IELTS Writing

• Preparing for the IELTS Academic Writing tasks

requires a combination of language skills, time
management, and understanding the task
requirements. Here's a guide to help you prepare
effectively:
• 1. Understand the Task Types:
• IELTS Academic Writing consists of two tasks:
Task 1 (150 words) and Task 2 (250 words).
• Task 1 typically involves interpreting visual data
(graphs, charts, diagrams), while Task 2 requires
essay writing.
• 2. Task 1: Data Interpretation:
• Practice interpreting and describing visual data
accurately.
• Focus on key trends, comparisons, and significant
details.
• Work on your ability to organize information
logically.
• 3. Task 1: Time Management:
• Allocate around 20 minutes for Task 1 and 40
minutes for Task 2.
• 4. Task 2: Essay Writing:
• Understand the essay question thoroughly and
identify the key components.
• Develop a clear thesis statement that directly
addresses the question.
• Practice organizing your essay with a clear
introduction, body paragraphs, and a conclusion.
• Q: How long should I spend on IELTS Writing Task 1?
• A: We suggest 20 minutes – saving 40 minutes for Task
2.
• Q: How many words for IELTS Writing Task 1?
• A: 150 words is about the right length, but don’t be
afraid to go a little over.
• Q: Should I be formal or conversational in style?
• A: You should write in a formal style, suited to an
academic environment.
• Q: What are the do’s and don’ts in IELTS Writing task 1?
• A: Do pay attention to time - task 1 is worth one third of
the total marks (while task 2 is worth two thirds), Don’t
over-interpret the data.
 TIPS for TASK 1
• Introduction:
• Say what the chart shows: paraphrase the basic information in the chart
• Body:
• Identify significant trends and quote examples to support your statements.
• You should group your information coherently and use appropriate
connective words or transitional expressions.
• Notice MMSSIT in the chart:
• Maximum, Minimum, Start, Stop, Intersection, Trend
• Conclusion:
• Do not simply repeat the introduction, nor make any comments.
• Summarize the trends (Say what the general trend is) and/or compare the
trends.
• Time spent on seven activities each week by teenagers in Chester
• Put the following sentences in order
• A) Teenagers spent 25 hours on watching television in 2002 which increased to
almost 40 hours in the final year.
• B) The other pursuits showed a decrease in hours, except watching DVD's which
fluctuated.
• C) Going to pubs and discos, watching TV and shopping all showed an increase in
the number of hours teenagers spent on these activities.
• D) The bar chart illustrates how many hours adolescents in Chester spent on
seven activities each week between 2002 and 2007.
• E) While teenagers occupied 10 hours doing homework in 2002, this figure
dropped to just over 5 in 2007.
• F) The number of hours teenagers dedicated to watching DVD's was only 10
hours in first and final years, but reached a peak of over 15 hours in 2004 and
2005.
• G) Overall, the most popular activity over the period given was watching TV,
whereas bowling was the least favourite.
• H) Bowling was under 5 hours throughout the entire period declining by about 4
hours in total.
• I) Both going to pubs and discos, and shopping more than doubled in hours from
over 5 to over 15 and from over 5 to exactly 15 respectively.
• J) Playing sport fell more dramatically from 10 hours to around 3 hours.
The table below gives information about changes in modes of travel in England
between 1985 and 2000. Summarise the information by selecting and reporting
the main features, and make comparisons where relevant.
Average distance in miles travelled per person per year, by mode of
travel
• As is indicated, the table offers the changes over the travelling styles
with the reference to transportation per person annually measured by
miles over a span of 15 years from 1985 to 2000.
• As is shown in the table, three modes of travel including walking,
bicycling, and taking local bus showed a trend of decline while the rest
revealed a general trend of rise, though the margins of rise differed.
Additionally, we see that the average walking distance of people
dropped from 255 miles in 1985 to 237 miles in 2000. The average
distance travelled by bike decreased by 10 miles whereas, by contrast,
local bus witnessed the greatest drop by 155 miles.
• The use of car increased greatly from 3199 miles in 1985 to 4806 miles
in 2000. Those who traveled by long distance bus also witnessed a fast
increase by 70 miles. People travelling by train and taxi, on the other
hand, saw an increase by 77 miles and 29 miles respectively.
Meanwhile, we see that the total average distance per person in
England rose by 1735 miles between 1985 and 2000.
• Overall, British people experienced great changes in terms of the
modes of travelling with the largest augmentation of travelling by cars
 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. You should write at least 150 words.
• The process by which bricks are manufactured for the building
industry can be outlined in seven consecutive steps.
• First the raw material, clay, which was just below the surface of 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 areas, 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.
• Those 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. Firstly they are kept at a moderate
temperature of 200℃-1300℃. 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
 Line graph

