spending 1995-6 1996-7 1997-8

Total expenditure ($ million) 33,611 39,165 45,315
As % of government budget 17.6% 18% 18.2%
% spent on
     
 primary education
22.2% 21.5% 21.6%
 secondary education
33.7% 33.2% 33.5%
 tertiary education
35.9% 36.7% 35.9%

Describing Graph Trends - Gap Fill

Public expenditure on education in Hong Kong (1) _____________ continuously from 1995 to 1998. In academic
year 1995-6 it (2)_________________ HK$33,611 million, (3)______________ to $39,165 million in 1996-7 and
$45,315 million in 1997-8. As a percentage of the government’s budget spending on education also increased
(4)______ year, from 17.6% to 18% and then to 18.2%.

However, the percentage of expenditure spent on primary, secondary and tertiary education did not show the same
consistent (5)_______. In 1995-6 expenditure on primary education was 22.2% of the education budget, 33.7%
(6)_________ on secondary, and 35.9% on tertiary.

In 1996, (7) ____________ of 0.8% in spending on tertiary education was financed by a (8)_________ in spending
of 0.7% in primary and 0.5% in secondary schooling.

In 1997-8 tertiary spending as a percent of the education budget (9)_________to its 1995-6 level. The percentage
spent on primary education (10)__________ to 21.6% and that on secondary to 33.5%, both figures being less than
1995-6 levels.

This lesson will hopefully have helped you with the basics of describing graph trends and some of the different
structures you can use.

Remember though this example has only used a few of the words possible for describing change.

It's important to vary your language so look around the IELTS buddy site, for example on the model graphs, to see
what other language you can use.
Lesson 6: Bar Chart Exercise
This bar chart exercise is a gap fill to give you practice with the language of comparison, contrast and percentages.

Look at the graph and then read the model answer.

Choose the right word to go in the gap.

Bar Chart Exercise - Gap Fill

You should spend about 20 minutes on this task.

The chart shows the percentage of drugs taken by girls and boys in a school in New Zealand.

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

Write at least 150 words.

Place the right word into the space. Make sure you write (or copy and paste) the word exactly as it appears in the
box, otherwise it will get marked as wrong.

at approximately 8% / the least / school children / are similar / gender /

in percentages / more than / equal / at the same level / percentages for /
at only 5% / around 33% / is exactly / 4% for / bar chart illustrates

The 1. ____________ information on the quantity of drugs 2._____________ in New Zealand take, divided by 3.
___________ and measured 4. ____________. Overall, it is immediately apparent that hashish or marijuana is
used 5. ______________ any of the other drugs, whereas LSD is used 6. ______________. At first glance we can
see that boys take more drugs than girls for 6 out of 7 of the drugs listed, however an 7. _______number of boys
and girls take cocaine.
To begin with, boys use more hashish or marijuana than girls at 8. __________ and 29% respectively. Following
this, boys take heroin, opium or morphine 9. _______________, but girls 10. ________________.

On the other hand, the 11. ______________ amphetamines and solvents 12. ______________ for both boys and
girls at 2% and 3% for girls and 13. _____________ both drugs for boys. Next, the pattern for LSD and medical
drugs 14. ______________ the same for both genders at 1% for girls and 3% for boys. Finally, boys and girls take
cocaine 15. _______________________, 4%.

Bar Chart Exercise - Answer

The 1. bar chart illustrates information on the quantity of drugs 2.school children in New Zealand take, divided
by 3. gender and measured 4. in percentages. Overall, it is immediately apparent that hashish or marijuana is used
5. more than any of the other drugs, whereas LSD is used 6. the least. At first glance we can see that boys take
more drugs than girls for 6 out of 7 of the drugs listed, however an 7. equal number of boys and girls take cocaine.

To begin with, boys use more hashish or marijuana than girls at 8. around 33% and 29% respectively. Following
this, boys take heroin, opium or morphine 9. at approximately 8%, but girls 10. at only 5%.

On the other hand, the 11. numbers for amphetamines and solvents 12. are similar for both boys and girls at 2%
and 3% for girls and 13. 4% for both drugs for boys. Next, the pattern for LSD and medical drugs 14. is exactly
the same for both genders at 1% for girls and 3% for boys. Finally, boys and girls take cocaine 15. at the same
level, 4%.
Lesson 7: Line Graph Worksheet - Gap Fill
This line graph worksheet helps you with the language of change that is very commonly needed to write about
graphs, bar charts and tables in IELTS task 1.

Firstly, take a look at the graph and check you understand it.

 What does it show?

 What are the main trends?
 What are some important details?

Then look at the line graph answer and carefully work out which word from the drop down menu fits in the gap.

