AC Writing T1 Student Book March 3, 2019 2

IELTS Focus:
Academic
Writing Task 1
www.idpielts.me
Contents
2 Pre-course Writing assessment: Writing Assist
2 IELTS Test Overview
4 Quiz: How much do you know about the IELTS Writing Test?
6 Understanding IELTS Academic Writing Tasks 1 and 2
7 How IELTS writing is scored
9 Writing Task 1 and 2 Band descriptors (public version)
11 IELTS Academic Writing Task 1
11 Understanding the instructions
12 Understanding appropriate format
16 Understanding task types
18 Academic Task 1 Framework: writing about graphs and charts:
20 The Introduction
25 Paraphrasing the introduction
26 The overview and key features
27 What is most important in a graph?
29 Supporting the key features with data
31 Practice: Identifying the introduction, overview, key features and data
33 Applying the Framework: Further Education bar graph
38 Academic Task 1 Framework: writing about processes and changes
40 Applying the Framework: Brick Manufacturing process
46 Academic Writing Task 1 Assessment
49 Academic Writing Task 1 Checklist
50 Tips for Academic Writing Task 1
51 IDP IELTS Support Tools

Pre-course Writing Assessment: Writing Assist ‫ﺗﻘﯾﯾم ﻣﮭﺎرات اﻟﻛﺗﺎﺑﺔ‬
Your teacher will arrange for you to complete IDP’s IELTS ‫ﺳوف ﯾرﺗب ﻟك اﻟﻣﻌﻠم ﻹﺟراء اﺧﺗﺑﺎر آﯾﻠﺗس اﻟﻛﺗﺎﺑﺔ اﻟﻣﺳﺎﻋد‬
Writing Assist. You will write a Task 1 and Task 2, which .‫ وھو أﺣد أدوات اﻟدﻋم اﻟرﺳﻣﻲ ﻣن آي دي ﺑﻲ ﻟﻠﺗﻌﻠﯾم‬، Writing Assist
are both very similar to the real IELTS Writing tasks. You ،۱ ‫وﺳوف ﺗﻘوم ﻓﻲ ذﻟك اﻻﺧﺗﺑﺎر ﺑﺎﻹﺟﺎﺑﺔ ﻋن أﺳﺋﻠﺔ اﺧﺗﺑﺎر ﻛﺗﺎﺑﺔ )ﻣﮭﻣﺔ‬
will receive your personalized feedback report within 3 .‫( ﻣﺷﺎﺑﮭﺔ ﺟداً ﻷﺳﺋﻠﺔ اﻣﺗﺣﺎن اﻟﻛﺗﺎﺑﺔ ﻓﻲ اﺧﺗﺑﺎر اﻵﯾﻠﺗس اﻟﻔﻌﻠﻲ‬۲ ‫وﻣﮭﻣﺔ‬
business days. Discuss this report with your teacher so ‫ أﯾﺎم‬۳ ‫وﺳوف ﺗﺗﺳﻠم أﯾﺿﺎ ً ﺗﻘرﯾراً ﻣﻔﺻﻼً ﻋن إﺟﺎﺑﺗك ﻋن ﺗﻠك اﻷﺳﺋﻠﺔ ﺧﻼل‬
that you understand clearly your strengths and ways to ‫ ﻧﺎﻗش ھذا اﻟﺗﻘرﯾر ﻣﻊ ﻣﻌﻠﻣك ﻛﻲ ﺗﻔﮭم ﺑوﺿوح ﻧﻘﺎط‬.‫ﻋﻣل ﻣن إرﺳﺎﻟك إﺟﺎﺑﺎﺗك‬
improve your IELTS Task 1 and 2 writing. ‫اﻟﻘوة ﻟدﯾك وﺗﺗﻌرف ﻋﻠﻰ اﻟطرق اﻟﻼزﻣﺔ ﻟﺗﺣﺳﯾن ﻣﮭﺎرات اﻟﻛﺗﺎﺑﺔ ﻟدﯾك ﻟﻺﺟﺎﺑﺔ‬
.‫ﻋﻠﻰ اﺳﺋﻠﺔ اﻟﻣﮭﻣﺗﯾن اﻷوﻟﻰ واﻟﺛﺎﻧﯾﺔ ﻓﻲ اﻻﻣﺗﺣﺎن‬
IELTS test overview

Total time = 2 hours 55 minutes
Listening
4 sections, 40 items (40 Minutes)
Academic Reading General Training Reading

3 sections, 40 items (60 Minutes) 3 sections, 40 items (60 Minutes)
Academic Writing General Training Writing

2 tasks (60 Minutes) 2 tasks (60 Minutes)
Speaking
1:1 oral interview (11-14 Minutes)
2 Developed by IDP IELTS Middle East

Ice breaker
Interview your partner, take some notes, and then introduce each other to the class:
1. What are some interesting facts about you that you’d like me to share with the class?
2. Have you taken IELTS before? Where? When?
3. When do you plan to take the IELTS test?
4. Which skills do you think you are best at?
5. Which skills are most difficult for you?
6.What do you most hope to learn in this course?
7. If you could give your classmates one piece of advice about studying in this course, what would it be?
8. If you could give your teacher one piece of advice about teaching this course, what would it be?
9.How much time do you spend in total reading, writing, listening and speaking in English?
10.How will succeeding in the IELTS test help you achieve your goals for the future?
Developed by IDP IELTS Middle East 3

Quiz: How much do you know
about the IELTS Writing Test?
How much do you know about the IELTS Writing test? Answer the
questions below. Check and see if your partner agrees. We will come
back to this later in the course.
How do you rate your writing skills on a scale of 1-10?

(10 = highest; 1 = lowest)
1 2 3 4 5 6 7 8 9 10
1. How long does the writing test last?

a. 45 minutes
b. 60 minutes
c. 90 minutes
2. How many writing tasks are there?

a. 2
b. 3
c. 4
3. How many words do you need to write for Task 1?

a. A maximum of 150 words
b. A minimum of 150 words
4. About how long should you spend writing Task 1?

a. 10 minutes
b. 20 minutes
c. 40 minutes
5. Task 1 involves expressing and justifying an opinion.

a. Yes b. No
6. How many words do you need to write for Task 2?

a. A maximum of 250 words
b. A minimum of 250 words
7. About how long should you spend writing Task 2?

a. 20 minutes
b. 40 minutes
c. 60 minutes
8. Do you have to do both tasks?

a. Yes b. No
9. Task 1 is weighted 1/3 and Task 2 is weighted 2/3 of the total Writing score, so you should spend 20 minutes writing
Task 1 and 40 minutes writing Task 2.
a. Yes b. No

10. In Task 1 what kinds of visuals might you have to describe?
a. Graphs
b. Maps
c. A process
d. All of the above
11. In Task 2, what type of writing do you need to write?

a. an essay
b. a story
c. a newspaper article
d. a speech
12. In Task 2, what should you include in your answer?

a. An introduction and body paragraphs only
b. An introduction and a conclusion only
c. An introduction, two or more body paragraphs, and a conclusion
13. In Tasks 1 and 2, how should you write your answers?

a. In notes
b. In bullet points
c. In full sentences
d. All of the above
14. What are the criteria you will be marked on?

a. Task achievement/response
b. Grammar range and accuracy
c. Lexical resource
d. Coherence and cohesion
e. All of the above
15. In Task 2, will you get a lower score if the Examiner disagrees with your ideas and opinions?
a. Yes b. No
16. Do you have to write Task 1 before Task 2?

a. Yes b. No
17. Do you have to use a pen or pencil?

a. Pen
b. Pencil
c. Either pen or pencil is OK.
18. Are correct spelling and punctuation important in Task 1 and 2 Writing?
a. Yes b. No
19. Can you get a higher score if you use a variety of vocabulary and grammatical structures?
a. Yes b. No
20. Is a half band score possible in the IELTS Academic Writing Test (for example 6.5)?
a. Yes b. No

Understanding IELTS Academic Writing Tasks 1 and 2
‫ﻓﮭم اﻣﺗﺣﺎن اﻟﻛﺗﺎﺑﺔ ﻓﻲ اﺧﺗﺑﺎر اﻵﯾﻠﺗس اﻷﻛﺎدﯾﻣﻲ‬
Description ‫اﻟوﺻف‬
There are two Writing tasks and BOTH must be completed.
.‫ﯾﺗﻛون اﻣﺗﺣﺎن اﻟﻛﺗﺎﺑﺔ ﻣن ﺳؤاﻟﯾن أو ﻣﮭﻣﺗﯾن ﯾﺟب ﻋﻠﯾك اﻹﺟﺎﺑﺔ ﻋن ﻛﻠﯾﮭﻣﺎ‬
60 minutes
Timing ‫اﻟزﻣن‬
‫ دﻗﯾﻘﺔ‬٦۰
No. of questions ‫ﻋدد اﻷﺳﺋﻠﺔ‬ 2
Task 1:
Task types ‫ اﻟﻣﮭﺎم‬/‫أﻧواع اﻷﺳﺋﻠﺔ‬
• Write a report to describe visual information (graph/table/chart/diagram) in your own words
• Write at least 150 words in about 20 minutes
:‫اﻟﻣﮭﻣﺔ اﻷوﻟﻰ‬
‫ ﻣﺳﺗﺧدﻣﺎ ﻛﻠﻣﺎﺗك‬،(‫ ﻣﺧطط‬/‫ رﺳم ﺗوﺿﯾﺣﻲ‬/‫ ﺟدول‬/‫• اﻛﺗب ﺗﻘرﯾراً ﻟوﺻف ﻣﻌﻠوﻣﺎت ﺑﺻرﯾﺔ )رﺳم ﺑﯾﺎﻧﻲ‬
ً
.‫اﻟﺧﺎﺻﺔ وﻣﻌﺑراً ﺑﺄﺳﻠوﺑك‬
.‫ دﻗﯾﻘﺔ‬۲۰ ‫ ﻛﻠﻣﺔ ﻓﻲ ﻧﺣو‬۱٥۰ ‫• اﻛﺗب ﻣﺎ ﻻ ﯾﻘل ﻋن‬
Task 2:
• Write an essay in response to a point of view or argument or problem.
• Write at least 250 words in about 40 minutes
:‫اﻟﻣﮭﻣﺔ اﻟﺛﺎﻧﯾﺔ‬
.‫• اﻛﺗب ﻣﻘﺎﻻً ﻟﻠرد ﻋﻠﻰ وﺟﮭﺔ ﻧظر أو ﺣﺟﺔ أو ﻣﺷﻛﻠﺔ‬
.‫ دﻗﯾﻘﺔ‬٤۰ ‫ ﻛﻠﻣﺔ ﻓﻲ ﻧﺣو‬۲٥۰ ‫• اﻛﺗب ﻣﺎ ﻻ ﯾﻘل ﻋن‬
• Write answers on the answer sheet in full sentences organized into paragraphs.
Answering ‫اﻹﺟﺎﺑﺔ‬
.‫ وﺑﻌﺑﺎرات ﺗﺎﻣﺔ ﻣﻧظﻣﺔ ﻓﻲ ﻓﻘرات ﻛﺎﻣﻠﺔ‬،‫• اﻛﺗب اﻹﺟﺎﺑﺎت ﻓﻲ ورﻗﺔ اﻹﺟﺎﺑﺔ‬
• Do not write notes or bullet points.
.‫• ﻻ ﺗﻛﺗب إﺟﺎﺑﺎﺗك ﻓﻲ ﺷﻛل ﻣﻠﺣوظﺎت أو ﻧﻘﺎط‬
• You can write on the question booklet but you cannot take it out of the room when you
leave.
.‫ ﻟﻛن ﻟن ﯾﻣﻛﻧك أﺧذھﺎ ﻣﻌك ﺧﺎرج ﻏرﻓﺔ اﻻﻣﺗﺣﺎن ﻋﻧدﻣﺎ ﺗﻐﺎدر‬،‫• ﯾﻣﻛﻧك أن ﺗﻛﺗب ﻓﻲ ﻛراﺳﺔ اﻷﺳﺋﻠﺔ‬
Adapted from: https://www.ielts.org/about-the-test/~/link.aspx?_id=B678D89D4F974C7FAB45CC6E241CA4B6&_z=z#sthash.YcB4fYLZ.dpuf

