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Table of Contents
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IELTS Listening [MASTERCLASS] (only available on Udemy)
Welcome Aboard!
Introduction
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Types of questions
How to get a high score
How to meet all task requirements
How to use cohesive devices
How to use correct grammar
How to use vocabulary
How to write introductions
How to write specific details
Real exam practice questions
Final tips for your success
Full breakdown of practice questions
How to write overviews
About me
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What is IELTS?
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Who makes the IELTS?
IELTS is jointly owned by:
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Who makes the IELTS?
IELTS is jointly owned by:
For this reason, we will practice using the Cambridge books. I strongly suggest you get the Cambridge IELTS books, because IELTS is a paper-based test.
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How can you take the IELTS?
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Exam Overview
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Exam Overview
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Breakdown of Sections and Timing
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Listening
4 sections, 40 items
30 minutes
Academic Reading
3 sections, 40 items
60 minutes
Academic Writing
2 tasks, 60 minutes
Speaking
11 to 14 minutes
Total Test Time
2 hours 44 minutes
Reading & Listening Answer Sheet
Writing Answer Sheet
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Fundamentals of IELTS Writing Task 2
Next stop is…
Academic IELTS Writing Task 1
Fundamentals
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Basics
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Paragraph Breakdown
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1) Introduction
2) Overview
3) Paragraph 3
4) Paragraph 4
1-2 sentences
2-3 sentences
2-3 sentences
2-3 sentences
2-3 minutes
3-5 minutes
5 minutes
5 minutes
Paraphrase
Summarize
Key details
Key details
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Types of Questions
Next stop is…
Types of Questions
Introduction to Academic IELTS Writing Task 1
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4 Main Types of Questions
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Trends
Some infographics require you to compare the changes over a period of time
Comparative
You must compare data with all infographics, but especially when no trends are present
Process
You must describe a process or cycle in a number of stages
Map
You must compare maps from two different time periods with each other
Trend Graphs
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Line Graph (Trend)
The graph below gives information from a 2008 report about consumption of energy in the USA since 1980 with projections until 2030.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
US Energy Consumption by Fuel (1980-2030)
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
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Bar Graph (Trend)
The chart below shows the total number of minutes (in billions) of telephone calls in the UK divided into three categories, from 1995-2002.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
UK telephone calls, by category, 1995-2002
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
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Table (Trend)
The tables below give information about sales of Fairtrade*-labelled coffee and bananas in 1999 and 2004 in five European countries.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
Sales of Fairtrade-labelled* coffee and bananas (1999 & 2004)
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
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*Fairtrade: a category of products for which farmers from developing countries have been paid an officially agreed fair price.
Coffee | 1999 (millions of euros) | 2004 (millions of euros) |
UK | 1.5 | 20 |
Switzerland | 3 | 6 |
Denmark | 1.8 | 2 |
Belgium | 1 | 1.7 |
Sweden | 0.8 | 1 |
Bananas | 1999 (millions of euros) | 2004 (millions of euros) |
Switzerland | 15 | 47 |
UK | 1 | 5.5 |
Belgium | 0.6 | 4 |
Sweden | 1.8 | 1 |
Denmark | 2 | 0.9 |
Pie Chart (Trend)
The charts below give information on the ages of the populations of Yemen and Italy in 2000 and projections for 2050.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
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Comparative Graphs
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Bar Graph (Comparative)
The chart below shows the expenditure of two countries on consumer goods in 2010.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
Expenditure on consumer goods by France and UK - 2010
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
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Table (Comparative)
The table below gives information on consumer spending on different items in five different countries in 2002.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
Percentage of national consumer expenditure by category - 2002
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
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Country | Food/ Drinks/ Tobacco | Clothing/ Footwear | Leisure/ Education |
Ireland | 28.91% | 6.43% | 2.21% |
Italy | 16.36% | 9.00% | 3.20% |
Spain | 18.80% | 6.51% | 1.98% |
Sweden | 15.77% | 5.40% | 3.22% |
Turkey | 32.14% | 6.63% | 4.35% |
Pie Chart (Comparative)
The first chart below shows how energy is used in an average Australian household. The second chart shows the greenhouse gas emissions which result from this energy use.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
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Mixed Charts (Comparative)
The pie chart below shows the main reasons why agricultural land becomes less productive. The table shows how these causes affected three regions of the world during the 1990s.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
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Processes
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Process (Numbered)
The diagrams below show the life cycle of a species of a large fish called the salmon.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
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Process (Unnumbered)
The diagrams below show the stages and equipment used in the cement-making process, and how cement is used to produce concrete for building purposes.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
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Maps
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Map
The two maps below show an island, before and after the construction of some tourist facilities.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
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How to Get a High Score
Next stop is…
How to Get a �High Score
Introduction to Academic IELTS Writing Task 1
mastership.co Learn from the world’s best IELTS course.
7+
How Writing Task 1 is Scored
Each band descriptor category is scored on a band of 0-9 and then averaged for the total score
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Coherence & Cohesion
25%
Grammatical Range & Accuracy
25%
Lexical Resource (Vocabulary)
25%
Task Achievement
25%
Band Descriptors
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8 |
|
Band | Task Achievement |
9 |
|
What you must do to score well
7 |
|
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Band | Coherence & Cohesion |
9 |
|
8 |
|
7 |
|
What you must do to score well
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7 |
|
Band | Grammatical Range and Accuracy |
9 |
|
What you must do to score well
8 |
|
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8 |
|
7 |
|
Band | Lexical Resource |
9 |
|
What you must do to score well
How This Course�Is Structured
Introduction: An overview of this course
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We have split this Writing Task 1 course into 3 parts…
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I. Ingredients
4 components of Task 1
II. Recipe
The strategy for Task 1:
III. Cooking
Putting it all together!
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First Ingredient: Task Achievement
Next stop is…
Part 1: Ingredients
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Task Achievement
The first ingredient in Writing Task 1
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Basics
According to the Band Descriptors, to achieve band 7 or higher, you must:
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How to know which information is key?
The following features are important and should be discussed:
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Striking differences may be or may not be present in the highest/lowest data points
How to know which information is key?
The following features are important and should be discussed:
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These key features are not present in this type of infographic
Accuracy
In 1999, local fixed-line calls reached a peak of 90 billion minutes.
In 1999, local fixed-line calls reached a peak of 90 minutes.
In 1999, local fixed-line calls reached a peak of 90.
Mobiles surged in use from about 3 billion minutes in 1995 to nearly 45 billion minutes in 2002.
Mobiles surged in use from 3 billion minutes in 1995 to 45 billion minutes in 2002.
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An Overview of Structure
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Paragraph | Requirements |
Introduction | Paraphrase the question language in your own words |
Overview | Describe the start/end and highest/lowest data points |
Paragraph 3 (Key Details) | Split the infographic into two halves and describe the key numeric details of the first half |
Paragraph 4 (Key Details) | Describe the key numeric details of the second half of the infographic |
Structure allows you address all parts of the task and clearly present your ideas
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Second Ingredient: Cohesion & Coherence
Coherence & Cohesion
The second ingredient in Writing Task 1
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Basics
According to the Band Descriptors, to achieve band 7 or higher, you must:
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Introduction
Overview
Para 3 (Details)
Para 4 (Details)
What are Cohesive Devices?
Cohesive devices are words and phrases that link your ideas together to make your essay flow smoothly. They are the glue that stick your sentences and paragraphs to each other.
In 1979, apples, which were consumed at an average of 225 grams per person per week, were by far the most popular of all foods. Oranges and bananas were eaten in similar quantities (around 150 grams), while much fewer grapes were consumed (just over 50 grams). However, during this 25-year period, the consumption of oranges and bananas fell dramatically to approximately 100 grams and 55 grams respectively. The consumption of grapes also declined, but much less significantly to just below 50 grams, so although they remained the least popular food, consumption levels were the most stable.
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Example
What are Cohesive Devices?
Cohesive devices are words and phrases that link your ideas together to make your essay flow smoothly. They are the glue that stick your sentences and paragraphs to each other.
In 1979, apples, which were consumed at an average of 225 grams per person per week, were by far the most popular of all foods. Oranges and bananas were eaten in similar quantities (around 150 grams), while much fewer grapes were consumed (just over 50 grams). However, during this 25-year period, the consumption of oranges and bananas fell dramatically to approximately 100 grams and 55 grams respectively. The consumption of grapes also declined, but much less significantly to just below 50 grams, so although they remained the least popular food, consumption levels were the most stable.
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Example
Note that relative pronouns and conjunctions also act as cohesive devices
Conjunctions and Relative Pronouns will be discussed in detail in the Grammar section
Cohesive Devices
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Overview | Opening | Sequence | Addition |
Overall, Generally, Generally speaking, In general, In brief/short, By and large, Basically, As a rule, Essentially, On the whole, All things considered, | Considering… Regarding…, In regards to… Moving on to… In terms of…, Specifically, To be specific, When it comes to… With respect to… | First/Firstly, Second/Secondly, Last/Lastly… Initially/Finally Meanwhile, Subsequently, Eventually, Immediately, Before/After During/While… Simultaneously, Following this… … followed by… | Additionally, Furthermore, Moreover, ...as well as… ...not only _____, but also... In addition to…, On top of that… Besides… Another point… Another reason is… |
Cohesive Devices
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Comparison | Contrast | Cause/Effect | Emphasis |
Similarly, Likewise, Equally, Compared with/to In comparison, Similar to... … as _____ as… like... | Alternatively, On the contrary, In/by contrast, On the other hand, Conversely, Nevertheless, Nonetheless, Though/Although Even though... Despite/In spite of… While/Whereas… Unlike… Instead, | Thus, Therefore, Consequently, As a consequence, As a result of… ...due to… ...leading to… ...resulting in… Because of… Hence… Thereby… Owing to… For this reason… | Above all, Mainly, In particular, ...particularly… ...especially… ...notably… ...remarkably… Certainly, Absolutely, Undoubtedly, There is no doubt… Precisely Surely |
Cohesive Devices
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Illustration | Qualification | Reference | Clarification |
As an example, For instance, For example, Among others, …, such as… ...namely, To cite an example, As an evidence, To illustrate, ...illustrated by… In the case of… | If… Although… Unless… …, except… As long as… Apart from… Provided that… In case… Whether… Regardless of… Despite of… Otherwise… Now that… | ...former/latter In relation to… …, respectively In proportion to… Such… This/that... | To put it simply, That is to say, In other words, In short/brief, In fact, To clarify, In essence, To be more precise, To put it another way, |
Describing Durations of Time
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Beginning |
At the beginning of the period, At the start of the period, Originally, Commencing from 1990, In the first half of the year, For the first quarter, |
|
Over the period covered by the graph, Throughout the measured/recorded/ studied period, Over/During the period of… During the next two months/quarters, Within a time span of three years, Within two years, |
|
From 1990 to 2000, Between 1990 and 2000, After/By/In 1990, During/In the 1990s/mid-1990s, In/By January, Previous month/year, Next year/ quarter, A year later, |
End |
By the end of the period, By the period’s end, In the final week/month of the period, The last quarter of the year… |
During
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Paragraphing
The pie chart presents the primary causes for the degradation of farmland, while the table highlights the manner in which these factors influenced three areas of the world in the 1990s.
In brief, over-grazing of land is the leading cause of global land deterioration, while unspecified reasons account for the lowest amount of land decay. Furthermore, Europe has experienced the most significant amount of total land degradation, whereas North America has suffered the least.
You can either indent each paragraph or skip a line when you start a new paragraph, but do not mix both formats or change them midway - choose only one format and stick to it
The pie chart presents the primary causes for the degradation of farmland, while the table highlights the manner in which these factors influenced three areas of the world in the 1990s.
In brief, over-grazing of land is the leading cause of global land deterioration, while unspecified reasons account for the lowest amount of land decay. Furthermore, Europe has experienced the most significant amount of total land degradation, whereas North America has suffered the least.
Indent
Skip a Line
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Third Ingredient: �Grammatical Range & Accuracy
Next stop is…
Grammatical Range & Accuracy
The third ingredient in Writing Task 1
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Basics
According to the Band Descriptors, to achieve band 7 or higher, you must:
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Grammatical Range: Tenses
Next stop is…
Tenses
Grammatical Range & Accuracy: Writing Task 1
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Which Tense to Use?
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When NOT to Change the Tense
Do no change the tense when there is NO time change for the action
Incorrect: During the lecture, Jane stood up and drops her phone.
Past Tense
Present Tense
Correct: During the lecture, Jane stood up and dropped her phone.
Past Tense
Past Tense
Correct: During the lecture, Jane stands up and drops her phone.
Present Tense
Present Tense
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When to Change the Tense
Change the tense only when there is a need to do so
Correct: When Jane comes here, we will go to the movies.
1st action will happen in the future
2nd action will happen after the first action
Correct: Sam reached for the apple after he had already eaten two oranges.
2nd action happened in the past (after the first action)
1st action happened in the past
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Present Tense
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Past Tense
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UK telephone calls, by category, 1995-2002
Future Tense
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Mixed Tenses
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US Energy Consumption by Fuel (1980-2030)
Present Tenses
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|
Description |
Timeline |
Example |
Subject, Verb, Object |
Simple |
Shows repetition, habit or generalization |
|
I eat rice everyday. |
S + V1 + O |
Continuous |
Shows that an ongoing action is happening now |
|
I am eating rice right now. |
S+ ‘am/is/are’ + (V+ing) + O |
Perfect |
Shows that an action has happened once or many times before now |
|
I have eaten all of the rice. |
S + ‘have/has’ + V3 + O |
Perfect Continuous |
Shows that an action started in the past and has continued until now |
|
I have been eating rice for 2 hours. |
S + ‘have/has been’ + (V+ing) + O |
Now
F
P
X X X X X X X X X
Now
F
P
Now
F
P
X
Now
F
P
X
Past Tenses
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|
Description |
Timeline |
Example |
Subject, Verb, Object |
Simple |
Shows that a completed action took place at a specific time in the past |
|
I ate rice yesterday. |
S + V2 + O |
Continuous |
Shows that an action was ongoing in past (sometimes this action may be interrupted) |
|
I was eating rice when you arrived. |
S + ‘was/were’ + (V+ing) + O |
Perfect |
Shows that something happened before another action in the past |
|
I had eaten all of the rice when you arrived. |
S + ’had’ + V3 + O |
Perfect Continuous |
Shows that something started in the past and continued up until another action in past |
|
I had been eating rice for 2 hours when you arrived. |
S + ‘had been’ + (V+ing) + O |
Now
F
P
X
Now
F
P
Now
F
P
Now
F
P
X
X
X
X
X
Future Tenses
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|
Description |
Timeline |
Example |
Subject, Verb, Object |
Simple |
Shows that an action will happen in the future |
|
I will eat rice tomorrow. |
S + ‘will’ + V + O |
Continuous |
Show that an action will continue in the future (this action may be interrupted) |
|
I will be eating rice when you arrive. |
S + ‘will be’ + (V+ing) + O |
Perfect |
Shows that something will happen before another action in the future |
|
I will have eaten the pizza by the time you arrive. |
S + ‘will have’ + V3 + O |
Perfect Continuous |
Shows that something will continue up until a particular event or time in the future |
|
I will have been eating pizza for 2 hours when you arrive. |
S + ‘will have been’ + (V+ing) +O |
Now
F
P
X
Now
F
P
Now
F
P
Now
F
P
X
X
X
X
X
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Grammatical Range: �Articles & Agreement
Next stop is…
Articles & �Agreement
Grammatical Range & Accuracy: Writing Task 1
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Articles (‘the’)
There are numerous rules to using the definite article ‘the.’ However, for IELTS essays, the rules listed below are the most relevant:
Use ‘the’ when the reader knows exactly to whom or what you are referring.
