Academic IELTS: How to Write Task-1 Tutorial-2

Academic IELTS: How to Write Task-1 Tutorial-2

International English Language Testing System brings you writing module where you have to write a report and an essay. In this post we are going to look at how to write task 1 report. Here we will learn how to write a report based on line graph.

We are going to learn how to write task 1.

 To analyze this, we’ll look at a line graph. Look at the following question and the graph.

The line graph below shows changes in the amount and types of fast food consumed by Australian Teenagers from 1975 to 2002.

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

Time-20 minutes

 

There are three fundamentals you need to describe an IELTS writing task 1.

1. Introduce the graph

2. Give an overview

3. Write details.  

Let’s begin

1)    Introduce the Graph

You have to write one or two sentences that tell what the IELTS writing task 1 shows. To do this, paraphrase the title of the graph, make sure that you discuss the time frame if it is there.

Let’s look at example from the line graph given above:

The line graph illustrates the amount of fast food consumed by teenagers in Australia between 1975 and 2000, a period of 25 years.

Bear in mind, you don’t have to write the title sentence or sentence as they are; you have to change vocabulary words and sentence style as well.

2)    Give an Overview

You also need to quote what are the main trends in the graph. Don’t give much detail.

One thing that draws attention to this graph is that one type of fast food came down over the period, whereas the other two increased, so this would be a good overview.

For instance

Overall, the consumption of fish and chips declined over the period, on the other hand the quantity of pizza and hamburgers that were consumed increased.

This covers the main changes that took place over the whole period.

You may sometimes see this overview as a conclusion. It does not matter if you put it in the conclusion or the introduction when you do an IELTS writing task 1, but you should provide an overview in one of these places.

3)    Give the Detail

You can now give more specific detail in the body paragraphs.

The key to organizing your body paragraphs for an IELTS writing task 1 is to group data together where there are patterns.

To do this you need to identify any similarities and differences.

Look at the graph – what things are similar and what things are different?

As we have already identified in the overview, the consumption of fish and chips declined over the period, whereas the amount of pizza and hamburgers that were eaten increased.

So it is clear that pizza and hamburgers were following a similar pattern, but fish and chips were different. On this basis, you can use these as your ‘groups’, and focus one paragraph on fish and chip and the other one on pizza and hamburgers.

Here is an example of the first paragraph:

In 1975, the most popular fast food with Australian teenagers was fish and chips, being eaten 100 times a year. This was far higher than pizza and hamburgers, which were consumed approximately 5 times a year. However, apart from a brief rise again from 1980 to 1985, the consumption of fish and chips gradually decreased over the 25 year timescale to finish at just under 40 times per year.

As it can be observed, the focus is on fish and chips. This does not mean you should not mention the other two foods, as you should still make comparisons of the data as the questions ask.

The second body then focuses on the other foods:

In sharp contrast to this, teenagers had the other two fast foods at much higher levels. Pizza consumption increased gradually until it overtook the consumption of fish and chips in 1990. It then leveled off from 1995 to 2000. The biggest rise was seen in hamburgers, increasing swiftly throughout the 1970’s and 1980’s, exceeding fish and chips consumption in 1985. It finished at the same level that fish and chips began, with consumption at 100 times a year.

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