‫‪How IELTS Writing is scored‬‬
‫ﻛﯾف ﯾﺗم ﺗﺻﺣﯾﺢ اﻣﺗﺣﺎن اﻟﻛﺗﺎﺑﺔ ﻓﻲ اﺧﺗﺑﺎر اﻵﯾﻠﺗس؟‬
‫‪Answers are scored on:‬‬ ‫ﯾﺗم ﺗﺻﺣﯾﺢ اﻹﺟﺎﺑﺎت ﻋﻠﻰ أﺳﺎس ﺗواﻓر اﻟﻌﻧﺎﺻر اﻵﺗﯾﺔ‪:‬‬
‫‪• Task Achievement/Task Response‬‬ ‫• إﻧﺟﺎز اﻟﻣﮭﻣﺔ‪ /‬اﻹﺟﺎﺑﺔ ﻋن اﻟﺳؤال‬
‫‪• Coherence and Cohesion‬‬ ‫• اﻟﺗراﺑط واﻟﺗﻣﺎﺳك‬
‫‪• Lexical Resource‬‬ ‫• اﻟﻣﺻدر اﻟﻣﻌﺟﻣﻲ‬
‫‪• Grammatical Range and Accuracy.‬‬ ‫• اﻟﻣدى واﻟدﻗﺔ اﻟﻧﺣوﯾﺔ‬
‫‪Academic Writing - Task achievement: Task 1‬‬

‫‪• Assesses how appropriately, accurately and relevantly does the response fulfil the requirements set out in the task‬‬
‫‪• Must write a minimum of 150 words. Test-takers lose marks for writing less.‬‬
‫‪• a defined input and a largely predictable output‬‬
‫‪• an information-transfer task: describe the factual content of an input diagram/ do not speculate or explain the reasons‬‬
‫‪behind the data‬‬
‫اﻣﺗﺣﺎن اﻟﻛﺗﺎﺑﺔ اﻷﻛﺎدﯾﻣﻲ ‪ -‬ﻣﻌﯾﺎر إﻧﺟﺎز اﻟﻣﮭﻣﺔ‪ :‬اﻟﻣﮭﻣﺔ ‪۱‬‬

‫• ﯾﻘﯾس ھذا اﻟﻣﻌﯾﺎر ﻣدى ﺗﻧﺎﺳب اﻹﺟﺎﺑﺔ‪ ،‬وﻛﯾﻔﯾﺔ اﻟﺗﻌﺑﯾر ﻓﯾﮭﺎ ﺑﻛﻔﺎءة ودﻗﺔ‪ ،‬واﺳﺗﯾﻔﺎﺋﮭﺎ ﻟﻠﻣﺗطﻠﺑﺎت اﻟﻣوﺿﺣﺔ ﻓﻲ اﻟﺳؤال‪.‬‬
‫• ﯾﺟب أن ﺗﻛﺗب ﻣﺎ ﻻ ﯾﻘل ﻋن ‪ ۱٥۰‬ﻛﻠﻣﺔ ﻓﻲ اﻹﺟﺎﺑﺔ‪ .‬وﻋدم اﺳﺗﯾﻔﺎء ذﻟك اﻟﻌدد ﻣن اﻟﻛﻠﻣﺎت ﯾؤدي إﻟﻰ ﺧﺳﺎرة درﺟﺎت‪.‬‬
‫• اﻟﻣﮭﻣﺔ اﻷوﻟﻰ ﻓﻲ اﻣﺗﺣﺎن اﻟﻛﺗﺎﺑﺔ اﻷﻛﺎدﯾﻣﻲ ﺗﻛون ﻋﺑﺎرة ﻋن ﺳؤال ذي ﻣدﺧﻼت ﻣﺣددة‪ ،‬وﻣﺧرﺟﺎت )إﺟﺎﺑﺔ( ﻣﺗوﻗﻌﺔ إﻟﻰ ﺣد ﻛﺑﯾر‪.‬‬
‫• ﺗﻌد ھذه اﻟﻣﮭﻣﺔ أﺳﺎﺳﺎ ً ﺑﻣﺛﺎﺑﺔ ﻧﻘل ﻟﻠﻣﻌﻠوﻣﺎت‪ ،‬ﺣﯾث ﯾطﻠب ﻣن اﻟﺷﺧص وﺻف ﻣﺣﺗوى اﻟﺣﻘﺎﺋق أو اﻟﺑﯾﺎﻧﺎت اﻟﺗﻲ ﯾﻌﺑر ﻋﻧﮭﺎ اﻟﺷﻛل أو اﻟﻣﺧطط اﻟﻣطروح ﻓﻲ‬
‫اﻟﺳؤال‪ ،‬وﻻ ﯾطﻠب ﻣﻧﮫ ﺗوﻗﻊ أو ﺷرح اﻷﺳﺑﺎب وراء ﺗﻠك اﻟﺑﯾﺎﻧﺎت‪.‬‬
‫‪Academic and GT Writing - Task response: Task 2‬‬
‫‪• Assesses how well the response formulates and develops a position in relation to a given prompt in the form of a‬‬
‫‪question or statement.‬‬
‫‪• Ideas should be supported by evidence‬‬
‫‪• Examples may come from the test takers’ own experience.‬‬
‫‪• Must write a minimum of 250 words. Test-takers lose marks for writing less.‬‬
‫اﻣﺗﺣﺎن اﻟﻛﺗﺎﺑﺔ اﻷﻛﺎدﯾﻣﻲ واﻟﻌﺎم‪ -‬ﻣﻌﯾﺎر اﻹﺟﺎﺑﺔ ﻋن اﻟﺳؤال‪ :‬اﻟﻣﮭﻣﺔ ‪۲‬‬

‫• ﺗﻘﯾس اﻟﻣﮭﻣﺔ )‪ (۲‬ﻓﻲ اﻣﺗﺣﺎن اﻟﻛﺗﺎﺑﺔ ﺑﻧوﻋﯾﮫ اﻷﻛﺎدﯾﻣﻲ واﻟﻌﺎم ﻣدى ﻛﻔﺎءة اﻟﺷﺧص ﻓﻲ ﺻﯾﺎﻏﺔ اﻷﻓﻛﺎر واﺗﺧﺎذ ﻣوﻗف ﻣﺎ ﻣﺗﻌﻠق ﺑﻘﺿﯾﺔ ﯾﺗم طرﺣﮭﺎ ﻟﻠﻣﻧﺎﻗﺷﺔ ﻓﻲ‬
‫ھﯾﺋﺔ ﺳؤال أو ﺟﻣﻠﺔ‪.‬‬
‫• ﯾﺟب أن ُﺗدﻋم اﻷﻓﻛﺎر ﺑﺎﻷﺳﺎﻧﯾد واﻷدﻟﺔ‪.‬‬
‫• ﯾﻣﻛن أن ُﺗطرح اﻷﻣﺛﻠﺔ اﻟﻣﺳﺗﻣدة ﻣن اﻟﺧﺑرات اﻟﺷﺧﺻﯾﺔ اﻟﺧﺎﺻﺔ ﻟﻠﻣﺗﻘدم ﻟﻼﻣﺗﺣﺎن‪.‬‬
‫• ﯾﺟب أن ﺗﻛﺗب ﻣﺎ ﻻ ﯾﻘل ﻋن ‪ ۲٥۰‬ﻛﻠﻣﺔ ﻓﻲ اﻹﺟﺎﺑﺔ‪ .‬وﻋدم اﺳﺗﯾﻔﺎء ذﻟك اﻟﻌدد ﻣن اﻟﻛﻠﻣﺎت ﯾؤدي إﻟﻰ ﺧﺳﺎرة درﺟﺎت‪.‬‬
‫‪Developed by IDP IELTS Middle East‬‬ ‫‪7‬‬

Coherence and cohesion
• Assesses the overall clarity and fluency of the message: how the essay organises and links information, ideas and
language.
• Coherence means the linking of ideas through logical sequencing.
• Cohesion means the variety of cohesive devices used to make clear the relationships between ideas (e.g., logical
connectors, pronouns and conjunctions)
‫اﻟﺗراﺑط واﻟﺗﻣﺎﺳك‬
.‫ واﻟﺗﻌﺑﯾر ﻋﻧﮭﺎ ﺑﻠﻐﺔ ﺳﻠﯾﻣﺔ ﻓﻲ اﻟﻣﻘﺎل‬،‫• ﯾﻘﯾس ھذا اﻟﻣﻌﯾﺎر ﺑﺷﻛل ﻋﺎم وﺿوح وطﻼﻗﺔ اﻟﺗﻌﺑﯾر؛ أي ﻛﯾﻔﯾﺔ ﺗﻧظﯾم ورﺑط اﻟﻣﻌﻠوﻣﺎت واﻷﻓﻛﺎر‬
.‫• ﯾﺷﯾر ﻣﺻطﻠﺢ اﻟﺗراﺑط إﻟﻰ اﻟرﺑط ﺑﯾن اﻷﻓﻛﺎر ﻣن ﺧﻼل اﻟﺗﺳﻠﺳل اﻟﻣﻧطﻘﻲ‬
‫ وأدوات اﻟﻌطف‬،‫ واﻟﺿﻣﺎﺋر‬،‫ اﺳﺗﺧدام اﻟرواﺑط اﻟﻣﻧطﻘﯾﺔ‬،‫• أﻣﺎ اﻟﺗﻣﺎﺳك ﻓﯾﻌﻧﻲ ﺗﻧوع أدوات اﻟﺗﻣﺎﺳك واﻟرﺑط اﻟﻣﺳﺗﺧدﻣﺔ ﻓﻲ ﺗوﺿﯾﺢ اﻟﻌﻼﻗﺎت ﺑﯾن اﻷﻓﻛﺎر )ﻣﺛﺎل ذﻟك‬
.(‫اﻟﻣﺧﺗﻠﻔﺔ‬
Lexical resource
• Assesses the range, accuracy and appropriacy of vocabulary in relation to the specific task.
‫ﻣﻌﯾﺎر اﻟﻣﺻدر اﻟﻣﻌﺟﻣﻲ‬