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All dolphins are very intelligent animals.
Articles (‘a/an’)
There are numerous rules to using the indefinite articles ‘a’ and ‘an.’ However, for the IELTS essays, the rules listed below are the most relevant:
Use ‘a’ or ‘an’ with singular countable nouns when the reader does not know exactly to whom or what we are referring:
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One way out of several
Not a specific teacher
Uncountable noun
Plural noun
Subject-Verb Agreement
Subjects and Verbs must agree with each other in number (singular or plural). If a subject is singular, its verb must also be singular; if a subject is plural, its verb must also be plural.
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Incorrect | Correct |
Future discoveries is based on past knowledge. | Future discoveries are based on past knowledge. |
People improves their life by learning from their past mistakes. | People improve their life by learning from their past mistakes. |
Reflecting on our past help us to make better decisions. | Reflecting on our past helps us to make better decisions. |
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Grammatical Range: Active & Passive Voice
Next stop is…
Active & Passive Voice
Grammatical Range & Accuracy: Writing Task 1
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Active vs. Passive Voice
In English, voice refers to the relationship between subject and verb. There are two voices:
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Active Voice
Subject does the Verb
Example: The dog bit the boy.
Passive Voice
Verb is done to the subject
Example: The boy was bitten by the dog.
Subject
Verb
Object
Object
Verb
Subject
Active Voice
Active voice is best used for conveying simple, straightforward ideas and actions. This voice is far more common than the passive voice, because it is:
Example: I fed my dog yesterday. (This is clear and simple)
My dog was fed by me yesterday. (This is strange and unnecessarily complicated)
Note that both sentences are grammatically correct, but this particular idea is best conveyed with active voice.
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Passive Voice
Passive voice is primarily used in these two situations:
Examples: Shoplifters were arrested. (No need to say ‘by the police’’ because it is obvious)
My car was stolen. (By whom? We don’t know)
The road is being repaired. (We are only interested in the road, not in the people � who are repairing it)
The poem was written by Shakespeare.� Shakespeare wrote the poem.
(Both sentences have the same meaning but in the first one, the emphasis is on ‘the � poem,’ whereas in the second one, the emphasis on Shakespeare)
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Passive Voice
To form passive voice, use different forms of ‘to be’
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Tense | Passive Formation | Examples |
Present Simple | is/are + past participle | The food is eaten. |
Present Continuous | is/are being + past participle | The food is being eaten. |
Present Perfect | have/has been + past participle | The food has been eaten. |
Past Simple | was/were + past participle | The food was eaten. |
Past Continuous | was/were being + past participle | The food was being eaten. |
Past Perfect | had been + past participle | The food had been eaten. |
Future Simple | will be/going to be + past participle | The food will be eaten. |
Future Continuous | will be being + past participle | The food will be being eaten. |
Future Perfect | will have been + past participle | The food will have been eaten. |
Example
In 1979, apples, which were consumed at an average of 225 grams per person per week, were by far the most popular of all foods. Oranges and bananas were eaten in similar quantities (around 150 grams), while much fewer grapes were consumed (just over 50 grams). However, during this 25-year period, the consumption of oranges and bananas fell dramatically to approximately 100 grams and 55 grams respectively. The consumption of grapes also declined, but much less significantly to just below 50 grams, so although they remained the least popular food, consumption levels were the most stable.
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. Passive Voice .
Active Voice
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Grammatical Range: Simple & Compound Sentences
Next stop is…
Simple & Compound Sentences
Grammatical Range & Accuracy: Writing Task 1
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Simple Sentences
Subject + Verb + (Object) = Simple Sentence
If you’re taking this course, you should already know how to construct simple sentences
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Taxes should be increased.
Children are the future of our nation.
Community service develops strong-charactered individuals.
As you can see, simple sentences can include other basic elements, such as prepositions, articles, etc.
Compound Sentences
Independent Clause + Independent Clause(s) = Compound Sentence
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Switzerland ranked the highest in 1999, but it was outranked by Britain the following year.
Britain invested over 1 million pounds in books, and France only invested 100,000.
Idea is complete
, coordinating conjunction
for, and, nor, but, or, yet, so
Coordinating Conjunctions�(placed between two independent clauses, with a comma)
Words that create compound sentences
Coordinating Conjunctions
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Coordinating Conjunctions | Examples |
but | The proposed legislation seems promising, but it has several drawbacks. |
yet | It is common knowledge that exercise is healthy, yet many people never go to gyms. |
and | Germany and France both experienced significant growth in 2002. |
or | Those who are unemployed or underpaid are forced to consume unhealthy foods to save costs. |
Coordinating Conjunctions
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Coordinating Conjunctions | Examples |
but | The proposed legislation seems promising, but it has several drawbacks. |
yet | It is common knowledge that exercise is healthy, yet many people never go to gyms. |
and | Germany and France both experienced significant growth in 2002. |
or | Those who are unemployed or underpaid are forced to consume unhealthy foods to save costs. |
When a coordinating conjunction connects two independent clauses, a comma is always used
When a coordinating conjunction connects words/phrases, then do not use a comma*
* Placing a comma before “and” in a list is optional → I love books, movies, and music.
List of Coordinating Conjunctions
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F |
A |
N |
B |
O |
Y |
S |
List of Coordinating Conjunctions
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F | for |
A | and |
N | nor |
B | but |
O | or |
Y | yet |
S | so |
When to Use Compound Sentences?
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Example: Considering bananas, Switzerland earned the highest revenue in 1999, and it also more than tripled its sales in 2004.
Use them to give details and add richness to your sentences
Example: Oceania experienced a 13% land degradation, but none from over-cultivation.
Bananas | 1999 (millions of euros) | 2004 (millions of euros) |
Switzerland | 15 | 47 |
UK | 1 | 5.5 |
Belgium | 0.6 | 4 |
Sweden | 1.8 | 1 |
Denmark | 2 | 0.9 |
Example
In 1979, apples, which were consumed at an average of 225 grams per person per week, were by far the most popular of all foods. Oranges and bananas were eaten in similar quantities (around 150 grams), while much fewer grapes were consumed (just over 50 grams). However, during this 25-year period, the consumption of oranges and bananas fell dramatically to approximately 100 grams and 55 grams respectively. The consumption of grapes also declined, but much less significantly to just below 50 grams, so although they remained the least popular food, consumption levels were the most stable.
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. Coordinating Conjunctions .
The most important coordinating conjunctions are the ones that join two independent clauses together, because they help us form Compound Sentences
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Grammatical Range: �Complex Sentences
Complex Sentences
Grammatical Range & Accuracy: Writing Task 1
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Complex Sentences
Dependent Clause(s) + Independent Clause(s) = Complex Sentence
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Switzerland ranked the highest in 1999, although it was outranked by Britain the following year.
Idea is incomplete
Idea is complete
Whereas Britain invested over 1 million pounds in books, France only invested 100,000.
Subordinating Conjunctions�(placed at the beginning of the dependent clause)
Words that create complex sentences
Subordinating Conjunctions
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Despite…, | Despite the new regulations, many people still do not fully disclose their income to the government. |
… unless | Walking is better than driving unless one is in a hurry. |
… before… , unless | It is important to consider one’s financial situation before travelling abroad, unless one is wealthy. |
… although | Certainly this could happen, although the odds are remote. |
Subordinating Conjunctions | Examples |
Although…, | Although this proposal has some drawbacks, its advantages far outweigh the disadvantages. |
Subordinating Conjunctions
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Subordinating Conjunctions | Examples |
Although…, | Although this proposal has some drawbacks, its advantages far outweigh the disadvantages. |
Despite…, | Despite the new regulations, many people still do not fully disclose their income to the government. |
… unless | Walking is better than driving unless one is in a hurry. |
… before… , unless | It is important to consider one’s financial situation before travelling abroad, unless one is wealthy. |
… although | Certainly this could happen, although the odds are remote. |
If dependent clause comes before independent clause, place the comma at the end of the dependent clause
If the dependent clause comes after the independent clause, the comma is usually NOT used
If a subordinating conjunction is used to give extra information (as a qualification or an afterthought), then you must use a comma
‘Although’ is an exception. Comma is almost always used when ‘although’ appears in the middle of a sentence
List of Subordinating Conjunctions
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while | even | until | instead of |
whereas | as | unless | in order to |
though | as long as | now that | within |
although | as soon as | so that | without |
as though | since | provided that | before |
even though | because | rather than | after |
if | despite | when | whether |
as if | except | which | |
even if | besides | wherever | |
if only | once | whenever | |
When to Use Complex Sentences?
108
Use them to compare and contrast two pieces of data
Example: In general, it is evident that in 1995, local fixed-line calls were the most prominent choice, whereas mobiles were the least popular.
Example: Although the island used to be vacant and undeveloped in the past, it is now fully developed and equipped with tourist facilities.
Example
In 1979, apples, which were consumed at an average of 225 grams per person per week, were by far the most popular of all foods. Oranges and bananas were eaten in similar quantities (around 150 grams), while much fewer grapes were consumed (just over 50 grams). However, during this 25-year period, the consumption of oranges and bananas fell dramatically to approximately 100 grams and 55 grams respectively. The consumption of grapes also declined, but much less significantly to just below 50 grams, so although they remained the least popular food, consumption levels were the most stable.
109
Note the use of subordinating conjunctions to make comparisons
Comma is placed at the end of the dependent clause if the dependent clause comes before the independent clause
Comma is used when subordinating conjunction is used to add an afterthought
. Subordinating Conjunctions .
110
Grammatical Range: Correlative Conjunctions
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Correlative Conjunctions
Grammatical Range & Accuracy: Writing Task 1
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Correlative Conjunctions
Correlative conjunctions come in pairs, as a team. You must use both of them in different places in a sentence to make them work. They connect words and phrases together.
A comma is not usually used between the two components of a correlative conjunction, unless other elements are present
112
Correlative Conjunctions | Examples |
either...or | Many ignore recycling either out of ignorance or laziness. |
neither...nor | Neither Germany, which only grew by 2.4%, nor France saw significant growth in banana sales. |
Relative Pronoun
both...and | Vegetables are both nutritious and tasty. |
Correlative Conjunctions
It is very important that the structure after the first part of the pair should always be exactly parallel in form to the structure after the second part. In other words, nouns should be linked to nouns, adjectives to adjectives, prepositional phrases to prepositional phrases, etc.
113
Incorrect | Correct |
Parents should neither yell at their children nor be punishing them. | Parents should neither yell at their children nor punish them. |
I used to love both swimming competitively and�to play golf. | I used to love both swimming competitively and playing golf. |
Vegetables not only are delicious but also healthy. | Vegetables are not only delicious but also healthy. |
Parents can either send their children to a traditional school or to a home school. | Parents can send their children to either a traditional school or a home school |
List of Correlative Conjunctions
114
as … as |
both … and |
either … or |
neither … nor |
not … but |
not only … but also |
whether … or |
115
Grammatical Range: Relative Clauses
Next stop is…
Relative Clauses
Grammatical Range & Accuracy
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Relative Clauses
117
Defining Relative Clause
Non-defining Relative Clause
Example: Belgium is the country that sold the most coffee.
Example: Belgium earned 1.7 million euros from coffee sales, which made it the most profitable country.
118
Relative Pronouns | They refer to... | Examples |
who | people | Sam’s mother, who lives in Scotland, has 6 grandchildren. |
Relative Pronouns
which/that | things | Overgrazing represented the primary cause of global land depletion, which accounted for approximately 30% of land degradation. |
where | places | The only country where the population declined was Australia. |
when | times | The period when mobile phones plummeted in demand was the month of December. |
whose | possession | The only country whose sales declined was Yemen. |
why | reason | The reason why they migrated to the nearby islands is not clear. |
119
Relative Pronouns | They refer to... | Examples |
who | people | Sam’s mother, who lives in Scotland, has 6 grandchildren. |
which/that | things | Overgrazing represented the primary cause of global land depletion, which accounted for approximately 30% of land degradation. |
where | places | The only country where the population declined was Australia. |
when | times | The period when mobile phones plummeted in demand was the month of December. |
whose | possession | The only country whose sales declined was Yemen. |
why | reason | The reason why they migrated to the nearby islands is not clear. |
Relative Pronouns
Non-defining Relative Clause Extra information about the noun (use comma)
Defining Relative Clause Clarification of what we’re talking about (no comma)
120
Grammatical Range: Combining Elements
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Combining Elements
Grammatical Range & Accuracy: Writing Task 1
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Combining Elements
To form even more complex sentences, you can combine subordinating and coordinating conjunctions, and/or relative pronouns.
122
The consumption of grapes also declined, but much less significantly to just below 50 grams, so although they remained the least popular food, consumption levels were the most stable.
The production of coal not only declined in 2006, but also remained at an all-time low for the next five years, whereas solar energy, which was the most popular energy source, doubled in demand in the same year and remained at an all-time high for the following decade.
Subordinating Conjunctions .
Relative Pronoun.
Coordinating Conjunctions .
Correlative Conjunctions .
Active Voice
123
Grammatical Range: Punctuation
Next stop is…
Punctuation
Grammatical Range & Accuracy
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Punctuation
1) Periods: Use a period at the end of informative sentences in your paragraphs
2) Exclamation Marks: Do not use them in academic writing
3) Commas: Generally, use them whenever you hear a brief audible pause
4) Apostrophes: Only use apostrophes to show possession (e.g. France’s population, � Germany’s cars). Do not use them to show contraction (e.g. isn’t, doesn’t)
5) Capitalization: Only capitalize words at the start of the sentence and proper nouns
6) Semicolons: Use them to join two independent clauses that are closely related in ideas
125
.
!
,
’
C
;
Commas
Commas can be very difficult to use in English. However, for the IELTS essays, these 4 rules are the most relevant:
126
Apostrophes
Apostrophes are used to show contraction of words (e.g. isn’t, doesn’t, etc.) and possession (e.g. France’s population, Germany’s cars, etc.). However, in academic writing, you can only use apostrophes to show possession. Do not use them for contraction.
127
Capitalization
128
Capitalization
129
The graph projects that petrol and oil will continue to rise in demand.
The pie charts illustrate the past and projected demographics of Yemen’s and Italy’s population.
It is evident that local fixed line calls were the most prominent choice, whereas mobiles were the least popular.
Semicolons
Semicolons indicate an audible pause that is longer than a comma, but shorter than a period. You probably will not need to use it in your essay, but here are the main rules, just in case:
130
Fix the Punctuation Errors
The paragraph below contains 12 punctuation errors. Can you find them all?
To begin with teaching children a foreign language in primary school, does have some drawbacks; Namely, the shorter availability of time for other subjects and the delayed development of the childs first language. learning another language can take away some time from other subjects, such as Math and Science which are vital for higher education. Additionally children may mix up the linguistic structure’s from the various languages, resulting in a possible delay in the development of their native language! However, these drawbacks are temporary and outweighed by the benefits that can be reaped from this arrangement
131
Example
Pause and fix the mistakes!
Fix the Punctuation Errors
The paragraph below contains 12 punctuation errors. Can you find them all?
To begin with, teaching children a foreign language in primary school does have some drawbacks; namely, the shorter availability of time for other subjects and the delayed development of the child’s first language. Learning another language can take away some time from other subjects, such as math and science, which are vital for higher education. Additionally, children may mix up the linguistic structures from the various languages, resulting in a possible delay in the development of their native language. However, these drawbacks are temporary and outweighed by the benefits that can be reaped from this arrangement.
