6.1 Mastering IELTS Writing Task 1 (PDFeBook) PDF

The IELTS Teacher presents…
Lecture 1
Mastering IELTS
Writing: Task 1
(Academic)
Welcome to the course!
The IELTS Teacher - Mastering IELTS Writing: Task 1 1

An introduction to the course
• Who is this course for?: If you’re aiming to achieve Band 7 or
above in IELTS Writing, this course is for you.
• How the course is structured: 7 sections designed to address

each band descriptor category requirement and help give you the
confidence to produce a high-quality Task 1 response.
• Why this course works: This course works because it addresses

the most common difficulties encountered when responding to Task
1 questions. It offers a number of clear strategies for tackling this
task and addresses each band descriptor requirement individually.

How the course is structured
Introduction Approach Answer Structure / Coherence
• Course • Question Types • Identifying Trends • Intro / Overview

• IELTS Structure • Model Answer • Selecting Data • Detail Paragraphs
• Band Descriptors • Planning & Timing • Finding Accuracy • Cohesive Devices

How the course is structured
Lexical Resource Grammar Conclusion
• Task 1 Vocabulary • Common Mistakes • Demonstration

Writing
• Collocations • Complex Sentences • Secrets to Success
Corrections
• Paraphrasing • Using Punctuation • Exam Night Prep
10% discount code at end of course!

How to approach this course
Recommendation: Complete within 4 weeks. However, if you have responsibilities, take your time.
To make the most of this course, you should:
• Bring a hard-working attitude to every lecture
• Continue to practice alone by answering Task 1 questions frequently
• Read at least 2 articles/book chapters in English every day
• Find an IELTS Writing tutor to check your work
• Install Freedom: bit.ly/2gyuICl
• Try to enjoy the writing process!

Contact:
Please don’t hesitate to contact me with any questions or
suggestions. I read everything you send!
You can contact me via:
• Udemy. Just use the comment function at the side of the

page.
• Email: [email protected]
• Facebook: www.facebook.com/theieltsteacher
• Twitter: www.twitter.com/theieltsteacher
• My website: www.theieltsteacher.com

Section 1: General Overview
Lecture 2
An Introduction to
IELTS
Walking you through the
exam.

What is IELTS?
• IELTS is the International English Language Testing System. IELTS.
• It is the most world’s most popular English language proficiency test.
• Over 2 million tests taken per year.
• Assesses all skills - Listening, Reading, Writing & Speaking.
• Accepted by schools, universities, employers, and immigration

authorities.

How IELTS is structured: Walkthrough
Academic 2 modules General Training
Universities / Academic Careers Visa Applications / Non-academic Careers
Academic Reading Sections/ Important

General Reading
Skill Time
questions Points
• Each section = 1 long text • Section 1+2 = 2-3 short texts
• Books, journals, magazines 30 mins (+10 4 sections x 10
Pencil only. Audio
• Section 3 = 1 long text
Listening for transferring questions = 40
played once only.
answers) questions
• Non-specialist - academic • Notices, magazines, newspapers,
1 hour (save 10 books, official/company docs
mins for 3 sections /
Reading transferring 40 questions Pencil only.
Academic Writing answers) General Writing
Task 1 word min =
1 hour (20 mins
• Task 1: Graph / Diagram 2 Tasks, 2 150 • Task 1: Letter
Writing Task 1 / 40
questions Task 2 word min =
mins Task 2)
250
• Task 2: Essay • Task 2: Essay
3 parts - no Part 1 = interview
Speaking 11-14 minutes set number of Part 2 = talk
questions Part 3 = discussion

How IELTS is scored
IELTS Band Score CEFR Score Ability Level
• There is no ‘pass’ or ‘fail’ in IELTS
9 C2 Expert user
• You are graded in each component, 8 C1/C2 Very good user
and the average gives you your score 7 C1 Good user
6 B2 Competent User
• L = 6 / R = 7 / W = 6 / S = 7: 5 B1/B2 Modest User
Overall score = 6.5 4 B1 Limited User
3 A2/B1 Extremely Limited User
• IELTS scores are valid for 2 years 2 A2 Intermittent User
after certification 1 A1 Non-user

IELTS score requirements
• 5.5 - 6.0 = Entry to a university Foundation course
• 6.0 - 6.5 = Entry to a Bachelor’s degree course
• 6.5 - 7.0 = Entry to a Master’s degree course
• 7.0+ = Typically required to work in English-speaking countries in

professions such as medicine, law, accounting and academic research
• 7.0+ = Visa for Australia

Lecture 3
Understanding
Writing Task 1
An in-depth look at the Academic
IELTS Writing Task 1 test.

Task 1: Key points
• 150 words minimum
• 20 minutes
• Worth half as many points as Task 2
• Graphs, tables, processes or maps
• Multiple graphs / processes / maps are possible
• Pen or pencil

A few Task 1 examples
EXAMPLE 1
Free Practice
The charts give information about the
ages of the populations of Yemen and
Italy in 2000 and projections for 2050.
Summarise the information by selecting

and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.

EXAMPLE 2
The table below gives information about the underground railway systems in six
cities.
Summarise the information by
selecting and reporting the main
features, and make comparisons
where relevant.

EXAMPLE 3
The two maps show an island, before

and after the construction of some
tourist facilities.


EXAMPLE 4
The diagrams show the stages and

equipment used in the cement-making
process, and how cement is used to
produce concrete for building purposes.


Lecture 4
What Do You
Want From Me?
How to impress the IELTS
examiner.

How IELTS Writing Task 1 is assessed
IELTS examiners assess your Writing Task 1 response by looking at 4 things…
Task Coherence and Grammatical Range

Lexical Resource
Achievement Cohesion and Accuracy

Task Achievement
According to the official IELTS Writing In other words:
band descriptors, to achieve band 7
and above you must: • write about everything in the question
• “cover the requirements of the task” • write an overview in which the trends
or important differences in the data
• “present a clear overview of main are clearly demonstrated
trends, differences or stages”
• find the key features of the graph and
• “clearly present and highlight key make sure that these are clearly and
features” accurately represented

Coherence and Cohesion
In other words:
According to the official IELTS Writing
band descriptors, to achieve band 7 • your response should be in logical
and above you must: order e.g. intro -> overview -> details;
also applies to sentences within paras
• “logically organise information and
ideas… clear progression throughout” • link sentences and paragraphs with
words like however, therefore,
• “use a range of cohesive devices furthermore etc. Try to also link stages
appropriately” together with at this point, following
this, having + past participle etc.

Lexical Resource
band descriptors, to achieve band 7 and
above you must: • show a wide/flexible range of
vocabulary (synonyms/paraphrase)
• “use a sufficient range of vocabulary and be precise (no words like nice!)
to allow some flexibility and precision”
• use less common words and phrases,
• “use less common lexical items with and show that you know how these
some awareness of style and words fit together (collocation)
collocation”
• you can make a few mistakes with
• “may produce occasional errors in vocabulary, but try your best to be
word choice, spelling, word formation” accurate!

Grammatical Range and Accuracy
band descriptors, to achieve band 7
and above you must: • use a range of sentence types and
word orders (but use some simple
• “use a variety of complex structures” sentences too!)
• “produce frequent error-free • avoid making mistakes in the majority

sentences” of your sentences (more than 50%)
• “have good control of grammar and • use commas and colons appropriately;
punctuation (but may make a few demonstrate that you are comfortable
errors)” with grammar

Band descriptors: A summary
Coherence and Grammatical Range
Task Achievement Lexical Resource
Cohesion and Accuracy
• Covers all task • Order your • Show wide range • Show a range of
requirements
response logically
of vocabulary
grammar, simple
and complex
• Present a clear • Link sentences • Be precise with

overview
and paragraphs language
• Don’t make too
together with many grammatical
• Identify key ‘cohesive devices’
• Use less common mistakes
features of the words/phrases;

graph
• Link stages with show collocations
• Use punctuation
appropriate accurately
• Present these key language

• Aim for accurate
features clearly spelling and word • +50% sentence
and accurately • Stay focused formation accuracy

Section 2: Approaching the response
Lecture 5
?
The Different
Question Types
In IELTS Writing Task 1.

The 4 different question types
GRAPH WITH A COMPARATIVE PROCESS MAP
TREND GRAPH
The Cake Shop Bake My Day

Sally's Sweets
£120
Annual earnings (in thousands)

£100
£80
£60
£40
£20
£0
1990 1991 1992 1993 1994 1995 1996 1997 1998 1999

The 4 different question types
GRAPH WITH A COMPARATIVE PROCESS MAP
TREND GRAPH
The Cake Shop Bake My Day

Sally's Sweets
£120
£100
£80
£60
£40
£20
£0
1990 1991 1992 1993 1994 1995 1996 1997 1998 1999

A formula for every question
Unlike with Task 2, the structure for Task 1 responses can be the same regardless of the
question type.
PARA 1: It is possible to write a summary (last

Introduction para) instead of an overview (second
para), but there are two important points:
PARA 2:
NEVER write both
Overview
ALWAYS write one
PARA 3:
One set of key details I prefer to write an overview because it
allows us to tackle a key band descriptor
PARA 4: requirement early on.
A different set of key details

Mastering IELTS Writing: Task 1 - A Model Answer
The table below shows how many students of a school in the UK chose to take part in four
different sports between 2001 and 2011.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Running Basketball Swimming Football (Soccer)
80
70
Number of participating students
60
50
40
30
20
10
0
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
Year
The graph demonstrates the number of students of a particular UK school who participated in
running, basketball, swimming and football over a ten-year period from 2001 to 2011.
Overall, what stands out from the graph is that while the popularity of running grew over the period
in question, and that of football remained high throughout, the number of students interested in
basketball fell sharply. Swimming figures, meanwhile, saw an increase followed by a drop.
With regards to running and swimming, the starting figures were roughly identical at 18 and 20
participating students respectively. However, whereas the former climbed to reach 60 students in
2007 before levelling off for the remainder of the period, the latter peaked at 50 students in 2006
and then slipped to half this figure in 2011.
Turning to the ball sports, football stayed consistently popular, with student figures remaining
between 60 and 70 throughout the period. Basketball’s popularity was nearly as high as football’s
© The IELTS Teacher 2016

Mastering IELTS Writing: Task 1 - A Model Answer
in the first half of the decade studied, with the number of participating students rising from 55 to 61,
but 2006 to 2008 saw student numbers crash to 21, a figure which had not changed by 2011.
© The IELTS Teacher 2016

?
Lecture 7
Planning Your
Response
A Blueprint for Success.
The IELTS Teacher - Mastering IELTS Writing: Task 1

Why Plan?
Some argue that, because the time limit in Task 1 is so short, there is no
point in wasting time on a plan.
However, a plan not only organises your thoughts and arranges the data
coherently, but also saves you time.
What’s more, a plan does not need to take very long at all. You can write
a plan for Task 1 in just a minute or two.
This lecture will focus on how to plan effectively and efficiently, saving you
time in the exam and structuring your response logically.