.‫ ودﻗﺔ اﻟﻣﻔردات اﻟﻣﺳﺗﺧدﻣﺔ وﻣدى ﻣﻧﺎﺳﺑﺗﮭﺎ ﻟﻠﺗﻌﺑﯾر واﻹﺟﺎﺑﺔ ﻋن ﻣﮭﻣﺔ ﻣﺣددة‬،‫• ﯾﻘﯾس ھذا اﻟﻣﻌﯾﺎر ﺗﻧوع‬
Grammatical range and accuracy
• Assesses the range and accurate use of grammar at the sentence level.
‫ﻣﻌﯾﺎر اﻟﻣدى واﻟدﻗﺔ اﻟﻧﺣوﯾﺔ‬

.‫ ودﻗﺔ اﺳﺗﺧدام اﻟﻘواﻋد اﻟﻧﺣوﯾﺔ واﻟﻠﻐوﯾﺔ ﻋﻠﻰ ﻣﺳﺗوى اﻟﺟﻣﻠﺔ‬،‫• ﯾﻘﯾس ھذا اﻟﻣﻌﯾﺎر ﺗﻧوع‬
Adapted from: https://www.ielts.org/about-thetest/~/link.aspx?_id=B678D89D4F974C7FAB45CC6E241CA4B6&_z=z#sthash.YcB4fYLZ.dpuf

Academic Task 1 Writing ۱ ‫ اﻟﻣﮭﻣﺔ‬- ‫اﻣﺗﺣﺎن اﻟﻛﺗﺎﺑﺔ اﻷﻛﺎدﯾﻣﻲ‬
Understanding the instructions ‫ﻓﮭم اﻟﺗﻌﻠﯾﻣﺎت ﻓﻲ اﻟﻣﮭﻣﺔ‬
In Academic Task 1 writing, the instructions are always the ‫( ﻣن اﻣﺗﺣﺎن اﻟﻛﺗﺎﺑﺔ اﻷﻛﺎدﯾﻣﻲ ﺗﻛون اﻟﺗﻌﻠﯾﻣﺎت ھﻲ ﻧﻔﺳﮭﺎ‬۱) ‫ﻓﻲ اﻟﻣﮭﻣﺔ‬
same. Read the instructions below and answer the questions. .‫ ﺛم أﺟب ﻋن اﻷﺳﺋﻠﺔ‬،‫ اﻗرأ اﻟﺗﻌﻠﯾﻣﺎت اﻟﻣوﺿﺣﺔ أدﻧﺎه‬.ً‫داﺋﻣﺎ‬
Academic Writing Task 1

۱ ‫ اﻟﻣﮭﻣﺔ‬- ‫اﻣﺗﺣﺎن اﻟﻛﺗﺎﺑﺔ اﻷﻛﺎدﯾﻣﻲ‬
You should spend about 20 minutes on this task. .‫ دﻗﯾﻘﺔ ﻟﻺﺟﺎﺑﺔ ﻋن ھذه اﻟﻣﮭﻣﺔ‬۲۰ ‫ﯾﺟب أن ﺗﻘﺿﻲ ﻧﺣو‬
Summarize the information by selecting and reporting the ‫ﻗم ﺑﺗﻠﺧﯾص اﻟﻣﻌﻠوﻣﺎت ﻣن ﺧﻼل اﺧﺗﯾﺎر وﺳرد اﻟﻣﻼﻣﺢ واﻟﺳﻣﺎت‬
main features, and make comparisons where relevant. .ً‫ وﻋﻣل اﻟﻣﻘﺎرﻧﺎت ﺣﯾﺛﻣﺎ ﻛﺎن ذﻟك ﻣﻧﺎﺳﺑﺎ‬،‫اﻟرﺋﯾﺳﯾﺔ‬
Write at least 150 words. .‫ ﻛﻠﻣﺔ‬۱٥۰ ‫اﻛﺗب ﻣﺎ ﻻ ﯾﻘل ﻋن‬
1. Why should you spend about 20 minutes on Task 1?
2. What does the verb summarize tell you about how to present the information?
3. What do the verbs select and report tell you about how to present the main features?
4. What does ‘make comparisons where relevant’ tell you to do? What type of language must you be able to use? Give
some examples.
5. If you write less than 150 words what will happen? How will you make sure you write enough?

Understanding Appropriate Format
in Academic Task 1 Writing
‫( ﺑﺎﻣﺗﺣﺎن اﻟﻛﺗﺎﺑﺔ اﻷﻛﺎدﯾﻣﻲ‬۱) ‫ﻓﮭم اﻟﺷﻛل اﻟﻌﺎم اﻟﻣﻧﺎﺳب ﻟﻠﻣﮭﻣﺔ‬
In Academic Task 1 Writing you have to write a report to describe a
visual, such as a graph or chart. First, look at the bar graph on the next
page.
‫ ﻣﺛل‬،‫( ﻣن اﻣﺗﺣﺎن اﻟﻛﺗﺎﺑﺔ اﻷﻛﺎدﯾﻣﻲ ﯾﺟب ﻋﻠﯾك أن ﺗﻛﺗب ﺗﻘرﯾراً ﻟوﺻف ﺷﻛل ﻣﺎ‬۱) ‫ﻓﻲ اﻟﻣﮭﻣﺔ‬
.‫ اﻧظر أوﻻً إﻟﻰ اﻟﻣﮭﻣﺔ اﻟﻣوﺿﺣﺔ ﻓﻰ اﻟﺻﻔﺣﺔ اﻟﺗﺎﻟﯾﺔ‬.‫ﻣﺧطط أو رﺳم ﺑﯾﺎﻧﻲ‬

Writing Task 1
You should spend about 20 minutes on this task.
The chart below shows the number of men and women in further education in Britain in three periods and whether
they were studying full-time or part-time.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Write at least 150 words.
1200 Male Female
1000
Men and Women in further education
800
(thousands)
600
400
200
0
1970/71 1980/81 1990/91 1970/71 1980/81 1990/91
Full-time education
Sourced from idpielts.me
Part-time education

Tip! To get above band 4 or 5 in Task Achievement you must use appropriate format!
!‫ﻧﺻﯾﺣﺔ‬ .‫ ﻓﯾﺟب أن ﺗﺳﺗﺧدم اﻟﺷﻛل واﻟﺻﯾﻐﺔ اﻟﻣﻧﺎﺳﺑﺔ‬،‫ درﺟﺎت ﻓﻲ ﻣﻌﯾﺎر إﻧﺟﺎز اﻟﻣﮭﻣﺔ‬٥ ‫ أو‬٤ ‫إذا ﻛﻧت ﺗرﻏب ﻓﻲ اﻟﺣﺻول ﻋﻠﻰ أﻛﺛر ﻣن‬
Look at the 5 model Academic Task 1 answers, A-E. With a partner, decide
which are examples of appropriate or inappropriate format, and explain why.
Model Answer A
Dear Ahmed,
I would like to tell you about this graph. xxxxxxx xxxxxxxxx xxxxxxxxxxx xxxxxxxxxx xxxxxxxx xxxxxxxx
xxxxxxxxxx xxxxxxxxxx xxxxxxxxxx xxxxxxxx xxxxxxxxxxx xxxxxx xxxx xxxxxxxxx xxxxxxxxx xxxxxx
Overall, I think you need to know that xxxxxxxxx xxxxxxxxx xxxxxxxxx xxxxxxxxx xxxxxxxx xxxxxx xxxxxx
xxxxxxxx xxxxxxxx xxxxxxx xxxxxxxx xxxxxxxxxx xxxx xxxxxxxx xxxxxxxxxx xxxxxxx xxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxx
Well, my dear friend, in general, you can see that xxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx. But I hope you are doing very well at your exams!
Take care of yourself and I can’t wait to see you again.
Yours truly,
Ali
Model Answer A has appropriate/inappropriate format because____________________.
Model Answer B
Ladies and gentleman, boys and girls, I’m very happy to talk about this graph today. The graph shows
xxxxxxxxxxxxxxxx xxxxxxxxxxx xxxxxxxxxxxxx xxxxxxxxxxxxxx xxxxxxxxxxx xxxxxxxxxx xxxxxxxxxxxx
xxxxxxxxxxxxxx xxxxxxxxx xxxxxx xx xxxx
Now if you listen carefully I can tell you that in general, xxx xxxxxx xxxxxxx xxxxxxxxx xxxxxx xxxxxx xxxx
xxxxxxx xxxxxxxxxx xxxx xxxxxxx xxxxxxxxx xxxxxxxxxx xxxxxxxx xxxxxxxxxxxxxxxxx xxxxxxxxx xxxx xxxxxx
xxxxxxxxxxx xxxxxxxxxxx.
Let’s move on to the next fact now: xxxxxxxx xxxxxxxx xxxxxxxxx xxxxxxxxxx xxxxxxxxxx xxxxxxxxxxxxxx
xxxxxxxxxxxxxxx xxxxxxxxxxxxxxx xxxxxxxxxx xxxxxxxx xxxxxxxx xxx xxxxxx Now is this the same in your
schools?
Finally, I’d like to talk about what the statistics show. In general, we can clearly see that during the period in
question xxxxxxxxxxx xxxxxxxxxxx xxxxxxxxxxxx. Now if you have any questions I’m happy to answer them in
my next talk.
Thank you so much for your attention.
Model Answer B has appropriate/inappropriate format because____________________.

Model Answer C
• The bar graph shows xxxxxxxxxx xxxxxxxxxx xxxxxxxxxxxxx xxxxxxxxxxxxxxx xxxxxxxxxxxxxxxx.

• It’s clear that xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
• Results showed that part –time xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
• When it comes to full-time education, however, there were some significant differences.
Model Answer C has appropriate/inappropriate format because____________________.
Model Answer D
According to this graph, the number of men and women in further education in Britain shows the following
pattern: Generally, the number of men has declined slightly from about xxx thousand in 1970/71 to about
850,000 in 1990/91 xxx xxxx xxxxxx xxxxxxx xxxx xxx xxxx xxxx xxxxxx xxxxxxx xxxx xxxxxxxxx. On the other
hand, the number of women in both full-time and part-time education has increased during the period. Xxxxxxxx
xxxxxxxxxx xxxx xxx xx xxxxxxxx xxxxxxxx xxxx xxxx xxxxxx xxxxxxx xxxxxxxxx.
Model Answer D has appropriate/inappropriate format because____________________.
Model Answer E
Men and Women in Further Education in the UK

The Evidence
The graph shows xxxxxxxx xxxxxxxx xxxxxxxxx xxxxxxxxxx xxxxxxxxxx xxxxxxxxxxxxxx xxxxxxxxxxxxxxx
xxxxxxxxxxxxxxx xxxxxxxxxx xxxxxxxx xxxxxxxx xxx
Overall, the number of men and women xxxxxxxx xxxxxxxx xxxxxxxxx xxxxxxxxxx xxxxxxxxxx xxxxxxxxxxxxxx
xxxxxxxxxxxxxxx xxxxxxxxxxxxxxx xxxxxxxxxx xxxxxxxx xxxxxxxx xxx Results were roughly the same xxxxxxxx
xxxxxxxx xxxxxxxxx xxxxxxxxxx xxxxxxxxxx xxxxxxxxxxxxxx xxxxxxxxxxxxxxx xxxxxxxxxxxxxxx xxxxxxxxxx
xxxxxxxx xxxxxxxx xxx; however, there were some significant differences.
Men and Women in Full-time Education
xxxxxxxx xxxxxxxx xxxxxxxxx xxxxxxxxxx xxxxxxxxxx xxxxxxxxxxxxxx xxxxxxxxxxxxxxx xxxxxxxxxxxxxxx
xxxxxxxxxx xxxxxxxx
Men and Women in Part-time Education
xxxxxxxx xxxxxxxx xxxxxxxxx xxxxxxxxxx xxxxxxxxxx xxxxxxxxxxxxxx xxxxxxxxxxxxxxx xxxxxxxxxxxxxxx
xxxxxxxxxx xxxxxxxx
Conclusion
In general, xxxxxxxx xxxxxxxx xxxxxxxxx xxxxxxxxxx xxxxxxxxxx xxxxxxxxxxxxxx xxxxxxxxxxxxxxx
xxxxxxxxxxxxxxx xxxxxxxxxx xxxxxxxx
Model Answer E has appropriate/inappropriate format because____________________.

