IELTS WRITING TASK-1 ①

(Academic)
Introduction to Writing Test

Writing module has two activities, Writing Task-1 & Writing Task-2. You'll be
given 60 minutes to complete both tasks. Response to both writing task
should be formal.
► You should spend 20 minutes on Task-1 and 40 minutes on Task-2.
► The word limit for Task 1 is minimum 150 words. And limit for Task-2
is minimum 250 words.
► Remember, Task-2 contributes twice as much as Task-1 to the writing
score.
► There are four marking criteria for each tasks.

Marking Criteria for Writing Task-1

Criteria (100%) Meaning

Task Achievement (25%) Describing the main points, including
overview, specific points and a
proper organized structure in at least
150 words.
Coherence & Cohesion (25%) Making your ideas flow logically and
smoothly by using proper words and
phrases.
Lexical Resource (25%) Having a diverse vocabulary and
using them accurately and effectively.
Grammatical Range and Accuracy Using a variety of sentence structure
(25%) while using correct grammar in those
structure.

Task-1 Question Type

In Task-1 you are asked to describe information that is usually presented in

various graphic form. You maybe asked to do one of the following:
► Organize, summarize and report the information.
► You maybe asked to select and compare two or more sets of data.
► Explain a process or procedure.
► Describe an object or how something works.
Make sure you are writing them in your words, not parroting the question.
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IELTS WRITING TASK-1
(Academic)
Here are some of the question types that makes a frequent appearance:

► Line graph.
► Bar Chart
► Pie Chart
► Table
► Map
► Diagram
► Picture
► Flow Chart
► Process
Sometimes there will be more than one type of graph in one single question.
You may get a Task-1 having 2 or 3 types of graphs such as a mixture of line
graph, pie graph, bar graph or table, etc.

Task-1 Body Structure

The structure is very important. You should organize the information in logical order
and put it into different paragraphs. This is important because, by doing so, you’ll be
showing the examiner that you understand the Task Achievement criteria. You’ll
need to write at least 150 words, so dividing them properly is a smart idea.
Introduction
► Description of the graph, written in your own words.
► Write around 20-30 words or one or two sentences.
► Spend around 3-5 minutes max.

Overview
► Pointing out the key points. (Major trends, Major groups, Exception)
► Write around 30-50 words.
► Spent around 3-5 minutes max.

Essay Body 1
► Detailed information.(Major trends, Major groups, Exception, Group information.Other similar ideas)
► Elaboration of the overview.

Essay Body 2
► Detailed information.(Major trends, Major groups, Exception, Group information.Other similar ideas)
► Elaboration of the overview.

Structure and paragraphs are an essential part of the Writing Task-1.

 IELTS WRITING TASK-1 ③

(Academic)
Conclusion or Overview?

Conclusion or Overview, is one of the most common confusing part of IELTS

writing task. Conclusion and Overall has different meaning as well as
different purpose.
Conclusion is a summarized paragraph that repeats and restates the main
points as well as the insights gained by analyzing data.
Where Overview is paragraph that states all the key features presented in the
visual data (such as a graph or chart). It highlights the most important
information without too much detail.
Since, Task-1 is a short report, with a word limit; adding conclusion is a bad
idea. It’s not just better to give an overview for Task-1, it’s critical.
Understanding and giving a overview falls under the marking criteria known
as “Task Achievement”. If you don’t provide Overview, its unlikely to get band
score above 5.

Tips for Task-1

Some Basic Rules;

