Lesson 1:

Vocabulary and grammar commonly used to describe graphs

Pattern / trend - a track of changes over a period of time)

 The trend / pattern for margarine production was mostly upward until 2010.
 The figures for car sales followed an upward trend / pattern until 2010.

Figure - any number regardless of what it represents. Ex: 34%, $1,000, etc.
 After 2005, the figure for hydro power had increased dramatically, reaching almost 45% of
the total in 2008.

Number
 The number of visitors fell sharply to 4,000.
 Visitor numbers fell sharply to 4,000.

Quantity - the number or amount of something

 The quantity of book sales increased substantially.

Proportion - a number in comparative relation to a whole)

 The total budget was 15bln dollars. By 2011, the proportion of oil revenues in the budget
had reached more than 4 bln dollars.

Percentage
 The table illustrates the percentage of school children attending four different types of
secondary school from 2000 to 2009.

Amount – volume or quantity (of energy production, oil production, time, precipitation, etc.)
 Males and females aged between 25 and 40 spend the same amount of time online.
 The amount of quality water declined dramatically between 1993 and 1994

Rate - quantity, percentage, proportion or frequency of something. Ex: birth rate, crime rate,
unemployment rate, etc.)
 In 2009, the rate of unemployment fell by 2%

DESCRIBING CHANGES

 There was a substantial increase in house prices in Sweden.

 House prices rose substantially in Sweden
 Sweden had a substantial increase in house prices
 Sweden experienced a substantial increase in house prices
 Sweden saw a substantial increase in house prices
 Sweden witnessed a substantial increase in house prices

 (No change) From 2010 to 2018, house prices plateaued / leveled out in Sweden (=
remained unchanged)
DESCRIBING AMOUNTS OF CHANGES IN FIGURES

There was a 20% growth in China’s population

China’s population grew by 20%.
China saw a population growth of 20%.

The figure for Canada almost doubled. (from 150 to 300)

The figured for Canada almost halved. (from 300 to 150)
The number of male students tripled. (from 40 to 120)
The fertility rate quadrupled. (from 500 to 2,000)
The number of fatal accidents decreased almost five-fold (from 150 to 30).
HP saw a six-fold increase in sales. (from 20mln to 120mln)
There was a 50% rise in the number of visits to the museum. (from 120 to 180)
The number of arrests has increased by 300%. (from 50 to 200)

DESCRIBING MINIMUMS AND MAXIMUMS

Maximums

 Demand reached a peak / high of 45,000 in early March

 Demand hit a peak / high of 45,000 in early March
 Demand rose to a peak / high of 45,000 in early March
 Demand peaked at / hit the highest point 45,000 in early March.

Minimums

 Demand hit a low / trough of 5,000 in December.

 Demand fell/dropped to a low / trough of 5,000 in December.
 Demand bottomed out / hit the lowest point in December, at 5,000

APPROXIMATION

994 – just under a thousand / just below a thousand / slightly less than a thousand
1,007 – just over a thousand / just above a thousand / slightly more than a thousand

965 – well under a thousand / well below a thousand / considerably less than a thousand
1,040 – well over a thousand / well above a thousand / considerably more than a thousand

Below 1,000 = close to / nearly / almost a thousand

Below or above 1,000 = around 50 / approximately 50 / roughly 50
MAKING COMPARISONS

Contrast:

 While the number of visitors to San Pedro rose to 2,000, the figure for Puebla dropped to
1,000.
 While the number of visitors to San Pedro rose to 2,000, the reverse was true for Puebla;
there was a fall to 1,000.
 The number of visitors to San Pedro grew to 2,000, while/whereas/whilst Puebla
experienced the opposite as the figure for this town dropped to 1,000.
 The number of visitors to San Pedro rose to 2,000. In/by contrast, there was a fall to 1,000
in Puebla.
 The number of visitors to San Pedro rose to 5,000. In comparison, the figure for Japan
declined to 1,000