Understanding task types ‫ﻓﮭم أﻧواع اﻟﻣﮭﺎم‬
There are different task types used as a basis for (۱) ‫ھﻧﺎك أﻧواع ﻣﺧﺗﻠﻔﺔ ﻣن اﻷﺷﻛﺎل اﻟﺑﺻرﯾﺔ اﻟﺗﻲ ﺗﺳﺗﺧدم أﺳﺎﺳﺎ ً ﻓﻲ اﻟﻣﮭﻣﺔ‬
Academic Task 1 Writing. You should be prepared to ‫ ﯾﺟب أن ﺗﻛون ﻣﺳﺗﻌداً ﻟﻠﻛﺗﺎﺑﺔ ﻋن أي ﻣن ﺗﻠك‬.‫ﺑﺎﻣﺗﺣﺎن اﻟﻛﺗﺎﺑﺔ اﻷﻛﺎدﯾﻣﻲ‬
write about any of these different types on the IELTS .‫اﻷﻧواع اﻟﻣﺧﺗﻠﻔﺔ ﻓﻲ اﻻﻣﺗﺣﺎن‬
Academic Writing test. Sometimes more than one task
type is used, e.g. two pie charts or a table and a bar
graph.
A line graph a flow chart a pie chart a table a process

a map or maps a bar graph
Look at the different task types on the next page. With a partner, label each of these task types using phrases
from the box above.

Academic Task 1 Framework
‫ ﻛﺗﺎﺑﺔ اﻟﻣﻘدﻣﺔ‬:(۱) ‫اﻹطﺎر اﻟﻌﺎم ﻟﻠﻣﮭﻣﺔ‬
Writing an introduction, overview, key features and data

‫ واﻟﺑﯾﺎﻧﺎت‬،‫ اﻟﻛﻠﻣﺎت اﻟدﻻﻟﯾﺔ‬،‫ اﻟﻧظرة اﻟﻌﺎﻣﺔ‬:‫ﻛﺗﺎﺑﺔ اﻟﻣﻘدﻣﺔ‬
Introduction :‫اﻟﻣﻘدﻣﺔ‬
Write a 1-2 sentence general introduction that answers :‫اﻛﺗب ﻣﻘدﻣﺔ ﻋﺎﻣﺔ ﻣن ﺟﻣﻠﺔ واﺣدة أو ﺟﻣﻠﺗﯾن ﺗﺟﯾب ﺑﮭﺎ ﻋن أﺳﺋﻠﺔ ﺗﺑدأ ﺑـ‬
the questions: ‫ﻣﺎ؟ ﻣﺎذا؟ أﯾن؟ ﻣﺗﻰ؟‬
What? Where? When?
The charts show the number of people who owned more than one mobile phone in the Kingdom of
Saudi Arabia in 2015. √
Paraphrase the question prompt (use your own words). ‫ إذا ﻗﻣت ﺑﻧﺳﺦ‬.(‫أﻋد ﺻﯾﺎﻏﺔ ﻣﻘدﻣﺔ اﻟﺳؤال )ﺑﺎﺳﺗﺧدام ﻛﻠﻣﺎﺗك اﻟﺧﺎﺻﺔ‬
If you copy from the question prompt, the words will not ‫ ﻛﻣﺎ أﻧك ﺳﺗﺧﺳر درﺟﺎت‬.‫ ﻓﻠن ﺗﺣﺗﺳب ﺗﻠك اﻟﻛﻠﻣﺎت‬،‫ﻣﻘدﻣﺔ اﻟﺳؤال ﻛﻣﺎ ھﻲ‬
be counted. You will lose marks if you write less than .‫ ﻛﻠﻣﺔ‬۱٥۰ ‫إذا ﻛﺗﺑت أﻗل ﻣن‬
150 words.
Overview :‫اﻟﻧظرة اﻟﻌﺎﻣﺔ‬

Write a 1-2 sentence overview that summarizes what ‫ ﺗﻠﺧص ﺑﮭﻣﺎ‬،‫اﻛﺗب ﺟﻣﻠﺔ واﺣدة أو ﺟﻣﻠﺗﯾن ﻛﻧظرة ﻋﺎﻣﺔ ﻋﻠﻰ اﻟﻣوﺿوع‬
the main features or trends are. Use words like ‫ اﺳﺗﺧدم ﻛﻠﻣﺎت ﻣﺛل‬.‫اﻟﻣﻼﻣﺢ اﻟرﺋﯾﺳﯾﺔ أو اﻻﺗﺟﺎھﺎت اﻷﺳﺎﺳﯾﺔ ﻓﻲ اﻟﺷﻛل‬
increasing/decreasing (for a range of dates) or ‫ أﻗل )ﻟﻧﻘطﺔ ﻣﻌﯾﻧﺔ ﻣن‬/ ‫ أو أﻛﺛر‬،(‫ ﺗﻧﺎﻗص )ﻟﻣﺟﻣوﻋﺔ ﻣن اﻟﺗوارﯾﺦ‬/‫ﺗزاﯾد‬
more/less (for one point in time). .(‫اﻟزﻣن‬
Begin the overview with a cohesive device: Overall,/In .‫اﺑدأ اﻟﻧظرة اﻟﻌﺎﻣﺔ ﺑﻛﻠﻣﺔ أو ﻋﺑﺎرة ﺗﺳﺎﻋد ﻋﻠﻰ ﺗﻣﺎﺳك ﻋﻠﻰ اﻟﻣﻌﻧﻰ‬
general/Generally speaking
Overall, between 2000 and 2015 there has been an increase in the number of people owning more than
one mobile phone in Saudi Arabia, and this trend is expected to continue for the next 50 years. √

Select the key features and support them with ‫اﺧﺗر اﻟﺳﻣﺎت أو اﻟﻣﻼﻣﺢ اﻷﺳﺎﺳﯾﺔ ودﻋﻣﮭﺎ ﺑﺎﻟﺑﯾﺎﻧﺎت أو‬
data/figures .‫اﻷرﻗﺎم‬
Select the 4-5 most important features. Be selective. ‫ ﻻ ﺗﻛﺗب ﻋن‬.‫ ﻛن ﺣرﯾﺻﺎ ً ﻓﻲ اﺧﺗﯾﺎرك‬.‫ ﺳﻣﺎت ﻣﮭﻣﺔ‬٥ ‫ إﻟﻰ‬٤ ‫اﺧﺗر أﻛﺛر‬
Don’t write about minor details. .‫اﻟﺗﻔﺎﺻﯾل اﻟﺛﺎﻧوﯾﺔ‬
Use statistics and dates to support the key features. ‫ اﺣرص ﻋﻠﻰ‬.‫اﺳﺗﺧدم اﻹﺣﺻﺎءات واﻟﺗوارﯾﺦ ﻓﻲ ﺗدﻋﯾم اﻟﺳﻣﺎت اﻷﺳﺎﺳﯾﺔ‬
Include beginning and ending figures for every key ‫ﺗﺿﻣﯾن اﻷرﻗﺎم اﻟﻣﻌﺑرة ﻋن ﺑداﯾﺔ وﻧﮭﺎﯾﺔ ﻛل واﺣد ﻣن ﺗﻠك اﻟﺳﻣﺎت‬
feature. .‫اﻷﺳﺎﺳﯾﺔ‬
The pump price for diesel fuel in the UK has fallen from $2.27 per litre in 2012 to $1.99 per litre in 2014.√
Do not explain the reasons for the data or your opinions ‫ وﻛذﻟك ﻻ ﺗذﻛر آراءك ﻓﻲ ﺗﻠك‬،‫ﻻ ﺗﻘم ﺑﺷرح أﺳﺑﺎب اﻟﺑﯾﺎﻧﺎت أو اﻟﻣﻌﻠوﻣﺎت‬
about the data. This is a descriptive task - simply ‫ أي ﺑﺑﺳﺎطﺔ‬- ‫ ﺗذﻛر أن اﻟﻐرض ﻓﻲ ھذه اﻟﻣﮭﻣﺔ ھو اﻟﻛﺗﺎﺑﺔ اﻟوﺻﻔﯾﺔ‬.‫اﻟﺑﯾﺎﻧﺎت‬
describe the data. .‫ﺻف اﻟﺑﯾﺎﻧﺎت اﻟﻣوﺿﺣﺔ‬
I think the reason why the graph shows…X
Use linking devices to compare and contrast the data. .‫اﺳﺗﺧدم أدوات اﻟرﺑط ﻓﻲ اﻟﻣﻘﺎرﻧﺔ وإظﮭﺎر اﻟﻔروق ﺑﯾن اﻟﺑﯾﺎﻧﺎت‬
The number of men in full-time education was higher than the number of women. √
The number of women in full-time education increased between 1970/71 and 1990/91 whereas the
number of men fluctuated during this time period. √
Check your work (2-3 minutes): :(‫ دﻗﺎﺋق‬۳-۲) ‫راﺟﻊ إﺟﺎﺑﺎﺗك‬

When you finish writing, spend a few minutes at the end ً ‫ ﺧﺻص ﺑﺿﻊ دﻗﺎﺋق ﻟﻣراﺟﻌﺔ إﺟﺎﺑﺗك ﻧﺣوﯾﺎ‬،‫ﻋﻧدﻣﺎ ﺗﻧﺗﮭﻲ ﻣن اﻟﻛﺗﺎﺑﺔ‬
checking your grammar and spelling carefully. .‫وھﺟﺎﺋﯾﺎ ً ﺑﺣرص‬
Count the number of lines: 10 words/line x 15-17 lines ۱۷ -۱٥ x ‫ ﻛﻠﻣﺎت ﻓﻲ اﻟﺳطر‬۱۰ ‫ ﻣﺗوﺳط‬:‫ﻋد اﻟﺳطور اﻟﺗﻲ ﻛﺗﺑﺗﮭﺎ‬
= 150-170 words. .‫ ﻛﻠﻣﺔ‬۱۷۰ – ۱٥۰ = ً‫ﺳطرا‬

The Introduction
Read the four introduction sentences below (A-D). In pairs, match the introduction sentences (A-D) below to the Task
Types (1-4) on pages 21-24.
A.
This graph shows the percentage of people of a certain age group visiting the cinema at least once a
year in Australia between 1990 and now with future predictions until 2018.
B.
The graph provides information about the number of men and women in further education in Britain in
three consecutive periods and compares this in relation to full-time and part-time enrolment.
C.
The three visuals present detailed data about 6 different ways that Sweden, Korea and the UK deal with
hazardous waste.
D.
From the table we can gain an insight into money spent in the UK on online shopping over a period of
one year categorized by gender. The visuals also show how much of the total expenditure for men and
women is related to online shopping.
Write the correct letter (A- D) next to the number of the Task type below:
1. Online shopping
2. Men and women in further education
3. Dangerous waste products
4. Cinema attendance by age group
Now underline and label the parts of the introduction that answer the questions: What? Where? When?