► There are no right or wrong answers or opinions. Examiners are

assessing how well you can use your English language and how well you can
report information and express ideas.
► Analyse the question carefully to make sure your answer addresses and
covers all the points covered by the question.
► You should write a minimum of 150 to a maximum of 190.
► Use your own words because the examiners will not include words copied
from the question in the word count.
► Don’t write them in notes or bullet points.
► Memorizing a model answer for Writing Task won’t help you.
► You must arrange your ideas in paragraphs to show that you can organize
your main and supporting points.
► Writing very long sentences to do well in writing tests isn’t necessary. If
sentences are too long, you might face problems with coherence. Long
sentences also make it harder for you to control the grammar.
► Careful with Spelling and Punctuation.
► Be careful with singular or plural words. And don’t use repetitive words.
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IELTS WRITING TASK-1
(Academic)
Specialized Tips for Task-1;
► Task 1 is about presenting given information, not expressing personal
opinions. Stick to the data.
► There are specific kinds of details you should look for in the different
graphics, that appear on the test.
► When you’re reporting on a graphic, you’ll need to understand exactly
what this data is about.
► Don’t start describing everything you see on the graph.
► The first job in Writing Task 1 is to compose a report identifying the
most important relevant and interesting information presented in a
graph.
► If maps or drawings of an area from different times show changes,
summarize the major changes or differences between them.
► In a pie chart most logical thing is to compare categories together
across the chart, focusing on similarities and differences, rather than
writing about each chart separately.
► The key to responding successfully in Task-1 visuals is to show that
you understand the big picture by identifying the main trends, major parts
or stages, and/or important differences that are evident in the graphic.
► Besides trying to give a general summary, add any outstanding highs
or lows. Also, look for similarities and data that stand out.
► Try giving the answer in the third person, for instance, instead of
writing, “We can see in this graph…”, try writing, “The presented graphs
shows that/it shows that/this shows that”.
► Support your description with figures, but you don't need to give every
number exactly. You can approximate by using words like 'over', 'about',
and 'around'.
► Use language to compare things -' more than', 'greater than', etc. This
will help you to make comparisons of figures in charts, graphs, and
tables.
► In process diagrams, first identify all stages of the process before
writing them.
► If there are any difficult technical words in the diagram, chart, or graph
they will be explained.
► Use words in your description that show the sequence of the process.
► You must use appropriate vocabulary to describe them.
► Try linking points by using connector/linker words in complex
sentences.
► Go through grammar, and make sure the tense, subject, verb, etc are
done correctly.
 IELTS WRITING TASK-1 ⑤

(Academic)
Organizing Writing;

► Organize your thoughts before writing.

► Try writing bullet points in the back of your question paper to organize
your ideas.
► Try learning how to estimate words by just looking at your answer
paper.
► Organize your time carefully. Keep time for planning, writing, and
revising.
► Plan for 3 minutes, write for 15, and revise for 2.
► Don’t forget to indent.
► Make sure your handwriting is readable. If the examiner gets confused
with handwriting, then you might lose marks.

Some Essential Vocabulary For Task-1

Vocabulary for Introduction Part;
Some popular words and synonyms for the introduction part of Writing Task-1 is
given below,
Information
Diagram
Chart Outline Graphic Illustration Data Reports

Description Table Table Line graph Info Details

Figure Liner Flow Bar Chart
Statistics Findings
Representation Chart
Facts
Layout Visual Plan Pie Chart
Representation Notes

Sketch
Number
Shows
Percentage

Depicts Points out Demonstrates Amount

States Elaborates Contrasts Proportion

Portrays Presents Compares Quantity

Views Represents Display

Gives Indicates
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IELTS WRITING TASK-1
(Academic)
Vocabulary for Line graph;

These words can also be used for Bar/Table graph, in similar context.
 IELTS WRITING TASK-1 ⑦

(Academic)
Describing Change;
► Slightly
Small Change ► Slowly
► Minimally
► Sharply
► Rapidly
► Dramatically
Big Change
► Significantly
► Considerably
► Substantially
► Moderately
Medium Change
► Modestly

Combining Words;
You can create combination words to describe, line graphs. Some popular
words and their forms for line graph is given below;

Verb Adverb Adjective Noun

Increased Slightly Slight Increase
Rose Rapidly Rapid Rise
Decreased Moderately Moderate Decrease
Grew Substantially Substantial Growth
Escalated Sharply Sharp Escalation
Dropped Dramatically Dramatic Drop
Climbed Minimally Minimal Climb
Fell Slightly Slight Fall

Usually there’s only two type of word combination for line graph,”Adjective +

Noun’ and “Verb + Adverb”. Example, Sales in our local market slightly increased.

Time Phrases;
Words Example
In In 2000/In 20 century/In 20 years.
th

For For the first 20 days/For 20 years.

During 20 months/ During 20th
During
century.
From-To From 2000 to 2020.
Between-And Between 2010 and 2020.
Other time phrases are, Stood at, Started at, Finished at.
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IELTS WRITING TASK-1
(Academic)
Percentage Vocabulary Proportion
/Amount
(Line/table/Pie/Bar); Percentage /Number
Percentage Fraction /Majority
/Minority
80% Four-Fifths 75%-85% A very large
75% Three-Quarters majority
65%-75% A significant
50% Half proportion
10%-15% A minority
25% A Quarter
5% A very small
20% A Fifth number.

10% One in Ten

Percentage Qualifiers

77% Just over three

Eventhough the words in the
quarters.
above table are
interchangeable, its better to
77% Approximately three use number for countable
quarters. nouns and amount for
uncountable nouns.
49% Just under a half

49% Nearly a half

32% Almost a third

Additional info for Pie chart:

In a pie chart most rational thing is to compare categories together across
the chart, focusing on similarities and differences, rather than writing about
each chart separately.
 IELTS WRITING TASK-1 ⑨

(Academic)
Adding Data

There are two way to incorporate data

1. By using - Brackets (…)
2. By using - Which +
i. Is
ii. Makes up
iii. Constitutes
iv. Accounts for

Example:
 White is considerably more common than blue.
 White(55%) is considerably more common than blue(20%).
 White which is 55%, is considerably more common than blue which makes up
20%.
 Red which constitute 28%, is almost twice as popular as blue, which is 13.8%.
 The other colors, which account for 8%, are considerably less popular than
blue (20%).