= Compared to San Pedro, where the number of visitors went up to reach 2,000, Puebla
had a drop to 1,000.
= In comparison to the number of visitors to San Pedro, which rose to 5,000, the figure for
Puebla declined to 1,000

Similarity:

 The number of factories in Taiwan rose sharply to 100,000. Similarly/Likewise/In the same
way, the quantity in Japan had a sudden jump to 90,000.
 The number of factories in both Taiwan and Japan had a sudden increase to 100,000
and 90,000 respectively
 The number of factories in both Taiwan and Japan continued to increase, reaching 100,000
and 90,000 respectively.
OTHER TYPES OF COMPLEX SENTENCES

 The figure for net migration was around 160,000 in 1999, and it remained at a similar level
until 2003.

 The upward pattern continued until it reached a high of 200 in 2006.

 The number of factories in Japan hit a peak of 26,000 in 2000, before falling back to 16,000
in 2006.
  The Museum of History witnessed a dramatic increase, with visitor numbers reaching
20,000 in 2006.

 From 1995 to 2000, HP witnessed a considerable increase to 2mln in sales figures, leaving
the other two companies far behind.

AVOIDING REPETITION

The number of males reached 300, and the number of females rose to 350

 The number of males reached 300, and that of females rose to 350.
 The numbers of males and females reached 300 and 350 respectively.
Describe the following trends:
Lesson 2: Line Graphs & Bar Charts
(a) Describing line graphs

A line graph is a type of chart which displays information as a series of data points connected by
lines.
Below is an example of a Task 1 line graph.

The graph below shows the household recycling rates in three different countries between
2005 and 2015.
Summarize the information by selecting and reporting the main features, and make
comparisons where relevant.

1. Analyze the task and the graph, and make sure you understand everything. Also, read the title
of the graph and look at what the vertical and horizontal axes show. Usually the vertical axis shows
figures and the horizontal axis is a timeline.

2. Once you’ve understood the task, start writing your introduction by simply paraphrasing
the question. Do not forget to exclude the word ‘below’ because there will be no graph below
when you’re writing your task. Moreover, if the question starts like ‘The graph below shows
…..’, remember to mention what type of graph it is. If it’s a line graph, add the word ‘line’.

Here is an example of how you could write your introduction by paraphrasing the question:

The line graph illustrates the household recycling rates in the UK, France and Germany from
v2005 to 2015.
3. The next step is to write an overview of the graph. In this paragraph, you should NOT provide
any figures. Instead you should describe the features of the graph that are immediately noticeable.
Normally an overview paragraph consists of one complex sentence or two sentences. Also, it is a
good idea to start this paragraph with a cohesive device such as ‘Overall, …..’ or ‘Clearly, …..’, ‘It is
clear from the graph that ….’, etc.

Here is how you could write an overview of the graph given:

Overall, the recycling rates of the UK and Germany showed a steady but significant rise over
the period, while the percentage of recycled waste in France experienced a downward trend.

As you can see, the paragraph is about the two most obvious features of the graph; the figures for
the UK and Germany increased, while France had a decrease.

4. It is now time to begin writing the body paragraphs. Generally, it’s important to find a logical
way to divide the body of our report into two or three paragraphs. In our example, we have three
countries, and we can either include each of them in a separate body paragraph or write two
paragraphs, one about the upward lines (UK and Germany) and the other about the downward
line (France). The second way would seem better.

5. Now you should identify and select the main trends (periods of increase, decrease, and
stability), key figures (highs, lows, and other notable figures.) and make comparisons where
possible (about starting points and ends, where lines cross, where lines go in opposite
directions, etc.).

So, we could write our two body paragraphs as follows:

In 2005, the recycling rates for the UK and Germany were nearly 35% and 20% respectively.
Germany's rate increased sharply throughout the period, exceeding France's rate in 2009
and reaching almost 60% at the end of the period. In the meantime, the percentage of
recycled waste in the UK grew to 40% in 2007, and then remained steady until 2009. During
2009-2011, it experienced a rapid surge to more than 50% and continued with a gradual
increase to 60% in 2015.