A Model Plan
80
PLAN
70
Overview
60
50 R ↑ // F ++ // B + -> ↓ // S ↑ -> ↓
40
P3
30
R+S
20
10
P4
0
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
F+B Umm…. what!?
Year

Key Point: Forget spelling
To save time, one key point to make is Overview
that you do not need to write in full Running figures rise; football figures stay consistently
high; basketball figures are high at first, then fall;
words, let alone full sentences! swimming figures rise at first, then drop
P3
In Task 2, you need to organise your
ideas, and so complete spelling helps. What happened to running and what happened to
swimming
In Task 1, this is much easier to do as P4

the ideas are already in front of you. What happened to football and what happened to
Just use letters, numbers and symbols. basketball

Key Point: Forget spelling
To save time, one key point to make is Overview
that you do not need to write in full
words, let alone full sentences! R ↑ // F ++ // B + -> ↓ // S ↑ -> ↓
P3
In Task 2, you need to organise your
ideas, and so complete spelling helps. R+S
In Task 1, this is much easier to do as P4

the ideas are already in front of you.
Just use letters, numbers and symbols. F + B

Where’s the introduction?
Don’t worry about planning the introduction. The introduction is the
easiest paragraph to write (though there are some difficult exceptions),
and usually we can use a template or formula.
Planning the introduction is unnecessary and will only waste time.
We will come to templates and formulas for introductions in a later

lecture.
So, what’s involved in an effective Task 1 plan?

What’s the plan? It is possible to also write a P5
when there are many different
categories to cover, but do
Here is the formula for an effective and efficient plan. consider whether this is really
necessary.
Firstly, as mentioned, do not plan the introduction.
Overview
Here is where you need to write about main trends, differences or stages. We will talk about identifying
trends in a later lecture.
P3
P3 should focus on one set of grouped data. Look for somewhat similar lines/bars (like swimming and
running) or see if you can group the data in a more original way (like ball sports).
P4
P4 should look to group the rest of the data in a logical way. The two paragraphs should be split 50/50
(two data lines for P3 and two data lines for P4, for example), although this is not always possible.

Time Management
Planning should take no longer than a couple of minutes. The rest of your
response should be split as follows:
Introduction - 2-3 minutes
Overview - 3-5 minutes
P3 - 5 minutes
P4 - 5 minutes
Use any time left over to check your work. Ideally there should 2 or 3 minutes.

?
Lecture 9
Three Common
Mistakes to Avoid
Three common errors about
approaching IELTS Writing Task 1.

Mistakes #1: Interpreting the data
It’s very important that you only present the data. Do not try to explain
why the data is the way it is.
PS4 Sales Xbox One Sales This graph shows how many PS4s were sold
compared to Xbox Ones (two video game
consoles).
April
May It might be tempting to say that customers

thought that the PS4 video game console
June
was superior. But this is an interpretation, not
July a fact supported by data.
0 2 4 6 8 10 12
Sales in millions Do not explain or interpret. Only present.

Mistake #2: Writing an overview and a
conclusion, or neither
The band descriptors for Task Achievement in Task 1 state that in order to
achieve Band 7, the candidate presents a clear overview of main trends,
differences or stages.
An overview is not optional. It is a requirement of Band 7 writing, and it must be

clear.
Some people like to write a summary. This is okay. As long as it is a paragraph

which contains the main trends, differences or stages, and this paragraph comes
in a logical position, then this meets the Band 7 requirements. But don’t write
both.

Mistake #3: Including everything
This is only a mistake depending on the type of graph or image you receive.
Sometimes, it is possible to include a description of all the data.
At other times, though, it is not.
Do not put yourself under pressure to cover every single figure for every single
category in the graph. This often takes too long and wastes time.
The requirements state that you need to ‘present and highlight key features’,
and part of this skill is about identifying what those key features are. ‘Key
features’ does not mean ‘everything’, otherwise it wouldn’t be ‘key’!

Section 3: Answering the question
Lecture 9
Identifying Main
Trends
Looking for patterns in Task 1
questions.

A look at the band descriptors
In the band descriptors, one of the requirements to achieve Band 7 in
Task Achievement is:
“presents a clear overview of main trends, differences or stages.”
We will look at the overview in a later lecture. For now, we will focus on
two questions.
• Firstly, should we focus on trends, differences or stages?

• Secondly, how do we find and discuss these things?

Trends
Whether you write about trends, differences or stages will depend on which type of
question/graph you are given.
UK Australia The graph on the left can be labelled a ‘graph with

a trend’ because it contains data plotted over a
5
time period (in this case months).

Air-conditioning units bought (in thousands)
3.75
Regardless of whether the graph is a bar chart, a

2.5
line graph or a table, if information is being
measured against dates, it can be called a graph
with a trend.
1.25
Differences can be seen, too, but in graphs like this,

0 focus primarily on the trends.
April May June July August September October
Months of 2014

Trends
Whether you write about trends, differences or stages will depend on which type of
question/graph you are given.
Identifying Key Trends
UK Australia
5
Identifying trends is about following the direction of the ‘slopes’.
The UK’s figure slopes upwards - indicating an upward trend - until July.
After July, the figure slopes downwards - indicating a downward trend.
3.75
Australia’s AC sales experienced a reverse of this trend, going down

and then up.
2.5
1.25
Whereas the number of air-conditioning sales in the UK rose and then
fell, Australia’s units experienced the opposite trend.
0
It is very unlikely you will need to worry about trends with maps or
April May June July August September October processes.
Months of 2014

Differences
Solar Gas Coal Wind
The two charts (pie chart above, bar chart below) combined can
be described as a ‘comparative graph’.
8% 12%
Because there are no units of time, there are no ‘trends’ to

consider. No rises or falls, no jumps or slumps.
44% 36%
However, we can look for comparisons, and they are

everywhere. More gas than solar. More coal than gas. Less wind
than solar, coal and gas.
Appliances
Heating How do you decide which comparisons to focus on?

Charging
In other words, what are the key differences?
Lighting
0 10 20 30 40 50

Differences
Solar Gas Coal Wind Identifying Key Differences
Answer: there are no ‘key’ differences. But it makes more sense to talk about
8% 12%
some differences than others.
Focus on the most and the least of things. That creates a logical opportunity for a
44% 36%
complex sentence. Whereas the majority of electricity is consumed by heating, the
minority goes towards charging.
If possible, find ways to group data together. Renewable energy sources make up
far less of total electricity than non-renewable sources.
Appliances
Differences are key in maps. Focus on the differences between the old city and the
Heating
new city. More shopping facilities? Fewer trees? More modern or less?
Charging
Lighting
When looking at processes, focus on the equipment or materials involved in each
stage. The first stage involves four pieces of equipment and only one ingredient,
0 10 20 30 40 50 while the reverse is true for the second stage

Stages
Discussing stages is perhaps the simplest of the overview requirements.
This requirement refers to ‘process’ tasks like the one to the left.
Identify Key Stages
Discussing stages in the overview is simply a matter of accurately

counting the number of stages involved.
If the number of steps involved is unclear, as is the case with cement

production, you may use terms like appears to be to avoid slipping into
inaccuracy.
Whereas cement production appears to be composed of seven steps,

concrete production only consists of two.
As long as you support these numbers with your detail paragraphs (e.g.
mixing (first stage) and rotating (second stage)), it would not be right to
label your information as inaccurate.

Lecture 10
Selecting Data,
Comparisons
Choosing the data to discuss
in your response.

If we return to the band descriptors, we see these two requirements for
Band 7:
“covers the requirements of the task”
“clearly presents and highlights key features”
This leads us to two questions:
• What are the requirements of the task?

• How do we choose which ‘features’ are most important?

“Covers the requirements of the task”
One convenient aspect of IELTS Writing Task 1 is that the task requirements are always
the same. You should recognise this statement:
“Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.”
This directive is written in each and every Task 1 question. But notice this:
Select and report the main features (task language).
Clearly presents and highlights key features (band descriptor language).
Therefore, when you ‘select and report the main features’, you are addressing TWO
band descriptor requirements. This is why doing so is absolutely vital to your score.

“Presents and highlights key features”
Key Features UK Australia
5
The key features of graphs with a trend are the

turning points and the start and end points.

4
Consider the UK. Its starting figure is roughly
0.4 thousand. Its turning point is in July, about
4.7 thousand. Its end point is around 0.1
thousand. These are key figures, and they 3
should be reported.
The same is true of Australia.

1
Other key features are the highest and lowest

points of graphs. Interestingly, the month of
October sees both of these features. Talk 0
about it! April May June July August September October

“Presents and highlights key features”
NOT Key Features UK Australia
5
It’s very important that you do not waste time

talking about features which are not important.

4
Which figures in the graph do you think are not
important to mention?
We do not need to mention any figures which 3
do not have an interesting ‘feature’ about

them, such as a start/end point, a peak, or an
identical opposing figure. 1
Therefore, we do not need to discuss, for

example, the UK’s June figure or Australia’s
0
September figure. April May June July August September October

“Make comparisons where relevant”
Solar Gas Coal Wind Relevant Comparisons
A striking difference in data is a key feature of the graph, and so again here we
8% 12%
are covering multiple requirements.
The most relevant comparisons are those which look at the most and least of
44% 36% things, as mentioned in the previous lecture.
With a graph like this where this is not much data to cover, you may as well
cover ALL of the data. There should be no figures left out.
Appliances
However, you need to select your comparisons carefully. You wouldn’t compare
heating with appliances, charging and lighting, then appliances with heating,
Heating charging and lighting, and so on.
Charging
Chunk the data. Compare renewable and non-renewable sources, compare
Lighting the most with the least, compare start points and end points. And remember
0 10 20 30 40 50 figures. These requirements also refer to the detail paragraphs

Lecture 11
Assuring
Accuracy
Avoiding the common pitfalls
of inaccurate data recording.

Band descriptors
Instead of looking at the band descriptors for Band 7, let’s look at the
band descriptors for Band 6. Here’s an extract from Task Achievement:
“presents and adequately highlights key features, but details may be

irrelevant, inappropriate or inaccurate.”
In the previous two lectures, we looked at how to select and present

relevant and appropriate details.
This lecture will focus on how to achieve accuracy by looking at 3 key areas
of caution, ensuring that our band score does not drop from a 7 to a 6.

Caution #1: Units of measurement
Look at the graph to the right.
UK France Spain Germany
80
This graph measures how much money the governments of
Government spending on tourist infrastructure (in € millions)

four countries spent on developing tourist infrastructure.
There are two important things to notice.

60
1. The currency is euros.
2. The units are in millions.

40
I often see students either using the wrong currency
(Germany spent 30 million dollars), or no currency at all
(Spain spent 60 million).
20
It is also common to miss the unit ‘millions’ (France spent €20
…). All these are examples of inaccurate data due to
carelessness, so be careful!
Another common error is to describe numbers instead of 0

1980 1982 1984 1986 1988 1990 1992
percentages, and vice versa.