Task Type 1
The table below gives information about online shopping in one

year in the UK. It shows the amounts of money spent on various
items by men and women and the percentages for men and
women of the total money spent on those items.
Summarise the information by selecting and reporting the main

features and make comparisons where relevant.
Online Shopping
Expenditure (£m) Share of market (%)
Men Women Total Men Women

Grocery 340.1 762.9 1103 30.8 69.2
Furniture and floor coverings 56.5 123.5 180 31.4 68.6
Health and beauty 40.2 81.8 122 33.0 67.0
Clothing and footwear 176.8 348.2 525 33.7 66.3
Homewares 85.4 120.6 206 41.5 58.5
Books 168.5 201.5 370 45.5 54.5
Electrical goods 829.6 324.4 1154 71.9 28.1
DIY goods 259.7 90.3 350 74.2 25.8
Music and video 280.0 148.0 428 65.4 34.6
Other 242.1 187.9 430 56.3 43.7
Total 2479 2389 4868 50.9 49.1
Copyright © Verdict Research Ltd, www.verdict.co.uk

Task Type 2
The chart below shows the number of men and women in further education in Britain in three periods and whether
they were studying full-time or part-time.
1200 Male Female
1000
800
(thousands)
600
400
200
0
1970/71 1980/81 1990/91 1970/71 1980/81 1990/91
Full-time education
Part-time education

Task Type 3
The pie charts below show how dangerous waste products are dealt with in three countries.
8% 2%
22% 25% 8%
9% 55%
82%
69% 20%
Republic of Korea Sweden United Kingdom
Recycling *Incineration Underground Chemical Dumping at

Treatment sea
*Incineration: a way of destroying something by fire
Sourced from Official IELTS Practice Materials 2 page 34

Task Type 4
The graph below gives information about cinema attendance in

Australia between 1998 and the present, with projections to 2018.

features and make comparisons where relevant
Cinema attendance by age group
Sourced from IELTS Scores Guide page 42

Paraphrasing the introduction ‫إﻋﺎدة ﺻﯾﺎﻏﺔ اﻟﻣﻘدﻣﺔ‬
Begin your Task 1 writing with a 1 to 2 sentence ‫ ﺑﻛﺗﺎﺑﺔ ﺟﻣﻠﺔ واﺣدة أو ﺟﻣﻠﺗﯾن ﻛﻣﻘدﻣﺔ ﺗﺻف ﺑﺷﻛل‬۱ ‫اﺑدأ إﺟﺎﺑﺗك ﻓﻲ اﻟﻣﮭﻣﺔ‬
introduction that describes generally what the graph is ‫ وﻻ ﺗﻘم ﻓﻘط ﺑﻧﺳﺦ ﻣﻘدﻣﺔ‬،‫ اﺳﺗﺧدم ﻛﻠﻣﺎﺗك اﻟﺧﺎﺻﺔ‬.‫ﻋﺎم ﻣﺎ ﯾدور ﺣوﻟﮫ اﻟﺷﻛل‬
about. Use your own words. Don’t copy from the question .‫اﻟﺳؤال ﻛﻣﺎ ھﻲ‬
prompt.
Look at the Cinema Attendance graph from the last exercise and the question prompt below.
Question Prompt:
The graph below gives information about cinema attendance in Australia between 1998 and the present with
projections to 2018.
In pairs, use the language from the table below to help you write a 1 to 2 sentence paraphrase of the question prompt.
This will be your introduction sentence.
Task type Verb phrase What? Where? When?
The bar graph shows the number of in the UAE in 2015
between 2006
The line graph explains the amount of in Saudi Arabia
and 2012
The table highlights the percent of in one country from 1998 to now
between 2014 and

the stages/steps in in the Middle
The diagram illustrates the present with
the process of East region
projections to 2050
The map outlines the reasons why
The pie chart gives an overview of the locations of
The flow chart provides/ gives

information about
Paraphrase:
You can add some of your own expressions to complete the chart above.

The Overview and Key Features ‫ﻧظرة ﻋﺎﻣﺔ واﻟﻣﯾزات اﻟرﺋﯾﺳﯾﺔ‬
After you have written the introduction sentence, you ‫ وھذا‬.‫ ﯾﺄﺗﻲ اﻟدور ﻋﻠﻰ اﻟﻧظرة اﻟﻌﺎﻣﺔ ﻟﻠﻣوﺿوع‬،‫ﺑﻌد اﻧﺗﮭﺎﺋك ﻣن ﻛﺗﺎﺑﺔ اﻟﻣﻘدﻣﺔ‬
should write an overview. An overview is 1 to 2 sentences ‫اﻟﺟزء ﻋﺑﺎرة ﻋن ﺟﻣﻠﺔ واﺣدة أو ﺟﻣﻠﺗﯾن ﺗﺻﻔﺎن أھم اﻟﻣﻼﻣﺢ أو اﻟﻌﻼﻣﺎت‬
that describe the most important trend(s) or feature(s) in ‫ وﻣن اﻟﺿروري ﺟداً أن ﺗﺗﺿﻣن‬.‫واﻻﺗﺟﺎھﺎت اﻟﻣوﺟودة ﻓﻲ اﻟﺷﻛل اﻟﻣﺑﯾن‬
the graph. It is very important to include an overview in ‫ ﺑﺎﻣﺗﺣﺎن اﻟﻛﺗﺎﺑﺔ اﻷﻛﺎدﯾﻣﻲ ذﻟك اﻟﺟزء ﻋن اﻟﻧظرة اﻟﻌﺎﻣﺔ‬۱ ‫إﺟﺎﺑﺗك ﻓﻲ اﻟﻣﮭﻣﺔ‬
your Academic Task 1 Writing. You will lose marks if you .‫ﻋﻠﻰ اﻟﻣوﺿوع؛ ﻓﺳوف ﺗﺧﺳر درﺟﺎت إذا ﻟم ﺗﻔﻌل ذﻟك‬
do not.
Tip! !‫ﻧﺻﯾﺣﺔ‬
To get above band 5 in Task Achievement you must ‫ درﺟﺎت ﻓﻲ ﻣﻌﯾﺎر إﻧﺟﺎز‬٥ ‫إذا ﻛﻧت ﺗرﻏب ﻓﻲ اﻟﺣﺻول ﻋﻠﻰ أﻛﺛر ﻣن‬
write an overview! .‫ ﻓﯾﺟب أن ﺗﻛﺗب اﻟﺟزء اﻟﺧﺎص ﺑﺎﻟﻧظرة اﻟﻌﺎﻣﺔ ﻋﻠﻰ اﻟﺷﻛل‬،‫اﻟﻣﮭﻣﺔ‬
Write the overview after the introduction or in the final .‫اﻛﺗب ھذا اﻟﺟزء ﺑﻌد اﻟﻣﻘدﻣﺔ‬
paragraph.

What is most important in a graph? ‫ﻣﺎ ھﻲ اﻟﻧﻘﺎط اﻟﻣﮭﻣﺔ ﻓﻲ اﻟﺷﻛل؟‬
• If the graph has a range of dates [e.g. 1999-2012] ،(۲۰۱۲ - ۱۹۹۹ :‫• إذا ﻛﺎن اﻟﺷﻛل اﻟﺗوﺿﯾﺣﻲ ﯾﺣﺗوي ﻋﻠﻰ ﻣدد زﻣﻧﯾﺔ )ﻣﺛﺎل‬
compare the beginning and end dates. .‫ﻓﻘﺎرن ﺑﯾن ﺑداﯾﺎت وﻧﮭﺎﯾﺎت ﺗﻠك اﻟﻣدد‬
• What is the general trend*- up, down or fluctuating? Do ‫ أم اﻟﺗذﺑذب؟ ھل ﺟﻣﯾﻊ‬،‫ أم اﻟﮭﺑوط‬،‫• ﻣﺎ ھو اﻻﺗﺟﺎه اﻟﻌﺎم؟* ھل ھو اﻟﺻﻌود‬
all features show the same trend? Is one feature different ‫اﻟﻌﻧﺎﺻر ﻓﻲ اﻟﺷﻛل ﺗﺄﺧذ ﻧﻔس اﻻﺗﺟﺎه؟ أم أن ھﻧﺎك ﻋﻧﺻراً ﯾﺧﺗﻠف ﻋن اﻻﺗﺟﺎه‬
from the general trend? ‫اﻟﻌﺎم؟‬
• Generally, what is the highest/the most and the ‫ اﻷﻗل؟‬/‫ اﻷﻛﺛر واﻷدﻧﻰ‬/‫ ﻣﺎ ھو اﻷﻋﻠﻰ‬،‫• ﺑوﺟﮫ ﻋﺎم‬
lowest/the least?
‫• ھل ھﻧﺎك ﺧطوط ﺗﺗﻘﺎطﻊ ﻓﻲ اﻟﺷﻛل؟ وﻣﺎذا ﯾﻌﻧﻲ ذﻟك؟‬
• Do lines on the graph intersect? What does that mean?
ً‫ زﯾﺎدة أو ﻧﻘﺻﺎن ﻣﻊ اﻷﺷﻛﺎل اﻟﺗﻲ ﺗﺗﺿﻣن ﻣددا‬،‫• اﺳﺗﺧدم ﻓﻘط ﻛﻠﻣﺎت ﻣﺛل‬
• Only use words like increasing or decreasing with .‫زﻣﻧﯾﺔ‬
graphs that include a range of dates.
‫ ﻓﺎﺳﺗﺧدم ﻛﻠﻣﺎت ﻣﺛل أﻛﺛر‬،‫• إذا ﻛﺎن اﻟﺷﻛل ﯾظﮭر ﻓﻘط ﺑﯾﺎﻧﺎت ﺧﺎﺻﺔ ﺑﻌﺎم واﺣد‬
• If the graph shows data from only one year, use words .‫ ﻧﻘﺻﺎن‬/‫ وﻻ ﺗﺳﺗﺧدم ﻛﻠﻣﺎت زﯾﺎدة‬،‫ أدﻧﻰ ﻣن‬،‫ أﻋﻠﻰ ﻣن‬،‫ أﻗل ﻣن‬،‫ﻣن‬
like more than, less than, greater than, fewer than NOT
increasing/decreasing. ‫ ھل ھﻲ ﻣذﻛورة‬.(‫ ﻧﺳب ﻣﺋوﯾﺔ‬،‫ أطﻧﺎن‬،‫• اﻧﺗﺑﮫ ﻟوﺣدات اﻟﻘﯾﺎس )ﻛﯾﻠوﻣﺗرات‬
‫ أم ﺑﺎﻵﻻف أو اﻟﻣﻼﯾﯾن؟‬،‫ﺑﺎﻟﻣﺋﺎت‬
• Notice the units of measurement (kilometers, tonnes,
percentages). Are they in hundreds (100s), thousands ،‫ اﻟﻧﻘﺻﺎن‬،‫ ﻣﺛﺎل اﻟزﯾﺎدة‬،‫*اﻻﺗﺟﺎه اﻟﻌﺎم ﯾﻌﻧﻲ اﻟﺗﻐﯾر اﻟذي ﺣدث ﻓﻲ اﻟﺑﯾﺎﻧﺎت‬
(1,000s), millions (1,000,000s)? .‫اﻟﺗذﺑذب‬
*A trend means a change in the data e.g. an increase,