 Line Graph Worksheet - Gap Fill

You should spend about 20 minutes on this task.

The line graph illustrates the amount of spreads consumed from 1981 to 2007, in grams.

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

Write at least 150 words.

Reached a peak / a steady downward trend / a marked increased / more popular / a sharp decline / a significant
decrease / a significant rise / exceeded

The graph shows the quantity of margarine, low fat spreads and butter consumed between 1981 and  2007. The
quantities are measured in grams. Over the period 1981 to 2007 as a whole, there was 1. ________________ in the
consumption of butter and margarine and a 2. ___________________ in the consumption of low fat-fat spreads.

Butter was the most popular fat at the beginning of the period, and consumption 3. __________________ of about
160 grams per person per week in about 1986. After this, there was 4.  ____________________.

The consumption of margarine began lower than that for butter at 90 grams. Following this, in 1991, it  5. 
________________ that of butter for the first time, but after 1996 there was 6. _________________ in the amount
consumed, which seemed set to continue.

Low–fat spreads were introduced in 1996, and they saw 7. ___________________ in their consumption from that
time, so that by about  2001 they were 8. _____________________ than either butter or margarine.

IELTS Line Graph Worksheet - Full Answer

The graph shows the quantity of margarine, low fat spreads and butter consumed between 1981 and  2007. The
quantities are measured in grams. Over the period 1981 to 2007 as a whole, there was 1. a significant decrease in
the consumption of butter and margarine and a 2. a marked increase in the consumption of low fat-fat spreads.

Butter was the most popular fat at the beginning of the period, and consumption 3. reached a peak of about 160
grams per person per week in about 1986. After this, there was 4.  a sharp decline.
The consumption of margarine began lower than that for butter at 90 grams. Following this, in 1991, it  5. 
exceeded that of butter for the first time, but after 1996 there was 6. a steady downward trend in the amount
consumed, which seemed set to continue.

Low–fat spreads were introduced in 1996, and they saw 7. a significant rise in their consumption from that time,
so that by about  2001 they were 8. more popular than either butter or margarine.

Lesson 8: Compare and Contrast Language for graphs

The purpose of this lesson is to introduce you to compare and contrast language which is needed to write about
graphs.

To begin, take a look at the graph below.

1. Which country has the highest level of pollution? 

2. Which country has the lowest?

The country with the higest level of pollution is USA and the country with the lowest is New Zealand.

Comparative and Superlative Adjectives

Being able to compare and contrast data is an essential skill for IELTS writing, especially in Task 1.  Comparatives
and superlatives are one common way to do this.

Comparatives are used to compare two things:

Leopards are faster than tigers.

Superlatives are used to compare one thing against a group of others:

The leopard is the largest of the four big cats.

Here are the basics of how they are formed:

 Example
  Comparative Superlative
Word
Words with one syllable high higher the highest
the most
more
productive
Words with three syllables or productive
productive
more
the least
less productive
productive
Words ending in –y wealthy wealthier the wealthiest
Short words ending with a
hot hotter the hottest
consonant/vowel/consonant
Irregular good better the best

Other Important Language

Comparatives and superlatives are useful to compare and contrast, but they won't be enough.

Here are some other useful words and structures:

Transitions

1. The Middle East produces high levels of oil; however, Japan produces none.
2. The USA produces large amounts of natural gas.  In contrast, South Korea produces none.
3. European countries make great use of solar power.  On the other hand, most Asian countries us this
method of power generation very little.

Subordinating Conjunctions

1. The Middle East produces high levels of oil, whereas / while Japan produces none.
2. Whereas / While the Middle East produces high levels of oil, Japan produces none.
3. Although the Middle East produced 100 tons oil, Japan produced none.

Other Structures

1. Developing countries are more reliant on alternative energy production than developed countries.
2. Solar power accounts for far less of the total energy production than gas or coal does.
3. Hydropower is not as efficient as wind power.
4. Like Japan, South Korea does not produce any natural gas.
5. The Middle East produces twice as much oil as Europe.
6. Western countries consume three times more oil than the Middle East.
7. Russia consumes slightly more oil than Germany.
8. The UAE produced the same amount of oil as Saudi Arabia.

Using Approximate Data

When you compare and contrast, you also need to learn phrases so you can refer to data that is not exact.

For example:
 7.1 “just over 7 million tonnes”   
“approximately 7 million tonnes”
65.6 “nearly 70 million tonnes”
“almost 70 million tonnes”

Compare and Contrast Language Practice

Look at the table below.  What is being compared?

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 Union 7.1 0.4
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

Look at the compare and contrast language in the drop down box and choose the correct word to complete the
sentences.