In 2005, the figure for France (50%) was the highest among these three countries. However, it
dramatically declined to 30% in 2013. Then, there was a growth of 10% in 2015, but France's
recycling rate was the lowest at the end of the period.

COHESIVE DEVICES:
The line graph illustrates the household recycling rates in the UK, France and Germany from 2005
to 2015.
Overall, the recycling rates of the UK and Germany showed a steady but significant rise over the
period, while the percentage of recycled waste in France experienced a downward trend.
In 2005, the recycling rates for the UK and Germany were nearly 35% and 20% respectively.
Germany's rate increased sharply throughout the period, exceeding France's rate in 2009 and
reaching almost 60% at the end of the period. In the meantime, the percentage of recycled waste
in the UK grew to 40% in 2007, and then remained steady until 2009. During 2009-2011, it
experienced a rapid surge to more than 50% and continued with a gradual increase to 60% in
2015.
 In 2005, the figure for France (50%) was the highest among these three countries. However, it
dramatically declined to 30% in 2013. Then, there was a growth of 10% in 2015, but France's
recycling rate was the lowest at the end of the period.

DESCRIBING FUTURE PREDICTIONS

Most of the time, line graphs depict changes in the past, and thus we use the past simple tense to
describe these changes. However, some graphs may describe not only changes in past periods,
but also the present situation and future predictions. When this is the case, we may have to use the
past simple, present perfect, present simple, and future tenses where necessary. For example:

The percentage of immigrants in Austria was the lowest (6%) in 2000. However, this
proportion has risen to 8% (now), and experts predict that immigrants will make up around
12% in 2030.

In order to talk about predictions, it is best to use the following structures:

 It is likely that immigrants will make up around 12% in 2030.

 Immigrants are likely/set to make up around 12% in 2030.

 It is predicted/expected/anticipated that immigrants will make up around 12% in 2030.

 Immigrants are predicted/expected/anticipated to make up around 12% in 2030.

Also, it is sometimes necessary to use the past perfect and future perfect tenses. This is an option
when we want to show what had already happened before a particular time (using the preposition
‘by’) in the past or what will happen before a particular time (using the preposition ‘by’) in the future.

For example:

In 2007, the unemployment rate was around 4%. By 2010, however, this proportion had risen to a
worrying 15%.

It is predicted that by 2030 in China, car production will have increased.

PRACTICE
You should spend about 20 minutes on this task:
The graph below shows the numbers of overseas visitors who went to three different areas
in a European country between 1987 and 2007.

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

Write at least 150 words.

Here are the steps you should follow:

1. Analyze the task and the graph

2. Write your introduction by paraphrasing the question. Look at the vertical axis: it says
‘thousands’, so you should add ‘000 to the figures the axis shows. Also, add the following sentence
to your introduction: ‘Units are measured in thousands.’
3. Write the overview paragraph after identifying and selecting TWO or THREE general features.
4. Decide on how to divide the data into TWO or THREE body paragraphs in a logical way.
5. Select the main trends and key figures, and make comparisons where possible
6. Write the body paragraphs.
 (b) Describing bar charts
A bar chart is a graph that uses columns with heights or lengths proportional to the values they
represent.

Below is an example of a Task 1 bar chart which we’re going to describe:

The chart below gives information about different modes of transport used to travel to and
from work in a European city in 1960, 1980 and 2000.
Summarize the information by selecting and reporting the main features and make
comparisons where relevant.

To describe this bar chart, we will follow exactly the same steps as we did to describe the line
graph.

1. Analyzing the task and the graph, we can see that there are 4 means of transportation
being described in terms of the percentage of users in 3 different years (1960, 1980, and 2000).

2. Now we should write our introduction by paraphrasing the question:

The bar chart compares 4 different means of transportation in a European city in terms of
total commuter percentage during the period from 1960 to 2000.