• trend
• Key trend section
• The graph shows the number of West Indians, Indians, and Pakistanis
immigrating to the U.K. from 1940 to 1970.
• As can be seen, in general, immigration of these groups increased rapidly
over a twenty-year period. After 1960, the number of West Indian
immigrants decreased rapidly whereas the number of Indian and
Pakistani immigrants continued to rise.
• From 1940 to 1960, the number of Indian and Pakistani immigrants
increased slightly to just under 10,000 people. Then, after an initial drop,
there was a rapid increase to approximately 25,000 immigrants. Between
1965 and 1970, the number of immigrants fluctuated with an overall
upward trend.
• Similarly, the number of West Indian immigrants increased more
moderately between 1940 and 1960 to roughly 15,000 people. Then,
there was a very sharp increase over a three-year period to a peak of just
under 35,000 people. From 1960 to 1970, the number of immigrants
dropped dramatically with some fluctuations to just over 5,000 people.
• In conclusion, it is possible to speculate that immigration from India and
Pakistan may have continued to increase up to the present day, whereas
West Indian immigration may have continued to decrease.
• Relation bt
whole and part,
also part and
part
• This is a pie chart which shows the proportion of meat sold in
the supermarket. The total amount of meat sold in the
supermarket is divided into six types as follows: chicken, pork,
beef, lamb, fish and others.
• Basically, chicken has the largest proportion, which accounts for
40%, while others has the smallest percentage, at 2%.
• According to the pie chart, chicken, which is 40%, is the most
popular among the total meat sold, with pork coming next at
20%, followed by beef, making up 18%; finally come lamb, fish
and others at 15%, 5% and 2% respectively. It should be noted
that the sale of pork is half as much as that of chicken. And it is
also interesting to note that the sale of chicken is 20 times as
much as that of others.
• It can be concluded from the pie chart that chicken is the most
commonly bought meat while others is the least commonly
bought meat.
• Bar Chart: a combination of line graph and pie chart
• The bar chart shows us the result of a survey of people who are over
100 years old in four countries including China, Japan, U.S.A. and
Cuba.
• Generally speaking, the number of females aged over 100 exceeds
that of males. Japan has the highest percentage of people who are
over 100 years old while Cuba has the smallest number of people
aged over 100 among the 4 countries.
• As is illustrated in the bar chart, in China, there are more males (6 per
thousand) than females (5 per thousand) who enjoy a long lifespan,
whilst in the other three countries, there are more females than males
who enjoy a long life. It is interesting to note that the number of
Japanese females aged over 100 is six times that of Cuba while the
number of Japanese males over 100 years old is ten times that of
Cuba. It is also worth mentioning that China and U.S.A. have the same
percentage of males who are over 100 years old (6 per thousand).
• In summary, it is clear that females are more likely to enjoy a longer
lifespan than males and that developed countries have a larger
percentage of people who are over 100 years old than developing
• The table illustrates a variety of personal items and the percentage of
people in three different age groups, 15 to 30, 31 to 55 and over 55,
who lost or misplaced these items in a one-month period.
• According to the table, generally speaking, the most commonly
misplaced items were hats and books, whilst cards and watches were
misplaced the least. The percentage of people who had misplaced
items was largest for the 15-30 age group and smallest for the over
55 age group.
• The 15-30 age group misplaced hats and books the most, at 45% and
40%, respectively. Bags and cards, at 15% each, were the least
misplaced items. In comparison with the other age groups, this age
group misplaced purses/wallets, hats, books and watches the most,
while misplacing bags the least. The 31-55 age group also misplaced
hats, at 40%, and books, at 35%, the most often, while cards, at 12%,
and watches, at 18%, were misplaced the least often. Relative to the
other age groups, the 31-35 age group misplaced bags and jewellery
the most.
• The over 55 group misplaced keys, at 35%, and
books, at 33%, the most, while watches and
jewellery were misplaced the least, at 8% and 10%
respectively. Compared with the other two groups,
this group misplaced keys and cards the most, and
books, hats, jewellery and watches the least.
• The items for which the recorded figures showed
the least difference between the three age groups
were purses and wallets at 23%, 19% and 20%, and
cards at 15%, 12% and 18%.
• It can be concluded from this table that people of
different ages are likely to misplace or lose similar
personal items, but the frequency with which they