Vocabulary for accurate data;

When there isn’t any clear percentage number in the presented graph, to give
accurate information these following expressions should be used,

Under, less than, below, slightly under, just under,

Under almost, nearly , close to, well under, considerably under,
considerably less than, significantly less than.
Over, Above, more than, just over, slightly over,
Over
marginally above, well over, considerably, more than.
About About, approximately, around, more or less

These are better than guessing percentage number, because it shows the
examiner your flexibility and your vocabulary.

Graphs And Tenses

It is important to select proper tense for graphs. Specially when time is
involved.
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IELTS WRITING TASK-1
(Academic)
► If a specific time in the past has given, you will need to use past
simple tense.
► If two things took place at the same time then, you may use past
continuous tense for one of them. Ex; While laptop sale was rising
during this period, there was no change in cell phone sale.
► By using since or recently you are refereeing events that have come
up to the present, meaning the present perfect tense. Ex; The use of
Internet has risen enormously since 1990’s.
► With “by” you will often need to use the past perfect or the future
perfect tense. Ex; By the end of the century the rate of urbanization had
doubled.

Vocabulary for Maps/Diagram

► To the North of
► To the South of
► To the East of
► To the West of
► In the North-West
► In the North-East
► In the South-West
► In the South-East

Some Essential Words For Maps

On, To, Next To, Near, From, By, Across From, Nearby, Beside, Over, Along.

Size & Scale Spatial Relationships

Location and Direction
In the vicinity of Compact area Close proximity

Adjacent to Vast expanse Farther afield

To the north/south/east/west of Expanding region

Centrally located
Located to the left/right of Limited space
Clustered together
Near the outskirts of Extensive territory
Adjoining Small-scale Spaced apart

Bordering on development Distributed evenly

Often in maps you would need to discuss the changes that happen to buildings and
other areas. Usually those changes are needed to write in passive form.
 IELTS WRITING TASK-1 ⑪

(Academic)
Process Diagram (Voice & Vocabulary)

The first step in writing process diagram is to learn where/when/how the

process starts and ends. Knowing this information will help you by giving
structure to your writing. The obvious thing is to start at the beginning of the
process and carry on until the end.
When we describe an IELTS process, we focus on the activities, not on the
person who is doing it. And in these case we use passive voice not active
voice.

What is passive voice?

Most sentence comes with this this structure,

Subject+Verb+Object
Ex: Pinky(S)+Makes(V)+Tea(O)
This was an example of an active voice. Now if you want to turn it in passive
voice, we need to make the Object(Tea) the Subject and the Subject(Pinky)
the Object. Also adding “to be” Verb and past principle tense.(Verb 3)
Ex: Tea(O)+ is made (To be + V3)+ by Pinky(S)

Vocabulary

Some of the most useful words for describing a process is the language of
sequencing. The key is variation, try not to use the word, “and then” too often.

Some Alternatives

The First/Firstly A Further This step involves

After this/that Eventually The Second/Secondly

The Next Finally At the same time/Meanwhile

Initially To begin with After this stage is complete

Earlier/Later Afterwards Following this/that

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IELTS WRITING TASK-1
(Academic)
Some contextual vocabulary for Task-1

comparison contrast addition consequence

almost the same as different from in addition as a result
in common with differ from moreover thus
correspond to even so besides so
in the same way in contrast to furthermore therefore
just as in opposition to also consequently
like, alike less than as well as it follows that
resemble more than what’s more thereby
similar to otherwise additionally eventually
similarly slower than likewise then
to be parallel to still/yet and in that case
resemblance however moreover admittedly
likewise nevertheless and then
at the same time as although/even too
though
also unlike not only, but
also

explanation reason overview condition

in other words since in conclusion if
such as as/so in summary unless
to clarify cause to sum up whether
like because of to conclude Provided that
for instance due to to recap for
for example owing to in short So that
that is the reason why brief whether
to illustrate in other words run down Depending on
namely leads to synopsis
 IELTS WRITING TASK-1 ⑬