132
Example
Answers
133
Grammatical Range: Writing Numbers
Next stop is…
Writing Numbers
Grammatical Range & Accuracy
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135
Writing Numbers
Spell out numbers between 0-9. But, when numbers are in a list it is best to write numerically.
Correct: It was found that four out of 10 students failed.
Incorrect: She has four sisters aged six, eight, 13, and 17.
Correct: She has four sisters aged 6, 8, 13, and 17.
Write numbers that are 10 & above in numerals (unless they are at the start of a sentence)
Middle of sentence: Residents aged 60 and above should receive free medical insurance.
Beginning of sentence: Seventy children came to the class trip this year, but last year there were 90.
Use numerals for time of the day. AM and PM are also written A.M. and P.M., a.m. and p.m., and am and pm.
Common:
It starts at five o’clock in the morning.
It starts at 5:35 am.
It starts at 6:00 am.
It starts at 4 PM.
Uncommon: It starts at four thirty-five.
10 & Below
10 & Above
Times
136
Writing Numbers
Dates are written in numerals. Do not use ordinal numbers (i.e. 1st, 2nd, 3rd with full dates).
Incorrect: School begins on September 2nd, 2019.
Correct: School begins on September 2, 2019.
Always spell out simple fractions (use hyphens)�
Incorrect: About 1/3 of the science class comes from Japan.
Correct: About one-third of the science class comes from Japan.
Write decimals in numerals. Avoid starting your sentences with decimals
Incorrect: There was zero point eighty six inches of rain this month.
Correct: There was 0.86 inches of rain this month.
Dates
Percentages
Fractions
Decimals
Write percentages in numerals (unless they appear at beginning of a sentence)
Middle of sentence: According to the latest study, 63% of teachers live in the city.
Beginning of sentence: Eighty and one-half percent of students drive to school.
Whenever you are in doubt, it’s usually best to spell out the number in words
137
Lexical Resource
Next stop is…
Lexical Resource
The fourth ingredient in Writing Task 1
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Basics
According to the Band Descriptors, to achieve band 7 or higher, you must:
139
140
Lexical Resource:
Basic Vocabulary
Next stop is…
Basic Vocabulary
Lexical Resource: Writing Task 1
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How much amount?
Make sure to use this “approximation” language when you are estimating the numbers!
142
Similar |
about |
almost |
nearly |
roughly |
approximately |
around |
roughly |
Much more |
well/far above |
well/far beyond |
well/far over |
well/far across |
far more |
Just over |
just above |
just bigger |
just beyond |
just across |
Just under |
just below |
just beneath |
just short |
just a little |
Much less |
well/far below |
well/far under |
well/far short |
well/far beneath |
far less |
Percentages, Fractions & Proportions
143
Percentages |
_____% increase/decrease increased/decreased by ___% dropped by _____% reached (to) _____% declined to about _____% stood at exactly _____% _____ times higher/lower doubled/tripled/halved |
Fractions |
4% - A tiny fraction 24% - Almost a quarter 25% - Exactly a quarter 26% - Roughly one quarter 32% - Nearly one-third; nearly a third 49% - Around a half; just under a half 50% - Exactly half 51% - Just over a half 73% - Nearly three quarters 77% - Approximately three quarter; more than three-quarter 79% - Well over three quarters |
Proportions |
2% - A tiny portion; a very small proportion 4% - An insignificant minority; an insignificant proportion 16% - A small minority; a small portion 70% - A large proportion 72% - A significant proportion; vast majority 89% - A very large proportion |
Synonyms for Numbers
144
Art
Science
50 students
100�students
50 fewer students study art
50% less students study art
Half as many students study art
50 more students study science
50% more students study science
Twice as many students study science
Synonyms for Numbers
145
Solar�9%
Gas 31%
Coal 41%
Wind 19%
Solar power constitutes almost a tenth of all energy
Gas constitutes just under a third of all energy
Coal constitutes a little over two-fifths of all energy
Wind constitutes about one-fifths of all energy
Describing Composition of Data
146
Solar�9%
Gas 31%
Coal 41%
Wind 19%
Wind constitutes 19% of total energy
Wind is composed of 19% of total energy
makes up
comprises
composes
accounts for
consists of
is made up of
is formed of
is comprised of
Active Voice
Passive Voice
Synonyms for Time Periods
147
Amount of time | Vocabulary |
100 years | A century |
50 years | A half-century |
25 years | A quarter-century |
10 years | A decade |
5 years | A half-decade |
12 months | A year |
6 months | Half a year |
15 days | Half a month; about two weeks |
148
Lexical Resource: Trend Graphs
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Trend Graphs
Lexical Resource: Writing Task 1
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Trend Graphs
Table
Describe data over a period of time
Line Graph
Bar Graph
150
Coffee | 1999 (millions of euros) | 2004 (millions of euros) |
UK | 1.5 | 20 |
Switzerland | 3 | 6 |
Denmark | 1.8 | 2 |
Belgium | 1 | 1.7 |
Sweden | 0.8 | 1 |
Types of Changes
151
Increase
Big increase
Constant
Decrease
Big decrease
Improvement
Fluctuation
Time
Types of Changes
152
Fluctuation |
fluctuate (fluctuation) |
Increase |
rise (a rise) |
climb (a climb) |
elevate (elevation) |
grow (growth) |
incline �(an incline) |
Big increase |
jump (a jump) |
surge (a surge) |
double (doubling) |
shoot up |
soar |
Decrease |
fall (a fall) |
drop (a drop) |
decline (a decline) |
dip (a dip) |
sink (sinking) |
Big decrease |
plummet �(a plummet) |
tumble �(a tumble) |
collapse �(a collapse) |
slump (a slump) |
plunge (a plunge) |
Stability |
stabilize (stabilization) |
level off �(leveling off) |
plateau �(a plateau) |
stay/remain + steady/stable/�constant |
Improvement |
improve (improvement) |
recover (recovery) |
Verb (Noun)
Quality of Changes
153
Time
Slow change
Steady change
Fast/surprising change
Small change
Medium change
Big change
Quality of Changes
154
Describes... | Adjectives | Adverbs |
Fast change | rapid, sharp, quick, steep, swift | rapidly, sharply, quickly, steeply, swiftly |
Surprising change | sudden, striking, abrupt | suddenly, strikingly, abruptly |
Slow change | slow, gradual | slowly, gradually |
Steady change | steady, consistent | steadily, consistently |
Small change | marginal, slight | marginally, slightly |
Medium change | significant, considerable, substantial, marked | significantly, considerably, substantially, markedly |
Big change | dramatic, drastic, remarkable | dramatically, drastically, remarkably |
Mix and Match Adjectives and Nouns
155
A | B (adjectives) | C (nouns) | D |
There was a | marginal | increase | in the price of _____ |
We can observe a | modest | rise | in the number of _____ |
| significant | growth | in the population of _____ |
| drastic | decrease | in the amount of _____ |
| gradual | decline | |
| steady | fall | |
Mix and Match Adjectives and Nouns
156
A | B (adjectives) | C (nouns) | D |
There was a | marginal | increase | in the price of _____ |
We can observe a | modest | rise | in the number of _____ |
| significant | growth | in the population of _____ |
| drastic | decrease | in the amount of _____ |
| gradual | decline | |
| steady | fall | |
Example: There was a significant growth in the price of cars.
Mix and Match Adverbs and Verbs
157
A | B (adverbs) | C (verbs) | D |
The price | marginally | increased | from _____ to _____ |
The number | modestly | rose | between _____ and _____ |
The population | significantly | grew | up to _____ |
The amount | drastically | decreased | until _____ |
| gradually | declined | to _____ |
| steadily | fell | during _____ |
Mix and Match Adverbs and Verbs
158
A | B (adverbs) | C (verbs) | D |
The price | marginally | increased | from _____ to _____ |
The number | modestly | rose | between _____ and _____ |
The population | significantly | grew | up to _____ |
The amount | drastically | decreased | until _____ |
| gradually | declined | to _____ |
| steadily | fell | during _____ |
Example: The population marginally declined from 120,000 to 118,200.
159
Lexical Resource:
Comparative Graphs
Next stop is…
Comparative Graphs
Lexical Resource: Writing Task 1
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Comparative Graphs
Describes static snapshot in time; not a trend
Bar Graph
Pie Chart
Table
You must compare data in all types of writing questions, but comparisons are particularly important for “comparative graphs”
161
Country | Food/ Drinks/ Tobacco | Clothing/ Footwear | Leisure/ Education |
Ireland | 28.91% | 6.43% | 2.21% |
Italy | 16.36% | 9.00% | 3.20% |
Spain | 18.80% | 6.51% | 1.98% |
Sweden | 15.77% | 5.40% | 3.22% |
Turkey | 32.14% | 6.63% | 4.35% |
Making Comparisons (Short Adjectives)
162
Adjective | Comparing two items (-er) | Comparing three or more items (-est) |
high | higher than | the highest |
low | lower than | the lowest |
big | bigger than | the biggest |
great | greater than | the greatest |
large | larger than | the largest |
small | smaller than | the smallest |
strong | stronger than | the strongest |
Making Comparisons (Short Adjectives)
163
Adjective | Comparing two items (-er) | Comparing three or more items (-est) |
short | shorter than | the shortest |
slow | slower than | the slowest |
quick | quicker than | the quickest |
fast | faster than | the fastest |
sharp | sharper than | the sharpest |
slight | slighter than | the slightest |
long | longer than | the longest |
Making Comparisons (Long Adjectives)
164
Adjective | Comparing two items (-er) | Comparing three or more items (-est) |
popular | more popular than | the most popular |
rapid | more rapid than | the most rapid |
sudden | more sudden than | the most sudden |
striking | more striking than | the most striking |
abrupt | more abrupt than | the most abrupt |
gradual | more gradual than | the most gradual |
consistent | more consistent than | the most consistent |
Making Comparisons (Long Adjectives)
165
Adjective | Comparing two items (-er) | Comparing three or more items (-est) |
marginal | more marginal than | the most marginal |
significant | more significant than | the most significant |
considerable | more considerable than | the most considerable |
substantial | more substantial than | the most substantial |
dramatic | more dramatic than | the most dramatic |
drastic | more drastic than | the most drastic |
remarkable | more remarkable than | the most remarkable |
Making Comparisons (Irregular Adjectives)
166
Adjective | Comparing two items | Comparing three or more items |
good | better | best |
bad | worse | worst |
much/many/some | more | most |
little (amount) | less | least |
late (time) | later | latest |
late (order) | latter | last |
Negative Comparatives
167
Instead of only using positive comparisons, you can also use negative comparisons to show off your range:
Positive Comparisons | Negative Comparisons |
The United States has a larger size than Australia. | The size of Australia is not as large as United States. |
Mobiles are more popular than fixed line calls. | Fixed line calls are not as popular as mobiles. |
The demand for bananas grew faster than apples. | The demand for apples did not grow as fast as for bananas. |
Degree of Difference
168
In the same way that we use much, slightly, significantly to describe the degree of difference with positive comparatives, we can do the same with negative comparatives.
Degree | Expressions | Negative Comparisons |
Small | not quite as _____ as | The growth of hydropower is not quite as much as nuclear energy. |
Big | not nearly as _____ as | Coal is not nearly as popular as petrol and oil. |
Very Big | nowhere near as _____ as | Hydropower is nowhere near as popular as petrol. |
169
Next stop is…
Lexical Resource: Process Diagrams
Process Diagrams
Lexical Resource: Writing Task 1
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Process Diagrams
171
Describing Composition
172
The diagram shows how salmon develop from eggs to adults.
the process by which...
This process is composed of 3 steps
steps
stages
phases
is made up of
is formed of
is comprised of
cycle
Describing Stages
173
Start |
Initially, To begin with, The process begins when... At the beginning, |
Middle |
After this stage, After that, Next, Following this, At this point, Subsequently, As soon as... Just after that, Soon after... …, at which point …, and then …, followed by …, after which ...immediately |
Same time |
Meanwhile, Simultaneously, At the same time, As this is happening, |
End |
Finally, Lastly, The last stage is The process ends when Once this stage/ step is completed, |
Repetition |
The cycle/ process then repeats itself The cycle/ process is then repeated |
174
Lexical Resource: Maps
Next stop is…
Maps
Lexical Resource: Writing Task 1
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Maps
176
Types of Changes (Maps)
177
Add |
introduce (introduction) |
construct (construction) |
build (building) |
establish (establishment) |
develop (development) |
Take away |
remove (removal) |
demolish (demolition) |
knock down |
cut down |
pull down |
Make bigger |
expand (expansion) |
extend (extension) |
enlarge (enlargement) |
lengthen (lengthening) |
add to (addition) |
Make smaller |
reduce (reduction) |
shrink (shrinking) |
diminish (diminution) |
shorten (shortening) |
decrease �(a decrease) |
Change |
transform (transformation) |
rebuild (rebuilding) |
reconstruct (reconstruction) |
redevelop (redevelopment) |
turn into |
Types of change |
urbanize (urbanization) |
pedestrianise (pedestrianization) |
modernize (modernization) |
industrialize (industrialization) |
ruralize (ruralization) |
Verb (Noun)
These words can also be used as adjectives (i.e. residential, urban, modern, industrial, rural)
Directions
178
North
South
East
West
North-east
South-east
North-west
South-west
Center
Directions Vocab in Use
179
A new hospital has been built in the north-west of the town.
A restaurant has been constructed to the east of the new hospital.
A new street has been laid, stretching from east to south-west.
To the south-east of the town, a hotel has been developed.
A park has been established �just east of the new hospital.
Describing Maps
180
The main road runs through the center of the map.
goes through…
passes through…
crosses...
runs along...
The parking area is across the chemistry block.
across from...
in front of...
middle
The chemistry block is behind the parking area.
to the back of...
Describing Maps
181
The physics block is next to the library.
adjacent to…
beside...
opposite to…
near...
close...
The admin building is located in the south-east area.
is situated...
lies...
is...
The biology block is between the library and parking area.
in the middle of...
region
sector
section
part
Describing Maps
182
The library connects to the shuttle bus terminal.
The lecture theater overlaps the science laboratories.
joins...
leads to...
Two footpaths adjacent to the shuttle bus terminal run parallel to each other.
A footpath intersects the main road leading from the terminal.
cuts through...
are parallel to…
run along/alongside...
183
Next stop is…
Part 2: Recipe!
Part 2: Recipe
Basic Strategy for Writing Task 1
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Basic Strategy
185
Introduction
Paraphrase the description in the question in your own words
Overview
Summarize the start/end and highest/lowest data points
Paragraph 3
Describe the key numeric details of the first half of the infographic
Paragraph 4
Describe the key numeric details of the second half of the infographic
Check Work
Check your work if you have leftover time
186
Recipe: How to Write Introductions
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How to Write Introductions
Basics: The Recipe for Writing Task 1
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Basics
188
Sample Answer (Example)
189
The graph shows data from 1980 with forecasts up to 2030 on the US population’s energy consumption.
Generally, in 1980, petrol and oil were the dominant energy sources, while nuclear, solar, wind and hydropower were the least utilized fuels. Additionally, in 2030, gasoline and oil are forecasted to remain the leading sources of energy, whereas hydropower is predicted to take the bottom-most position.