Caution #2: Spelling
The figures in the table to the left are not very difficult
Number of cars sold by town in 2010
and should be presented with little danger of
Town Honda Ford Toyota BMW Total inaccuracy. There are no complex units of
measurement and the figures are only three digits
Farnsborough 450 601 140 340 1541 maximum.
Chippenham 632 521 297 109 1559

However, a common mistake, particularly when
presenting places, is to misspell categories
Bournemouth 391 574 250 343 1558
(Farnbrough, Wicombe, Carlyle).
Be very careful to accurately record place names and

Carlisle 200 460 194 512 1366
other less familiar spellings. Always keep this in mind
when describing maps.
Wycombe 209 391 99 111 810
This not only damages your Task Achievement score

Total 1882 2547 980 1415 6834 because of inaccuracy, but also your Lexical
Resource score because of misspelling!

Caution #3: Comparisons
As mentioned in a previous lecture, it is very important
Percentage of total car sales in London in 2012
that you make comparisons when describing the
data. These comparisons also need to be accurate. Mercedes Renault
Volkswagen Fiat
Audi Nissan
The pie chart on the right would appear to be a very
simple chart in terms of comparisons. All the numbers
are either larger or smaller than, or equal to, others, 12%
28%
and the chunks of the pie likewise.
14%
But errors commonly appear when attempting to

compare multiple figures. 10%
14%
True or false: There were twice as many Mercedes 21%
sold in 2012 as Renaults and Audis.

Caution #3: Comparisons
As mentioned in a previous lecture, it is very important
Percentage of total car sales in London in 2012
that you make comparisons when describing the
data. These comparisons also need to be accurate. Mercedes Renault
Volkswagen Fiat
Audi Nissan
The pie chart on the right would appear to be a very
simple chart in terms of comparisons. All the numbers
are either larger or smaller than others, and the 12%
28%
chunks of the pie likewise.
14%
But errors commonly appear when attempting to

compare multiple figures. 10%
14%
True or false: There were twice as many Mercedes 21%
sold in 2012 as Renaults or Audis.

Top tip: Remember the three ‘A’s
One way to avoid inaccuracy is to give yourself a ‘buffer’ UK France Spain Germany
against it. This means using words that give you some margin 80
for error.
Government spending on tourist infrastructure (in € millions)

Look at the point inside the red circle. What figure is that exactly?
It’s quite hard to tell. In this case, remember the three ‘A’s: 60
Approximately.
Around. 40
About.
With these three adjectives (along with roughly), you can guard
20
against complete inaccuracy.
In 1990, Spain’s spending hit a low of approximately €48 million,

a figure which also happened to be Germany’s peak in the same 0
1980 1982 1984 1986 1988 1990 1992
year.

Section 4: Structuring the response
Lecture 12
Accurate
Introductions
Formulas and templates for
high-quality introductions.

Speed and length
Like in Task 2, introductions in Task 1 should be short, to-the-point and
not take up too much time.
They should not be planned and they should not do anything besides
paraphrase the language in the task.
To achieve these aims, the best approach for Task 1 introductions is to

remember a few templates which can be modified for most situations.
This lecture will focus on these templates.

Templates for graphs with a trend
The graph below shows the air-conditioning unit sales in two different
countries over 7 months between April 2010 and October 2010. There are two ways a task like this can be
paraphrased.
Summarise the information by selecting and reporting the main
features, and make comparisons where relevant
UK Australia
We can either use the ‘how many/much’ template or
5 the ‘the number/amount of’ template.
The former is easier: the graph illustrates how many

air-conditioning units were sold in the UK and
4
Australia…
3
The latter is harder, but better: the graph highlights
the number of air-conditioning units which were
1 sold in the UK and Australia…
Also try to keep in mind the large number of verbs

0
April May June July August September October which can replace ‘show’: highlight; illustrate;
describes; demonstrates; depicts; outlines

paraphrased.
UK Australia

4
Australia…
3

0

paraphrased.
UK Australia

4
Australia…
3

0

countries over 7 months between April 2010 and October 2010. When using these structures, consider three
questions.
5
UK Australia 1. Is the topic countable (how many / the
number of) or uncountable (how much / the
amount of)?
4
2. Is the subject active (how many people

3 visited Warsaw) or passive (how many radios
were sold)?
3. Do you want to use the ‘how much/many’

1
structure (no relative pronoun) or the ‘the

0
number/amount of’ structure (where a relative
pronoun can be used)?

countries over 7 months between April 2010 and October 2010. Paraphrasing dates and durations
Summarise the information by selecting and reporting the main The latter half of the introduction should focus on places,
dates and durations.
UK Australia
5
One easy way to paraphrase is to change ‘between’ and
‘and’ to ‘from’ and ‘to’, or vice versa.

4
Another useful technique is to turn the nouns of

numbers into adjectives. Consider:
3
over 7 months between April and October —->

1
over a 7-month period from April to October
0
Don’t try to paraphrase exact locations, but consider
April May June July August September October switching word order, e.g. a European school —> a
school in Europe.

countries over 7 months between April 2010 and October 2010. Example
5
UK Australia The graph illustrates the number of
air-conditioning units which were
4
sold in Australia and the UK over a
seven-month period in 2010 from
3 April to October.
0

Templates for comparative graphs
The chart below shows how much energy is
Introductions for comparative graphs are very similar to those provided by four different sources in Italy, and
for graphs with a trend, but these do not usually feature the table below shows how much of this energy
durations. is used for four different household purposes.
Solar Gas
Again, we simply need to choose between ‘the number/amount Coal Wind
of’ and ‘how much/many’.
8% 12%
The task to the right opts for the language ‘how much’, so we
can instead choose to use ‘the amount of’. Notice that here,
44% 36%
unlike on the last slide, we are dealing with uncountable nouns.
Also remember that you can switch out ‘shows’ with ‘compares’
when you are dealing with comparative graphs: Appliances
Heating
The chart compares the amount of energy which is provided by Charging
four different sources in Italy, and the table compares the Lighting
proportion of this energy which goes towards four different uses
0 10 20 30 40 50
in the home.

Templates for processes
Introductions for processes are fairly simple. This is a case of having one or two set structures which
you can rely on in any situation.
My favourite structure is the following:
The diagram highlights the process by which …
This can be used in any number of scenarios.
The diagram highlights the process by which bees make their honey.
The diagram highlights the process by which car doors are manufactured.
The diagram highlights the process by which salmon complete their life cycle.
Again, remember to try to paraphrase any verbs (highlights, illustrates, describes) and nouns (diagram,
illustration, picture) when necessary (don’t paraphrase ‘salmon’!) and switch up the word order if
required.

Templates for maps
It is difficult to provide a template for maps because there are a number of different variables.
However, you can use the earlier ‘duration’ template when describing differences over
periods of time.
The rest of the introduction should be a case of simple paraphrasing via synonyms. Consider:
The two maps below show an island, before and after the construction of some tourist
facilities.
The two maps below compare an island prior to and following the development of tourist
infrastructure.
This introduction is simply a matter of a wide vocabulary, which you can acquire most quickly
by reading frequently.

Lecture 13
Writing Clear
Overviews
How to write a clear, coherent
and relevant overview.

Band descriptors
The overview is one of the most important paragraphs in your Task 1
response. It is explicitly stated as a requirement to achieve anything above a
Band 6. Band 6 states:
“presents an overview with information appropriately selected.”
Band 7 states:
“presents a clear overview of main trends, differences or stages.”
We look at trends, differences and stages in Lecture 9. In this lecture, we

will look at how to construct a clear overview.

Shoulds and Should Nots for Overviews
The overview should NOT contain any Number of cars sold by town in 2010
specific figures. Town Honda Ford Toyota BMW Total
For example, do not mention that Farnborough 450 601 140 340 1541
Bournemouth bought 391 Hondas or

Carlisle bought 194 Toyotas.
Chippenham 632 521 297 109 1559
Bournemouth 391 574 250 343 1558

The overview SHOULD contain a look at the
main trends, differences or stages. Carlisle 200 460 194 512 1366
For example, mention instead that the Wycombe 209 391 99 111 810
largest number of cars was bought in Total 1882 2547 980 1415 6834
Chippenham, or that the least popular car
brand was Toyota.

Language for Overviews
Graph with a Trend Overview 80
Overall, it is clear from the graph that

70
whereas football remained popular 60

throughout the period, basketball 50
experienced a significant fall in 40
popularity. Additionally, although the

number of runners and swimmers
30
grew in similar proportion, the latter 20
then declined as the former continued 10
to increase. 0
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
Year
= cohesive devices = overview introduction = conjunction = trend/comparison language

Graph with a Trend Overview 80
In general, what stands out from the

70
graph is that while football remained 60

popular throughout the period, 50
basketball witnessed a dramatic 40
decline in popularity. Furthermore,

despite the number of runners and
30
swimmers growing in similar 20
proportion, the latter then slumped as 10
the former continued to rise. 0

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
Year

Graph with a Trend Overview
UK Australia
5
In general, what stands out from the

graph is that while Australia’s AC sales 4
witnessed a decline before rising after

July, the number of AC units sold in
3
the UK experienced the opposite 2
trend. Another interesting point is that

in the month of May these two 1
countries purchased an equal number

of air-conditioning units.
0
Months of 2014

Comparative Overview Number of cars sold by town in 2010
Town Honda Ford Toyota BMW Total
Overall, it is clear that, of the car Farnborough 450 601 140 340 1541
brands listed, while Chippenham

bought marginally more than
Chippenham 632 521 297 109 1559
Bournemouth and Farnborough, Bournemouth 391 574 250 343 1558
Wycombe saw by far the fewest Carlisle 200 460 194 512 1366
purchases. Furthermore, Toyotas

were nowhere near as popular as Wycombe 209 391 99 111 810
any other car brand. Total 1882 2547 980 1415 6834

Solar Gas Coal Wind
Comparative Overview
8% 12%
In general, what stands out is that

non-renewable energy sources 44% 36%
constitute the majority of total

output, while only a small minority is
made up of renewable energy Appliances
sources. In addition, charging and Heating
lighting consume not nearly as much Charging
energy as appliances and heating. Lighting
0 10 20 30 40 50

Process Overview
Overall, it is clear that bees must go

through a cyclical progression of six
stages to make honey, whereas the
honey production process consists of
five steps.
For process tasks, this ‘mini overview’

is usually enough. You could also
consider listing the first and last stages.
= cohesive devices = overview introduction = conjunction = comparison/stage language

Map Overview
Overall, what stands out from the

maps is that whereas Stokeford used
to be a quiet agricultural town, it has
undergone a significant
transformation to become a heavily
residential area with many new
developments.
= cohesive devices = overview introduction = conjunction = comparison/change language

Overview Advice
1. You can write a conclusion instead of an overview. This isn’t a problem. Some
find it easier. However, do not write both an overview and a conclusion.
2. Although you should avoid any specific figures, it is okay to mention dates,
particularly if you are mentioning the beginning or the end of a period e.g. …
whereas chicken was the most popular meat in 1940, turkey had claimed this
position by the end of the period.
3. If you write about just one comparison or trend in the overview, you are
covering task requirements. You do not need to write any more than this, so
only add an extra sentence if you feel you will have time or you do not think
you will reach the minimum word count without the extra sentence.