decrease, fluctuation

In pairs, look at the Cinema Attendance line graph again
on page 24 and decide what the most important features
are in this graph. List the key features below:
1.
2.
3.
4.
5.
What are the most important features of all? This is the ‫ﻣﺎ ھﻲ أھم اﻟﺳﻣﺎت واﻟﻣﻼﻣﺢ اﻷﺳﺎﺳﯾﺔ؟ ھذه ھﻲ اﻟﻣﻌﻠوﻣﺎت اﻟﺗﻲ ﺳوف ﺗﻛﺗﺑﮭﺎ‬
information that you will write in the overview. Here is an ‫ إﻟﯾك ﻣﺛﺎل ﯾوﺿﺢ ﻛﯾﻔﯾﺔ‬.‫ﻓﻲ اﻟﺟزء اﻟﺧﺎص ﺑﺎﻟﻧظرة اﻟﻌﺎﻣﺔ ﻋﻠﻰ اﻟﻣوﺿوع‬
example overview for this graph: :‫ﻛﺗﺎﺑﺔ ذﻟك اﻟﺟزء ﺗﻌﺑﯾراً ﻋن اﻟﺷﻛل اﻟﺗﺎﻟﻲ‬
Generally speaking, the number of people going to the cinema in Australia increased between 1998 and the
present. This trend is expected to continue in the future except for the 25-34 year old age group; they will probably
continue to go to the cinema less frequently.
Notice how the overview begins with the phrase Generally Generally ‫ﻻﺣظ ﻛﯾف ﺗﺑدأ اﻟﻧظرة اﻟﻌﺎﻣﺔ ﻋﻠﻰ اﻟﻣوﺿوع ﺑﻌﺑﺎرة‬
speaking. This is an example of a cohesive device - a ‫ وھﻧﺎ‬.‫ )ﺑوﺟﮫ ﻋﺎم( اﻟﺗﻲ ﺗدل ﻋﻠﻰ اﻟﺷﻣول وﺗﺳﺗﺧدم ﻟرﺑط اﻷﻓﻛﺎر‬speaking
phrase that links your ideas. Here, it introduces your .‫ﺗﺳﺗﺧدم ﻛﺗﻣﮭﯾد ﻟﻠﻧظرة اﻟﻌﺎﻣﺔ ﻋﻠﻰ اﻟﻣوﺿوع‬
overview.
Cohesive devices to begin an overview

Generally speaking, In general, Overall, In summary,
Broadly speaking, In sum, In a nutshell,

Supporting the key features with data ‫ﺗدﻋﯾم اﻟﺳﻣﺎت اﻟرﺋﯾﺳﯾﺔ ﺑﺎﻟﺑﯾﺎﻧﺎت واﻟﻣﻌﻠوﻣﺎت‬
You must select the most important features from the ‫ وﺗدﻋﻣﮭﺎ‬،‫ﯾﺟب أن ﺗﺧﺗﺎر أھم اﻟﺳﻣﺎت واﻟﻣﻼﻣﺢ اﻟرﺋﯾﺳﯾﺔ اﻟﺗﻲ ﺗظﮭر ﻓﻲ اﻟﺷﻛل‬
graph and support them with the data. You will lose marks .‫ ﻓﺳوف ﺗﺧﺳر درﺟﺎت‬،‫ وإذا ﻟم ﺗﻔﻌل ذﻟك‬.‫ﺑﺎﻟﺑﯾﺎﻧﺎت‬
if you do not.
To get above band 5 in Task Achievement you must ‫ درﺟﺎت ﻓﻲ ﻣﻌﯾﺎر إﻧﺟﺎز‬٥ ‫إذا ﻛﻧت ﺗرﻏب ﻓﻲ اﻟﺣﺻول ﻋﻠﻰ أﻛﺛر ﻣن‬
write about all the key features and support them with ‫ ﻓﯾﺟب أن ﺗﺗﻧﺎول ﻓﻲ ﻛﺗﺎﺑﺗك ﺟﻣﯾﻊ اﻟﻣظﺎھر واﻟﻣﻼﻣﺢ اﻷﺳﺎﺳﯾﺔ‬،‫اﻟﻣﮭﻣﺔ‬
data! .‫ﻓﻲ اﻟﺷﻛل وﺗدﻋﻣﮭﺎ ﺑﺎﻟﺑﯾﺎﻧﺎت‬
Read the 5 statements below about using data in Academic Task 1 writing. Circle T for True or F for False. Discuss
your answers with a partner.
1. T F You should describe every small piece of data.

2. T F You need to explain why (i.e. give reasons for the data).
3. T F You should be selective, pick out the key features & support them.
4. T F The units of measurement are not important.
5. T F The Examiner does not check your facts to see if they are accurate.
There are usually about 4 to 5 key features for every ‫ وﻓﻲ ﻛل واﺣد‬.‫ ﻣﻼﻣﺢ وﺳﻣﺎت أﺳﺎﺳﯾﺔ ﻓﻲ ﻛل ﺷﻛل‬٥ ‫ إﻟﻰ‬٤ ‫ﯾوﺟد ﺣواﻟﻲ‬
graph. For each key feature, remember to use figures ‫ﻣن ﺗﻠك اﻟﺳﻣﺎت ﺗذﻛر أن ﺗﺳﺗﺧدم اﻷرﻗﺎم اﻟداﻟﺔ ﻋﻠﻰ ﺗوارﯾﺦ اﻟﺑداﯾﺎت‬
for the beginning and ending dates. .‫واﻟﻧﮭﺎﯾﺎت‬

Practice: Describing key features
Look again at the cinema attendance graph on page 24.
Write a few sentences to describe each of the key
features.
What is the overall trend in the Cinema Attendance graph?
Which age group had the highest attendance at the cinema?
Which age group had the lowest attendance at the cinema?
Which age group started to attend the cinema less often recently?

Practice: Identify introduction, overview,
key features and data
Now read the model answer below and identify the introduction, overview, key features and
data.
Underline the introduction and write the word introduction above it.
Circle the overview and write the word overview above it.
Put square boxes around the sentences that contain the key features and the data. Write the
words key features and data above.
Introduction overview key features data
The graph compares the level of cinema-going (more than once a year) of four age groups in Australia from 1998
to the present and makes predictions until 2018.
The popularity of the cinema has grown since 1998 for all age groups, with the increase ranging from just over 5%
for 14-24 year olds (90% to a projected 96%) to around 25% for the 35-49 year olds (60% to over 85%). Going to
the cinema has proved most popular with 14-24 year olds and least popular with the 50+ age group, although the
40% in 1998 is expected to have risen to almost 60% by 2018.
The only age group which is expected to record a decline in cinema attendance is the 25-34 year olds, with
numbers predicted to fall by just over 5% from their peak of 80% in the middle of the period. Overall, despite
fluctuations, there has been a steady upward trend in cinema-going in Australia, although the recent decline in the
25-34 year old age group is expected to continue.

With your teacher, discuss
the sample response below
and the Examiner’s
comments.
Task 1 Cinema Attendance - Response B Band 5.5
This response addresses the requirements

of the task and selects relevant material to
describe. Key features and an overview are
presented, although clearer highlighting,
more support and a more comprehensive
overview would be needed to reach a higher
band.
Information is well organised and there is a

clear overall progression in the response.
There is some effective use of cohesive
devices but only limited use of reference and
substitution.
The range of vocabulary is not wide, but it is

adequate for the task. Control of word form
and spelling is consistently good, although
there are some clumsy noun phrases that
indicate limited flexibility.
The test taker attempts to use a mix of

simple and complex sentences, but control is
variable and grammatical errors or
omissions are quite intrusive at times.
Figures are poorly integrated into sentences
and indicate evident limitations.
The weakness in grammatical range and

control prevents this response from reaching
Bnd 6.
Sourced from IELTS Scores Guide page 44

Applying the Framework:
Further Education bar graph
Listen and draw
You are going to practice quickly deciding on the most important features
or trends from a graph. Work in pairs. Sit back to back.
Student A: you will have 3 minutes to look at the bar graph about the
number of men and women in further education in the UK. You will
decide what the most important features in the graph are and describe
those features to Student B.
Student B: you will listen and draw what you hear. When you finish,
compare your drawing to the graph.
Student B’s Drawing

Writing Task 1
The chart below shows the number of men and women in further
education in Britain in three periods and whether they were
studying full-time or part-time.

features, and make comparisons where relevant.
1200 Male Female
1000
800
(thousands)
600
400
200
0
1970/71 1980/81 1990/91 1970/71 1980/81 1990/91

Full-time education
Part-time education
Now, in pairs, write an Academic Task 1 response. Use the Writing Task 1 Answer Sheet. Remember to write an
introduction, overview, and key features supported by data. When you have finished, check your essay against the
Academic Writing Task 1 Checklist on page 49.

Academic Writing Sample Task 1A
Sample Script B
Read the sample Task 1 essay below. With your teacher,
discuss the Examiner’s comments at the bottom of the page.
Examiner comment
Band 6
The candidate has made a good attempt to describe the graphs looking at global trends and more detailed figures.
There is, however, some information missing and the information is inaccurate in a minor areas. The answers flows
quite smoothly although connectives are overused or inappropriate, and some of the points do not link up well. The
grammatical accuracy is quite good and the language used to describe the trends is well-handled. However, there are
problems with expression and the appropriate choice of words and what there is good structural control, the complexity
and variation in the sentences are limited.