Over a 28-year period, starting at 1980, petrol and oil rose in consumption from 35 quadrillion units to about 40 quadrillion units. Coal and natural gas performed similarly, as both increased from around 17 quadrillion units and 20 quadrillion units, respectively, to about 23 quadrillion units. During the same period, nuclear energy gradually climbed from nearly three quadrillion units to seven quadrillion units, while solar, wind and hydropower fuels remained static at approximately three quadrillion units.
Over the duration of the forecasts, ranging from 2008 to 2030, petrol and oil consumption are expected to elevate up to 48 quadrillion units. Coal and natural gas are estimated to increase up to about 32 quadrillion units and 25 quadrillion units, respectively. Finally, nuclear, solar, wind, and hydropower energy will stay nearly constant throughout the projected period.
Sample Answer (Example)
190
The graph shows data from 1980 with forecasts up to 2030 on the US population’s energy consumption.
Generally, in 1980, petrol and oil were the dominant energy sources, while nuclear, solar, wind and hydropower were the least utilized fuels. Additionally, in 2030, gasoline and oil are forecasted to remain the leading sources of energy, whereas hydropower is predicted to take the bottom-most position.
Over a 28-year period, starting at 1980, petrol and oil rose in consumption from 35 quadrillion units to about 40 quadrillion units. Coal and natural gas performed similarly, as both increased from around 17 quadrillion units and 20 quadrillion units, respectively, to about 23 quadrillion units. During the same period, nuclear energy gradually climbed from nearly three quadrillion units to seven quadrillion units, while solar, wind and hydropower fuels remained static at approximately three quadrillion units.
Over the duration of the forecasts, ranging from 2008 to 2030, petrol and oil consumption are expected to elevate up to 48 quadrillion units. Coal and natural gas are estimated to increase up to about 32 quadrillion units and 25 quadrillion units, respectively. Finally, nuclear, solar, wind, and hydropower energy will stay nearly constant throughout the projected period.
Intro
Overview
Para 3
Para 4
191
A (starting) | B (data type) | C (verb) | D (description) |
The The given The supplied The presented The shown The provided | graph chart table diagram figure illustration pictorial bar/line graph bar/pie chart flowchart bar graph and pie chart pie chart and table | shows/depicts represents illustrates describes denotes presents demonstrates compares/contrasts provides delineates outlines expresses | the comparison of… the differences… the changes... the number of… the information on… the proportion of… the data about... comparative data... the trend of... the percentages of... the amount/ratio of... the process by which... |
Ideas for Starting Introduction Paragraphs
192
A (starting) | B (data type) | C (verb) | D (description) |
The The given The supplied The presented The shown The provided | graph chart table diagram figure illustration pictorial bar/line graph bar/pie chart flowchart bar graph and pie chart pie chart and table | shows/depicts represents illustrates describes denotes presents demonstrates compares/contrasts provides delineates outlines expresses | the comparison of… the differences… the changes... the number of… the information on… the proportion of… the data about... comparative data... the trend of... the percentages of... the amount/ratio of... the process by which... |
Ideas for Starting Introduction Paragraphs
Example: The supplied illustration outlines the process by which...
Mix and Match
How to Paraphrase
shows
demonstrates
presents
Australian
people
People of
Australia
193
① Use Synonyms
② Change Word Order
194
Next stop is…
Recipe: How to Write Introductions for Trend Graphs
How to Write Introductions
Trend Graphs: Recipe for Writing Task 1
mastership.co Learn from the world’s best IELTS course.
The graph below gives information from a 2008 report about consumption of energy in the USA since 1980 with projections until 2030.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
US Energy Consumption by Fuel (1980-2030)
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
196
Line Graph (Trend)
The graph below gives information from a 2008 report about consumption of energy in the USA since 1980 with projections until 2030.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
US Energy Consumption by Fuel (1980-2030)
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
197
Line Graph (Trend)
The graph below gives information from a 2008 report about consumption of energy in the USA since 1980 with projections until 2030.
The graph shows data on energy consumption by the US population �from 1980 with forecasts up to 2030.
The graph shows data from 1980 with forecasts up to 2030 on the US population’s energy consumption.
shows
energy consumption
data
from
US population
forecasts
up to
We can delete this
on
Change Word Order
Use Synonyms
198
The chart below shows the total number of minutes (in billions) of telephone calls in the UK divided into three categories, from 1995-2002.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
UK telephone calls, by category, 1995-2002
199
Bar Graph (Trend)
The chart below shows the total number of minutes (in billions) of telephone calls in the UK divided into three categories, from 1995-2002.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
UK telephone calls, by category, 1995-2002
200
Bar Graph (Trend)
The chart below shows the total number of minutes (in billions) of telephone calls in the UK, divided into three categories, from 1995-2002.
time spent
demonstrates
British residents
between _____ and _____
phone
different types
The chart demonstrates the time spent on phone calls by British residents between 1995 and 2002.
The chart demonstrates the time spent by British residents on different types of phone calls between 1995 and 2002.
Change Word Order
We can insert it here
201
The tables below give information about sales of Fairtrade*-labelled coffee and bananas in 1999 and 2004 in five European countries.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
Sales of Fairtrade-labelled* coffee and bananas (1999 & 2004)
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
*Fairtrade: a category of products for which farmers from developing countries have been paid an officially agreed fair price.
202
Coffee | 1999 (millions of euros) | 2004 (millions of euros) |
UK | 1.5 | 20 |
Switzerland | 3 | 6 |
Denmark | 1.8 | 2 |
Belgium | 1 | 1.7 |
Sweden | 0.8 | 1 |
Bananas | 1999 (millions of euros) | 2004 (millions of euros) |
Switzerland | 15 | 47 |
UK | 1 | 5.5 |
Belgium | 0.6 | 4 |
Sweden | 1.8 | 1 |
Denmark | 2 | 0.9 |
Tables (Trend)
The tables below give information about sales of Fairtrade*-labelled coffee and bananas in 1999 and 2004 in five European countries.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
Sales of Fairtrade-labelled* coffee and bananas (1999 & 2004)
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
*Fairtrade: a category of products for which farmers from developing countries have been paid an officially agreed fair price.
203
Coffee | 1999 (millions of euros) | 2004 (millions of euros) |
UK | 1.5 | 20 |
Switzerland | 3 | 6 |
Denmark | 1.8 | 2 |
Belgium | 1 | 1.7 |
Sweden | 0.8 | 1 |
Bananas | 1999 (millions of euros) | 2004 (millions of euros) |
Switzerland | 15 | 47 |
UK | 1 | 5.5 |
Belgium | 0.6 | 4 |
Sweden | 1.8 | 1 |
Denmark | 2 | 0.9 |
Tables (Trend)
The tables below give information about sales of Fairtrade-labelled coffee and bananas in 1999 and 2004 in five European countries.
The two tables contain data about sales for Fairtrade coffee and bananas in 1999 and 2004 in five European nations.
The two tables contain sales data for Fairtrade coffee and bananas in 1999 and 2004 in five nations of Europe.
two tables
data
Fairtrade
contain
for
nations
Change Word Order
204
The charts below give information on the ages of the populations of Yemen and Italy in 2000 and projections for 2050.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
205
Pie Charts (Trend)
The charts below give information on the ages of the populations of Yemen and Italy in 2000 and projections for 2050.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
206
Pie Charts (Trend)
The charts below give information on the ages of the populations of Yemen and Italy in 2000 and projections for 2050.
The charts provide data about the ages of the residents of Yemen and Italy �over a 50-year period.
The charts provide data over a 50-year period, including forecasts, about the ages of the residents of Yemen and Italy.
provide
data
about
residents
forecasts
over a 50-year period
Change Word Order
We can insert it here
207
208
Recipe: How to Write Introductions for Comparative Graphs
Next stop is…
How to Write Introductions
Comparative Graphs: Recipe for Task 1
mastership.co Learn from the world’s best IELTS course.
The chart below shows the expenditure of two countries on consumer goods in 2010.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
Expenditure on consumer goods by France and UK - 2010
210
Bar Graph (Comparative)
The chart below shows the expenditure of two countries on consumer goods in 2010.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
Expenditure on consumer goods by France and UK - 2010
211
Bar Graph (Comparative)
illustrates
The chart illustrates the amount of money spent in France and the UK �on consumer products in 2010.
The chart illustrates the amount of money spent on five consumer goods (cars, computers, books, perfume, and cameras) in France and the UK in 2010.
amount of money spent
France and the UK
products
Change Word Order
We can also specify the five consumer products - cars, computers, books, perfume, and cameras.
The chart below shows the expenditure of two countries on consumer goods in 2010.
212
The table below gives information on consumer spending on different items in five different countries in 2002.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
Percentage of national consumer expenditure by category - 2002
213
Country | Food/ Drinks/ Tobacco | Clothing/ Footwear | Leisure/ Education |
Ireland | 28.91% | 6.43% | 2.21% |
Italy | 16.36% | 9.00% | 3.20% |
Spain | 18.80% | 6.51% | 1.98% |
Sweden | 15.77% | 5.40% | 3.22% |
Turkey | 32.14% | 6.63% | 4.35% |
Table (Comparative)
The table below gives information on consumer spending on different items in five different countries in 2002.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
Percentage of national consumer expenditure by category - 2002
214
Country | Food/ Drinks/ Tobacco | Clothing/ Footwear | Leisure/ Education |
Ireland | 28.91% | 6.43% | 2.21% |
Italy | 16.36% | 9.00% | 3.20% |
Spain | 18.80% | 6.51% | 1.98% |
Sweden | 15.77% | 5.40% | 3.22% |
Turkey | 32.14% | 6.63% | 4.35% |
Table (Comparative)
illustrates
The table illustrates data about how much consumers spent on various products and services in Ireland, Italy, Spain, Sweden, and Turkey in 2002.
The table illustrates data about how much consumers in Ireland, Italy, Spain, Sweden, and Turkey spent on various products and services in 2002.
various
products and services
Ireland, Italy, Spain, Sweden, and Turkey
data
Change Word Order
about
how much consumers spent
The table below gives information on consumer spending on different items in �five different countries in 2002.
215
The first chart below shows how energy is used in an average Australian household. The second chart shows the greenhouse gas emissions which result from this energy use.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
216
Pie Charts (Comparative)
The first chart below shows how energy is used in an average Australian household. The second chart shows the greenhouse gas emissions which result from this energy use.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
217
Pie Charts (Comparative)
The two charts represent the use of energy by a typical household in Australia and emissions of greenhouse gas resulting from this energy consumption.
The two charts represent the use of energy by a typical household in Australia and the resulting emissions of greenhouse gas from this energy consumption.
typical
household in Australia
The two charts
the use of energy
consumption
emissions of greenhouse gas
represent
resulting
Change Word Order
The first chart below shows how energy is used in an average Australian household. The second chart shows the greenhouse gas emissions which result from this energy use.
218
The pie chart below shows the main reasons why agricultural land becomes less productive. The table shows how these causes affected three regions of the world during the 1990s.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
219
Mixed Charts (Comparative)
The pie chart below shows the main reasons why agricultural land becomes less productive. The table shows how these causes affected three regions of the world during the 1990s.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
220
Mixed Charts (Comparative)
The pie chart presents the primary causes for the degradation of farmland, while the table highlights the manner in which these factors influenced three areas of the world in the 1990s.
presents
causes
primary
farmland
degraded
highlights
the manner in which
factors
influenced
areas
in
The pie chart presents the primary causes why farmland becomes degraded. The table highlights the manner in which these factors influenced three areas of the world in the 1990s.
Change Word Order
Subordinating Conjunction
The pie chart below shows the main reasons why agricultural land becomes less productive. The table shows how these causes affected three regions of the world during the 1990s.
221
222
Recipe: How to Write �Introductions for Process Diagrams
Next stop is…
How to Write Introductions
Process: Recipe for Writing Task 1
mastership.co Learn from the world’s best IELTS course.
The diagrams below show the life cycle of a species of a large fish called the salmon.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
224
Process (Numbered)
The diagrams below show the life cycle of a species of a large fish called the salmon.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
225
Process (Numbered)
The illustrations highlight the cycle of life of a sizable fish known as the salmon.
The illustrations highlight the process by which a sizable fish known as the salmon complete their cycle of life.
illustrations
highlight
cycle of life
known as
sizable
the process by which
Change Word Order
This useful phrase can be used to paraphrase any process!
The diagrams below show the life cycle of a species of a large fish called the salmon.
226
The diagrams below show the stages and equipment used in the cement-making process, and how cement is used to produce concrete for building purposes.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
227
Process (Unnumbered)
The diagrams below show the stages and equipment used in the cement-making process, and how cement is used to produce concrete for building purposes.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
228
Process (Unnumbered)
The two representations illustrate the steps and tools required for producing cement and converting it into concrete for construction needs.
two representations
illustrate
required
tools
converting it into
steps
for producing cement
Changing word order is not always required
construction needs
The diagrams below show the stages and equipment used in the cement-making process, and how cement is used to produce concrete for building purposes.
229
230
Recipe: How to Write Introductions for Maps
Next stop is…
How to Write Introductions
Maps: Recipe for Writing Task 1
mastership.co Learn from the world’s best IELTS course.
The two maps below show an island, before and after the construction of some tourist facilities.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
232
Maps
The two maps below show an island, before and after the construction of some tourist facilities.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
233
Maps
The two maps compare an island prior to and following some developments for tourism purposes.
The two maps compare an island prior to and following some developments carried out for tourism purposes.
compare
developments
tourism purposes
prior to and following
“carried out”
The two maps below show an island, before and after the construction of some �tourist facilities.
234
235
Recipe: How to Write Overviews
Next stop is…
How to Write Overviews
The Recipe for Writing Task 1
mastership.co Learn from the world’s best IELTS course.
Basics
237
Sample Answer (Example)
238
The graph shows data from 1980 with forecasts up to 2030 on the US population’s energy consumption.
Generally, in 1980, petrol and oil were the dominant energy sources, while nuclear, solar, wind and hydropower were the least utilized fuels. Additionally, in 2030, gasoline and oil are forecasted to remain the leading sources of energy, whereas hydropower is predicted to take the bottom-most position.
Over a 28-year period, starting at 1980, petrol and oil rose in consumption from 35 quadrillion units to about 40 quadrillion units. Coal and natural gas performed similarly, as both increased from around 17 quadrillion units and 20 quadrillion units, respectively, to about 23 quadrillion units. During the same period, nuclear energy gradually climbed from nearly three quadrillion units to seven quadrillion units, while solar, wind and hydropower fuels remained static at approximately three quadrillion units.
Over the duration of the forecasts, ranging from 2008 to 2030, petrol and oil consumption are expected to elevate up to 48 quadrillion units. Coal and natural gas are estimated to increase up to about 32 quadrillion units and 25 quadrillion units, respectively. Finally, nuclear, solar, wind, and hydropower energy will stay nearly constant throughout the projected period.
Sample Answer (Example)
239
The graph shows data from 1980 with forecasts up to 2030 on the US population’s energy consumption.
Generally, in 1980, petrol and oil were the dominant energy sources, while nuclear, solar, wind and hydropower were the least utilized fuels. Additionally, in 2030, gasoline and oil are forecasted to remain the leading sources of energy, whereas hydropower is predicted to take the bottom-most position.
Over a 28-year period, starting at 1980, petrol and oil rose in consumption from 35 quadrillion units to about 40 quadrillion units. Coal and natural gas performed similarly, as both increased from around 17 quadrillion units and 20 quadrillion units, respectively, to about 23 quadrillion units. During the same period, nuclear energy gradually climbed from nearly three quadrillion units to seven quadrillion units, while solar, wind and hydropower fuels remained static at approximately three quadrillion units.