Lecture 14
Detail
Paragraphs
Creating appropriate and easy-
to-follow detail paragraphs.

The task 1 band descriptors state that a Band 7 level essay:
“clearly presents and highlights key features…”
and that, in terms of Coherence and Cohesion, this essay
“logically organises information and ideas; there is a clear progression

throughout the response.”
It is in the detail paragraphs where we will be doing the most to

address these requirements.

How many? What to include?
For the vast majority of Task 1 responses, two detail paragraphs are
enough. However, in some tasks, you may find it easier to write more.
As for what you will discuss in each one, this is also dependent on the task,
but in these paragraphs you must include actual figures / visible information.
Bear in mind that there is no one single way to approach these paragraphs.
The quality of your writing and the logic behind your choices is more
important than the choice itself.
We will now look at a number of graphs, tables and images and explore
different approaches for detail paragraphs in each.

Graphs with a Trend 1
This first task is fairly simple in terms of how to split the
detail paragraphs into two different themes.
UK Australia
5
The first paragraph will look at the UK.

The second paragraph will look at Australia.
3.75
Clear, logical progression. Another option is to split it 2.5
April-July, July-October, as there is a clear difference here.
As for the key features, recall the ‘selecting data’ lecture. 1.25
We do not need to include every figure, but rather just the

key figures, such as the starting points, the peaks, the 0
low points, the end points, and the equal figures (e.g. April May June July August September October
Months of 2014
May).

This second task is a little trickier as we have more than 2 Running Basketball Swimming Football (Soccer)
categories to cover. There are a number of approaches 80
we could take. 70
We could look for similar lines. For example, swimming 60

and running are similar, at least initially. We could look at
them together, followed by running and basketball.
50
40
Alternatively, we could look for similar themes. For

example, basketball and football are both ‘ball sports’. In
30
this case, this would leave us with the same approach. 20
A third approach is to split the paragraphs by periods. 10
The first paragraph may focus on 2001 - 2006, and the 0
second 2006-2011. This may be useful here as it is after

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
Year
2006 where the most significant changes occur.

All approaches are valid. Some approaches Running Basketball Swimming Football (Soccer)
may be better than others, but really this

80
depends on the quality of your writing. 70
60

Looking at the first half of the decade, 50
swimming and running witnessed a near

identical increase in popularity, both climbing 40
steadily from around 20 students in 2001 to 50 30
students in 2006. The ball sports were more 20
popular during this period, with the number of

basketball participants rising from 55 to 61,
10
and the number of students interested in 0

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
football fluctuating between 60 and 71.

Year

All approaches are valid. Some approaches Running Basketball Swimming Football (Soccer)
may be better than others, but really this

80
depends on the quality of your writing. 70
60

Looking at the ball sports, although the number 50
of football students fluctuated during the first

half of the decade between 60, its opening 40
figure, and 71, its peak, this settled in the 30
second half, ending at 68 students. Despite 20
basketball’s popularity experiencing similarly

high levels in the first five years, creeping from
10
55 students to 61, this number plummeted 0

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
thereafter, hitting 21 in 2006 and finishing there.

Year

Comparative Graphs
This third task shows a particular type of Age groups of students
comparative graph, a ‘stacked bar chart’. 18-30 31-43

44-56 57-69
400
REFRESHER QUESTION: What would we talk
about in the overview?
300
POSSIBLE ANSWERS: 18-30 was the most
Number of students
active age group. 57-79 was the least active. 200
Computer science was the most popular subject
overall. Mathematics was the least popular.
100
What about the detail paragraphs? How would

we divide our topics? 0 Literature Mathematics History Computer Science

Comparative Graphs
We could focus on similar themes: ‘humanities Age groups of students
subjects’ vs. ‘scientific subjects’. 18-30 31-43

44-56 57-69
We could focus similar categories: older (44-69) vs. 400
younger (18-43).
300
We could instead focus on similar degrees: the most
Number of students
popular subjects vs. the least popular subjects (this
is the equivalent of similar lines in graphs with a 200
trend).
Again, there is no one option which beats all the 100

others. Pick the one you think will be easiest to
write about and try to aim for quality and accuracy. 0 Literature Mathematics History Computer Science

Comparative Graphs
Regarding the humanities subjects, these
Age groups of students
18-30 31-43
are proportionately very popular with 44-56 57-69
mature students. 150 students above the 400
age of 30 take literature courses, with
roughly 180 such students taking history. 300
History is particularly popular among
Number of students
57-69 year olds, with around 50 enrolling 200
on this course, making it the most popular
among this age group. However, literature 100
is more popular than history among the
18-30s, with 110 students against 80.
0 Literature Mathematics History Computer Science

Processes and Maps
There are too many variables in process tasks to give clear guidance on how
to approach the details paragraphs. However, consider these possibilities:
- first half of the process / second half of the process
- natural part / manmade part
- first total sequence / second total sequence

Processes and Maps
The process begins when the heat of the sun causes the water in the sea to
evaporate, which in turn creates rainclouds. The rain from these clouds fills a reservoir
near the ocean. A dam with a valve controls the flow of water from this reservoir, and
having powered a turbine the water is returned to the reservoir by way of a pump.
When the water is released by the dam, the turbine placed downstream spins and
this creates energy. This energy is carried by high voltages cables, strung between
pylons, to a transformer station. At this point, the hydro-electric energy is transmitted
via underground cables to power plants, homes and schools.

Processes and Maps
Again, there are so many variables with map tasks. But consider these
possibilities:
- map of the past/present / map of the present/future
- northern area of the map / southern area of the map
- industrial area / residential area

Processes and Maps
Focusing on the northern part of the town, since 1995 more houses have been built
either side of the road leading to the north-west, and a new road has been laid heading
westward. In the north-east, the farmland and forest park have been converted into a
golf course and tennis courts respectively.
As for the south, the shops have been transformed into restaurants, across from which
the fish market has been turned into a set of apartments. Down the road to the west, a
car park has been added to the home, while the cafe remains unchanged. Finally, a
fishing port now extends into the sea off the coast.

Review of Detail Paragraphs
• Detail paragraphs are where we should begin including figures and focusing on ‘key
features’ like starting figures, peaks, low points, ending figures and identical figures.
• Two paragraphs are almost always enough, and we should try to divide these
paragraphs into two clear themes.
• There is no one ‘best’ way to separate these themes, but you should choose the
approach which you think will be easiest to write about, allowing for quality and
accuracy. Tip: with ‘future graphs’, P1 should discuss the past, P2 the future.
• Remember from the ‘selecting data’ lecture, do not include any information which
is not a ‘key feature’ of the graph, chart, process or map. This is a waste of time,
and time is the most valuable resource in the IELTS writing test.

Lecture 15
Cohesive Devices
and Referencing
Linking stages, data and sentences
together with appropriate language.

In order to achieve Band 7, the band descriptors state that our Task 1 response …
“uses a range of cohesive devices appropriately, although there may be some

under-/over-use”
Slipping to a Band 6, we can see that the response …
“uses cohesive devices effectively, but cohesion within and/or between sentences
may be faulty or mechanical”
If you do not cohesive devices, you will not get any more than a Band 5 for
Coherence and Cohesion. If you do not use cohesive devices accurately and
appropriately, you will not score more than a Band 6.

What are cohesive devices?
Read this paragraph for a Task 1 response and see if you can identify all the ‘cohesive
devices’.
Looking at the details, just over half of all boys from 10 to 15 chat on the internet during
school days, with about 25% spending less than an hour. However, almost 70% of girls
enjoy this activity, and as many as nearly 10% spend over 4 hours chatting online.
In contrast, playing on games consoles is far more popular among boys than girls, with
about 85% of boys playing daily compared to just over 50% of girls. Of those who play
video games, whereas the majority of boys play between 1 and 3 hours, the largest
proportion of girls play for less than an hour.

What are cohesive devices?
Read this paragraph for a Task 1 response and see if you can identify all the ‘cohesive
devices’.
Looking at the details, just over half of all boys from 10 to 15 chat on the internet during
school days, with about 25% spending less than an hour. However, almost 70% of girls
enjoy this activity, and as many as nearly 10% spend over 4 hours chatting online.
In contrast, playing on games consoles is far more popular among boys than girls, with
about 85% of boys playing daily compared to just over 50% of girls. Of those who play
video games, whereas the majority of boys play between 1 and 3 hours, the largest
proportion of girls play for less than an hour.
The language above helps to build a sense of cohesion within and between sentences.

Useful cohesive devices (between)
Open overview / detail/
Link stages Suggest contrast Add another point
new subject
Overall, At this point, However, Furthermore,
In general, Following this, In contrast, Moreover,
With regards to /
After that, By contrast, In addition,
Regarding ___,
Focusing on / Looking
Next, On the other hand, Additionally,
at ____,

Useful cohesive devices (within)
Link stages Suggest contrast Add another point
…, at which point …, while/whereas …, with + subject + verb-ing
…, and/but this was followed by

…, although …, while
…
…, in addition to ___ which/who

…, after which …, in contrast to ___ which/who
___
…, before + verb-ing / before + Despite + -ing … / Having + p.p

…, and
subject + verb …

Cohesive devices in use
Using the language we have looked at, try to make the following
comparative graph paragraph more cohesive with cohesive devices.
In Yemen, in 2000, half of the population consisted of the youngest age

bracket. The middle and eldest age groups came in second and third
position, at 46.3% and 3.6% respectively. In 2050, the 60+ year olds are
predicted to maintain their position with 5.7% of the population. The
15-59 year olds are forecast to overtake the youngest group by twenty
percent.

With regards to Yemen, in 2000, half of the population consisted of the

youngest age bracket, with the middle and eldest age groups coming in
second and third position, at 46.3% and 3.6% respectively. In 2050, the
60+ year olds are predicted to maintain their position with 5.7% of the
population. However, the 15-59 year olds are forecast to overtake the
youngest group by 20%.

With regards to Yemen, in 2000, half of the population consisted of the

youngest age bracket, with the middle and eldest age groups coming in
second and third position, at 46.3% and 3.6% respectively. In 2050, the
60+ year olds are predicted to maintain their position with 5.7% of the
population. However, the 15-59 year olds are forecast to overtake the
youngest group by 20%.
Notice there are not that many cohesive devices. Be careful of ‘over-use’.

Here, we have a detail paragraph for a graph with a trend. Can you insert
some cohesive devices?
The red meats, beef and lamb, both showed downward trends. Beef
consumption began at around 220 grams. Beef consumption then
fluctuated for a decade. Then there was a decrease to about 110 grams
in 2004. The amount of lamb eaten had fallen from 150 grams in 1979 to
approximately 60 grams by 2004.