3. Our second paragraph is going to be an overview of the graph. Again, we should only select
and report only TWO or THREE most obvious features, with no figures. Looking at the graph, we
can notice that car use had an upward trend, bikes and going on foot became less and less popular,
and bus use went up and down. So we’re going to report these three main features:

It is clear from the graph that the use of car as a means of transport increased dramatically
over the period shown, whereas the figures for cycling and walking dropped considerably.
Bus use, on the other hand, fluctuated.

4. Now let’s try to group the data into TWO or THREE paragraphs in a logical
way. In this example, we have two ways of grouping:

1) According to fuel- and non-fuel-based options (car and bus; bike and foot);
2) According to increasing and decreasing trends
The second way is often better, so let’s divide the data into THREE paragraphs (according to
growth, decline, and fluctuation):
Our three body paragraph would look like this:

In 1960, the motor car was the least preferred method of transport accounting for only about
7% of all commuters; however, car use grew dramatically to finally reach about 23% in 1980
and then to 37% in 2000. This was a massive 5-fold increase in use.
In complete contrast to this, the popularity of walking, which had been the most popular
means of transport with 35% of the population in 1960, fell to 10% in 2000. Similarly, bicycle
use also experienced a significant drop from a high of about 27% in 1960 to just 7% in 2000.
In the meantime, bus use was more erratic being popular with almost 20% of the population
in 1960 and rising to a peak of about 27% in 1980, before falling back to about 18% in 2000.

COHESIVE DEVICES:
The bar chart compares 4 different means of transportation in a European city in terms of total
commuter percentage during the period from 1960 to 2000.
It is clear from the graph that the use of car as a means of transport increased dramatically over
the period shown, whereas the figures for cycling and walking dropped considerably. Bus use, on
the other hand, fluctuated.

In 1960, the motor car was the least preferred method of transport accounting for only about 7% of all commu

In complete contrast to this, the popularity of walking, which had been the most popular means
of transport with 35% of the population in 1960, fell to 10% in 2000. Similarly, bicycle use also
experienced a significant drop from a high of about 27% in 1960 to just 7% in 2000.

In the meantime, bus use was more erratic being popular with almost 20% of the population in
1960 and rising to a peak of about 27% in 1980, before falling back to about 18% in 2000.
DESCRIBING PERIODS

More often than not, graphs depict changes that over a period, and this is highlighted in the
question. Since we need to paraphrase the question, it is important to know how to paraphrase time
periods in different ways. Look at the samples below.

 The graph compares annual car sales between 2000 and 2015.
 The graph compares annual car sales over a 15-year period.
 The graph compares annual car sales over a period of 15 years.
 The graph compares annual car sales from 2000 to 2015.

 The graph compares annual car sales in 2000 and 2015.

 The graph compares annual car sales in the years 2000 and 2015.
 The graph compares annual car sales in two years: 2000 and 2015.

PRACTICE

You should spend about 20 minutes on this task.

The chart shows components of GDP in the UK from 1992 to 2000.
Summarize the information by selecting and reporting the main features and make
comparisons where relevant.
Write at least 150 words.
Here are the steps you should follow:
1. Analyze the task and the graph.
2. Write your introduction by paraphrasing the question. See if there is any further information
you can add to your introduction from the graph.
3. Write the overview paragraph after identifying and selecting TWO or THREE general
features.
4. Decide on how to divide the data into TWO or THREE body paragraphs in a logical way.
5. Select the main trends and key figures, and make comparisons where possible.
6. Write the body paragraphs.
Lesson 3:

Describing pie charts

A pie chart is a circular statistical graphic which is divided into slices to illustrate proportions
The following is an example of a Task 1 pie chart.

The two pie charts below show the percentages of industry sectors' contribution to Turkey’s
economy in 2000 and 2016.
Summarize the information by selecting and reporting the main features and make
comparisons where relevant.

To describe these two pie charts, we’re going to apply the same rules and structures applied for
other graphs and charts. So let’s get started.
1. Analyze the question and the task carefully.