Over the duration of the forecasts, ranging from 2008 to 2030, petrol and oil consumption are expected to elevate up to 48 quadrillion units. Coal and natural gas are estimated to increase up to about 32 quadrillion units and 25 quadrillion units, respectively. Finally, nuclear, solar, wind, and hydropower energy will stay nearly constant throughout the projected period.
Intro
Overview
Para 3
Para 4
240
Phrases for Starting Overview Paragraphs
A (Opening) |
Generally, |
In general, |
Overall, |
On the whole, |
In brief, |
In short, |
B (Introductory Language) - optional |
it is clear/evident that... |
it is conspicuous that... |
it can be (clearly) observed that... |
it can be (clearly) seen that... |
it is apparent that... |
the data/diagram illustrates that... |
241
Phrases for Starting Overview Paragraphs
A (Opening) | B (Introductory Language) - optional |
Generally, | it is clear/evident that... |
In general, | it is conspicuous that... |
Overall, | it can be (clearly) observed that... |
On the whole, | it can be (clearly) seen that... |
In brief, | it is apparent that... |
In short, | the data/diagram illustrates that... |
Example: In general, it can be clearly observed that...
Mix and Match
242
Recipe: How to Write Overviews for Trend Graphs
Next stop is…
How to Write Overviews
Trend Graphs: Recipe for Writing Task 1
mastership.co Learn from the world’s best IELTS course.
The graph below gives information from a 2008 report about consumption of energy in the USA since 1980 with projections until 2030.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
244
Line Graph (Trend)
US Energy Consumption by Fuel (1980-2030)
245
Generally, in 1980, petrol and oil were the dominant energy sources, while nuclear, solar, wind and hydropower were the least utilized fuels.
US Energy Consumption by Fuel (1980-2030)
Line Graph (Trend)
246
Generally, in 1980, petrol and oil were the dominant energy sources, while nuclear, solar, wind and hydropower were the least utilized fuels.
US Energy Consumption by Fuel (1980-2030)
Line Graph (Trend)
247
Generally, in 1980, petrol and oil were the dominant energy sources, while nuclear, solar, wind and hydropower were the least utilized fuels. Additionally, in 2030, gasoline and oil are forecasted to remain the leading sources of energy, whereas hydropower is predicted to take the bottom-most position.
US Energy Consumption by Fuel (1980-2030)
Line Graph (Trend)
The chart below shows the total number of minutes (in billions) of telephone calls in the UK divided into three categories, from 1995-2002.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
UK telephone calls, by category, 1995-2002
248
Bar Graph (Trend)
UK telephone calls, by category, 1995-2002
249
In general, it is evident that in 1995, local fixed-line calls were the most prominent choice, whereas mobiles were the least popular.
Bar Graph (Trend)
UK telephone calls, by category, 1995-2002
250
In general, it is evident that in 1995, local fixed-line calls were the most prominent choice, whereas mobiles were the least popular.
Bar Graph (Trend)
UK telephone calls, by category, 1995-2002
251
In general, it is evident that in 1995, local fixed-line calls were the most prominent choice, whereas mobiles were the least popular. By the year 2002, although mobile calls grew in popularity, they remained the least popular choice, while local fixed-line calls maintained their top position.
Bar Graph (Trend)
The tables below give information about sales of Fairtrade*-labelled coffee and bananas in 1999 and 2004 in five European countries.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
*Fairtrade: a category of products for which farmers from developing countries have been paid an officially agreed fair price.
Sales of Fairtrade-labelled* coffee and bananas (1999 & 2004)
252
Tables (Trend)
Coffee | 1999 (millions of euros) | 2004 (millions of euros) |
UK | 1.5 | 20 |
Switzerland | 3 | 6 |
Denmark | 1.8 | 2 |
Belgium | 1 | 1.7 |
Sweden | 0.8 | 1 |
Bananas | 1999 (millions of euros) | 2004 (millions of euros) |
Switzerland | 15 | 47 |
UK | 1 | 5.5 |
Belgium | 0.6 | 4 |
Sweden | 1.8 | 1 |
Denmark | 2 | 0.9 |
Sales of Fairtrade-labelled* coffee and bananas (1999 & 2004)
253
Coffee | 1999 (millions of euros) | 2004 (millions of euros) |
UK | 1.5 | 20 |
Switzerland | 3 | 6 |
Denmark | 1.8 | 2 |
Belgium | 1 | 1.7 |
Sweden | 0.8 | 1 |
Bananas | 1999 (millions of euros) | 2004 (millions of euros) |
Switzerland | 15 | 47 |
UK | 1 | 5.5 |
Belgium | 0.6 | 4 |
Sweden | 1.8 | 1 |
Denmark | 2 | 0.9 |
Overall, Switzerland had the highest coffee sales in 1999 and dominated banana sales in both, 1999 and 2004.
*Fairtrade: a category of products for which farmers from developing countries have been paid an officially agreed fair price.
Tables (Trend)
Sales of Fairtrade-labelled* coffee and bananas (1999 & 2004)
254
Coffee | 1999 (millions of euros) | 2004 (millions of euros) |
UK | 1.5 | 20 |
Switzerland | 3 | 6 |
Denmark | 1.8 | 2 |
Belgium | 1 | 1.7 |
Sweden | 0.8 | 1 |
Bananas | 1999 (millions of euros) | 2004 (millions of euros) |
Switzerland | 15 | 47 |
UK | 1 | 5.5 |
Belgium | 0.6 | 4 |
Sweden | 1.8 | 1 |
Denmark | 2 | 0.9 |
Overall, Switzerland had the highest coffee sales in 1999 and dominated banana sales in both, 1999 and 2004.
*Fairtrade: a category of products for which farmers from developing countries have been paid an officially agreed fair price.
Tables (Trend)
Sales of Fairtrade-labelled* coffee and bananas (1999 & 2004)
255
Coffee | 1999 (millions of euros) | 2004 (millions of euros) |
UK | 1.5 | 20 |
Switzerland | 3 | 6 |
Denmark | 1.8 | 2 |
Belgium | 1 | 1.7 |
Sweden | 0.8 | 1 |
Bananas | 1999 (millions of euros) | 2004 (millions of euros) |
Switzerland | 15 | 47 |
UK | 1 | 5.5 |
Belgium | 0.6 | 4 |
Sweden | 1.8 | 1 |
Denmark | 2 | 0.9 |
Overall, Switzerland had the highest coffee sales in 1999 and dominated banana sales in both, 1999 and 2004. Sweden sold the least coffee in both, 1999 and 2004
*Fairtrade: a category of products for which farmers from developing countries have been paid an officially agreed fair price.
Tables (Trend)
Sales of Fairtrade-labelled* coffee and bananas (1999 & 2004)
256
Coffee | 1999 (millions of euros) | 2004 (millions of euros) |
UK | 1.5 | 20 |
Switzerland | 3 | 6 |
Denmark | 1.8 | 2 |
Belgium | 1 | 1.7 |
Sweden | 0.8 | 1 |
Bananas | 1999 (millions of euros) | 2004 (millions of euros) |
Switzerland | 15 | 47 |
UK | 1 | 5.5 |
Belgium | 0.6 | 4 |
Sweden | 1.8 | 1 |
Denmark | 2 | 0.9 |
Overall, Switzerland had the highest coffee sales in 1999 and dominated banana sales in both, 1999 and 2004. Sweden sold the least coffee in both, 1999 and 2004
*Fairtrade: a category of products for which farmers from developing countries have been paid an officially agreed fair price.
Tables (Trend)
Sales of Fairtrade-labelled* coffee and bananas (1999 & 2004)
257
Coffee | 1999 (millions of euros) | 2004 (millions of euros) |
UK | 1.5 | 20 |
Switzerland | 3 | 6 |
Denmark | 1.8 | 2 |
Belgium | 1 | 1.7 |
Sweden | 0.8 | 1 |
Bananas | 1999 (millions of euros) | 2004 (millions of euros) |
Switzerland | 15 | 47 |
UK | 1 | 5.5 |
Belgium | 0.6 | 4 |
Sweden | 1.8 | 1 |
Denmark | 2 | 0.9 |
Overall, Switzerland had the highest coffee sales in 1999 and dominated banana sales in both, 1999 and 2004. Sweden sold the least coffee in both, 1999 and 2004, whereas Belgium and Denmark sold the least bananas in 1999 and 2004, respectively.
*Fairtrade: a category of products for which farmers from developing countries have been paid an officially agreed fair price.
Tables (Trend)
The charts below give information on the ages of the populations of Yemen and Italy in 2000 and projections for 2050.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
258
Pie Charts (Trend)
259
Overall, in 2000, 0 to 14-year-olds and 15 to 59-year-olds composed the majority of Yemen and Italy, respectively
Pie Charts (Trend)
260
Overall, in 2000, 0 to 14-year-olds and 15 to 59-year-olds composed the majority of Yemen and Italy, respectively
Pie Charts (Trend)
261
Overall, in 2000, 0 to 14-year-olds and 15 to 59-year-olds composed the majority of Yemen and Italy, respectively; whereas residents over 60 years of age and between 0 to 14 years of age comprised the minority in Yemen and Italy, respectively.
Pie Charts (Trend)
262
Overall, in 2000, 0 to 14-year-olds and 15 to 59-year-olds composed the majority of Yemen and Italy, respectively; whereas residents over 60 years of age and between 0 to 14 years of age comprised the minority in Yemen and Italy, respectively.
Pie Charts (Trend)
263
Overall, in 2000, 0 to 14-year-olds and 15 to 59-year-olds composed the majority of Yemen and Italy, respectively; whereas residents over 60 years of age and between 0 to 14 years of age comprised the minority in Yemen and Italy, respectively. Calculations reveal that both nations will experience significant changes in their demographics by 2050.
Pie Charts (Trend)
The highs and lows of 2050 projections are not individually stated here to avoid making the overview paragraph too long.
264
Recipe: How to Write �Overviews for Comparative Graphs
Next stop is…
How to Write Overviews
Comparative Graphs: Recipe for Writing Task 1
mastership.co Learn from the world’s best IELTS course.
The chart below shows the expenditure of two countries on consumer goods in 2010.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
Expenditure on consumer goods by France and UK - 2010
266
Bar Graph (Comparative)
Expenditure on consumer goods by France and UK - 2010
267
On the whole, cars dominated as the leading consumer product in both, the UK and France, in the given period.
Bar Graph (Comparative)
Expenditure on consumer goods by France and UK - 2010
268
On the whole, cars dominated as the leading consumer product in both, the UK and France, in the given period.
Bar Graph (Comparative)
Expenditure on consumer goods by France and UK - 2010
269
On the whole, cars dominated as the leading consumer product in both, the UK and France, in the given period. Additionally, perfume and cameras occupied the bottom-most positions in the UK and France, respectively.
Bar Graph (Comparative)
The table below gives information on consumer spending on different items in five different countries in 2002.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
Percentage of national consumer expenditure by category - 2002
270
Table (Comparative)
Country | Food/ Drinks/ Tobacco | Clothing/ Footwear | Leisure/ Education |
Ireland | 28.91% | 6.43% | 2.21% |
Italy | 16.36% | 9.00% | 3.20% |
Spain | 18.80% | 6.51% | 1.98% |
Sweden | 15.77% | 5.40% | 3.22% |
Turkey | 32.14% | 6.63% | 4.35% |
Percentage of national consumer expenditure by category - 2002
271
Country | Food/ Drinks/ Tobacco | Clothing/ Footwear | Leisure/ Education |
Ireland | 28.91% | 6.43% | 2.21% |
Italy | 16.36% | 9.00% | 3.20% |
Spain | 18.80% | 6.51% | 1.98% |
Sweden | 15.77% | 5.40% | 3.22% |
Turkey | 32.14% | 6.63% | 4.35% |
In brief, Turkey had the highest spending on food, drinks, and tobacco, whereas Sweden spent the least on these items.
Table (Comparative)
Percentage of national consumer expenditure by category - 2002
272
Country | Food/ Drinks/ Tobacco | Clothing/ Footwear | Leisure/ Education |
Ireland | 28.91% | 6.43% | 2.21% |
Italy | 16.36% | 9.00% | 3.20% |
Spain | 18.80% | 6.51% | 1.98% |
Sweden | 15.77% | 5.40% | 3.22% |
Turkey | 32.14% | 6.63% | 4.35% |
In brief, Turkey had the highest spending on food, drinks, and tobacco, whereas Sweden spent the least on these items.
Table (Comparative)
Percentage of national consumer expenditure by category - 2002
273
Country | Food/ Drinks/ Tobacco | Clothing/ Footwear | Leisure/ Education |
Ireland | 28.91% | 6.43% | 2.21% |
Italy | 16.36% | 9.00% | 3.20% |
Spain | 18.80% | 6.51% | 1.98% |
Sweden | 15.77% | 5.40% | 3.22% |
Turkey | 32.14% | 6.63% | 4.35% |
In brief, Turkey had the highest spending on food, drinks, and tobacco, whereas Sweden spent the least on these items. In the clothing and footwear category, Italy took the lead, while Sweden occupied the last spot.
Table (Comparative)
Percentage of national consumer expenditure by category - 2002
274
Country | Food/ Drinks/ Tobacco | Clothing/ Footwear | Leisure/ Education |
Ireland | 28.91% | 6.43% | 2.21% |
Italy | 16.36% | 9.00% | 3.20% |
Spain | 18.80% | 6.51% | 1.98% |
Sweden | 15.77% | 5.40% | 3.22% |
Turkey | 32.14% | 6.63% | 4.35% |
In brief, Turkey had the highest spending on food, drinks, and tobacco, whereas Sweden spent the least on these items. In the clothing and footwear category, Italy took the lead, while Sweden occupied the last spot.
Table (Comparative)
Percentage of national consumer expenditure by category - 2002
275
Country | Food/ Drinks/ Tobacco | Clothing/ Footwear | Leisure/ Education |
Ireland | 28.91% | 6.43% | 2.21% |
Italy | 16.36% | 9.00% | 3.20% |
Spain | 18.80% | 6.51% | 1.98% |
Sweden | 15.77% | 5.40% | 3.22% |
Turkey | 32.14% | 6.63% | 4.35% |
In brief, Turkey had the highest spending on food, drinks, and tobacco, whereas Sweden spent the least on these items. In the clothing and footwear category, Italy took the lead, while Sweden occupied the last spot. Finally, the Turkish population made the most significant investment in education and leisure, whereas the Spanish invested the least.
Table (Comparative)
The first chart below shows how energy is used in an average Australian household. The second chart shows the greenhouse gas emissions which result from this energy use.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
276
Pie Charts (Comparative)
277
In general, Australian residents utilize the most energy in heating, while emitting the most substantial amount of greenhouse gas via water heating.
Pie Charts (Comparative)
278
In general, Australian residents utilize the most energy in heating, while emitting the most substantial amount of greenhouse gas via water heating.
Pie Charts (Comparative)
279
In general, Australian residents utilize the most energy in heating, while emitting the most substantial amount of greenhouse gas via water heating. On the other hand, cooling expends the least amount of energy and also produces the least greenhouse emissions.
Pie Charts (Comparative)
The pie chart below shows the main reasons why agricultural land becomes less productive. The table shows how these causes affected three regions of the world during the 1990s.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
280
Mixed Charts (Comparative)
281
In brief, over-grazing of land is the leading cause of global land deterioration, while unspecified reasons account for the lowest amount of land decay.