If we look at the red meats, beef and lamb both showed downward
trends. Regarding beef, consumption began at around 220 grams, before
fluctuating for a decade. This was followed by a gradual decrease to
about 110 grams in 2004. Similarly, the amount of lamb eaten had fallen
from 150 grams in 1979 to approximately 60 grams by 2004.

If we look at the red meats, beef and lamb both showed downward
trends. Regarding beef, consumption began at around 220 grams, before
fluctuating for a decade. This was followed by a gradual decrease to
about 110 grams in 2004. Similarly, the amount of lamb eaten had fallen
from 150 grams in 1979 to approximately 60 grams by 2004.
Notice that graphs with a trend feature much more ‘stage’ linking
language than comparative graphs.

Referencing
Referencing is the ability to refer back to previous ideas without
necessarily using the same language.
This is especially important in Task 1 because, without referencing, we

would end up repeating ourselves quite a lot.
Beef consumption began at 200 grams before rising quickly to 400

grams. Consumption then fell to 300 grams.

Referencing
Referencing is the ability to refer back to previous ideas without
necessarily using the same language.
This is especially important in Task 1 because, without referencing, we

would end up repeating ourselves quite a lot.
Beef consumption began at 200 grams before rising quickly to 400

grams. This figure then fell to 300 grams.
This is an example of referencing by way of the demonstrative pronoun

this.

Referencing
The former / the latter
Another way we can avoid repetition and improve cohesion is with the above expressions
‘former’ and ‘latter’.
England and Denmark both had approval ratings of 45% in 1990, but whereas the former fell to
just 20% in 1995, the latter surged to 80%.
Respectively
Another very handy way of avoiding repetition and saving time when presenting multiple points
of information is to use the word ‘respectively’, which essentially means ‘according to the
previous order’.
In 1995, the approval ratings of England and Denmark were 20% and 80% respectively.

Section 5: Writing the response
Lecture 16
Vocabulary for
Graphs with a
Trend
Typical and advanced vocabulary
for graphs with a trend.

Language for trend graphs
The Cake Shop Bake My Day Sally's Sweets
The most important language for trend
graphs is the language of… trends!
£120
£100
This means a mixture of verbs and

adverbs and adjectives and nouns. £80
These words will describe both the

£60
direction and the degree of changes in £40
graphs with a trend.

£20
We need to aim for accuracy and

relevance.
£0
1990 1991 1992 1993 1994 1995 1996 1997 1998 1999

Verbs
Describes increases Describes decreases Describes big increases Describes big decreases
incline plummet drop double climb shoot up tumble rise slip plunge
collapse grow jump fall improve surge go down slump soar decline

Verbs
Describes increases Describes decreases Describes big increases Describes big decreases
incline drop double plummet
climb fall shoot up tumble
rise decline jump collapse
grow slip surge slump
improve go down soar plunge

Verbs Adverbs
Describes increases Describes decreases Describes… Adverbs

a very big change
incline drop
a medium/big change
climb fall a small change
rise decline a fast change

a slow change
grow slip
a surprising change
improve go down a consistent change
significantly gradually rapidly steadily remarkably marginally dramatically

considerably strikingly slightly sharply drastically

Verbs Adverbs
Describes increases Describes decreases Describes… Adverbs

a very big change dramatically, drastically
incline drop
a medium/big change significantly, considerably
climb fall a small change marginally, slightly
rise decline a fast change rapidly, sharply

a slow change gradually
grow slip
a surprising change remarkably, strikingly
improve go down a consistent change steadily

Verbs and adverbs in use
Looking at the details, with regards to
Bake My Day, income remained at a
£120
steady low of around £20,000 £100
between 1990 and 1992, after which

it s_____ to over £40,000 in 1993. £80
Following this, takings r____ st____ to £60
reach £70,000 in 1998, sl_____ to

£60,000 in 1999. £40
£20
Can you fill in the gaps with

appropriate verbs and adverbs? £0
1990 1991 1992 1993 1994 1995 1996 1997 1998 1999

Verbs and adverbs in use
Looking at the details, with regards to
Bake My Day, income remained at a
£120
steady low of around £20,000 £100
between 1990 and 1992, after which

it soared to over £40,000 in 1993. £80
Following this, takings rose steadily to £60
reach £70,000 in 1998, slipping to

£60,000 in 1999. £40
£20

appropriate verbs and adverbs? £0
1990 1991 1992 1993 1994 1995 1996 1997 1998 1999

Nouns
Verb Noun Verb Noun
rise improve
fall fluctuate
grow recover
decline level off
jump peak

Nouns
Verb Noun Verb Noun
rise a rise improve an improvement
fall a fall fluctuate a fluctuation
grow a growth recover a recovery
decline a decline level off a levelling off
jump a jump peak a peak
As can be seen from the table above, most nouns are the same as the infinitive
form of the verb, but be careful with the exceptions.

Adjectives
Adverb Adjective Adverb Adjective
dramatically rapidly
considerably swiftly
significantly gradually
marginally remarkably
slightly steadily

Adjectives
Adverb Adjective Adverb Adjective
dramatically dramatic rapidly rapid
considerably considerable swiftly swift
significantly significant gradually gradual
marginally marginal remarkably remarkable
slightly slight steadily steady
When using adjectives and nouns, make sure to use the verbs saw, experienced
and witnessed when describing the change to the unit of measurement, e.g.
consumption saw a dramatic fall.

Nouns and adjectives in use
As for The Cake Shop, after a sl____
gr____ to just under £100,000,
£120
earnings s__ a co____ de____ to £100
around £50,000 in 1996, half the

figure of five years earlier. There was a £80
l____ o___ for the next three years, £60
but this was followed by another sm__

f___ to just above £40,000 in 1999. £40

£20
appropriate nouns and adjectives? £0

1990 1991 1992 1993 1994 1995 1996 1997 1998 1999

Nouns and adjectives in use
As for The Cake Shop, after a slight
growth to just under £100,000,
£120
earnings saw a considerable decrease £100
to around £50,000 in 1996, half the

figure of five years earlier. There was a £80
levelling off for the next three years, £60
but this was followed by another small

fall to just above £40,000 in 1999. £40

£20
appropriate nouns and adjectives? £0

1990 1991 1992 1993 1994 1995 1996 1997 1998 1999

Vocabulary for durations
When we describe graphs with a trend, we are describing periods of time. Therefore, we
need to have a wide range of vocabulary for describing different periods of time.
THE BEGINNING
At the beginning of the period / originally / at the start of the period
THE END
By the end of the period / by the period’s end / in the final month/year/week of the
period
THE ENTIRETY
Over the period in question / over the period covered by the graph / throughout the
period / throughout the measured/recorded/studied period

Vocabulary for durations
When we describe graphs with a trend, we are describing periods of time.
Therefore, we need to have a wide range of vocabulary for describing different
periods of time.
100 YEARS / 50 YEARS

A century / a half-century
10 YEARS / 5 YEARS
A decade / a half-decade
12 MONTHS / 6 MONTHS
A year / half a year

Lecture 17
Vocabulary for
Comparative Graphs
for pie charts, bar charts and tables.

Language for comparative graphs
Comparative graphs without time
18-30 31-43
trends are best discussed with the 44-56 57-69
use of comparative grammar (which 400
we will look at in Section 6), varied

number vocabulary and the language 300
of composition.
Number of students
200
In this part, we will look at a number

of different ways we can describe 100
numbers and how we can refer to

them as part of the whole. 0
Literature Mathematics History Computer Science

Number vocabulary
Instead of listing figures directly (e.g. There are 280 Age groups of students
literature students and 360 computer science students), 18-30 31-43

consider comparing these numbers in a different way: 44-56 57-69
400
There are 280 literature students, but 80 more students
take computer science.
300
There are 280 literature students, 80 fewer than the
Number of students
figure for computer science students.
200
There are 280 literature students, approximately 25%
less than the total number of computer science
students. 100
There are 360 computer science students, which is

0
around twice as many as the figure for mathematics. Literature Mathematics History Computer Science

Number vocabulary
Many comparative graphs feature percentages Solar Gas Coal Wind
rather than regular cardinal numbers (e.g. 2, 465
etc.).
8% 12%
In these cases, consider how you could use
fractions to present data. Use these with the
language of composition to make really strong
sentences.
44% 36%
Wind power constitutes almost a tenth of energy
sources, at 8%, with solar power accounting for
4% more. Just over a third of all energy is
composed of gas power, but the largest portion
consists of coal power, at a little over two fifths,
with 44% of total output.

Language of composition
The language of composition is particularly useful when Age groups of students
discussing pie charts, stacked bar charts and certain 18-30 31-43
tables. 44-56 57-69
400
‘Whole’ at the beginning
Active voice 300
Number of students
Literature consists of 110 students in the youngest age
group. 200
Literature comprises 50 44 to 56 year olds.
Passive voice 100
History is composed of 80 18 to 30 year olds.

0
History is made up of 80 students aged 31 to 43. Literature Mathematics History Computer Science
History is formed of 40 of the eldest age bracket.

The language of composition is particularly useful Age groups of students
when discussing pie charts, stacked bar charts 18-30 31-43

and certain tables. 44-56 57-69
400
‘Whole’ at the end

300
18 to 30 year olds make up a significant portion
Number of students
of mathematics students.
200
Students aged 57 to 69 constitute the minority
of mathematics students. 100
Students in the 31 to 43 age bracket account

for a moderate portion of mathematics students. 0
Literature Mathematics History Computer Science

Lecture 18
Vocabulary for
Maps and Processes
for maps and processes.

Vocabulary for maps
There are many variables with map tasks, but most look at the differences
between an old map and a new map. Because of this, map tasks require
two important features: appropriate grammar (usually the present perfect
passive) and appropriate vocabulary.
This ‘appropriate vocabulary’ mostly consists of two things:
Verbs and noun phrases for map changes
Compass language

Verbs for map changes
Change into
Add Take away Make bigger General change
something else
remove transform enlarge introduce knock down urbanise expand make into
pedestrianise extend demolish ruralise construct rebuild cut down modernise
turn into redevelop add to build industrialise pull down erect develop

Change into
something else
introduce remove expand transform urbanise
construct knock down extend rebuild pedestrianise
build demolish develop turn into modernise
erect cut down enlarge redevelop industrialise
develop pull down added to made into ruralise

Change into
something else
introduce remove expand transform urbanise
construct knock down extend rebuild pedestrianise
build demolish develop turn into modernise
erect cut down enlarge redevelop industrialise
develop pull down added to made into ruralise

Noun phrases for map changes
Verb Noun Verb Noun
construct expand
demolish extend
introduce develop
open pedestrianise
remove modernise
disappear transform

Noun phrases for map changes
Verb Noun Verb Noun
construct construction expand expansion
demolish demolition extend extension
introduce introduction develop development
open opening pedestrianise pedestrianisation
remove removal modernise modernisation
disappear disappearance transform transformation
Another interesting development has been the transformation of the park.
In the centre of the city, the railway station has undergone an extension.