Times more / nearly the same / lowest / however / biggest / while / least / far more / just under / than

1. New Zealand consumed the ___________________ gas at approximately 5 million tonnes.

2. The former Soviet Union produced the _________________ amount at 0.4 million tonnes.

3. The USA was the _______________ consumer and producer of gas at 600 million tonnes and 500 respectively.

4. The USA consumed and produced ________________ natural gas than any other country.

5. South Korea produced 18.9 millions tonnes of gas; _______________________ , it consumed none.

6. China’s consumption and production of oil were _______________________ at 24.3 and 25.0 respectively.

7. The USA, the Former Soviet Union, Japan and South Korea all consumed more gas __________ they produced.

8. Australia consumed four _____________________ gas than New Zealand.

9. __________________ Zealand produced 5.1 million tonnes of gas, South Korea produced none.
10. New Zealand consumed _____________________ 5 million tonnes of gas.

Correct Answer

1. least 2. Lowest 3. Biggest 4. far more 5. However 6. nearly the same 7. Than 8. times more 9. While
10. just under

Lesson 9: IELTS Graphs A common mistake

Look carefully at the IELTS graphs below and their titles. Underneath each is a brief descriptive sentence about
the graphs.

What is wrong with them?

From 1975 to 2000, hamburgers increased dramatically from 10 to 100 times per year. At the same time, fish and
chips fell significantly to just under 40.
While buses fell from just over 25% to around 16% in 2000, cars increased dramatically to over 35%. Meanwhile,
bikes fell over this time frame.

Did you find what the errors were?

Can hamburgers increase and fish and chips fall? Can a car increase, or a bus and a bike fall?

No, but the consumption of hamburgers or fish and chips can fall or rise, and the use of a car, bike or bus can
increase or decrease.

There are a number of ways that the sentences in the IELTS graphs could have been written correctly, but here are
some possibilities:

From 1975 to 2000, the consumption of hamburgers increased dramatically from 10 to 100 times per year. At the
same time, the number of times that fish and chips were eaten fell significantly to just under 40.

While bus usage fell from just over 25% to around 16% in 2000, cars as a mode of travel increased dramatically
to over 35%. Meanwhile, the use of bikes fell over this time frame.

Check your subject

When you are analysing your task 1 before you write about it, look very carefully to identify what the subject is
i.e. what is it exactly that is being measured? 

A common mistake when writing about IELTS graphs in task 1 of the test is to get the subject wrong.

The first graph is about the consumption of fast foods.

The second graph is about the use of four types of transport.

Getting this wrong will significantly detract from your response to the task.

Lesson 10: IELTS Table

Describing an IELTS table is similar to describing charts or graphs.  The same structures of comparison and
contrast are used or language of change if the table is over time.

A table is just another way to present information.

It does not require that you learn a new type of language or a new way to organize things.

For example, take a look at this table showing the quality of life in four countries presented in a table:

Country GNP per head Daily calorie Life expectancy Infant mortality 
(1982: US supply per head at birth (years) (per 1000 live
dollars) births
Bangladesh 140 1877 40 132
Bolivia 570 2086 50 124
Egypt 690 2950 56 97
Indonesia 580 2296 49 87
USA 13160 3653 74 12

If we wanted, we could present this same information as a bar chart:

However, as you'll notice, it is better presented as a table because of the huge difference between the USA and the
others - this is not very clear on a bar chart.

So a table looks better, but they would both be described in exactly the same way.

Analyzing the IELTS Table

As with all graphs and charts, when describing tables:

 Do not describe all the data presented - present the main points of each feature (you should make sure you
mention each feature though)
 Look for significant data; e.g. the highest, the lowest etc
 Try and group the data.  This may require you to use some general knowledge about the world, such as
recognizing developed and developing countries

Practice

Look at the IELTS table that you looked at above and answer the questions that follow:

 You should spend about 20 minutes on this task.

The following table gives statistics showing the aspects of quality of life
in five countries.

Write a report for a university lecturer describing the information in

the table below.

You should write at least 150 words.

Table: The Quality of Life in Four Countries

Country GNP per head Daily calorie Life expectancy Infant mortality 
 (1982: US supply per head at birth (years) (per 1000 live
dollars) births
Bangladesh 140 1877 40 132
Bolivia 570 2086 50 124
Egypt 690 2950 56 97
Indonesia 580 2296 49 87
USA 13160 3653 74 12

 What is the table measuring?

 What type of language do you need to use (Change? Comparing and contrasing?)
 What tense would you use?
 Which country has the best quality of life and which has the worst?
 What information could you use for an overview / conclusion?
 How could you group the information?
 How many paragraphs would you have and what you would write about in each one?

