IELTS Writing Task 1 Sample Answer Essay: Ceramic Pots Process

The diagram below shows one method of manufacturing ceramic pots.

The diagram outlines one particular way of creating ceramic pots. Looking from an overall
perspective, it is readily apparent that this chemical process can be grouped into three main
stages: collecting the raw materials, forming those materials into pots, and finishing the
process by heating and colouring them.
 The first stage of the process is to dig up and transport the raw materials to factories where
they are then crushed and mixed with water to make them into a clay-like substance that
can be molded into the shape of a pot. From there, they must dry for 4-6 hours in moulds in
order to fix them into their final shape.
They are then placed in an oven and heated to over 1000 degrees celsius. Following this, the
pots are colored and a ‘firing’ stage in the oven sets the paint pigments in place, finalising
the process.

Analysis
1. The diagram outlines one particular way of creating ceramic pots. 2. Looking from an
overall perspective, it is readily apparent that this chemical process can be grouped into
three main stages: collecting the raw materials, forming those materials into pots, and
finishing the process by heating and colouring them.
1. Paraphrase what the diagram shows.
2. Write a  general overview  dividing it into 2 or 3 main stages.
1. The first stage of the process is to dig up and transport the raw materials to factories
where they are then crushed and mixed with water to make them into a clay-like substance
that can be molded into the shape of a pot. 2. From there, they must dry for 4-6 hours in
moulds in order to fix them into their final shape.
1. Try to describe a lot of steps in one sentence to show off your grammar.
2. Mix up long and shorter sentences.
1. They are then placed in an oven and heated to over 1000 degrees celsius. 2. Following
this, the pots are colored and a ‘firing’ stage in the oven sets the paint pigments in place,
finalising the process.
1. Continue with the next part of the process. You can make a new paragraph when
you get on to a new section of the process.
2. Finish describing all the steps.

Vocabulary
What do the words in bold below mean?
The diagram outlines one particular way of creating ceramic pots. Looking from an
overall perspective, it is readily apparent that this chemical process can be grouped
into three main stages: collecting the raw materials, forming those materials into pots,
and finishing the process by heating and colouring them.
The first stage of the process is to dig up and transport the raw materials to factories
where they are then crushed and mixed with water to make them into a clay-like
substance that can be molded into the shape of a pot. From there, they must dry for 4-6
hours in moulds in order to fix them into their final shape.
They are then placed in an oven and heated to over 1000 degrees celsius. Following this,
the pots are colored and a ‘firing’ stage in the oven sets the paint pigments in
place, finalising the process.

Answers
outlines describes
particular way one method
ceramic pots pots/buckets made from a clay-type substance
looking from an overall perspective, it is readily apparent that overall
chemical process involves the transformation of materials
grouped into combined
raw materials original source
finishing ending
dig up mine
transport send to
crushed ground up
mixed combined
clay-like substance similar to clay/mud
molded shaped
dry not wet
moulds holders to shape something
fix set in place
placed put in
celsius measurement of temperature
following this after this
‘firing’ stage setting in place the colour
sets the paint pigments in place making the colour stay
finalising finishing

IELTS Writing Task 1: Process/Diagram

Generating Electricity (by Dave)
The diagram below shows the process of electricity production.
Summarise the information by selecting and reporting the main
features, and make comparisons where relevant
 The map details alterations to the town of Pentland from 1980 to 2007. Looking from an
overall perspective, it is readily apparent that there was a lot a of residential and
commercial development over the years including construction of a marina for yachts,
shops, houses and entertainment facilities.
In 1980, Pentland consisted mainly of grasslands to the south, two main intersecting roads,
an eastern car park, an industrial area in the west and the sea to the north. By 2007, every
area had changed or been relocated. An additional road was built by the coast (now a yacht
marina) with a park bordering it in the northwest and seaside apartments on the opposite
side.
The roads are now lined with shops and the car park added floors and moved from the
eastern to western end of town, adjacent to a new swimming pool. In the south, grasslands
made way for a cinema to the west and rows of houses along a new eastward avenue.

Analysis
1. The map details alterations to the town of Pentland from 1980 to 2007. 2. Looking from
an overall perspective, it is readily apparent that there was a lot a of residential and
commercial development over the years including construction of a marina for yachts,
shops, houses and entertainment facilities.
1. Paraphrase the overall essay topic.
2. Write a general over for the map. Include the major changes and group them
generally.
1. In 1980, Pentland consisted mainly of grasslands to the south, two main intersecting
roads, an eastern car park, an industrial area in the west and the sea to the north. 2. By
 2007, every area had changed or been relocated. 3. An additional road was built by the
coast (now a yacht marina) with a park bordering it in the northwest and seaside
apartments on the opposite side.
1. Begin to describe the changes.
2. Use sentences to transition.
3. Make sure all information is included.
1. The roads are now lined with shops and the car park added floors and moved from the
eastern to western end of town, adjacent to a new swimming pool. 2. In the south,
grasslands made way for a cinema to the west and rows of houses along a new eastward
avenue.
1. Switch to another part of the map.
2. Don’t include any opinion and don’t forget any areas.