2. Write the introduction by re-phrasing the question

The two pie charts illustrate how different industry sectors contributed to the economy of
Turkey percentagewise in the years 2000 and 2016.

3. The second paragraph should be an overview of the charts, where we briefly describe 2-4
key features of your chart. In our case, there are two main options to describe key features:

a) find the biggest and smallest slices of each pie chart

b) find which slices became bigger/smaller or didn't change

Each option is fine, but don't write both of them because you have to keep your overview short. I
have chosen the first option. Let's look again at our pie charts and identify the biggest/smallest
slices of each pie chart:

As can be seen from the graph, in 2000 construction contributed the least to Turkey’s
economy and agriculture was the most significant economic sector. In 2006, however,
healthcare and education was the largest economic segment and the least contribution came
from the financial, business and other services.

4. Now we have to divide the data into TWO or THREE paragraphs in a logical way. In our case,
our best option is to write about the sectors that had an increase in Body Paragraph 1 and describe
the sectors that had a decrease or no change in Body Paragraph 2. To avoid confusion, you can put
pluses (+) at the sectors that increased and minuses (-) at the sectors that decreased.
Beginning with the growth figures, the construction sector accounted for 3% of Turkey's
economy in 2000, and experienced a more than threefold increase to one-tenth in 2016.
Similarly, economic income from trade, utilities and transportation also went up, albeit by a
mere 2% (from 14% in 2000 to 16% in 2016). At the beginning of the period, manufacturing
and finance, business and other services constituted 8% and 5% respectively, and these
figures too rose to stand at 12% and 8% in 2016.
Turning to the other sectors, agriculture, which had comprised almost a quarter of Turkey's
economy in 2000, fell to 14% in 2016. Likewise, economic outputs from government and
leisure and hospitality sectors accounted for 12% and 17% respectively; however, both
these figures had declined by 3% by 2016. In contrast, contributions from healthcare and
education sector remained constant at 17% in both years.

COHESIVE DEVICES:
The two pie charts illustrate how different industry sectors contributed to the economy of Turkey
percentagewise in the years 2000 and 2016.
As can be seen from the graph, in 2000 construction contributed the least to Turkey’s economy
and agriculture was the most significant economic sector. In 2006, however, healthcare and
education was the largest economic segment and the least contribution came from the financial,
business and other services.
Beginning with the growth figures, the construction sector accounted for 3% of Turkey's
economy in 2000, and experienced a more than threefold increase to one-tenth in 2016. Similarly,
economic income from trade, utilities and transportation also went up, albeit by a mere 2% (from
14% in 2000 to 16% in 2016). At the beginning of the period, manufacturing and finance, business
and other services constituted 8% and 5% respectively, and these figures too rose to stand at
12% and 8% in 2016.
Turning to the other sectors, agriculture, which had comprised almost a quarter of Turkey's
economy in 2000, fell to 14% in 2016. Likewise, economic outputs from government and leisure
and hospitality sectors accounted for 12% and 17% respectively; however, both these figures had
declined by 3% by 2016. In contrast, contributions from healthcare and education sector remained
constant at 17% in both years.

DESCRIBING SHARES

 In 1990, the tourism sector made up / constituted / accounted for / comprised 15% of the
total revenues.
 In 1990, 15% of the total revenues came from the tourism sector.
 In 1990, 15% of the total revenues was derived from the tourism sector.
 In 1990, the tourism sector was responsible for 15% of the total revenues.
 In 1990, the tourism sector produced 15% of the total revenues.
 In 1990, the tourism sector generated 15% of the total revenues.

PRACTICE

You should spend about 20 minutes on this task.

The pie charts below show the comparison of different kinds of energy production in France
in 1995 and 2005.
Summarize the information by selecting and reporting the main features and make
comparisons where relevant.
Write at least 150 words.
Below are the steps you should follow to describe the information.
1. Analyze the task and the charts
2. Write the introduction by re-phrasing the question
3. Write the overview by reporting the most general features
4. Divide the data into TWO or THREE paragraphs in a logical way.
5. Write the body paragraphs.
Lesson 4:

Describing tables

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.
Below is a sample Task 1 table:

The table illustrates the proportion of monthly household income five European countries
spend on food and drink, housing, clothing and entertainme
Summarize the information by selecting and reporting the main features and make
comparisons where relevant.