(Academic)

time degree cause and effect

before most important as

after first thus

since primarily for this reason

next principally as a result

then above all because

soon in the first place since

at the same time less important due to

while second therefore

meanwhile in the place consequently

simultaneously to a lesser degree so that

 Writing Assessment Criteria - Task 1

Writing assessment criteria — Task 1

Grammatical range and

Band Task achievement Coherence and cohesion Lexical resource
accuracy

9 • fully satisfies all the requirements

of the task
• uses cohesion in such a way that it
attracts no attention
• uses a wide range of vocabulary with
very natural and sophisticated control
• uses a wide range of structures with
full flexibility and accuracy; rare minor
• clearly presents a fully developed • skilfully manages paragraphing of lexical features; rare minor errors errors occur only as ‘slips’
response occur only as ‘slips’

8 • covers all requirements of the task

sufficiently
• sequences information and ideas
logically
• uses a wide range of vocabulary
fluently and flexibly to convey precise
• uses a wide range of structures
• the majority of sentences are
• presents, highlights and illustrates key • manages all aspects of cohesion well meanings error-free
features/bullet points clearly and • uses paragraphing sufficiently and • skilfully uses uncommon lexical items • makes only very occasional errors or
appropriately appropriately but there may be occasional inappropriacies
inaccuracies in word choice and
collocation
• produces rare errors in spelling and/or
word formation

7 • covers the requirements of the task • logically organises information and

ideas; there is clear progression
• uses a sufficient range of vocabulary
to allow some flexibility and precision
• uses a variety of complex structures
• (A) presents a clear overview of main • produces frequent error-free
trends, differences or stages throughout • uses less common lexical items with sentences
• (GT) presents a clear purpose, with • uses a range of cohesive devices some awareness of style and • has good control of grammar and
the tone consistent and appropriate appropriately although there may be collocation punctuation but may make a few
• clearly presents and highlights key some under-/ over-use • may produce occasional errors in errors
features/bullet points but could be word choice, spelling and/or word
more fully extended formation

6 • addresses the requirements

of the task
• arranges information and ideas
coherently and there is a clear
• uses an adequate range of vocabulary
for the task
• uses a mix of simple and complex
sentence forms
• (A) presents an overview with overall progression • attempts to use less common • makes some errors in grammar and
information appropriately selected • uses cohesive devices effectively, vocabulary but with some inaccuracy punctuation but they rarely reduce
• (GT) presents a purpose that is but cohesion within and/or between • makes some errors in spelling and/or communication
generally clear; there may be sentences may be faulty or word formation, but they do not
inconsistencies in tone mechanical impede communication
• presents and adequately highlights • may not always use referencing
key features/bullet points but details clearly or appropriately
may be irrelevant, inappropriate or
inaccurate

5 • generally addresses the task; the

format may be inappropriate in places
• presents information with some
organisation but there may be a
• uses a limited range of vocabulary,
but this is minimally adequate for
• uses only a limited range of structures
• attempts complex sentences but
• (A) recounts detail mechanically with lack of overall progression the task these tend to be less accurate than
no clear overview; there may be no • makes inadequate, inaccurate • may make noticeable errors in spelling simple sentences
data to support the description or over-use of cohesive devices and/or word formation that may cause • may make frequent grammatical
• (GT) may present a purpose for the • may be repetitive because of lack some difficulty for the reader errors and punctuation may be faulty;
letter that is unclear at times; the tone of referencing and substitution errors can cause some difficulty for
may be variable and sometimes the reader
inappropriate
• presents, but inadequately covers,
key features/bullet points; there may
be a tendency to focus on details

4 • attempts to address the task but

does not cover all key features/bullet
• presents information and ideas but
these are not arranged coherently
• uses only basic vocabulary which may
be used repetitively or which may be
• uses only a very limited range of
structures with only rare use of
points; the format may be and there is no clear progression in inappropriate for the task subordinate clauses
inappropriate the response • has limited control of word formation • some structures are accurate but
• (GT) fails to clearly explain the • uses some basic cohesive devices and/or spelling errors predominate, and punctuation
purpose of the letter; the tone may but these may be inaccurate or • errors may cause strain for the reader is often faulty
be inappropriate repetitive
• may confuse key features/bullet
points with detail; parts may be
unclear, irrelevant, repetitive or
inaccurate

3 • fails to address the task, which may

have been completely misunderstood
• does not organise ideas logically • uses only a very limited range of
words and expressions with very
• attempts sentence forms but
errors in grammar and punctuation
• may use a very limited range of
• presents limited ideas which may be cohesive devices, and those used limited control of word formation predominate and distort the meaning
largely irrelevant/repetitive may not indicate a logical relationship and/or spelling
between ideas • errors may severely distort the
message

2 • • has very little control of

organisational features
• uses an extremely limited range of
vocabulary; essentially no control
• cannot use sentence forms
except in memorised phrases
of word formation and/or spelling

1 • answer is completely unrelated

to the task
• fails to communicate any message • can only use a few isolated words • cannot use sentence forms at all

0 • does not attend

• does not attempt the task in any way
• writes a totally memorised response