Vocabulary
What do the words in bold below mean?
The map details alterations to the town of Pentland from 1980 to 2007. Looking from an
overall perspective, it is readily apparent that there was a lot a of residential and
commercial development over the years including construction of a marina for yachts,
shops, houses and entertainment facilities.
In 1980, Pentland consisted mainly of grasslands to the south, two
main intersecting roads, an eastern car park, an industrial area in the west and the sea to
the north. By 2007, every area had changed or been relocated. An additional road was
built by the coast (now a yacht marina) with a park bordering it in the northwest
and seaside apartments on the opposite side.
The roads are now lined with shops and the car park added floors and moved from the
eastern to western end of town, adjacent to a new swimming pool. In the south,
grasslands made way for a cinema to the west and rows of houses along a new eastward
avenue.
 The bar chart records how long students spent in school by gender in two year intervals
from 2000 to 2010, while the pie charts break down where they were studying. In general,
both males and females saw steady rises in years spent at school, though male figures were
always higher. In 2000, there were largely equal proportions for secondary, college,
diplomas and university degrees but by 2010 university had more students, largely at the
expense of secondary school.
In Singapore in 2000, males spent around 7.5 years in school and females were at 5.5. This
difference of 2 years remained nearly identical over the period as the numbers for males
rose steadily to over 9 to finish the period and women had narrowed the gap slightly to just
under 8 years.
Turning to the types of schooling, in 2000 most students were in secondary school (27.7%)
which was 1.2% higher than college, 3.7% more than those studying for diplomas and well
above university degrees at 21.8%. By 2010, university degrees had surged to 44.5% and
secondary declined to 8%. College students also made up a smaller proportion at 16.3%,
while diploma students rose by about a third to 31.2%.

Analysis
1. The bar chart records how long students spent in school by gender in two year intervals
from 2000 to 2010, while the pie charts break down where they were studying. 2. In general,
both males and females saw steady rises in years spent at school, though male figures were
always higher. 3. In 2000, there were largely equal proportions for secondary, college,
diplomas and university degrees but by 2010 university had more students, largely at the
expense of secondary school.
1. Paraphrase what the graph shows.
2. Start your  general overview.
3. Make sure that you include the complete trend and some of the overall rankings.
 1. In Singapore in 2000, males spent around 7.5 years in school and females were at
5.5. 2. This difference of 2 years remained nearly identical over the period as the numbers
for males rose steadily to over 9 to finish the period and women had narrowed the gap
slightly to just under 8 years.
1. Begin with the first chart and include all the data.
2. Be sure to compare the data and cover the beginning and end of the period.
1. Turning to the types of schooling, in 2000 most students were in secondary school (27.7%)
which was 1.2% higher than college, 3.7% more than those studying for diplomas and well
above university degrees at 21.8%. 2. By 2010, university degrees had surged to 44.5% and
secondary declined to 8%. 3. College students also made up a smaller proportion at 16.3%,
while diploma students rose by about a third to 31.2%.
1. Move on to the pie charts and describe the data.
2. I worte about the years separately but you could combine the years and write
about how they rose from …. to ….
3. Finish with all the data and double check the accuracy of your data and your
general overview.

Vocabulary
What do the words in bold below mean?
The bar chart records how long students spent in school by gender in two year
intervals from 2000 to 2010, while the pie charts break down where they were studying. In
general, both males and females saw steady rises in years spent at school, though
male figures were always higher. In 2000, there were largely equal
proportions for secondary, college, diplomas and university degrees but by 2010
university had more students, largely at the expense of secondary school.
In Singapore in 2000, males spent around 7.5 years in school and females were at 5.5.
This difference of 2 years remained nearly identical over the period as the numbers for
males rose steadily to over 9 to finish the period and women had narrowed the gap
slightly to just under 8 years.
Turning to the types of schooling, in 2000 most students were in secondary school (27.7%)
which was 1.2% higher than college, 3.7% more than those studying for diplomas and well
above university degrees at 21.8%. By 2010, university degrees had surged to 44.5% and
secondary declined to 8%. College students also made up a smaller proportion at 16.3%,
while diploma students rose by about a third to 31.2%.