1. Analyze the task and the graph.

2. Write the introduction by paraphrasing the question

The table shows the amount of household income that five countries in Europe spend per
month on four items.
3. Now we need to write an overview of the table by selecting and reporting TWO or THREE key
features. In this example, it is clear that food & drink and housing had greater proportions, while
the opposite was true for clothing and entertainment. That’s what we’re going to report in our
overview paragraph.
It is noticeable that all five countries spend the majority of their income on food and drink
and housing, but much less on clothing and entertainment.

4. Now we have reached the critical part: Grouping the information in a sensible way. This time we
seem to have no better option but to group the data according to our overview paragraph – that is,
food & drink and housing in Body Paragraph 1 and clothing and entertainment in Body Paragraph
2.

5. Since we must avoid reporting every single figure, we should underline or highlight the key
figures only, such as the biggest and smallest percentages. At the same time, we should
make comparisons wherever possible.

Housing is the largest expenditure item for France, Germany and the UK, with all of them
spending around one third of their income on this, at 30%, 33% and 37%, respectively. In
contrast, they spend around a quarter on food and drink. However, this pattern is reversed
for Turkey and Spain, who spend around a fifth of their income on housing, but
approximately one third on food and drink.

All five countries spend much less on the remaining two items. For clothing, France and
Spain spend the least, at less than 10%, while the other three countries spend around the
same amount, ranging between 11% and 15%. At 19%, Germany spends the most on
entertainment, whereas UK and Turkey spend approximately half this amount, with France
and Spain's spending between those other three nations.

COHESIVE DEVICES:

The table shows the amount of household income that five countries in Europe spend per month on
four items.
It is noticeable that all five countries spend the majority of their income on food and drink and
housing, but much less on clothing and entertainment.

Housing is the largest expenditure item for France, Germany and the UK, with all of them spending
around one third of their income on this, at 30%, 33% and 37%, respectively. In contrast, they
spend around a quarter on food and drink. However, this pattern is reversed for Turkey and Spain,
who spend around a fifth of their income on housing, but approximately one third on food and drink.

All five countries spend much less on the remaining two items. For clothing, France and Spain
spend the least, at less than 10%, while the other three countries spend around the same amount,
ranging between 11% and 15%. At 19%, Germany spends the most on entertainment, whereas UK
and Turkey spend approximately half this amount, with France and Spain's spending between those
other three nations.
PRACTICE

You should spend about 20 minutes on this task.

The table below shows the worldwide market share of the notebook computer market for
manufacturers in the years 2006 and 2007.
Summarize the information by selecting and reporting the main features, and make
comparisons where relevant.

Write at least 150 words.

The steps to follow are listed below:

1. Analyze the task and the table

2. Write the introduction by re-phrasing the question
3. Identify TWO or THREE key features to report in the overview paragraph (In this example,
we should report the highest and lowest figures in both years)
4. Divide the data into two paragraphs in a logical way. If you’ve decided to do it according to
rises and falls, put pluses (+) and minuses (-) on the table accordingly.
5. Now you should start writing your body paragraphs. While reporting figures and changes, try to
make comparisons and use approximation where possible.
Lesson 5:
Describing multiple charts

In this lesson, we’re going to look at 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:

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.

1. Analyze the task and the two graphs. Make sure you understand what the horizontal
and vertical axes show.
2. Write the introduction by rephrasing the question. There will normally be two question
sentences and you should combine them into one sentence by using ‘and’ or ‘while’. This will
allow you to produce a complex sentence and gain points for grammatical range and accuracy. In
addition, note that the vertical axis of the line graph measures units ‘in millions’, so you should be
careful so as not to forget to add ‘000 to the figures you’re going to provide.