Academic Task 1 Framework:
‫( ﻓﻲ اﺧﺗﺑﺎر اﻟﻛﺗﺎﺑﺔ اﻷﻛﺎدﯾﻣﻲ‬۱) ‫اﻹطﺎر اﻟﻌﺎم ﻟﻠﻣﮭﻣﺔ‬
Writing about processes and changes ‫اﻟﻛﺗﺎﺑﺔ ﻋن اﻟﻌﻣﻠﯾﺎت واﻟﺗﻐﯾرات‬
Some Academic Task 1 Task types may not use data, ،‫( ﺑﺎﻻﻣﺗﺣﺎن اﻷﻛﺎدﯾﻣﻲ ﻗد ﻻ ﺗﺳﺗﺧدم اﻟﺑﯾﺎﻧﺎت‬۱) ‫ﺑﻌض اﻷﺷﻛﺎل ﻓﻲ اﻟﻣﮭﻣﺔ‬
such as maps, diagrams and flow charts. You can use the ‫ وﯾﻣﻛﻧك اﺳﺗﺧدام ﻧﻔس‬.‫ﻣﺛل اﻟﺧراﺋط واﻷﺷﻛﺎل اﻟﺗوﺿﯾﺣﯾﺔ واﻟرﺳوم اﻟﺑﯾﺎﻧﯾﺔ‬
same Framework with a few small changes: .‫ وﻟﻛن ﻣﻊ ﺑﻌض اﻟﺗﻐﯾرات اﻟﺑﺳﯾطﺔ‬،‫اﻹطﺎر اﻟﻌﺎم ﻟﻺﺟﺎﺑﺔ‬
Introduction :‫اﻟﻣﻘدﻣﺔ‬
Write a 1 to 2 sentence introduction that explains ‫اﻛﺗب ﻣﻘدﻣﺔ ﻋﺎﻣﺔ ﻣن ﺟﻣﻠﺔ واﺣدة أو ﺟﻣﻠﺗﯾن ﺗوﺿﺢ ﺑﮭﺎ ﺑﺷﻛل ﻋﺎم ﻣﺎ‬
generally what the diagram, maps or pictures show. :‫ أو اﻟﺧراﺋط أو اﻟﺻور‬،‫ﯾﻌﺑر ﻋﻧﮫ اﻟﺷﻛل‬
Example:
The diagram shows how bricks are made for the construction industry. √
The maps show the changes to a hotel in Riyadh. √
Do not copy the question prompt. Paraphrase the ‫ إذا ﻗﻣت ﺑﻧﺳﺦ‬.(‫أﻋد ﺻﯾﺎﻏﺔ ﻣﻘدﻣﺔ اﻟﺳؤال )ﺑﺎﺳﺗﺧدام ﻛﻠﻣﺎﺗك اﻟﺧﺎﺻﺔ‬
prompt by using your own words. Copied words are not ‫ ﻛﻣﺎ أﻧك ﺳﺗﺧﺳر درﺟﺎت‬.‫ ﻓﻠن ﺗﺣﺗﺳب ﺗﻠك اﻟﻛﻠﻣﺎت‬،‫ﻣﻘدﻣﺔ اﻟﺳؤال ﻛﻣﺎ ھﻲ‬
included in the word count. Remember, you will lose .‫ ﻛﻠﻣﺔ‬۱٥۰ ‫إذا ﻛﺗﺑت أﻗل ﻣن‬
marks if you write less than 150 words.
Overview: :‫اﻟﻧظرة اﻟﻌﺎﻣﺔ‬

Write a 1-2 sentence overview that summarizes what ‫ ﺗﻠﺧص ﺑﮭﻣﺎ‬،‫اﻛﺗب ﺟﻣﻠﺔ واﺣدة أو ﺟﻣﻠﺗﯾن ﻛﻧظرة ﻋﺎﻣﺔ ﻋﻠﻰ اﻟﻣوﺿوع‬
the main stages/steps, changes, or processes are. ‫ ﺣدد ﻛم‬.‫ اﻟﺧطوات اﻟرﺋﯾﺳﯾﺔ أو اﻟﺗﻐﯾرات أو اﻟﻌﻣﻠﯾﺎت اﻷﺳﺎﺳﯾﺔ‬/‫اﻟﻣراﺣل‬
State how many stages/steps, changes, processes .‫ أو اﻟﻌﻣﻠﯾﺎت اﻟﺗﻲ ﺗوﺟد ﻓﻲ اﻟﺷﻛل‬،‫ أو اﻟﺗﻐﯾرات‬،‫ اﻟﺧطوات‬/ ‫ﻋدد اﻟﻣراﺣل‬
there are.
Example:
The process for manufacturing bricks for the building industry consists of seven consecutive steps. √
There have been four important changes to the hotel’s rooms, facilities and service level.√

Select the key features and explain them clearly: .‫اﺧﺗر اﻟﺳﻣﺎت أو اﻟﻣﻼﻣﺢ اﻷﺳﺎﺳﯾﺔ واﺷرﺣﮭﺎ ﺑوﺿوح‬
Group or categorize the information into logical stages .‫ﺟﻣّﻊ اﻟﻣﻌﻠوﻣﺎت أو ﺻﻧﻔﮭﺎ ﻓﻲ ﻣراﺣل أو ﺧطوات ﻣﻧطﻘﯾﺔ‬
or steps.
Use the language of sequence to clearly show the ‫اﺳﺗﺧدم اﻟﻛﻠﻣﺎت واﻟﻌﺑﺎرات اﻟﻠﻐوﯾﺔ اﻟﻣﻌﺑرة ﻋن اﻟﺗﺳﻠﺳل؛ ﻟﻛﻲ ﺗظﮭر‬
order of each stage/step. .‫ ﺧطوة‬/ ‫ﺑوﺿوح ﺗرﺗﯾب ﻛل ﻣرﺣﻠﺔ‬
Example:
The first stage is...Then… After that,… Finally,… √
Do not explain your opinions or use your knowledge .‫ﻻ ﺗﺷرح آراءك وﻻ ﺗﺳﺗﺧدم ﻣﻌرﻓﺗك اﻟﺧﺎﺻﺔ ﻓﻲ اﻟﻛﺗﺎﺑﺔ ﻋن اﻟﻣوﺿوع‬
about the topic. This is a descriptive task – simply ‫ﺗذﻛر أن اﻟﻐرض ﻓﻲ ھذه اﻟﻣﮭﻣﺔ ھو اﻟﻛﺗﺎﺑﺔ اﻟوﺻﻔﯾﺔ – أي ﺑﺑﺳﺎطﺔ ﺻف‬
describe the visual. .‫اﻟﺷﻛل اﻟﻣوﺿﺢ‬
X Example:
I think the reason why the process…

Applying the Framework:
Brick Manufacturing process
Look at the diagram below that shows the brick manufacturing process.
Academic Writing Task 1,

Brick Manufacturing Process
The diagram below shows the process by which bricks are manufactured for the building industry.
Summarise the information by selecting and reporting the main features and make comparisons where
relevant.
Sourced from the IELTS Scores Guide page 45

‫‪With a partner, discuss and write about the brick‬‬ ‫ﻗم أﻧت وﺷرﯾﻛك ﺑﻣﻧﺎﻗﺷﺔ وﻛﺗﺎﺑﺔ إﺟﺎﺑﺗﻛﻣﺎ ﻣﻌﺎ ً ﻓﻲ ورﻗﺔ إﺟﺎﺑﺔ اﺧﺗﺑﺎر اﻟﻛﺗﺎﺑﺔ‪.‬‬
‫‪manufacturing process on the Writing Answer sheets‬‬ ‫اﺗﺑﻊ اﻟﺗﻌﻠﯾﻣﺎت اﻟﻣوﺿﺣﺔ أدﻧﺎه‪.‬‬
‫‪overleaf.‬‬
‫‪Introduction‬‬ ‫اﻟﻣﻘدﻣﺔ‪.‬‬
‫‪Write a 1 to 2 sentence introduction that paraphrases‬‬ ‫اﻛﺗب ﺟﻣﻠﺔ واﺣدة أو ﺟﻣﻠﺗﯾن ﻛﻣﻘدﻣﺔ ﺗﻌﯾد ﺑﮭﺎ ﺻﯾﺎﻏﺔ ﻣﻘدﻣﺔ اﻟﺳؤال‪.‬‬
‫‪the prompt.‬‬
‫‪Overview‬‬ ‫اﻟﻧظرة اﻟﻌﺎﻣﺔ‬

‫‪Discuss and write the overview with your partner. Your‬‬ ‫ﻧﺎﻗش واﻛﺗب ﻣﻊ ﺷرﯾﻛك اﻟﺟزء اﻟﺧﺎص ﺑﺎﻟﻧظرة اﻟﻌﺎﻣﺔ ﻋﻠﻰ اﻟﻣوﺿوع‪.‬‬
‫‪overview should summarize what the main‬‬ ‫ﯾﺟب أن ﺗﻠﺧص ﻓﻲ ھذا اﻟﺟزء ال اﻟﻣراﺣل‪ /‬اﻟﺧطوات اﻟرﺋﯾﺳﯾﺔ أو‬
‫‪stages/steps are and how many stages/steps there are.‬‬ ‫اﻟﺗﻐﯾرات أو اﻟﻌﻣﻠﯾﺎت اﻷﺳﺎﺳﯾﺔ‪ .‬ﺣدد ﻛم ﻋدد اﻟﻣراﺣل ‪ /‬اﻟﺧطوات‪ ،‬أو‬
‫اﻟﺗﻐﯾرات‪ ،‬أو اﻟﻌﻣﻠﯾﺎت اﻟﺗﻲ ﺗوﺟد ﻓﻲ اﻟﺷﻛل‪.‬‬
‫‪Key Features‬‬
‫‪Discuss with your partner and then describe the main‬‬ ‫اﻟﺳﻣﺎت اﻷﺳﺎﺳﯾﺔ‬
‫‪stages or steps in the process. Use words of sequence‬‬ ‫ﻧﺎﻗش ھذا اﻟﺟزء ﻣﻊ ﺷرﯾﻛك‪ ،‬ﺛم ﺻف اﻟﻣراﺣل أو اﻟﺧطوات اﻷﺳﺎﺳﯾﺔ ﻓﻲ‬
‫‪to show the order of the steps in the process.‬‬ ‫اﻟﻌﻣﻠﯾﺔ‪ .‬اﺳﺗﺧدم اﻟﻛﻠﻣﺎت واﻟﻌﺑﺎرات اﻟﺗﻲ ﺗدل ﻋﻠﻰ اﻟﺗﺳﻠﺳل ﻟﻛﻲ ﺗوﺿﺢ‬
‫ﺗرﺗﯾب ﺣدوث اﻟﺧطوات ﻓﻲ اﻟﻌﻣﻠﯾﺔ‪.‬‬
‫‪When you have finished, check your essay against the‬‬ ‫ﻋﻧدﻣﺎ ﺗﻧﺗﮭﻲ ﻣن اﻟﻛﺗﺎﺑﺔ راﺟﻊ ﻣﻘﺎﻟك ﻣرة أﺧرى ﺑﺎﻟﻧظر إﻟﻰ ﻗﺎﺋﻣﺔ اﻟﺗدﻗﯾق‬
‫‪Writing Task 1 Checklist on page 49.‬‬ ‫اﻹرﺷﺎدﯾﺔ ﻟﻠﻣﮭﻣﺔ )‪.(۱‬‬
‫‪Developed by IDP IELTS Middle East‬‬ ‫‪41‬‬

Now read the model answer. Label each of the following:
Introduction overview key features
The diagram shows how bricks are made. The process by which bricks are manufactured for the building industry
can be outlined in seven consecutive steps.
First the raw material, clay, which lies just below the surface of the soil in certain clay-rich areas, has to be dug
up by a digger. Then the lumps of clay are placed on a metal grid in order to break up the big chunks of clay into
much smaller ones, which fall through the metal grid onto a roller, whose motion further segregates the bits of
clay. Sand and water are added to make a homogenous mixture, which is then either formed in moulds or cut into
brick-shaped pieces by means of a wire cutter. These fresh bricks are then kept in a drying oven for at least 24
and a maximum of 48 hours, several dozens if not hundreds of bricks at a time. The dried bricks are then
transferred to a so-called kiln, another type of high temperature oven. First they are kept at a moderate
temperature of 200C-980C, then at a high temperature of 870C-1300C. This process is followed by cooling down
the finished bricks for 48 to 72 hours in a cooling chamber.
Once the bricks have cooled down and have become hard, they get packaged and delivered to their final
destination, be it a building site or storage.
Now find and highlight the cohesive devices that show sequence. The first one has been done for you.
Then discuss with your teacher the Examiner comments about this essay on the next page.
Sourced from IELTS Scores Guide page 48.

