WT 1 ACADEMIC WRITING MODULE
A – GENERAL INFORMATION
1. PURPOSE:
measures the candidate’s ability to summarize information presented as a diagram or
a table by selecting and reporting on the main features.
2. ABILITIES:
Ø ORGANIZE, PRESENT and COMPARE data where relevant in a table or graph (a bar,
column, pie or line graph). A combination of graphs and tables might be presented.
Ø DESCRIBE the stages of a process or procedure
3. TOPICS:
The topics in Academic Writing Task 1 are of general interest. There is no bias toward any
particular field of study and you will not need any specialist knowledge. Candidates are
asked to write about things that people entering a university, college or applying for
professional registration should be familiar with.
Remember – no notes or bullet points.
4. FORMS:
Ø GRAPHIC DATA
ü Line
ü Bar
ü Pie
ü Mixed
ü Table
Ø PICTORIAL INFO
ü Process/ Procedures
ü Maps
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Academic Task 1
B – CRITERIA FOR MARKING
1. TASK ACHIEVEMENT (for Task 1)
is a measure of your ability to summarize information presented in graphic form in the
time given (20 mins is recommended), using at least 150 words.
Ask yourself:
Ø Have I answered the questions as completely as possible?
Ø Have I summarize significant features of the graphic text?
Ø Have I included key data to support and complete my summary?
Ø Have I used complete sentences and avoided using bullet points?
Ø Have I written at least 150 words?
2. COHERENCE AND COHESION
COHESION refers to the micro level of the text – how words are linked to form sentences,
and how sentences are joined together logically to form the argument. This is achieved in
several ways:
Ø Agreement between subject and verb; with number (singular and plural forms);
agreement with case (word forms and possessive forms); and gender forms.
Ø The sequence and order of tenses, and verb forms for different tenses, help
organize information in a text.
Ø Articles (a/ an/ the) assist the reader follow the participants in the text.
Ø Pronouns help the reader follow the participants and the argument in the text.
Ø Conjunctions (joining words) are important for linking ideas, causes and results,
giving reasons, presenting conditions, and explaining and clarifying statements.
COHERENCE refers to the organization of the whole text – the macro level. This means the
structure of the response – the introduction, body paragraphs and the concluding
paragraph. It also means how the paragraphs are organized – the topic sentence,
supporting and developing sentences and concluding sentence.
3. LEXICAL RESOURCE
Lexical Resource refers to the use of words. This means:
Ø The range of vocabulary across academic topic areas and paraphrasing to easily and
clearly summarize and describe a variety of graphic texts with an appropriate tone
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and level of formality.
Academic Task 1
Ø The command of word forms (for example, machine, mechanic, mechanization,
mechanical, mechanically)
Ø The correct spelling (the number of spelling mistakes is a clear indicator of language
ability).
4. GRAMMATICAL RANGE AND ACCURACY
This refers to your command of the grammar of English and the rate of error. How many
mistakes do you make?
Grammatical Range also refers to the range of sentence types and the length of these
sentences. Do you use a mix of simple, compound and complex sentences of varying
lengths? When constructing complex sentences can you use relative pronouns,
subordinating conjunctions and participles correctly and effectively?
C – SUB-TASKS
TASK 1: WHAT DO I HAVE TO DO?
Ø Identify the subject of the graph
Ø Paraphrase the given language in the question in order to write the introduction for
your summary
Ø Identify significant features or the main trends for the second sentence
Ø Identify the data
Ø Construct a variety of sentences comparing or contrasting information of the graph
Ø Use transition signals
Ø Construct cohesive paragraphs
Ø Write a minimum of 150 words in 20 minutes
Ø Check for mistakes
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Academic Task 1
PRACTICE 1:
EXAMPLE 1:
The graph below shows the rates at which cars were stolen in four countries
between 1990 and 1998.
Summarize the information by selecting and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.
Which outline do you choose for the summary? Why?