Making a Plan

You should always ask yourself these kind of questions before you write your task one. You can then use the
answer to these questions to make yourself a quick plan.

Here are some notes made by a student during the planning stage:

Topic – standard of living, 5 countries

Language –  comparison

Time / tense –  1982 = past

Overview –  USA far higher

Groups –      

USA = highest

Egypt, Indo, Bol = similar

Bangladesh = very low

 Now, take a look at this IELTS table model answer and notice how the organization matches the plan. The groups
chosen that are similar are grouped together into paragraphs.

The language is focused on the language of comparison and contrast as the table is not over time. The compare and
contrast structures have been highlighted so you can see how they are used.

Is it similar to the way you would have organized the information?

Sample Answer

The table uses four economic indicators to show the standard of living in five selected countries in 1982.   Overall,
it can be seen that the quality of life in the USA was far higher than the other four countries.

To begin, the USA, which is a developed country, had the highest GNP at 13,160 dollars per head.  It also had a
much higher daily calorie intake and life expectancy, and the lowest rate of infant mortality.

The other developing countries had quality of life ratings that were significantly lower.  The range of indicators
for Egypt, Indonesia and Bolivia were similar, with Egypt having the highest quality of life amongst the three. 
However, the infant mortality rate in Egypt’s was slightly higher than Indonesia’s at 97 deaths per 1000
compared to 78 in Indonesia.

Bangladesh had by far the lowest quality of life in all the indicators.  Its GNP was one hundred times smaller
than the USA’s.  Its calorie intake and life expectancy were about half those of the USA, and its infant mortality
rate was 10 times greater.

(Words 178)

Lesson 11: IELTS Task 1 Line Graph

In this lesson we'll look at an IELTS task 1 line graph in order to help you understand how to deal with 'age
groups' and to show you how it is possible to organize an answer in different ways.

There is usually more than one way to write about a graph. Each person may view it in a different way and decide
on a different way to present the information.

One way is not necessarily better than another. However, if one way is difficult to follow, then this is obviously
not the best choice.

What is important when you plan a task one is to think about how you can organize your graph in the most logical
and clear way.

This often means grouping the information in some way, and you can do this by looking for patterns - look for
similarities and differences.

This sample IELTS task 1 line graph is divided up into age groups.

Although a graph like this is not over time as such, it can still be viewed in this way as it is showing how
something changes over different ages - in this case, how certain factors in a neighborhood when choosing a new
home vary over age.
Take a look at the following question, the graph below, and the model answers.

You should spend about 20 minutes on this task.

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.

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

Write at least 150 words.

Model Answer 1 - Organizing by Factors

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. It is immediately apparent that a low crime rate is the most important
variable across all the age groups.

Of all the factors, the desire for a low crime rate is by far the most important. Amongst the all the age groups this
figure stands at around 80%, with the middle aged and elderly viewing it as slightly more important. Next, schools
are seen as very important by a significant proportion of 25 to 44 year olds although the percentages drop
significantly as people get older, with just under 25% of 55 to 64 year olds viewing this as important.

Shopping facilities, being chosen by around 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 approximately 30%, and, as
would be expected, 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.

Comments
As you can see in this answer to the IELTS task 1 line graph, the candidate has organized the answer mainly
around the 'factors'.

Each one is described in turn, starting with the most important, low crime. Less is said about those that are not
viewed as so important (parks and public transport).

Notice that the graph does not talk about each factor in isolation, but makes comparisons across the factors and
groups. For example:

Of all the factors, the desire for a low crime rate is by far the most important.

Shopping facilities are not viewed with such importance as schools and crime by the younger age groups.

With an IELTS task 1 line graph you should always avoid simply discussing each point on a graph with no
reference of how it relates to the other points.

Model Answer 2 - Organizing by Age Groups

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. It is immediately apparent that a low crime rate is the most important
variable across all the age groups.

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 around 80%, though it is slightly higher for
those aged 35 to 44. Schools as a factor is again very similar at around 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.

Turning to those aged over 45, low crime accounted for the largest proportion at approximately 80%, similar to
those of a younger age. In constast to the younger goups 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.

Comments

This IELTS task 1 line graph has been organized primarily around the age groups.

The candidate has decided that the first two age groups are fairly similar and so can be grouped together, and the
second two age group have similarities.

The differences between the under 44s and over 44s have also been highlighed. For example:

Turning to those aged over 45, low crime accounted for the largest proportion at approximately 80%, similar to
those of a younger age.

Summary

This lesson has been about how to write about age groups and examples of how answers may be organized
differently.
Although this was about an IELTS task 1 line graph, it applies to any graphs or charts 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.