Mixed Charts (Comparative)
282
In brief, over-grazing of land is the leading cause of global land deterioration, while unspecified reasons account for the lowest amount of land decay.
Mixed Charts (Comparative)
283
In brief, over-grazing of land is the leading cause of global land deterioration, while unspecified reasons account for the lowest amount of land decay. Furthermore, Europe has experienced the most significant amount of total land degradation, whereas North America has suffered the least.
Mixed Charts (Comparative)
284
Recipe: How to Write Overviews for Process Diagrams
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How to Write Overviews
Process Diagrams: Recipe for Writing Task 1
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The diagrams below show the life cycle of a species of a large fish called the salmon.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
Life cycle of salmon
286
Process (Numbered)
Life cycle of salmon
287
On the whole, it is clear that salmon �go through a series of 3 stages to complete their life cycle. They initially hatch from eggs as tiny fish and continue to develop into full-sized adults over a number of years.
Summarize the first and last stages of the process without mentioning numbers�or specific details
Describe the number of stages �for process diagrams!
Process (Numbered)
The diagrams below show the stages and equipment used in the cement-making process, and how cement is used to produce concrete for building purposes.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
288
Process (Unnumbered)
289
Overall, limestone and clay pass through four stages before they are turned into cement and bagged for use. Producing concrete, however, is a simple one-step process wherein various substances �are blended in a concrete mixer.
4 stages
1 stage
Describe the number of stages for process diagrams!
Summarize the first and last stages �of the process without mentioning numbers or specific details
Process (Unnumbered)
290
Recipe: How to Write Overviews for Maps
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How to Write Overviews
Maps: Recipe for Writing Task 1
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The two maps below show an island, before and after the construction of some tourist facilities.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
Island, before and after construction of tourist facilities.
292
Maps
Island, before and after construction of tourist facilities.
293
Overall, it is evident that the vast majority of the island used to be undeveloped in the past.
Summarize basic differences between the two maps. You can talk about the first map in one sentence and the second map in second sentence.
Maps
Island, before and after construction of tourist facilities.
294
Overall, it is evident that the vast majority of the island used to be undeveloped in the past. However, it underwent significant construction at a later period, resulting in the development of infrastructure and facilities, which did not exist before.
Summarize basic differences between the two maps. You can talk about the first map in one sentence and the second map in second sentence.
Maps
295
Recipe: How to Write Specific Details
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How to Write Specific Details
The Recipe for Writing Task 1
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Basics
297
Sample Answer (Example)
298
The graph shows data from 1980 with forecasts up to 2030 on the US population’s energy consumption.
Generally, in 1980, petrol and oil were the dominant energy sources, while nuclear, solar, wind and hydropower were the least utilized fuels. Additionally, in 2030, gasoline and oil are forecasted to remain the leading sources of energy, whereas hydropower is predicted to take the bottom-most position.
Over a 28-year period, starting at 1980, petrol and oil rose in consumption from 35 quadrillion units to about 40 quadrillion units. Coal and natural gas performed similarly, as both increased from around 17 quadrillion units and 20 quadrillion units, respectively, to about 23 quadrillion units. During the same period, nuclear energy gradually climbed from nearly three quadrillion units to seven quadrillion units, while solar, wind and hydropower fuels remained static at approximately three quadrillion units.
Over the duration of the forecasts, ranging from 2008 to 2030, petrol and oil consumption are expected to elevate up to 48 quadrillion units. Coal and natural gas are estimated to increase up to about 32 quadrillion units and 25 quadrillion units, respectively. Finally, nuclear, solar, wind, and hydropower energy will stay nearly constant throughout the projected period.
Sample Answer (Example)
299
The graph shows data from 1980 with forecasts up to 2030 on the US population’s energy consumption.
Generally, in 1980, petrol and oil were the dominant energy sources, while nuclear, solar, wind and hydropower were the least utilized fuels. Additionally, in 2030, gasoline and oil are forecasted to remain the leading sources of energy, whereas hydropower is predicted to take the bottom-most position.
Over a 28-year period, starting at 1980, petrol and oil rose in consumption from 35 quadrillion units to about 40 quadrillion units. Coal and natural gas performed similarly, as both increased from around 17 quadrillion units and 20 quadrillion units, respectively, to about 23 quadrillion units. During the same period, nuclear energy gradually climbed from nearly three quadrillion units to seven quadrillion units, while solar, wind and hydropower fuels remained static at approximately three quadrillion units.
Over the duration of the forecasts, ranging from 2008 to 2030, petrol and oil consumption are expected to elevate up to 48 quadrillion units. Coal and natural gas are estimated to increase up to about 32 quadrillion units and 25 quadrillion units, respectively. Finally, nuclear, solar, wind, and hydropower energy will stay nearly constant throughout the projected period.
Intro
Overview
Para 3
Para 4
300
Phrases for Starting Detailed Paragraphs
301
Phrases for Starting Detailed Paragraphs
302
Recipe: How to Write Specific Details for Trend Graphs
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How to Write Specific Details
Trend Graphs: Recipe for Writing Task 1
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The graph below gives information from a 2008 report about consumption of energy in the USA since 1980 with projections until 2030.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
304
Line Graph (Trend)
US Energy Consumption by Fuel (1980-2030)
305
Over a 28-year period, starting at 1980, petrol and oil rose in consumption from 35 quadrillion units to about 40 quadrillion units. Coal and natural gas performed similarly, as both increased from around 17 quadrillion units and 20 quadrillion units, respectively, to about 23 quadrillion units. During the same period, nuclear energy gradually climbed from nearly three quadrillion units to seven quadrillion units, while solar, wind and hydropower fuels remained static at approximately three quadrillion units.
Line Graph (Trend)
P3
US Energy Consumption by Fuel (1980-2030)
306
Over the duration of the forecasts, ranging from 2008 to 2030, petrol and oil consumption are expected to elevate up to nearly 48 quadrillion units. Coal and natural gas are estimated to increase up to about 32 quadrillion units and 25 quadrillion units, respectively. Finally, nuclear, solar, wind, and hydropower energy will stay nearly constant throughout the projected period.
US Energy Consumption by Fuel (1980-2030)
P4
Line Graph (Trend)
The chart below shows the total number of minutes (in billions) of telephone calls in the UK divided into three categories, from 1995-2002.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
UK telephone calls, by category, 1995-2002
307
Bar Graph (Trend)
UK telephone calls, by category, 1995-2002
308
Specifically, from 1995 to 1998, local fixed lines, national and international fixed lines and mobiles all increased in use. Local fixed line calls steadily rose from around 72 billion minutes to approximately 90 billion minutes, whereas national and international fixed lines climbed from about 38 billion minutes to nearly 48 billion minutes. Mobile calls experienced the fastest growth, nearly tripling from a mere 3 billion minutes to approximately 9 billion minutes.
P3
Bar Graph (Trend)
UK telephone calls, by category, 1995-2002
309
From 1999 to 2002, local fixed lines experienced a reversal and substantially declined back down to about 72 billion minutes. In contrast, national and international fixed line calls continued to steadily rise to nearly 60 billion minutes during the same period, while mobile calls remarkably surged to about 45 billion minutes.
P4
Bar Graph (Trend)
The tables below give information about sales of Fairtrade*-labelled coffee and bananas in 1999 and 2004 in five European countries.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
Sales of Fairtrade-labelled* coffee and bananas (1999 & 2004)
310
Tables (Trend)
Coffee | 1999 (millions of euros) | 2004 (millions of euros) |
UK | 1.5 | 20 |
Switzerland | 3 | 6 |
Denmark | 1.8 | 2 |
Belgium | 1 | 1.7 |
Sweden | 0.8 | 1 |
Bananas | 1999 (millions of euros) | 2004 (millions of euros) |
Switzerland | 15 | 47 |
UK | 1 | 5.5 |
Belgium | 0.6 | 4 |
Sweden | 1.8 | 1 |
Denmark | 2 | 0.9 |
*Fairtrade: a category of products for which farmers from developing countries have been paid an officially agreed fair price.
Sales of Fairtrade-labelled* coffee and bananas (1999 & 2004)
311
Coffee | 1999 (millions of euros) | 2004 (millions of euros) |
UK | 1.5 | 20 |
Switzerland | 3 | 6 |
Denmark | 1.8 | 2 |
Belgium | 1 | 1.7 |
Sweden | 0.8 | 1 |
Bananas | 1999 (millions of euros) | 2004 (millions of euros) |
Switzerland | 15 | 47 |
UK | 1 | 5.5 |
Belgium | 0.6 | 4 |
Sweden | 1.8 | 1 |
Denmark | 2 | 0.9 |
Regarding coffee, Switzerland was the most profitable in 1999, yielding 3 million euros. However, in 2004, although it had doubled its sales, it was far outranked by the UK, which soared from just 1.5 million euros in 1999 to a whopping 20 million euros in 2004. Conversely, Denmark and Sweden experienced minimal growth, and Belgium experienced a modest increase from a million euros in 1999 to 1.7 million euros in 2004.
P3
Tables (Trend)
Sales of Fairtrade-labelled* coffee and bananas (1999 & 2004)
312
Coffee | 1999 (millions of euros) | 2004 (millions of euros) |
UK | 1.5 | 20 |
Switzerland | 3 | 6 |
Denmark | 1.8 | 2 |
Belgium | 1 | 1.7 |
Sweden | 0.8 | 1 |
Bananas | 1999 (millions of euros) | 2004 (millions of euros) |
Switzerland | 15 | 47 |
UK | 1 | 5.5 |
Belgium | 0.6 | 4 |
Sweden | 1.8 | 1 |
Denmark | 2 | 0.9 |
Considering bananas, Switzerland not only earned the highest revenue in 1999 (15 million euros), but it also more than tripled its sales in 2004. The UK and Belgium made modest growth from an average of 0.8 million euros in 1999 to around 4.3 million euros in 2004, while Sweden and Denmark both declined by a factor of about a million euros.
P4
Tables (Trend)
The charts below give information on the ages of the populations of Yemen and Italy in 2000 and projections for 2050.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
313
Pie Charts (Trend)
314
P3
Considering Yemen, the most notable age group in 2000 were 0 to 14-year-olds who formed the majority at 50.1%. Ages 15 to 59-year-olds also comprised a significant portion of Yemen’s population in 2000 at 46.3% and are projected to constitute the majority at 57.3% by 2050. Members over 60 years of age formed the smallest group at only 3.6% in 2000, and are estimated to slightly rise to 5.7% in 2050.
Pie Charts (Trend)
315
Not every metric needs to be mentioned. E.g., we skipped the growth of 60 plus-year-olds in 2050 to stay within the time limit.
Regarding Italy, in 2000, 15 to 59-year-olds constituted the majority at 61.6%, whereas 0 to 14-year-olds formed the minority at 14.3%. It is forecasted that by 2050, 15 to 59-year-olds will still comprise the majority, though they will decline in size to 46.2%, while 0 to 14-year-olds will shrink to 11.5%.
P4
Pie Charts (Trend)
316
Recipe: How to Write Specific Details for Comparative Graphs
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How to Write Specific Details
Comparative Graphs: Recipe for Task 1
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The chart below shows the expenditure of two countries on consumer goods in 2010.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
Expenditure on consumer goods by France and UK - 2010
318
Bar Graph (Comparative)
Expenditure on consumer goods by France and UK - 2010
319
Categorically, the French population spent 400,000 pounds on cars, while the British exceeded this expense by about 70,000 pounds. On the other hand, the French spent a total of about 380,000 pounds on computers, which was 30,000 pounds more than what the British spent.
P3
Bar Graph (Comparative)
Expenditure on consumer goods by France and UK - 2010
320
Moving on to other categories, France invested 300,000 pounds in books, whereas the British invested a little over 400,000 pounds. In terms of perfume, France expended 200,000 pounds, while Britain was close behind. Lastly, the UK spent nearly 370,000 pounds on cameras, while France only spent about 150,000 pounds.
P4
Bar Graph (Comparative)
The table below gives information on consumer spending on different items in five different countries in 2002.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
Percentage of national consumer expenditure by category - 2002
321
Table (Comparative)
Country | Food/ Drinks/ Tobacco | Clothing/ Footwear | Leisure/ Education |
Ireland | 28.91% | 6.43% | 2.21% |
Italy | 16.36% | 9.00% | 3.20% |
Spain | 18.80% | 6.51% | 1.98% |
Sweden | 15.77% | 5.40% | 3.22% |
Turkey | 32.14% | 6.63% | 4.35% |
Percentage of national consumer expenditure by category - 2002
322
Country | Food/ Drinks/ Tobacco | Clothing/ Footwear | Leisure/ Education |
Ireland | 28.91% | 6.43% | 2.21% |
Italy | 16.36% | 9.00% | 3.20% |
Spain | 18.80% | 6.51% | 1.98% |
Sweden | 15.77% | 5.40% | 3.22% |
Turkey | 32.14% | 6.63% | 4.35% |
Regarding food, drinks, and tobacco, Turkey was the highest spender at 32.14%, followed by Ireland (28.91%) and Spain (18.80%). Italy and Sweden spent 16.36% and 15.77%, respectively. Considering clothing and footwear, Italy spent more than any other country (9%), as opposed to the lowest expenditure, which is visible in Sweden at 5.40%. The other three nations spent an average of about 6.5% each.
P3
Table (Comparative)
Percentage of national consumer expenditure by category - 2002
323
Country | Food/ Drinks/ Tobacco | Clothing/ Footwear | Leisure/ Education |
Ireland | 28.91% | 6.43% | 2.21% |
Italy | 16.36% | 9.00% | 3.20% |
Spain | 18.80% | 6.51% | 1.98% |
Sweden | 15.77% | 5.40% | 3.22% |
Turkey | 32.14% | 6.63% | 4.35% |
Moving on to leisure and education, Turkey invested 4.35%, followed by Sweden, which invested 3.22%. Italy, Ireland, and Spain expended a total of 3.20%, 2.21%, and 1.98%, respectively.
P4
Table (Comparative)
The first chart below shows how energy is used in an average Australian household. The second chart shows the greenhouse gas emissions which result from this energy use.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
324
Pie Charts (Comparative)
325
Upon a closer look, it is evident that heating contributes to about two-fifths of the total energy consumed in Australian homes, while only leading to 15% in greenhouse emissions, making it the least detrimental category. Followed by heating is water heating, consuming up to one-third of the energy and leading to 32% of the hazardous emission. Finally, unspecified appliances consume 15% of the energy while emitting almost a quarter of the total greenhouse gas.
P3
Pie Charts (Comparative)
326
Surprisingly, refrigerator and lighting only use 7% and 4% of the total energy, respectively, but pollute in precisely double the proportion. Finally, cooling expends the least power in Australian homes at just 2% and also accounts for the lowest percentage of total greenhouse emissions at 3%; but, it too pollutes in a higher proportion than the energy it utilizes.
P4
Pie Charts (Comparative)
The pie chart below shows the main reasons why agricultural land becomes less productive. The table shows how these causes affected three regions of the world during the 1990s.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
327
Mixed Charts (Comparative)
328
In detail, overgrazing represented the primary cause of global land depletion at more than a third, followed by deforestation and over-cultivation, which accounted for 30% and 28% of land damage, respectively. Unspecified causes were responsible for the remaining proportion of worldwide land deterioration at 7%.
P3
Mixed Charts (Comparative)
329
Conversely, causes of land damage varied significantly between regions. Europe was the most affected region with nearly a quarter of its land degraded (9.8% from deforestation, 7.7% from over-cultivation, and 5.5% from over-grazing). Oceania also underwent substantial land decline, primarily due to over-grazing (11.3%). Finally, North America had the smallest ratio of land degradation with a total of only 5%, out of which 3.3% was caused by over-cultivation and 1.5% by over-grazing.