Compass language
Many people (even natives!) forget their
compass points when they need them
most. However, there is an easy trick to
remembering the names of these points.
Follow these letters clockwise.

Compass language
N - Naughty

Compass language
N - Naughty
E - Elephants

Compass language
N - Naughty
E - Elephants
S - Squirt

Compass language
N - Naughty
E - Elephants
S - Squirt
W - Water

Compass language
These compass points will be used in
different ways depending on how we are
trying to use them.
If we are looking at a space within the

whole town, city or village, use the
preposition in.
A new set of houses have been built in

the north-west of the town.

Compass language
trying to use them.
If we are looking at a space within the

whole town, city or village, use the
preposition in.
A new set of houses have been built in

the north-west of the town.

Compass language
trying to use them.
If we are trying to describe a position in

reference to another position, we will use
the expression to + the + CP + of.
A hospital has been constructed to the

east of the new house.

Compass language
trying to use them.
If we are trying to describe a position in

reference to another position, we will use
the expression to + the + CP + of.
A hospital has been constructed to the

east of the new house.

Compass language
trying to use them.
To save time, it is possible for us to drop

the ‘to the’ part of the expression. We
can also add a ‘just’ (or ‘just to the’) to
express that the two places are close.
A hospital has been constructed just east

of the new house.

Compass language
trying to use them.
This is even the case if the ‘other position’

we are citing in reference to is the town/
city itself.
To the south-east of the city, a

supermarket has been constructed.

Compass language
trying to use them.
This is even the case if the ‘other position’

we are citing in reference to is the town/
city itself.
To the south-east of the city, a

supermarket has been constructed.

Compass language
trying to use them.
We can also refer to the direction in which

longer structures travel, like roads and
train tracks. Here, we use from + to.
A new motorway has been laid, stretching

from north to south-west.

Compass language
trying to use them.
We can also refer to the direction in which

longer structures travel, like roads and
train tracks. Here, we use from + to.
A new motorway has been laid, stretching

from north to south-west.

Map language in use
Using a mixture of compass language and language for describing map
changes, try to fill in the gaps of this response to a map task.
If we look at the developments e____ o__ the city centre, it can be seen
that the trees i___ t__ s___-e___ were k____ d____ to make way for a
new airport, and the houses just n___ o__ this area were r_____ b__
skyscrapers. Further n____, the old church was d_______ and, by 2010,
a new pub had been b_____ in its place.
In the centre itself, the main road was p_________, and a new station
was c_________ across the road from the s______ station. A new
football stadium was also e_____ t___ the e____ of the old station,
across from which stands a new shopping centre, which had r_____ the
factory by 2010. Finally, apartment blocks now exist in place of the old
n____-w____ forest, which was c____ d____ after 1995.

Map language in use
Using a mixture of compass language and language for describing map
changes, try to fill in the gaps of this response to a map task.
If we look at the developments east of the city centre, it can be seen that
the trees in the south-east were knocked down to make way for a new
airport, and the houses just north of this area were replaced by
skyscrapers. Further north, the old church was demolished and, by
2010, a new pub had been built in its place.
In the centre itself, the main road was pedestrianised, and a new station
was constructed across the road from the southern station. A new
football stadium was also erected to the west of the old station, across
from which stands a new shopping centre, which had replaced the
factory by 2010. Finally, apartment blocks now exist in place of the old
north-western forest, which was cut down after 1995.

Vocabulary for processes
As with maps, there are many variables when it comes to processes. However,
we can be sure of a couple of things.
First of all, process talks will always need to discuss stages. Stages are part of the
definition of a process.
As a result, we must have a variety of stage language.
Secondly, process talks often use the language of composition, as we looked at in

the vocabulary for comparative graphs.
Therefore, we need to know how to use language of composition to describe

processes.

Stage language
Beginning Middle End Same time
The process ends when … To begin with, … After that, … Following this, … Meanwhile, …
Next, … Finally, … …, at which point … …, and then … At this point, … …, before + ing …
The process begins when … As this is happening, … Subsequently, … Initially, … The last stage is …

Stage language
Beginning Middle End Same time
To begin with, … After that, … The process ends when … Meanwhile, …
The process begins when Following this, … Finally, … As this is happening, …
Initially, … Next, … The last stage is … At the same time, …
…, at which point …
…, and then …
At this point, …
…, before + ing …
Unless we are looking at more than one process (which is possible), we should only
need one phrase from the ‘beginning’ and ‘end’ columns. This is why we need far
more language for the middle stages, as there can be many.

The language we use to talk about processes can be quite similar to the
language we use to talk about pie charts and stacked bar charts. We
just need to modify it to fit our needs.
Overall, the process of heating a home is

composed of a number of steps. Whereas hot
water reaches the taps via a sequence made up
of three steps, more stages are required for the
radiators to be heated.
…, after which the boiler, which is a container

consisting of gas or oil, heats the water…

Process language in use
Putting the language of stages and the language of composition together, we can create an
example of what a quality ‘process’ response reads like. Fill in the gaps with appropriate
words and expressions.
If we look at the details of cement production, i______, limestone and

clay are crushed together to form a powder. N____, the powder is
mixed by a mixer, a___ w____ it is passed through a rotating heater.
After being heated, it is then ground by a grinder, b_____ b____
packed into bags as cement.
Focusing on the manufacture of concrete, this is m___ u__ o__ four

components. Half of concrete is c______ o__ gravel, a quarter c_____
o__ sand, and water c_______ a tenth. The remainder is f____ o__ the
earlier produced cement. This formula is combined together using a
horizontally-rotating concrete mixer to create concrete.

Process language in use
Putting the language of stages and the language of composition together, we can create an
example of what a quality ‘process’ response reads like. Fill in the gaps with appropriate
words and expressions.
If we look at the details of cement production, initially, limestone and

clay are crushed together to form a powder. Next, the powder is mixed
by a mixer, after which it is passed through a rotating heater. After being
heated, it is then ground by a grinder, before being packed into bags as
cement.
Focusing on the manufacture of concrete, this is made up of four

components. Half of concrete is composed of gravel, a quarter consists
of sand, and water constitutes a tenth. The remainder is formed of the
earlier produced cement. This formula is combined together using a
horizontally-rotating concrete mixer to create concrete.

Lecture 19
Paraphrasing the
Task Language
Avoiding the repetition of task language,
categories, and units of measurement.

Paraphrasing categories
Categories in Task 1 questions are very variable, so this section will cover
a few of the most common category themes.
Countries / nationalities
Activities
Foods
Transport

Countries / nationalities Activities
Example: Spain Example: Chatting online

1. …Spain… 1. …chatting online…
2. …the Spanish…
2. …online chat…
3. …Spanish citizens / government /
workers (etc.)… 3. …chatting on the internet…
4. …citizens (etc.) of Spain … 4. …chatting via social media…
5. …Spaniards… 5. …messaging online…

Foods Transport
Example: Chicken consumption Example: By train
1. …chicken consumption… 1. …by train…
2. …the consumption of chicken… 2. …train as a mode of transport…
3. …the amount of chicken consumed… 3. …by rail…

4. …consumption levels for chicken … 4. …via train…
5. …the quantity of chicken eaten… 5. …take the train…

Paraphrasing times
After 2006, the number of basketball students Running Basketball Swimming Football (Soccer)
plummeted to just 20. 80
70
Between 2006 and 2007, the number of

basketball students plummeted to just 20. 60

By 2008, the number of basketball students had
50
plummeted to just 20. 40
In a two-year period from 2006 to 2008, the

30
number of basketball students plummeted to just 20
20.
10
Pre-2006, basketball numbers ranged from 56 to 0
61, but post-2006, the number of basketball

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
Year
students plummeted to just 20.

Paraphrasing units of measurement
There are a number of ways we can paraphrase units of measurement, regardless of what
those units of measurement are. Let’s have a look at a common one: numbers of people.
In 2012, 64,000 people visited Sweden, while 25,000 visited Norway.
In 2012, 64,000 people visited Sweden, while the figure for Norway was 25,000.
In 2012, 64,000 people visited Sweden, while the count for Norway was 25,000.
In 2012, 64,000 people visited Sweden, while the number for Norway was 25,000.
In 2012, 64,000 people visited Sweden, while the data for Norway was 25,000.
In 2012, 64,000 people visited Sweden, while 25,000 was the figure for Norway (repeat with
the above expressions).

Paraphrasing units of measurement
There are a number of ways we can paraphrase units of measurement, regardless of what
those units of measurement are. Let’s have a look at a common one: numbers of people.
In 2012, 64,000 tonnes were transported by rail, while 25,000 were transported by air.
In 2012, 64,000 tonnes were transported by rail, while the figure for air was 25,000.
In 2012, 64,000 tonnes were transported by rail, while the count for air was 25,000.
In 2012, 64,000 tonnes were transported by rail, while the number for air was 25,000.
In 2012, 64,000 tonnes were transported by rail, while the data for air was 25,000.
In 2012, 64,000 tonnes were transported by rail, while 25,000 was the figure for air (repeat
with the above expressions).

Section 6: Tuning the response
Lecture 20
Using Complex
Sentences
When and how to use complex
sentences to improve communication.

Band descriptors
In order to achieve Band 7, under Grammatical Range and Accuracy the
band descriptors state that the writer:
“uses a variety of complex structures” and “produces frequent error-free

sentences”
This section will aim to improve both our range and accuracy of
grammar, while also maintaining speed and answer the question in an
appropriate manner.

What are complex sentences?
One of the best ways to improve your complexity of grammar is to use dependent
clauses with independent clauses. This creates a ‘complex sentence’. What are these?
200 students studied Chinese = one independent clause. The idea is complete.
200 students studied Chinese and 90 students studied French = two independent
clauses linked by a coordinating conjunction (and). Each idea would make sense alone.
Although 200 students studied Chinese = one dependent clause. This idea is
incomplete. It requires the addition of another clause for it to be complete:
Although 200 students studied Chinese, 90 studied French = one dependent clause
linked with an independent clause by use of a subordinating conjunction (although). Now
the idea is complete.

When to use complex sentences
Complex sentences, which join a dependent clause to an independent clause, are
best used when there is an opportunity to compare and contrast two pieces of
data.
Therefore, these sentences often come in useful in overviews, where we are asked
to compare general information.
For the same reason, they can also be used when talking about a change in
direction for a graph with a trend, or when discussing contrasting figures in
comparative graphs.
In maps tasks, complex sentences can join two changes to a map, and in
processes tasks, they can combine one stage with the next.