OPTION 1
P1: Introduction
(the overview)
P2: Body 1
(Canada for the time period)
P3: Body 2
(France for the time period)
P4: Body 3
(Sweden for the time period)
P5: Body 4
(Great Britain for the time period)
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Academic Task 1
OPTION 2a
P1: Introduction OPTION 2b
(the overview) P1: Introduction
P2: Body 1 (the overview)
(Great Britain for the time period – P2: Body 1
very high car theft rate) (Great Britain – France – Canada : rate
P3: Body 2 fluctuated but decreasing trend)
(Sweden – France - Canada for the P3: Body 2
time period – lower rate than Great (Sweden for the time period – car theft
Britain) rate showed increasing trend)
OUTLINE TASK 1: sample (example 1)
Intro:
Overview 2a:
Overview 2b:
Language use: FORMAL IMPRESSIONS
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Academic Task 1
EXAMPLE 2:
The graph below shows the writing technology used by undergraduate students
to prepare assignments at a university in 1970, 1982 and 1994.
Summarize the information by selecting and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.
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Academic Task 1
EXAMPLE 3:
The chart below shows the different levels of post-school qualifications in
Australia and the proportion of men and women who held them in 1999.
Summarize the information by selecting and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.
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Academic Task 1
EXAMPLE 4:
The pie charts below show units of electricity production by fuel source Australia
and France in 1980 and 2000.
Summarize the information by selecting and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.
Units of electricity by fuel source in Australia
Units of electricity by fuel source in France
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Academic Task 1
PRACTICE 2:
EXAMPLE 1:
The graph below shows the rates at which
cars were stolen in four countries between
1990 and 1998.
Summarize the information by selecting
and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.
Introduction + Overview
The line graph presents data on the rate of car theft measured by the number of thefts
per 1000 vehicles over an eight year period from 1990 to 1998 in four countries.
It is noticed that the rate of theft in Britain is considerably higher than that in the
2a
other three countries – Sweden, Canada and France.
It can be seen that the rate of theft in Great Britain, France and Canada has a
2b
downward trend while in Sweden, the rate showed a consistent increase over
this period.
TIP: It’s important to
Body paragraphs (Sample) express numerical
information in a variety of
for which introduction? 2a or 2b?
1 ways. Ex: ten cars stolen
per 1000 vehicles – 1%.
Car theft was a problem in Great Britain during the 1990s. It rose from 18 thefts per
2 1000 vehicles in 1990 to 2% of vehicles in 1996, almost twice as high as the rates in
Sweden and France throughout most of the decade, and three times higher than the
Canadian rate. However, the number of car stolen gradually declined with a 1.7% rate
recorded in 1998.
Car theft in Sweden, on the other hand, increased dramatically in the mid-1990s,
3 showing a 50% increase in thefts before levelling off at twelve cars stolen per 1000
vehicles in 1996. In France, the number fluctuated between six and eight thefts per
1000 vehicles, while Canada’s car theft rate remained constant at around 0.6% and
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was the lowest among the four countries.
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Academic Task 1
Language use: DESCRIBING TRENDS
When we describe changes in data, we can use both adjectives and nouns, and
verbs and adverbs, to describe the pace or extent of change.
Verb and adverb constructions
Ex: From 2000 till 2005 digital television sales in Australia increased gradually from
200,000 to 400,000 – a rise of 20%.
VERB ADVERB
rose slightly
The number…
increased slowly
Adjective and noun constructions
Ex: From 2000 till 2005, there was a gradual increase in digital television sales in Australia
from 200,000 to 400,000 – a rise of 20%.
ADJECTIVE NOUN
slight rise
There was a…
slow increase
TIP: When summarizing data and describing trends, make your answer more interesting by
changing the grammar. Use adjective/noun constructions sometimes and switch to verb/
adverb constructions at other times, to vary your response.
ADJECTIVE NOUN VERB ADVERB
slight decrease to decrease slightly
__ rise to rise dramatically
significant increase to __________ significantly
steep __ to fall __
gradual __ to drop ___
__ __ to fluctuate considerably
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sharp __ to grow ___
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Academic Task 1
EXAMPLE 5:
The graph below shows the seasonal water consumption in four towns.
Summarize the information by selecting and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.
Outline for the task:
1. Type
2. Subject
3. Unit
4. Time
à Sentence 1: paraphrase topic:
Obvious/ main features:
Body 1
Body 2
à Sentence 2: answer question
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Academic Task 1
EXAMPLE 5:
The graph below shows the seasonal water consumption in four towns.