P4
Mixed Charts (Comparative)
330
Recipe: How to Write Specific Details for Process Diagrams
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How to Write Specific Details
Process: Recipe for Writing Task 1
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The diagrams below show the life cycle of a species of a large fish called the salmon.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
Life cycle of salmon
332
Process (Numbered)
Life cycle of salmon
333
Specifically, salmon lay their eggs among small stones, scattered at the base of reeds that grow in the slow-moving upper river. The eggs seem to require between five to six months before the fish can hatch. At the youngest stage, when the salmon is only between three to eight cm in length, it is referred to as a “fry.”
P3
Process (Numbered)
Life cycle of salmon
334
In the intermediary stage of their life, at about four years of age and 12 to 15 cm in length, they come to be known as “smolts.” In this stage, they swim out to the fast-flowing lower river, until they reach the age of about five. At this point, as fully-developed “adult salmon,” ranging from 70 to 76 cm in length, they set out for the open sea, and the process is repeated.
P4
Process (Numbered)
The diagrams below show the stages and equipment used in the cement-making process, and how cement is used to produce concrete for building purposes.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
335
Process (Unnumbered)
336
Upon a detailed look, it is clear that producing cement first requires limestone and clay to be pulverized into powder �with the use of a crusher. These substances then pass through a heated rotating cylinder, followed by a grinder, which marks the end of the cement production process. This finished product is finally filled into bags for shipment and use.
P3
Process (Unnumbered)
337
In comparison, producing concrete is a more straightforward process due to its simplicity and minimal requirement of equipment. This process requires a mixture of four substances in specific proportions. A composition of 50% gravel, 15% cement, 10% water, and 25% sand are all placed into a concrete mixer, which blends and transforms these substances into concrete.
P4
Process (Unnumbered)
338
Recipe: How to Write Specific Details for Maps
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How to Write Specific Details
Maps: Recipe for Writing Task 1
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The two maps below show an island, before and after the construction of some tourist facilities.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
Island, before and after construction of tourist facilities.
340
Maps
Island, before and after construction of tourist facilities.
341
Maps
Specifically, before the development of tourist amenities, the island remained vacant and unused. There was a small beach at the western tip of the island with�a couple of trees about 50 meters to its�right. A few more trees existed in the eastern region of the map, but all other areas remained empty and undeveloped.
P3
Island, before and after construction of tourist facilities.
342
This island later underwent striking developments, which create a stark contrast between the two versions of the given maps. Where no infrastructure existed before, the development of tourist facilities has now led to the construction of several tracks and footpaths, leading to accommodation in the western and central regions of the map. Additionally, a reception area has been built between the two housing sectors, which leads to a restaurant in the north, a pier to the south, and a swimming area at the western tip.
P4
Maps
343
Part 3: Cooking - �Putting It All Together
Next stop is…
Part 3: Cooking
344
Practice Question 1
Cooking: Real exam question answered in real-time
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The graph shows Underground Station passenger numbers in London.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
346
Practice Question #1
347
Full Answer
The given line graph illustrates data on the number of passengers in the Underground Station in London from 6 am to 10 pm.
Generally speaking, the Underground Station has the lowest number of passengers early morning at 6 am and in the late evening at 4 pm. By 8 am, the station reaches its peak volume, and by 10 pm, the total amount drops significantly.
To be specific, there are only 100 passengers at 6 am, but this number surges over the next two hours and reaches a peak of 400 passengers by 8 am. However, this volume quickly plummets over the next two hours and settles at about 180 passengers by 10 am, before climbing again to a total of 300 passengers over the next four hours.
Starting at 2 pm, the number of passengers continues dropping until reaching the lowest point of 100 passengers by 4 pm. But, over the next two hours, the number rapidly increases to nearly 370 passengers before plummeting again over the next two hours to a little under 150 by 8 pm. After this point, passenger volume steadily rises over the next two hours by around 50 passengers.
Breakdown of Practice Question 1
Cooking: Breakdown of Strategy and Ingredients
mastership.co Learn from the world’s best IELTS course.
The graph shows Underground Station passenger numbers in London.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
349
Practice Question #1
The graph shows Underground Station passenger numbers in London.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
The given line graph illustrates data on the number of passengers in the Underground Station in London from 6 am to 10 pm.
350
Introduction
Paraphrase by using synonyms and changing word order
351
Generally speaking, the Underground Station has the lowest number of passengers early morning at 6 am and in the late evening at 4 pm. By 8 am, the station reaches its peak volume, and by 10 pm, the total amount drops significantly.
Here, we are describing the highest and lowest points plus the starting and ending data points
Overview
352
To be specific, there are only 100 passengers at 6 am, but this number surges over the next two hours and reaches a peak of 400 passengers by 8 am. However, this volume quickly plummets over the next two hours and settles at about 180 passengers by 10 am, before climbing again to a total of 300 passengers over the next four hours.
Split the infographic in two halves. Describe the first half in the 3rd paragraph
Specific Details
353
Starting at 2 pm, the number of passengers continues dropping until reaching the lowest point of 100 passengers by 4 pm. But, over the next two hours, the number rapidly increases to nearly 370 passengers before plummeting again over the next two hours to a little under 150 by 8 pm. After this point, passenger volume steadily rises over the next two hours by around 50 passengers.
Split the infographic in two halves. Describe the second half in the 4th paragraph�
Specific Details
354
Full Answer
The given line graph illustrates data on the number of passengers in the Underground Station in London from 6 am to 10 pm.
Generally speaking, the Underground Station has the lowest number of passengers early morning at 6 am and in the late evening at 4 pm. By 8 am, the station reaches its peak volume, and by 10 pm, the total amount drops significantly.
To be specific, there are only 100 passengers at 6 am, but this number surges over the next two hours and reaches a peak of 400 passengers by 8 am. However, this volume quickly plummets over the next two hours and settles at about 180 passengers by 10 am, before climbing again to a total of 300 passengers over the next four hours.
Starting at 2 pm, the number of passengers continues dropping until reaching the lowest point of 100 passengers by 4 pm. But, over the next two hours, the number rapidly increases to nearly 370 passengers before plummeting again over the next two hours to a little under 150 by 8 pm. After this point, passenger volume steadily rises over the next two hours by around 50 passengers.
355
Full Answer
The given line graph illustrates data on the number of passengers in the Underground Station in London from 6 am to 10 pm.
Generally speaking, the Underground Station has the lowest number of passengers early morning at 6 am and in the late evening at 4 pm. By 8 am, the station reaches its peak volume, and by 10 pm, the total amount drops significantly.
To be specific, there are only 100 passengers at 6 am, but this number surges over the next two hours and reaches a peak of 400 passengers by 8 am. However, this volume quickly plummets over the next two hours and settles at about 180 passengers by 10 am, before climbing again to a total of 300 passengers over the next four hours.
Starting at 2 pm, the number of passengers continues dropping until reaching the lowest point of 100 passengers by 4 pm. But, over the next two hours, the number rapidly increases to nearly 370 passengers before plummeting again over the next two hours to a little under 150 by 8 pm. After this point, passenger volume steadily rises over the next two hours by around 50 passengers.
Paragraphing/spacing
‘Softener’ words to avoid overgeneralization
356
The given line graph illustrates data on the number of passengers in the Underground Station in London from 6 am to 10 pm.
Generally speaking, the Underground Station has the lowest number of passengers early morning at 6 am and in the late evening at 4 pm. By 8 am, the station reaches its peak volume, and by 10 pm, the total amount drops significantly.
To be specific, there are only 100 passengers at 6 am, but this number surges over the next two hours and reaches a peak of 400 passengers by 8 am. However, this volume quickly plummets over the next two hours and settles at about 180 passengers by 10 am, before climbing again to a total of 300 passengers over the next four hours.
Starting at 2 pm, the number of passengers continues dropping until reaching the lowest point of 100 passengers by 4 pm. But, over the next two hours, the number rapidly increases to nearly 370 passengers before plummeting again over the next two hours to a little under 150 by 8 pm. After this point, passenger volume steadily rises over the next two hours by around 50 passengers.
Cohesive Devices
357
The given line graph illustrates data on the number of passengers in the Underground Station in London from 6 am to 10 pm.
Generally speaking, the Underground Station has the lowest number of passengers early morning at 6 am and in the late evening at 4 pm. By 8 am, the station reaches its peak volume, and by 10 pm, the total amount drops significantly.
To be specific, there are only 100 passengers at 6 am, but this number surges over the next two hours and reaches a peak of 400 passengers by 8 am. However, this volume quickly plummets over the next two hours and settles at about 180 passengers by 10 am, before climbing again to a total of 300 passengers over the next four hours.
Starting at 2 pm, the number of passengers continues dropping until reaching the lowest point of 100 passengers by 4 pm. But, over the next two hours, the number rapidly increases to nearly 370 passengers before plummeting again over the next two hours to a little under 150 by 8 pm. After this point, passenger volume steadily rises over the next two hours by around 50 passengers.
Coordinating Conjunctions
These don’t form compound sentences, but are still great, since they connect long phrases
358
The given line graph illustrates data on the number of passengers in the Underground Station in London from 6 am to 10 pm.
Generally speaking, the Underground Station has the lowest number of passengers early morning at 6 am and in the late evening at 4 pm. By 8 am, the station reaches its peak volume, and by 10 pm, the total amount drops significantly.
To be specific, there are only 100 passengers at 6 am, but this number surges over the next two hours and reaches a peak of 400 passengers by 8 am. However, this volume quickly plummets over the next two hours and settles at about 180 passengers by 10 am, before climbing again to a total of 300 passengers over the next four hours.
Starting at 2 pm, the number of passengers continues dropping until reaching the lowest point of 100 passengers by 4 pm. But, over the next two hours, the number rapidly increases to nearly 370 passengers before plummeting again over the next two hours to a little under 150 by 8 pm. After this point, passenger volume steadily rises over the next two hours by around 50 passengers.
Subordinating Conjunctions
359
The given line graph illustrates data on the number of passengers in the Underground Station in London from 6 am to 10 pm.
Generally speaking, the Underground Station has the lowest number of passengers early morning at 6 am and in the late evening at 4 pm. By 8 am, the station reaches its peak volume, and by 10 pm, the total amount drops significantly.
To be specific, there are only 100 passengers at 6 am, but this number surges over the next two hours and reaches a peak of 400 passengers by 8 am. However, this volume quickly plummets over the next two hours and settles at about 180 passengers by 10 am, before climbing again to a total of 300 passengers over the next four hours.
Starting at 2 pm, the number of passengers continues dropping until reaching the lowest point of 100 passengers by 4 pm. But, over the next two hours, the number rapidly increases to nearly 370 passengers before plummeting again over the next two hours to a little under 150 by 8 pm. After this point, passenger volume steadily rises over the next two hours by around 50 passengers.
Relative Pronouns
No relative pronouns are used in this essay
360
The given line graph illustrates data on the number of passengers in the Underground Station in London from 6 am to 10 pm.
Generally speaking, the Underground Station has the lowest number of passengers early morning at 6 am and in the late evening at 4 pm. By 8 am, the station reaches its peak volume, and by 10 pm, the total amount drops significantly.
To be specific, there are only 100 passengers at 6 am, but this number surges over the next two hours and reaches a peak of 400 passengers by 8 am. However, this volume quickly plummets over the next two hours and settles at about 180 passengers by 10 am, before climbing again to a total of 300 passengers over the next four hours.
Starting at 2 pm, the number of passengers continues dropping until reaching the lowest point of 100 passengers by 4 pm. But, over the next two hours, the number rapidly increases to nearly 370 passengers before plummeting again over the next two hours to a little under 150 by 8 pm. After this point, passenger volume steadily rises over the next two hours by around 50 passengers.
Voice
. Passive Voice .
Active Voice
361
Tenses
The given line graph illustrates data on the number of passengers in the Underground Station in London from 6 am to 10 pm.
Generally speaking, the Underground Station has the lowest number of passengers early morning at 6 am and in the late evening at 4 pm. By 8 am, the station reaches its peak volume, and by 10 pm, the total amount drops significantly.
To be specific, there are only 100 passengers at 6 am, but this number surges over the next two hours and reaches a peak of 400 passengers by 8 am. However, this volume quickly plummets over the next two hours and settles at about 180 passengers by 10 am, before climbing again to a total of 300 passengers over the next four hours.
Starting at 2 pm, the number of passengers continues dropping until reaching the lowest point of 100 passengers by 4 pm. But, over the next two hours, the number rapidly increases to nearly 370 passengers before plummeting again over the next two hours to a little under 150 by 8 pm. After this point, passenger volume steadily rises over the next two hours by around 50 passengers.
. Present Simple .
362
The given line graph illustrates data on the number of passengers in the Underground Station in London from 6 am to 10 pm.
Generally speaking, the Underground Station has the lowest number of passengers early morning at 6 am and in the late evening at 4 pm. By 8 am, the station reaches its peak volume, and by 10 pm, the total amount drops significantly.
To be specific, there are only 100 passengers at 6 am, but this number surges over the next two hours and reaches a peak of 400 passengers by 8 am. However, this volume quickly plummets over the next two hours and settles at about 180 passengers by 10 am, before climbing again to a total of 300 passengers over the next four hours.
Starting at 2 pm, the number of passengers continues dropping until reaching the lowest point of 100 passengers by 4 pm. But, over the next two hours, the number rapidly increases to nearly 370 passengers before plummeting again over the next two hours to a little under 150 by 8 pm. After this point, passenger volume steadily rises over the next two hours by around 50 passengers.
Collocations
passenger volume + volume rises + steadily rises + rises over + over the next two hours + rises by
363
The given line graph illustrates data on the number of passengers in the Underground Station in London from 6 am to 10 pm.
Generally speaking, the Underground Station has the lowest number of passengers early morning at 6 am and in the late evening at 4 pm. By 8 am, the station reaches its peak volume, and by 10 pm, the total amount drops significantly.
To be specific, there are only 100 passengers at 6 am, but this number surges over the next two hours and reaches a peak of 400 passengers by 8 am. However, this volume quickly plummets over the next two hours and settles at about 180 passengers by 10 am, before climbing again to a total of 300 passengers over the next four hours.
Starting at 2 pm, the number of passengers continues dropping until reaching the lowest point of 100 passengers by 4 pm. But, over the next two hours, the number rapidly increases to nearly 370 passengers before plummeting again over the next two hours to a little under 150 by 8 pm. After this point, passenger volume steadily rises over the next two hours by around 50 passengers.
Vocabulary
. New Vocabulary .
. Vocabulary from Question .
You’ll only score points for vocabulary by using new words
364
Cooking: Practice Question #2
Practice Question 2
Cooking: Real exam question answered in real-time
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The first chart below shows the results of a survey which sampled a cross-section of 100,000 people asking if they traveled abroad and why they traveled for the period 1994-98.
The second chart shows their destinations over the same period.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
Visit abroad by UK residents by purpose of visit (1994-98)
366
Practice Question #2
| 1994 | 1995 | 1996 | 1997 | 1998 |
Holidays | 15,246 | 14,898 | 17,896 | 19,703 | 20,700 |
Business | 3,155 | 3,188 | 3,249 | 3,639 | 3,957 |
Visit to friends & relatives | 2,689 | 2,628 | 2,774 | 3,051 | 3,181 |
Other reasons | 982 | 896 | 1,030 | 1,054 | 990 |
TOTAL | 15,246 | 14,898 | 17,896 | 19,703 | 20,700 |
367
The given table compares the figures of a cross-sectional study that investigated the reasons why 100,000 UK residents traveled overseas from 1994 to 1998, whereas the given bar chart demonstrates the countries they visited during this time.