How to use complex sentences
1. Look for a contrast in the data. E.g. Running Basketball Swimming Football (Soccer)
three categories change a lot, one is 80
relatively consistent (for overviews). 70
2. Choose an appropriate
60

subordinating conjunction to start the 50
sentence (e.g. whereas, despite, 40
although).
30
3. Write about one piece of data, 20
followed by a comma.
10
4. Write about the other piece of data. 0

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
Year

In overviews Running Basketball Swimming Football (Soccer)
80
Overall, while running, basketball and 70
swimming all experienced major

changes in popularity over the
60

decade, interest in football remained 50
relatively consistent. 40
Furthermore, despite interest in 30
running increasing* dramatically over 20
the period, football stayed the most

popular sport of choice from start to
10
finish. 0
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
Year
* despite is a little trickier to use as it needs to be followed by a noun, such as a gerund

In detail paragraphs Running Basketball Swimming Football (Soccer)
80
In terms of ball sports, although 70
basketball figures were high between

2001 and 2006, climbing from 55 to 61 60

students, popularity then plummeted to 50
just 20 students in 2008 and the rest of

the decade.
40
30
As for running and swimming, whereas

the former’s popularity increased
20
throughout the period, tripling to above 10
60 students, interest in the latter slipped 0
to 25 after an initial surge from 20 to 50. 2001 2002 2003 2004 2005 2006
Year
2007 2008 2009 2010 2011

Grammar Tips
• Don’t overcomplicate things. It is possible to write incredibly complex
yet accurate sentences. But be realistic: the longer the sentence, the
more likely you are to make a mistake and confuse the reader.
• For the same reason, don’t use too many complex sentences. Band 7
requires that we have ‘frequent error-free sentences’. More simple
sentences = more chance of achieving this requirement.
• Remember that the subordinating conjunction can come at the

beginning of the second clause instead of the beginning of the first.
Just remember not to add a comma after this conjunction.

Lecture 21
Comparative
Grammar
How to use comparative language to
give comparisons in a variety of ways.

Comparatives and Superlatives
In comparative graphs, process questions and map questions (and
sometimes in graphs with a trend), your overview will need to introduce
comparisons. Your detail paragraphs may also include comparisons, so it is
vital to have a variety of different options for discussing these differences.
This lecture will look at:
• negative comparatives with adjectives
• negative comparatives with nouns
• numerical comparatives

Negative comparatives (adjectives)
Australia is bigger than the United Kingdom. Chocolate is more popular
than ice cream. Trains are more expensive than buses.
The above statements use regular comparatives. These are okay, and they
are important to include in your response. But you should also try to include
negative comparatives to demonstrate your range in this area.
The United Kingdom is not as big as Australia.
Ice cream is not as popular as chocolate.
Buses are not as expensive as trains.

Use not + as + adjective + as to write a sentence about the following info.
Temperature
Stockholm (-3 C) / Helsinki (-6 C)
Speed
Usain Bolt (100m in 9.58 seconds) / Yohan Blake (100m in 9.69 seconds)
Price
Average house in 2000 (£125,000) / Average house in 2016 (£282,000)

Temperature
Stockholm is not as cold as Helsinki.
Speed
Yohan Blake is not as fast as Usain Bolt.
Price
The average house in 2000 was not as expensive as the average house
in 2016.

Degree of difference
In the same way use much and far and slightly to describe the degree of
difference with regular comparatives, we can use particular language to do the
same with negative comparatives.
Do these expressions describe a BIG difference or a small difference?
• nowhere near as ______ as BIG
• almost as ______ as small
• not quite as ______ as small
• not nearly as ______ as BIG

Temperature
Stockholm is not as cold as Helsinki.
Speed
Yohan Blake is not as fast as Usain Bolt.
Price
The average house in 2000 was not as expensive as the average house
in 2016.

Temperature
Stockholm is almost as cold as Helsinki.
Speed
Yohan Blake is not quite as fast as Usain Bolt.
Price
The average house in 2000 was nowhere near as expensive as the
average house in 2016.

Negative comparatives (nouns)
The rule ‘not + (verb) + as + much/many + (noun/noun phrase) + as’ can
be used to compare nouns with negative comparative grammar, rather
than adjectives.
Basketball: 30 students / Football: 90 students
iPhones sold, 2011: 400 million / iPhones sold, 2012: 450 million
Brazil: 17 medals, 2012 Olympics / Japan: 38 medals, 2012 Olympics
Arsenal, 2015-16: 65 goals / Leicester City, 2015-16: 68 goals

than adjectives.
Basketball does not attract as many students as football.
There were not as many iPhones sold in 2011 as in 2012.
Brazil did not win as many medals as Japan at the 2012 Olympics.
In the 2015-16 season, Arsenal did not score as many goals as Leicester.

than adjectives.
Basketball does not attract anywhere near as many students as football.
There were not quite as many iPhones sold in 2011 as in 2012.
Brazil did not win nearly as many medals as Japan at the 2012 Olympics.
In the 2015-16 season, Arsenal did not score as many goals as Leicester.

Numerical comparatives
We can also use numerical comparatives to vary
our vocabulary and grammar. Look at the bar chart PS4 Sales Xbox One Sales
and fill in the gaps below.
There were ______ as many PS4s sold in April as April

Xbox Ones.
May
In May, there were ______ ______ as many PS4s
sold as Xbox Ones. June
In June, PS4 sales ________ those of Xbox Ones. July
In July, there were _____ as many PS4s sold as Xbox 0 2 4 6 8 10 12
Ones. Sales in millions

Numerical comparatives
We can also use numerical comparatives to vary
our vocabulary and grammar. Look at the bar chart PS4 Sales Xbox One Sales
and fill in the gaps below.
There were twice as many PS4s sold in April as April

Xbox Ones.
May
In May, there were four times as many PS4s sold as
Xbox Ones. June
In June, PS4 sales tripled those of Xbox Ones. July
0 2 4 6 8 10 12
In July, there were half as many PS4s sold as Xbox
Ones. Sales in millions

Lecture 22
Using
Punctuation
How to use punctuation effectively
and avoid common Task 1 errors.

Common Error #1: Capital Letters
One of the most common errors I see in Task 1 responses is the
inaccurate use of capital letters. Have a look at the graph on the right.
In the graph, we can see that all the

80
categories are capitalised. 70

60
Does that mean we should capitalise these 50
categories in this response? 40
30
NO. 20
10
The figures for Football fluctuated between… 0

2001 2002 2003 2004 2005 2006
Year
2007 2008 2009 2010 2011

One of the most common errors I see in Task 1 responses is the
inaccurate use of capital letters. Have a look at the graph on the right.
In the graph, we can see that all the

80
categories are capitalised. 70

60
Does that mean we should capitalise these 50
categories in this response? 40
30
NO. 20
10
The figures for football fluctuated between… 0

2001 2002 2003 2004 2005 2006
Year
2007 2008 2009 2010 2011

If we are discussing categories with ‘proper nouns’ (cities, countries, dates,
names, geographical landmarks), then the capitalisation rule still applies.
In this graph, we have categories with

UK Australia
5
proper nouns: countries.

4
As usual, we will continue to capitalise 3
these countries (including their adjectives).

2
Australia bought almost 2500 AC units in 1
April, whereas the British only bought 500.

0

Common Error #2: Missing Commas
18-30 31-43 Look at the sentences below and see if you

44-56 57-69 can identify the comma mistakes.
400
Overall the majority of students are aged
between 18 and 43 whereas older students
300
make up the minority.
Number of students
200 History which sees the most equal distribution

of students attracts around 80 18 to 30 year
100
olds.
There are almost as many 31 to 43 years olds

0
Literature Mathematics History Computer Science who take literature as 18 to 30 year olds with
figures of 110 and 90 respectively.

Common Error #2: Missing Commas
18-30 31-43 Look at the sentences below and see if you

44-56 57-69 can identify the comma mistakes.
400
Overall, the majority of students are aged
between 18 and 43, whereas older students
300
make up the minority.
Number of students
200 History, which sees the most equal distribution

of students, attracts around 80 18 to 30 year
100
olds.
There are almost as many 31 to 43 years olds

0
Literature Mathematics History Computer Science who take literature as 18 to 30 year olds, with
figures of 110 and 90 respectively.

Common Error #3: Apostrophes
Another common error is with Fruit Imports in 2011
apostrophe usage. 100
Sweden Denmark
This is most frequent when discussing 80 Norway Iceland
Weight of fruit (in thousand kgs)

places, such as cities or countries.
60
Imports of apples in Denmark amounted
to around 55,000kg, three times as 40
many as in Sweden.
20
In 2011, Denmark’s figure for imported
apples was 55,000kg, around three 0
times higher than that of Sweden’s. Apples Oranges Bananas Other

Common Error #3: Apostrophes
The error appears when either: Fruit Imports in 2011
100
1. the apostrophe is missing Sweden Denmark
80 Norway Iceland

or
60
2. an apostrophe is unnecessary
40
The figures for both Iceland’s and
Norway’s were 30,000kg in 2011. 20
Iceland’s and Norway’s banana imports 0

amounted to 30,000kg each. Apples Oranges Bananas Other

Lecture 23
Using Relative
Clauses
A vital piece of grammar for expanding
range and demonstrating understanding.

What are relative clauses?
We use relative clauses to clarify who or what we are talking about (defining),
or to give more information about something without writing another sentence
(non-defining).
Defining relative clauses do not need a comma before the relative pronoun.
The country which sells the most oil is Saudi Arabia.
Non-defining relative clauses do need a comma before the relative pronoun.
Saudi Arabia sells over a million barrels of oil, which makes it the most active
exporter of this fossil fuel.

Matching exercise
Look at the sentences below and see if you can match the
Fruit Imports in 2011
endings.
100
1. Sweden imported just over 50,000kg of bananas in Sweden Denmark
2011, _____________. Norway Iceland
80

2. Norway, _____________ , imported twice as many
‘other’ fruits.
60
3. First place for apple imports went to the same country
______________. 40
a. which imported the most oranges and bananas

20
b. which was twice as many as the figures for Norway and
Iceland
0
c. which imported half as many bananas as Sweden Apples Oranges Bananas Other

Matching exercise
Look at the sentences below and see if you Fruit Imports in 2011
can match the endings. 100
Sweden Denmark
1. Sweden imported just over 50,000kg of Norway Iceland
80
bananas in 2011, which was twice as many

as the figures for Norway and Iceland.
60
2. Norway, which imported half as many

bananas as Sweden, imported twice as many 40
‘other’ fruits.
20
3. First place for apple imports went to the
same country which imported the most 0
oranges and bananas. Apples Oranges Bananas Other

How to use relative clauses in Task 1
Non-defining relative clauses are especially useful when you want to offer
a little more information about a point (such as offering a superlative or
comparative), but don’t want to start a new sentence.
Coal makes up 44% of all energy supply, which makes it the Solar Gas Coal Wind
largest provider of energy.

8% 12%
36% of energy output is composed of gas, which is three times
more than that of solar power.
44% 36%
Coal and gas combined constitute four-fifths of total energy

supplied, which means renewable sources of energy are
nowhere near as common as non-renewable sources.