INTRODUCTION + OVERVIEW
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
BODY PARAGRAPHS
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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__________________________________________________________________________
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__________________________________________________________________________
Academic Task 1
EXAMPLE 6:
The graph below shows the growth in mobile phone ownership in six countries in
the European Union (EU).
Summarize the information by selecting and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.
MOBILE PHONE OWNERS
16.0
14.0
12.0
10.0
8.0 2000
2005
6.0
4.0
2.0
0.0
UK GERMANY ITALY SWEDEN FRANCE SPAIN
Outline for the task:
1. Type
2. Subject
3. Unit
4. Time
à Sentence 1: paraphrase topic:
Obvious/ main features:
Body 1
Body 2
à Sentence 2: answer question
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Academic Task 1
EXAMPLE 6:
The graph below shows the growth in mobile phone ownership in six countries in
the European Union (EU).
Write at least 150 words.
MOBILE PHONE OWNERS
16.0
14.0
12.0
10.0
8.0
6.0 2000
4.0
2005
2.0
0.0
EN
Y
CE
UK
N
AN
AL
AI
AN
ED
IT
SP
RM
SW
FR
GE
INTRODUCTION + OVERVIEW
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
BODY PARAGRAPHS
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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__________________________________________________________________________
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__________________________________________________________________________
Academic Task 1
EXAMPLE 7:
The two graphs show the main sources of energy in the USA in 1980 and 1990.
Summarize the information by selecting and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.
Outline for the task:
1. Type
2. Subject
3. Unit
4. Time
à Sentence 1: paraphrase topic:
Obvious/ main features:
Body 1
Body 2
à Sentence 2: answer question
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Academic Task 1
EXAMPLE 7:
The two graphs show the main sources of energy in the USA in 1980 and 1990.
Write at least 150 words.
INTRODUCTION + OVERVIEW
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
BODY PARAGRAPHS
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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__________________________________________________________________________
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__________________________________________________________________________
Academic Task 1
PRACTICE 3:
There are three main types of map question:
1. Describe one map in the present day.
2. Describe two maps- one in the present and one in
the future.
3. Describe two maps- one in the past and one in the
present.
OUTLINE FOR MAPS
INTRO
OVERVIEW
DETAILS
EXAMPLE 1:
The maps below show the changes that have taken place at the seaside resort of
Templeton between 1990 and 2005.
Summarize the information by selecting and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.
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Academic Task 1
Overview:
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Academic Task 1
EXAMPLE 2:
The maps below show the village of Stokeford in 1930 and in 2010.
Summarize the information by selecting and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.
Overview:
Report plan:
INTRO
OVERVIEW
DETAILS
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Academic Task 1
EXAMPLE 3:
The two maps below show an island, before and after the construction of some
tourist facilities.
Summarize the information by selecting and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.
Overview:
Report plan:
INTRO
OVERVIEW
DETAILS
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Academic Task 1
PRACTICE 4:
EXAMPLE 1:
Overview:
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Academic Task 1
Report plan:
INTRO Flowchart – production of glass
How many steps altogether?
OVERVIEW
First and last step?
DETAILS Describe every stage in details
Language use: DESCRIBING STAGES
When describing a process, it is important to order the sequence of events as they
occur. Here is a list of transition signals to use.
Adjectives First, second, third, next, last, final
Firstly, initially, secondly, thirdly, lastly, finally,
Adverbs eventually, at the same time, as, simultaneously, during,
then, after, following, subsequently
Strategies:
• Examine the information carefully to make sure you understand
the beginning and end of the process.
• Write an introductory paragraph that summarizes the
information presented and includes the main features of the
process.
• THE PASSIVE VOICE: [be + Past participle] is often used when
describing a process and to give a general description of how
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something happens.
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Academic Task 1
EXAMPLE 2:
Overview:
Report plan:
INTRO
OVERVIEW
DETAILS
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Academic Task 1
EXAMPLE 3:
The diagram below shows how the Australian Bureau of Meteorology
collects up-to-the-minute information on the weather in order to produce
reliable forecasts.
Overview:
Report plan:
INTRO
OVERVIEW
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DETAILS
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Academic Task 1
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Academic Task 1