So, here is our 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.

3. Next you need to write an overview by selecting and reporting the most obvious features
from each graph.

Overall, it can be seen that visits to and from the UK increased over the period shown.
Moreover, France was the most popular destination for the British in 1999, while Turkey was
their most unlikely option.

4. Now we need to group the data. The good news is that when we have two different graphs, we
don’t have to waste our time thinking how to group them logically; our best option is to describe
the first graph in Body Paragraph 1 and the other in Body Paragraph 2.

5. It is now time to select the key figures and main trends to write in body paragraphs, and
make comparisons where necessary.

Here are our two body paragraphs:

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.

COHESIVE DEVICES:
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 over the period shown. Moreover,
France was the most popular destination for the British in 1999, while Turkey was their most
unlikely option.

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.

PRACTICE

You should spend about 20 minutes on this task.

The graph and bar chart below show the average monthly rainfall and temperature for
Senegal.
Summarize the information by selecting and reporting the main features and make
comparisons where relevant.

Write at least 150 words.

You should follow the steps below:

1. Analyze the line and bar graphs. See what measurements the vertical lines show.
2. Write the introduction by re-phrasing the question.
3. Write an overview by selecting and reporting the key features from each graph.
4. This is a two-graph task, so you should describe each in a separate paragraph.
5. Select the key figures, main trends, and make comparisons where relevant.
Lesson 6:
Describing process diagrams

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 details
However, there are different types of task 1 (line graphs, pie charts, maps etc) and each requires
knowledge of a certain type of language. This lesson will look at how to write an IELTS process
diagram for task 1. Look at this question:

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.

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.
1. Analyze the task and the diagram, and write your introduction by paraphrasing the question

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

2. Look for the main points to include in your overview paragraph. 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. 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.

3. Now you need to write body paragraphs describing the IELTS process diagram, and there
are two key aspects of language associated with this:

1) 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):

In the beginning, 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 are some common IELTS process diagram connectors:

 In the beginning
 Following this
 Next
 Then
 After
 After that
 Before**
 Subsequently
 Finally
2) The Passive Voice

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.

Here is the same example description with uses of the passive highlighted:

In the beginning, 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, 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.

PRACTICE

You should spend about 20 minutes on this task.

The diagram below shows how hydro-electric power is generated.

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

Write at least 150

words.

Below are the steps

you should follow:

1. Find the start of

the process and
carefully analyze
how the process
works and where it
ends.
2. Write the
introduction in your
own words.
3. Give an overview
of the start and end
of the process.
4. Describe the
process from
beginning to end.
Lesson 7:
Describing maps

Maps sometimes show up in IELTS academic writing task 1. There are different types of maps and
the most common is the past and present or sometimes both maps may be in the past, there are
also maps which show proposals for the future such as a redevelopment scheme. You will need to
use specific vocabulary in this task, the grammar needed in this task here would be the past tense
(was /were), the present perfect passive to describe change and prepositions. You also have to use
specific language that shows location and change.
Let’s now take a look at a sample task 1 map.
The two maps below show the changes in town of Denham from 1986 to the present day.

Summarize the information by selecting and reporting the main features and make comparisons whe

1. Read the task introduction and carefully analyze the two maps. Look at the directions
(north, east, south, west) and the key (houses).

2. Write your introduction by re-phrasing the question.

The two maps illustrate the main changes which have taken place in the town of Denham
from 1986 to the present.
3. Look again at the map and find out what the main changes are. In this example, we can see that
the increased number of houses and the complete removal of large farmland are the most
noticeable changes that have taken place. So we’re going to mention these two key features in the
overview paragraph.