The IELTS Teacher Guided Answer Mastering IELTS Writing
The graph below shows how much money was spent on tourist infrastructure in four
different European countries from 1980 to 1992.
Summarise the information by selecting and reporting the main features and make
comparisons where relevant.
UK France Spain Germany
80
Government spending on tourist
infrastructure (in € millions)
60
40
20
0
1980 1982 1984 1986 1988 1990 1992
The line graph demonstrates the amount of money which was spent on tourist infrastructure in four
different countries in Europe over a 12-year period between 1980 and 1992.
Overall, it can be seen that whereas the UK and France increased their spending on tourism over
the period, Spain witnessed a fall in investment up until 1990 before recovering. In Germany,
meanwhile, financial support for tourism rose before slipping after 1990.
Focusing on the UK and France, although the former began the period by spending about 58
million euros on tourism, the latter started at just one third of this figure. However, despite tourism
investment rising in both nations, the figure in 1992 was the same for each at 80 million euros,
which was the most money spent in a single year by any nation during the period.
In contrast, the Spanish decreased their spending on touristic developments over the 1980s, with
investment slumping from 60 million euros to around 48 million. This sum then jumped back to 60
million in 1992. German government, conversely, raised spending in the 80s from 30 million euros
to 48 million, after which the figure dropped to 40 million.
Section 7: Conclusion
Lecture 25
Secrets to
Success
Key tips and techniques for
finding success in Task 1.

Secret #1: Split the tenses
Percentage of spending at a US school
Tasks which ask the candidate to
on 4 different subject areas
discuss both the future and the past can
be daunting, but there is a way around Sciences/Maths Languages
Arts Sports
them. 50
Instead of splitting the categories into 40

different paragraphs, split the times.
30
The first detail paragraph can focus on
the past, and the second on the future. 20
10
This way, we can avoid the difficulty of
including multiple tenses in the same
0
sentence. 1960 1970 1980 1990 2000 2010 2020 2030 2040

Secret #2: Predict the future
Continuing on the theme of the future,
on 4 different subject areas
make absolutely sure that you do not
Sciences/Maths Languages
say what WILL definitely be.
Arts Sports
50
Nobody can be certain of what the
future will bring. We can only make 40
predictions. Use these verbs and their
corresponding nouns to help you here: 30
20
predict / prediction
estimate / estimation 10
project / projection
expect / expectation 0
forecast / forecast 1960 1970 1980 1990 2000 2010 2020 2030 2040

Secret #2: Predict the future
Example: on 4 different subject areas
Sciences/Maths Languages
Looking to the future, whereas Arts Sports
funding for science and maths is 50
expected to slip to 29% of the 40

budget by 2040, spending on
languages and arts is forecast to 30
continue rising to around 30%. 20

Projections suggest sports will
suffer the most, plummeting from 10
35% to just 10% within the final 0

three decades. 1960 1970 1980 1990 2000 2010 2020 2030 2040

Secret #3: Forget range
There is a lot that can go wrong in Academic Task 1, so prioritise It is true that we have
your aims sensibly.
spent a number of
Accuracy and communication are paramount. lectures looking at how
to achieve grammatical
The same is true of covering key features, making comparisons and
finishing on time. range. It is important.
What is less important? In the exam, however,

Range of grammar. Range of vocabulary. trust your ability to
produce this range
Do not worry too much about paraphrasing in Task 1. Underline
expressions if you cannot think of synonyms or a way to paraphrase,
automatically. So
and come back to these underlined expressions if you have time. practice. A lot.

Secret #4: Experiment with ordering
There are a number of teachers who suggest that you begin your writing test with
Task 2 and then move to Task 1.
The idea behind this is that you will not be rushing through the part of the test
which is worth more points.
This is not necessarily bad advice. But be careful. Not everyone performs at their
best level immediately, and it can be useful to begin with Task 1 as a sort of
‘warm up’.
My advice is to experiment. Try a few practice tests starting with Task 1, and then
try a few practice tests starting with Task 2. Work out what works best for you.

Lecture 26
How to Practice
Effectively
Making the most of your
time studying Task 1.

Do not:
• Study with distractions
• Be too self-critical
• Give up
• Only study alone (if possible)
• Forget timing
• Ignore your health/sleep
• Overwork yourself

Do:
• Shut down distractions (Freedom)
• Practice in different ways
• Study alone and with a friend
• Reward yourself
• Take breaks
• Read, watch, listen
• Get guidance

Do:
• Shut down distractions (Freedom)
• Practice in different ways
• Study alone and with a friend
• Reward yourself
• Take breaks
• Read, read, read
• Get guidance

Lecture 27
Getting
Guidance
Avenues for guided practice and
response correction services.

Guidance Options
There are a number of options for those who wish to get guidance in their
Writing Task 1 preparation.
• Language exchange sites
• Exam forums
• Exam preparation sites
• Native speakers
• Professional IELTS Tutors

Professional IELTS Tutors
For those who wish to have the best preparation possible, it is my firm belief
that a professional tutor is the way to go.
There are a number of IELTS teachers online at sites like www.italki.com,

www.cafetalk.com, www.verbalplanet.com and more.
However, there are not many sites which only offer IELTS lessons. Not
General English, not Business English, not TOEFL. Just IELTS.
www.theieltsteacher.com is one such site. Everything you have learnt about

in this course has come from my experience exclusively teaching IELTS
over the last few years.

The IELTS Teacher - Lessons
Teachers at the The IELTS Teacher are happy to prepare you for each
component of the exam, whether Listening, Reading, Writing or Speaking.
Each teacher uses a different method, but all have a wealth of experience
both teaching and developing materials for IELTS preparation courses.
My Writing lessons are split into two types: Theory and Guided Practice.
Theory lessons are designed to teach you how to write for IELTS.
Guided Practice lessons give you the opportunity to put the theory
lessons into practice, in real-time, using a programme called Screenhero.

The IELTS Teacher - Writing Corrections
The IELTS Teacher also offers a Writing Correction service.
Unlike many ‘corrections’ online, corrections with The IELTS Teacher are focused on IELTS,
easy to understand, and extremely comprehensive.
Here are a just a couple of the many comments we have received:
“Hi Matt, I wanted to thank you for helping me improve my writing skills: I gave the test
and got an overall mark of 8.0, with 7.5 in Writing! That is more that I needed for
applying for the masters degree I want, so I am super happy about it!” - Francisca, Chile
“Thank you for the correction Matt. I’m still being surprised by the thoroughness of your
work every time I open a newly received correction. It’s hard to imagine something
more useful than that!” - Nikolay, Russia

Discounts for Udemy Students!
As a thank you for your attention during this course, I would like to offer
each and every one of you a discount on Writing Corrections, so that
you can put all of the advice here into practice.
For 10% off Writing Corrections (any package), please enter:
TASKONE10
into the ‘Coupon code’ box at the checkout.
I look forward to reading all of your submissions!

Resources
• www.theieltsteacher.com
• www.theieltsteacher.com/choose-your-teacher
• www.theieltsteacher.com/writing-corrections
• www.theieltsteacher.com/video-demonstrations
• www.theieltsteacher.com/testimonials
• www.facebook.com/theieltsteacher

Lecture 28
Good Luck!
Congratulations on
completing the course!

Before your exam
It’s very important that you feel fresh and focused during the exam. Therefore, be careful with
your routine leading up to the exam date.
• Watch what you eat
• Get plenty of rest
• Cold shower therapy (CST)
• Exercise
• Read books, watch videos (currency charts are good for graph language, the show ‘how its
made’ is good for process language, travel guides are good for map language)
• Have fun!

Nerves
Anxiety is a big factor to consider for many candidates. If you are
someone who gets very nervous before and during exams, these tips
might help a little.
• Meditation
• Deep breaths
• Focus on one thing at a time
• Remember, there’s always next time!

Good Luck
Congratulations! You have completed Mastering
IELTS Writing: Task 1. Thank you for your
commitment and dedication to the course.
I would like to take this final moment to say a big

GOOD LUCK to each and every one of you.
Did you find this course helpful? Leave a review!
Do you have any constructive feedback? Please

email me to let me know!
I’d love to hear about your exam experiences/scores,

so please don’t hesitate to get in touch with the
results of your exam.

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The IELTS Teacher presents…

The IELTS Teacher - Mastering IELTS Writing: Task 1 1

• How the course is structured: 7 sections designed to address

• Why this course works: This course works because it addresses

The IELTS Teacher - Mastering IELTS Writing: Task 1 2

Introduction Approach Answer Structure / Coherence

• Course • Question Types • Identifying Trends • Intro / Overview

The IELTS Teacher - Mastering IELTS Writing: Task 1 3

Lexical Resource Grammar Conclusion

• Task 1 Vocabulary • Common Mistakes • Demonstration

10% discount code at end of course!

The IELTS Teacher - Mastering IELTS Writing: Task 1 4

To make the most of this course, you should:

• Bring a hard-working attitude to every lecture

• Continue to practice alone by answering Task 1 questions frequently

• Read at least 2 articles/book chapters in English every day

• Find an IELTS Writing tutor to check your work

• Install Freedom: bit.ly/2gyuICl

• Try to enjoy the writing process!

The IELTS Teacher - Mastering IELTS Writing: Task 1 5

You can contact me via:

• Udemy. Just use the comment function at the side of the

The IELTS Teacher - Mastering IELTS Writing: Task 1 6

The IELTS Teacher - Mastering IELTS Writing: Task 1 1

• It is the most world’s most popular English language proficiency test.

• Over 2 million tests taken per year.

• Assesses all skills - Listening, Reading, Writing & Speaking.

• Accepted by schools, universities, employers, and immigration

The IELTS Teacher - Mastering IELTS Writing: Task 1 2

Academic Reading Sections/ Important

The IELTS Teacher - Mastering IELTS Writing: Task 1 3

The IELTS Teacher - Mastering IELTS Writing: Task 1 4

• 6.0 - 6.5 = Entry to a Bachelor’s degree course

• 6.5 - 7.0 = Entry to a Master’s degree course

• 7.0+ = Typically required to work in English-speaking countries in

• 7.0+ = Visa for Australia

The IELTS Teacher - Mastering IELTS Writing: Task 1 5

The IELTS Teacher - Mastering IELTS Writing: Task 1 1

• Worth half as many points as Task 2

• Graphs, tables, processes or maps

• Multiple graphs / processes / maps are possible

The IELTS Teacher - Mastering IELTS Writing: Task 1 2

Summarise the information by selecting

Write at least 150 words.

The IELTS Teacher - Mastering IELTS Writing: Task 1 3

Write at least 150 words.

The IELTS Teacher - Mastering IELTS Writing: Task 1 4

The two maps show an island, before

Summarise the information by selecting

Write at least 150 words.

The IELTS Teacher - Mastering IELTS Writing: Task 1 5

The diagrams show the stages and

Summarise the information by selecting

Write at least 150 words.

The IELTS Teacher - Mastering IELTS Writing: Task 1 6

The IELTS Teacher - Mastering IELTS Writing: Task 1 1

Task Coherence and Grammatical Range

The IELTS Teacher - Mastering IELTS Writing: Task 1 2

The IELTS Teacher - Mastering IELTS Writing: Task 1 3