In general, the year 1998 had the largest volume of visits overseas, during which time, western Europe was the most popular destination. On the contrary, the lowest amount of traveling took place in 1995, during which time, North America was the least popular choice among travelers.
Specifically, holidays were the most common reason for travel in the given period, which started at 15,246 visits in 1994 and reached a peak of 20,700 trips by 1998. Holidays were followed by business trips and visits to family and friends, which started at 3,155 and 2,689 trips, respectively, in 1994 and gradually climbed to 3,957 and 3,181 trips, respectively, by 1998.
Regarding destinations, western Europe gradually rose from about 19,000 visits in 1994 to �a little over 24,000 visits by 1998. On the other hand, North America and other regions were the least popular choices that had under 4,000 visits each year from 1994 to 1998.
Full Answer
Breakdown of Practice Question 2
Cooking: Breakdown of Strategy and Ingredients
mastership.co Learn from the world’s best IELTS course.
The first chart below shows the results of a survey which sampled a cross-section of 100,000 people asking if they traveled abroad and why they traveled for the period 1994-98.
The second chart shows their destinations over the same period.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
Visit abroad by UK residents by purpose of visit (1994-98)
369
Practice Question #2
| 1994 | 1995 | 1996 | 1997 | 1998 |
Holidays | 15,246 | 14,898 | 17,896 | 19,703 | 20,700 |
Business | 3,155 | 3,188 | 3,249 | 3,639 | 3,957 |
Visit to friends & relatives | 2,689 | 2,628 | 2,774 | 3,051 | 3,181 |
Other reasons | 982 | 896 | 1,030 | 1,054 | 990 |
TOTAL | 15,246 | 14,898 | 17,896 | 19,703 | 20,700 |
The given table compares the figures of a cross-sectional study that investigated the reasons why 100,000 UK residents traveled overseas from 1994 to 1998, whereas the given bar chart demonstrates the countries they visited during this time.
The first chart below shows the results of a survey which sampled a cross-section of 100,000 people asking if they traveled abroad and why they traveled for the period 1994-98.
The second chart shows their destinations over the same period.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words.
370
Introduction
Paraphrase by using synonyms and changing word order
Visits abroad by UK residents by purpose of visit (1994-98)
371
| 1994 | 1995 | 1996 | 1997 | 1998 |
Holidays | 15,246 | 14,898 | 17,896 | 19,703 | 20,700 |
Business | 3,155 | 3,188 | 3,249 | 3,639 | 3,957 |
Visit to friends & relatives | 2,689 | 2,628 | 2,774 | 3,051 | 3,181 |
Other reasons | 982 | 896 | 1,030 | 1,054 | 990 |
TOTAL | 22,072 | 21,610 | 24,949 | 27,447 | 28,828 |
In general, the year 1998 had the largest volume of visits overseas, during which time, western Europe was the most popular destination. On the contrary, the lowest amount of traveling took place in 1995, during which time North America was the least popular choice among travelers.
Here, we are only describing the highest and lowest points without the starting and ending data points, to save time.
Overview
Visits abroad by UK residents by purpose of visit (1994-98)
372
| 1994 | 1995 | 1996 | 1997 | 1998 |
Holidays | 15,246 | 14,898 | 17,896 | 19,703 | 20,700 |
Business | 3,155 | 3,188 | 3,249 | 3,639 | 3,957 |
Visit to friends & relatives | 2,689 | 2,628 | 2,774 | 3,051 | 3,181 |
Other reasons | 982 | 896 | 1,030 | 1,054 | 990 |
TOTAL | 22,072 | 21,610 | 24,949 | 27,447 | 28,828 |
Specific Details
Specifically, holidays were the most common reason for travel in the given period, which started at 15,246 visits in 1994 and reached a peak of 20,700 trips by 1998. Holidays were followed by business trips and visits to family and friends, which started at 3,155 and 2,689 trips, respectively, in 1994 and gradually climbed to 3,957 and 3,181 trips, respectively, by 1998.
Describe the first infographic in the 3rd paragraph
‘Other reasons’ don’t seem important, so we’re skipping this part to save time
Visits abroad by UK residents by purpose of visit (1994-98)
373
| 1994 | 1995 | 1996 | 1997 | 1998 |
Holidays | 15,246 | 14,898 | 17,896 | 19,703 | 20,700 |
Business | 3,155 | 3,188 | 3,249 | 3,639 | 3,957 |
Visit to friends & relatives | 2,689 | 2,628 | 2,774 | 3,051 | 3,181 |
Other reasons | 982 | 896 | 1,030 | 1,054 | 990 |
TOTAL | 22,072 | 21,610 | 24,949 | 27,447 | 28,828 |
Specific Details
Regarding destinations, western Europe gradually rose from about 19,000 visits in 1994 to a little over 24,000 visits by 1998. On the other hand, North America and other regions were the least popular choices that had under 4,000 visits each year from 1994 to 1998.
Note that not every single data point is mentioned in order to save time. Only write about the main trends
Describe the second infographic in the 4th paragraph
Not capitalized
374
The given table compares the figures of a cross-sectional study that investigated the reasons why 100,000 UK residents traveled overseas from 1994 to 1998, whereas the given bar chart demonstrates the countries they visited during this time.
In general, the year 1998 had the largest volume of visits overseas, during which time, western Europe was the most popular destination. On the contrary, the lowest amount of traveling took place in 1995, during which time, North America was the least popular choice among travelers.
Specifically, holidays were the most common reason for travel in the given period, which started at 15,246 visits in 1994 and reached a peak of 20,700 trips by 1998. Holidays were followed by business trips and visits to family and friends, which started at 3,155 and 2,689 trips, respectively, in 1994 and gradually climbed to 3,957 and 3,181 trips, respectively, by 1998.
Regarding destinations, western Europe gradually rose from about 19,000 visits in 1994 to �a little over 24,000 visits by 1998. On the other hand, North America and other regions were the least popular choices that had under 4,000 visits each year from 1994 to 1998.
Full Answer
375
The given table compares the figures of a cross-sectional study that investigated the reasons why 100,000 UK residents traveled overseas from 1994 to 1998, whereas the given bar chart demonstrates the countries they visited during this time.
In general, the year 1998 had the largest volume of visits overseas, during which time, western Europe was the most popular destination. On the contrary, the lowest amount of traveling took place in 1995, during which time, North America was the least popular choice among travelers.
Specifically, holidays were the most common reason for travel in the given period, which started at 15,246 visits in 1994 and reached a peak of 20,700 trips by 1998. Holidays were followed by business trips and visits to family and friends, which started at 3,155 and 2,689 trips, respectively, in 1994 and gradually climbed to 3,957 and 3,181 trips, respectively, by 1998.
Regarding destinations, western Europe gradually rose from about 19,000 visits in 1994 to �a little over 24,000 visits by 1998. On the other hand, North America and other regions were the least popular choices that had under 4,000 visits each year from 1994 to 1998.
Full Answer
Paragraphing/spacing
‘Softener’ words to avoid overgeneralization
376
The given table compares the figures of a cross-sectional study that investigated the reasons why 100,000 UK residents traveled overseas from 1994 to 1998, whereas the given bar chart demonstrates the countries they visited during this time.
In general, the year 1998 had the largest volume of visits overseas, during which time, western Europe was the most popular destination. On the contrary, the lowest amount of traveling took place in 1995, during which time, North America was the least popular choice among travelers.
Specifically, holidays were the most common reason for travel in the given period, which started at 15,246 visits in 1994 and reached a peak of 20,700 trips by 1998. Holidays were followed by business trips and visits to family and friends, which started at 3,155 and 2,689 trips, respectively, in 1994 and gradually climbed to 3,957 and 3,181 trips, respectively, by 1998.
Regarding destinations, western Europe gradually rose from about 19,000 visits in 1994 to �a little over 24,000 visits by 1998. On the other hand, North America and other regions were the least popular choices that had under 4,000 visits each year from 1994 to 1998.
Cohesive Devices
377
The given table compares the figures of a cross-sectional study that investigated the reasons why 100,000 UK residents traveled overseas from 1994 to 1998, whereas the given bar chart demonstrates the countries they visited during this time.
In general, the year 1998 had the largest volume of visits overseas, during which time, western Europe was the most popular destination. On the contrary, the lowest amount of traveling took place in 1995, during which time North America was the least popular choice among travelers.
Specifically, holidays were the most common reason for travel in the given period, which started at 15,246 visits in 1994 and reached a peak of 20,700 trips by 1998. Holidays were followed by business trips and visits to family and friends, which started at 3,155 and 2,689 trips, respectively, in 1994, and gradually climbed to 3,957 and 3,181 trips, respectively, by 1998.
Regarding destinations, western Europe gradually rose from about 19,000 visits in 1994 to �a little over 24,000 visits by 1998. On the other hand, North America and other regions were the least popular choices that had under 4,000 visits each year from 1994 to 1998.
These don’t form compound sentences, but are still great, since they connect long phrases
Coordinating Conjunctions
378
Subordinating Conjunctions
The given table compares the figures of a cross-sectional study that investigated the reasons why 100,000 UK residents traveled overseas from 1994 to 1998, whereas the given bar chart demonstrates the countries they visited during this time.
In general, the year 1998 had the largest volume of visits overseas, during which time, western Europe was the most popular destination. On the contrary, the lowest amount of traveling took place in 1995, during which time North America was the least popular choice among travelers.
Specifically, holidays were the most common reason for travel in the given period, which started at 15,246 visits in 1994 and reached a peak of 20,700 trips by 1998. Holidays were followed by business trips and visits to family and friends, which started at 3,155 and 2,689 trips, respectively, in 1994, and gradually climbed to 3,957 and 3,181 trips, respectively, by 1998.
Regarding destinations, western Europe gradually rose from about 19,000 visits in 1994 to �a little over 24,000 visits by 1998. On the other hand, North America and other regions were the least popular choices that had under 4,000 visits each year from 1994 to 1998.
379
Relative Pronouns
The given table compares the figures of a cross-sectional study that investigated the reasons why 100,000 UK residents traveled overseas from 1994 to 1998, whereas the given bar chart demonstrates the countries they visited during this time.
In general, the year 1998 had the largest volume of visits overseas, during which time, western Europe was the most popular destination. On the contrary, the lowest amount of traveling took place in 1995, during which time North America was the least popular choice among travelers.
Specifically, holidays were the most common reason for travel in the given period, which started at 15,246 visits in 1994 and reached a peak of 20,700 trips by 1998. Holidays were followed by business trips and visits to family and friends, which started at 3,155 and 2,689 trips, respectively, in 1994 and gradually climbed to 3,957 and 3,181 trips, respectively, by 1998.
Regarding destinations, western Europe gradually rose from about 19,000 visits in 1994 to �a little over 24,000 visits by 1998. On the other hand, North America and other regions were the least popular choices that had under 4,000 visits each year from 1994 to 1998.
380
The given table compares the figures of a cross-sectional study that investigated the reasons why 100,000 UK residents traveled overseas from 1994 to 1998, whereas the given bar chart demonstrates the countries they visited during this time.
In general, the year 1998 had the largest volume of visits overseas, during which time, western Europe was the most popular destination. On the contrary, the lowest amount of traveling took place in 1995, during which time North America was the least popular choice among travelers.
Specifically, holidays were the most common reason for travel in the given period, which started at 15,246 visits in 1994 and reached a peak of 20,700 trips by 1998. Holidays were followed by business trips and visits to family and friends, which started at 3,155 and 2,689 trips, respectively, in 1994 and gradually climbed to 3,957 and 3,181 trips, respectively, by 1998.
Regarding destinations, western Europe gradually rose from about 19,000 visits in 1994 to �a little over 24,000 visits by 1998. On the other hand, North America and other regions were the least popular choices that had under 4,000 visits each year from 1994 to 1998.
Voice
. Passive Voice .
Active Voice
381
Tenses
The given table compares the figures of a cross-sectional study that investigated the reasons why 100,000 UK residents traveled overseas from 1994 to 1998, whereas the given bar chart demonstrates the countries they visited during this time.
In general, the year 1998 had the largest volume of visits overseas, during which time, western Europe was the most popular destination. On the contrary, the lowest amount of traveling took place in 1995, during which time North America was the least popular choice among travelers.
Specifically, holidays were the most common reason for travel in the given period, which started at 15,246 visits in 1994 and reached a peak of 20,700 trips by 1998. Holidays were followed by business trips and visits to family and friends, which started at 3,155 and 2,689 trips, respectively, in 1994 and gradually climbed to 3,957 and 3,181 trips, respectively, by 1998.
Regarding destinations, western Europe gradually rose from about 19,000 visits in 1994 to �a little over 24,000 visits by 1998. On the other hand, North America and other regions were the least popular choices that had under 4,000 visits each year from 1994 to 1998.
. Past Simple .
. Present Simple .
382
Collocations
The given table compares the figures of a cross-sectional study that investigated the reasons why 100,000 UK residents traveled overseas from 1994 to 1998, whereas the given bar chart demonstrates the countries they visited during this time.
In general, the year 1998 had the largest volume of visits overseas, during which time, western Europe was the most popular destination. On the contrary, the lowest amount of traveling took place in 1995, during which time North America was the least popular choice among travelers.
Specifically, holidays were the most common reason for travel in the given period, which started at 15,246 visits in 1994 and reached a peak of 20,700 trips by 1998. Holidays were followed by business trips and visits to family and friends, which started at 3,155 and 2,689 trips, respectively, in 1994 and gradually climbed to 3,957 and 3,181 trips, respectively, by 1998.
Regarding destinations, western Europe gradually rose from about 19,000 visits in 1994 to �a little over 24,000 visits by 1998. On the other hand, North America and other regions were the least popular choices that had under 4,000 visits each year from 1994 to 1998.
given bar chart + chart demonstrates + demonstrates the countries + countries they visited + visited during this time
383
Vocabulary
The given table compares the figures of a cross-sectional study that investigated the reasons why 100,000 UK residents traveled overseas from 1994 to 1998, whereas the given bar chart demonstrates the countries they visited during this time.
In general, the year 1998 had the largest volume of visits overseas, during which time, western Europe was the most popular destination. On the contrary, the lowest amount of traveling took place in 1995, during which time North America was the least popular choice among travelers.
Specifically, holidays were the most common reason for travel in the given period, which started at 15,246 visits in 1994 and reached a peak of 20,700 trips by 1998. Holidays were followed by were business trips and visits to family and friends, which started at 3,155 and 2,689 trips, respectively, in 1994 and gradually climbed to 3,957 and 3,181 trips, respectively, by 1998.
Regarding destinations, western Europe gradually rose from about 19,000 visits in 1994 to �a little over 24,000 visits by 1998. On the other hand, North America and other regions were the least popular choices that had under 4,000 visits each year from 1994 to 1998.
. New Vocabulary .
. Vocabulary from Question .
You’ll only score points for vocabulary by using new words
384
Final Tips for Your Success
Final Tips
What to do before your exam…
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The Day Before the Test
386
The Day Before the Test
387
What things to bring for the IELTS exam?
388
What things to bring for the IELTS exam?
389
The Day of the Test
390
Right Before the Test
391
392
We have arrived!
Congratulations!
393
394
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