Overall, it is evident that the has been significant housing development in the town and the
farmland which once occupied large swathes of territory is not there in any more.
4. The next thing to do is to take note of the changes before starting to write anything. This is to
help you avoid confusion because maps can really be confusing. For this example, we can make
a list of the following changes

 Farmland removed > new homes

 Two shops demolished > new homes
 Garden area reduced in size > new homes

 Bridge remains
 Post office remains
 Primary school remains + two extensions
 Large houses > retirement home + two extensions

The first three bullet points are the changes that have made way for new houses. So, it would seem
logical to include them in the first body paragraph. The remaining four bullet points are closely
related; they show the facilities that either remain the same or have been extended. These points
will thus be covered in the second body paragraph.

5. Now it is time to write the body paragraphs based on the bullet points above.

Since 1986, the number of houses in Denham has risen considerably. The farmland on both
sides of the road no longer exists, and the area is now dominated by strings of new houses.
Furthermore, the two shops between the River Stoke and the main road have been
demolished and the gardens of a huge house in the town center have been reduced in size to
provide space for new homes. As for the house itself, it has been turned into a retirement
home with two extensions added.

However, other features either remain the same or have been enlarged. The bridge over the
river to the north of the town still stands. Another surviving facility is the post office, which
is situated by the main road. Moreover, the primary school has been enlarged with the
addition of two new buildings.

Key vocabulary for describing maps

Example sentences:
Note that the grammar used to describe changes is in the passive.

 The offices were demolished to make way (or to make room / to provide space) for new
houses and the surrounding area was redeveloped with a new leisure center opening up.
 The shopping center was extended and the parking area was enlarged to accommodate more
cars
 The trees were cut down and a new office block was erected.
 A railway was constructed with the introduction of a new train station.
 The industrial area was modernized and made bigger with lots of new factories being built
 The local government had the sports facilities renovated and the small park was made into a
children’s playground
 The park was replaced with a new housing complex.

Vocabulary for showing location

 to the north of
 to the east of
 in the west
 to the south of
 north west of
Example sentences:

 The trees to the north of the river were cut down and a new office block was built.
 A railway was constructed to the east of the housing estate with the introduction of a new
train station.
 The forest to the west of the park was cut down and a new housing complex was constructed.
 The industrial area to the southwest of the station was expanded.

Prepositions:

 on
 next to
 near
 from north to south
 from east to west
 by
 across from
 nearby
 between
 beside
 over
 along
Examples of usage:

 Houses were constructed next to the primary school.

 The forest near the river was cut down.
 A new railway running from north to south was built.
 The footpath by the river was expanded.
 Parking facilities were added in the city center.
 The school across from the park was extended and new sports facilities were built.

Vocabulary for describing change over time

When we describe change, the present perfect and the present perfect passive is often used. Also
time phrases are used such as: over the 20 year period, from 1990 to 2000, over the years, in the
last 10 years, in the years after 1990 and so on.
The present perfect and The present perfect passive shows that something started in the
past up until the present moment (or near present) Examples:…has witnessed big changes.
.............................................................................................................................................. has
become more industrialized… has been built …has been modernized
Theses sentences below are often used to give an overview of the main differences between two
maps.

 Over the 20 year period the area has witnessed big changes especially to the farmland areas
which were redeveloped.
 From 1990 to 2010, a new housing estate was constructed where a school once stood.
 The forest and green spaces have been profoundly affected over the two decades and were
replaced by housing.
 In the period from 1990 onward, the leisure facilities were completely renovated.
 The city center has seen dramatic changes over the years.
 In the years after 1990 the city center was extensively modernized.
 The town used to be very green but it has become much more industrialized in the last 15
years.

 A new stadium has been built and more sports facilities have been opened up over the years.

PRACTICE
You should spend about 20 minutes on this task.
The map below shows the changes that have taken place in a seaside area since 1995.
Summarize the information by selecting and reporting the main features and make
comparisons where relevant.
Write at least 150 words.
Follow the steps below:
1. Read the task introduction and analyze the two maps.
2. Write your introduction by paraphrasing the question.
3. Identify and select the most noticeable changes to cover in your overview paragraph.
4. Take notes of the changes that you can see (what has been removed, what has been reduced
in size, what has remained, what has been enlarged) and group them in two paragraphs.
5. Write the body paragraphs.