Task 1 Brick Manufacturing - Response C Band 9
This response fully satisfies the

requirements of the task. All key features of
each stage of the process are appropriately
and accurately presented.
An excellent overview is given at the

beginning of the response and this skilfully
incorporates part of the rubric, changing the
grammatical function, to give a brief
summary of the whole process.
The message is very easy to read with

seamless cohesion that attracts no attention.
Paragraphing, linking and referencing are all
skilfully managed.
The language used is very fluent and

sophisticated. A wide range of vocabulary
and structures are used with full flexibility
and accuracy. Only rare minor ‘slips’ can be
found and these do not detract from the high
rating.
This response is a good example of a Band

9 performance.
Sourced from the IELTS Scores Guide page 48.

Academic Writing Task 1 Assessment
Write your answer on the Writing Answer sheets.
The diagrams below show the site of a school in 2004 and the
plan for changes to the school site in 2024.

features, and make comparisons where relevant.
School site – 2004: 600 students
School site – 2024: 1,000 students
Sourced from Official IELTS Practice Materials 2, page 31

Academic Writing Task 1 Checklist
Use the checklist below and write a final copy of each of
your Task 1 responses.
Academic Writing Task 1 Checklist Yes or No?

‫( ﺑﺎﺧﺗﺑﺎر اﻟﻛﺗﺎﺑﺔ اﻷﻛﺎدﯾﻣﻲ‬۱) ‫ﻗﺎﺋﻣﺔ ﺗدﻗﯾق اﻟﻣﮭﻣﺔ‬ ‫ﻧﻌم أم ﻻ؟‬
Did you… ...‫ھل ﻗﻣت ﺑـ‬
…write at least 150 words? ‫ ﻛﻠﻣﺔ ﻋﻠﻰ اﻷﻗل؟‬۱٥۰ ‫ﻛﺗﺎﺑﺔ‬
…paraphrase the introduction? ‫إﻋﺎدة ﺻﯾﺎﻏﺔ اﻟﻣﻘدﻣﺔ؟‬
…write an overview? ‫ﻛﺗﺎﺑﺔ اﻟﺟزء اﻟﺧﺎص ﺑﺎﻟﻧظرة اﻟﻌﺎﻣﺔ ﻟﻠﻣوﺿوع؟‬
…select and describe the main features? ‫اﺧﺗﯾﺎر ووﺻف اﻟﻣﻼﻣﺢ واﻟﺳﻣﺎت اﻷﺳﺎﺳﯾﺔ ﻟﻠﺷﻛل؟‬
….compare and contrast the data ‫ﻣﻘﺎرﻧﺔ وإظﮭﺎر اﻟﻔرق ﺑﯾن اﻟﺑﯾﺎﻧﺎت؟‬
Or ‫أو‬
… describe the process/changes? ‫وﺻف اﻟﻌﻣﻠﯾﺔ أو اﻟﺗﻐﯾرات؟‬
…write in paragraphs and use linking words to connect your ideas?

‫اﻟﻛﺗﺎﺑﺔ ﻋﻠﻰ ھﯾﺋﺔ ﻓﻘرات واﺳﺗﺧدام اﻟﻛﻠﻣﺎت اﻟراﺑطﺔ ﻟرﺑط اﻷﻓﻛﺎر ﺑﺑﻌﺿﮭﺎ؟‬
…use simple and complex sentence types? ‫اﺳﺗﺧدام أﻧواع اﻟﺟﻣل اﻟﺳﮭﻠﺔ واﻟﻣرﻛﺑﺔ؟‬
…check your verbs for errors? ‫اﻟﺗﺣﻘق ﻣن ﺧﻠو اﻷﻓﻌﺎل واﻷزﻣﻧﺔ ﻣن اﻷﺧطﺎء؟‬
…use a range of vocabulary and check your spelling?

‫اﺳﺗﺧدام ﻣﻔردات ﻟﻐوﯾﺔ ﻣﺗﻧوﻋﺔ واﻟﺗﺣﻘق ﻣن اﻟﻛﻠﻣﺎت ھﺟﺎﺋﯾًﺎ؟‬

‫‪Tips for Academic Writing Task 1‬‬
‫ﻻ ﺗﺟﻌل اﻟدرﺟﺎت اﻟﺛﻣﯾﻧﺔ ﺗﺿﯾﻊ ﻣﻧك ھﺑﺎ ًء ﻓﻲ اﻟﻣﮭﻣﺔ )‪ (۱‬ﺑﺎﺧﺗﺑﺎر اﻟﻛﺗﺎﺑﺔ!‬
‫‪● Write a report‬‬ ‫● اﻛﺗب ﺗﻘرﯾراً ﺳردﯾﺎً‪.‬‬
‫)‪● Write an overview to summarise the main feature(s‬‬ ‫● اﻛﺗب ﻧظرة ﻋﺎﻣﺔ ﻋﻠﻰ اﻟﻣوﺿوع‪ ،‬ﺗﻠﺧص ﺑﮭﺎ اﻟﻣﻼﻣﺢ اﻟرﺋﯾﺳﯾﺔ‪.‬‬
‫‪● Write about 4 to 5 key features‬‬ ‫● اﻛﺗب ﻋن ﺟﻣﯾﻊ اﻟﻣﻼﻣﺢ واﻟﺳﻣﺎت اﻟرﺋﯾﺳﯾﺔ‪.‬‬
‫‪● If the graph uses data, support the key features with data‬‬ ‫● إذا ﻛﺎن اﻟﺷﻛل ﺑﮫ ﺑﯾﺎﻧﺎت‪ ،‬ﻓدﻋم ﺑﮭﺎ ﻛﺗﺎﺑﺗك ﻋن اﻟﻣﻼﻣﺢ اﻟرﺋﯾﺳﯾﺔ‪.‬‬
‫‪● Write at least 150 words‬‬ ‫● اﻛﺗب ﻣﺎ ﻻ ﯾﻘل ﻋن ‪ ۱٥۰‬ﻛﻠﻣﺔ‪.‬‬
‫‪50‬‬ ‫‪Developed by IDP IELTS Middle East‬‬

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Acknowledgements
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Every effort has been made to give credit where due for material used in this
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copyright and, if notified, we will be pleased to rectify any errors or omissions at the
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IELTS Focus:

2 Pre-course Writing assessment: Writing Assist

2 IELTS Test Overview

6 Understanding IELTS Academic Writing Tasks 1 and 2

7 How IELTS writing is scored

9 Writing Task 1 and 2 Band descriptors (public version)

11 IELTS Academic Writing Task 1

11 Understanding the instructions

12 Understanding appropriate format

16 Understanding task types

18 Academic Task 1 Framework: writing about graphs and charts:

25 Paraphrasing the introduction

26 The overview and key features

27 What is most important in a graph?

29 Supporting the key features with data

31 Practice: Identifying the introduction, overview, key features and data

33 Applying the Framework: Further Education bar graph

38 Academic Task 1 Framework: writing about processes and changes

40 Applying the Framework: Brick Manufacturing process

46 Academic Writing Task 1 Assessment

49 Academic Writing Task 1 Checklist

50 Tips for Academic Writing Task 1

51 IDP IELTS Support Tools

IELTS test overview

Academic Reading General Training Reading

Academic Writing General Training Writing

2 Developed by IDP IELTS Middle East

2. Have you taken IELTS before? Where? When?

3. When do you plan to take the IELTS test?

4. Which skills do you think you are best at?

5. Which skills are most difficult for you?

6.What do you most hope to learn in this course?

Developed by IDP IELTS Middle East 3

How do you rate your writing skills on a scale of 1-10?

1. How long does the writing test last?

2. How many writing tasks are there?

3. How many words do you need to write for Task 1?

4. About how long should you spend writing Task 1?

5. Task 1 involves expressing and justifying an opinion.

6. How many words do you need to write for Task 2?

7. About how long should you spend writing Task 2?

8. Do you have to do both tasks?

4 Developed by IDP IELTS Middle East

11. In Task 2, what type of writing do you need to write?

12. In Task 2, what should you include in your answer?

13. In Tasks 1 and 2, how should you write your answers?

14. What are the criteria you will be marked on?

16. Do you have to write Task 1 before Task 2?

17. Do you have to use a pen or pencil?

Developed by IDP IELTS Middle East 5

No. of questions ‫ﻋدد اﻷﺳﺋﻠﺔ‬ 2

Adapted from: https://www.ielts.org/about-the-test/~/link.aspx?_id=B678D89D4F974C7FAB45CC6E241CA4B6&_z=z#sthash.YcB4fYLZ.dpuf

6 Developed by IDP IELTS Middle East

‫‪Academic Writing - Task achievement: Task 1‬‬

‫اﻣﺗﺣﺎن اﻟﻛﺗﺎﺑﺔ اﻷﻛﺎدﯾﻣﻲ ‪ -‬ﻣﻌﯾﺎر إﻧﺟﺎز اﻟﻣﮭﻣﺔ‪ :‬اﻟﻣﮭﻣﺔ ‪۱‬‬

‫اﻣﺗﺣﺎن اﻟﻛﺗﺎﺑﺔ اﻷﻛﺎدﯾﻣﻲ واﻟﻌﺎم‪ -‬ﻣﻌﯾﺎر اﻹﺟﺎﺑﺔ ﻋن اﻟﺳؤال‪ :‬اﻟﻣﮭﻣﺔ ‪۲‬‬

‫‪Developed by IDP IELTS Middle East‬‬ ‫‪7‬‬

‫ﻣﻌﯾﺎر اﻟﻣﺻدر اﻟﻣﻌﺟﻣﻲ‬

‫ﻣﻌﯾﺎر اﻟﻣدى واﻟدﻗﺔ اﻟﻧﺣوﯾﺔ‬

Adapted from: https://www.ielts.org/about-thetest/~/link.aspx?_id=B678D89D4F974C7FAB45CC6E241CA4B6&_z=z#sthash.YcB4fYLZ.dpuf