Miah’s IELTS Writing Task 1 Assistant
Master all aspects of IELTS Academic Writing Task 1 responses
IELTS Writing Task 1 Overview
IELTS Academic Writing Task 1 requires you to describe and analyze visual information (graphs, tables, charts, or diagrams) in at least 150 words. You’re assessed on these four criteria:
| Criteria | Description |
|---|---|
| Task Achievement | How well you address all parts of the task, providing an accurate overview and key features |
| Coherence & Cohesion | How logically organized and connected your response is |
| Lexical Resource | Your vocabulary range and accuracy in word choice |
| Grammatical Range & Accuracy | Your use of varied grammatical structures with minimal errors |
The Standard Structure
A well-organized IELTS Task 1 response typically follows this 4-paragraph structure:
- Introduction: Paraphrase the question and introduce the visual data
- Overview: Summarize 2-3 main trends or key features (the most important paragraph)
- Body Paragraph 1: Detailed description of specific data (with numbers)
- Body Paragraph 2: Additional detailed description of other key features
Common Task 1 Visual Types
- Line graphs (showing changes over time)
- Bar charts (comparing quantities across categories)
- Pie charts (showing proportions of a whole)
- Tables (organized data in rows and columns)
- Process diagrams (showing steps in a process)
- Maps (showing geographical changes)
Different visual types require specific language. We’ll cover appropriate vocabulary for each throughout this guide.
Navigate through the sections on the left to learn about each aspect of Writing Task 1 in detail.
Response Structure
To achieve a high band score, your Task 1 response should follow a clear, logical structure. Here’s a detailed breakdown:
| Paragraph | Purpose | Ideal Length |
|---|---|---|
| Introduction | Paraphrase the question, introduce the visual | 1-2 sentences |
| Overview | Summarize 2-3 main trends/key features | 2-3 sentences |
| Body Paragraph 1 | Detailed description with specific data | 3-4 sentences |
| Body Paragraph 2 | Additional detailed description | 3-4 sentences |
Key Principles of Good Structure
1. Clear Paragraphing
Each paragraph should have a distinct purpose and be visually separated.
Paragraph 1 (Introduction):
The line graph illustrates changes in the number of books read by men and women in Someland between 1970 and 2000.
Paragraph 2 (Overview):
Overall, the number of books read by women increased significantly over the period, while the figure for men declined slightly. By the end of the period, women were reading approximately twice as many books as men.
2. Logical Organization
Organize your body paragraphs logically, using one of these approaches:
- Chronological order (for time-based data)
- From most significant to least significant features
- Compare/contrast approach (similarities then differences)
- Category-based organization (grouping related data)
3. Appropriate Length
Your response should be at least 150 words, but 170-190 words is ideal. This gives you enough space to demonstrate your language skills without being too lengthy.
Structure for Different Visual Types
Introduction: Paraphrase what the graph shows
Overview: Overall trends, highest/lowest points, significant changes
Body 1: Detailed description of one part of the data (specific numbers)
Body 2: Detailed description of another part of the data (comparisons)
Introduction: Describe what the diagram shows
Overview: Summarize the entire process (beginning, end, number of stages)
Body: Describe the process in detail, using sequencing language
Introduction: Describe what the maps show
Overview: Summarize the most significant changes
Body 1: Describe specific changes in one area
Body 2: Describe specific changes in another area
Introduction Writing
The introduction to your Task 1 response should be concise (1-2 sentences) and accomplish two things:
- Paraphrase the question (don’t copy it exactly)
- Introduce the type of visual information presented
How to Paraphrase the Question
To paraphrase effectively, use these techniques:
| Technique | Example |
|---|---|
| Use synonyms | “shows” → “illustrates”, “depicts”, “presents” |
| Change word forms | “consumption” → “consumed”, “percentage” → “proportion” |
| Reorder sentence structure | Active to passive voice or vice versa |
| Use different phrasing | “between 1990 and 2005” → “over a 15-year period from 1990 to 2005” |
The chart below shows the percentage of students who passed their high school exams in 2010, 2015, and 2020.
The bar chart illustrates the proportion of high school students who successfully completed their examinations in three different years (2010, 2015, and 2020).
Introduction Templates by Visual Type
For Line Graphs:
- The line graph illustrates/shows/depicts changes in [subject] between/from [time period].
- The graph provides information about how [subject] changed over the period from [start] to [end].
The line graph illustrates fluctuations in the average house prices in three different Australian cities from 1990 to 2010.
For Bar Charts:
- The bar chart compares/presents [subject] in/across [categories].
- The chart depicts/shows [subject] for different [categories] in [time period].
The bar chart compares the amount of water used for agriculture, industry, and homes in different regions of the world.
For Pie Charts:
- The pie charts illustrate/compare the proportion/percentage of [subject] in [categories/times].
- The pie charts show how [subject] was distributed across different [categories] in [time period].
The pie charts illustrate the proportion of monthly household income spent on different categories in 1950 and 2010.
For Process Diagrams:
- The diagram illustrates the process of [subject].
- The diagram shows the stages involved in [process].
The diagram illustrates the process of producing chocolate, from harvesting cocoa beans to creating the final product.
For Maps:
- The maps illustrate the changes that have taken place in [location] between [times].
- The maps show how [location] has been transformed from [time] to [time].
The maps illustrate the changes that have taken place in the town of Meadowville between 1995 and 2020.
Common Mistakes to Avoid
- Copying the question word for word – This demonstrates poor paraphrasing skills
- Including specific data figures – Save these for the body paragraphs
- Writing a lengthy introduction – Keep it to 1-2 concise sentences
- Including personal opinions – Task 1 is objective description only
- Starting with “This graph…” – Too generic and unimpressive
Overview Paragraph
The overview paragraph is the most important part of your Task 1 response. Without a clear overview, you cannot score above Band 5 for Task Achievement.
What to Include in an Overview
Depending on the type of visual information, focus on:
| Visual Type | What to Include in Overview |
|---|---|
| Line Graphs | • Overall trends (increase/decrease) • Highest/lowest points • Significant changes or turning points • Comparisons between different lines |
| Bar Charts | • Largest/smallest categories • Notable differences or similarities • General patterns across categories • Exceptions to main trends |
| Pie Charts | • Largest/smallest segments • Significant changes between charts • Overall distribution patterns • Combined segments (if relevant) |
| Process Diagrams | • Starting and ending points • Number of stages involved • Whether it’s cyclical or linear • Key stages in the process |
| Maps | • Major changes between time periods • Development patterns (e.g., urbanization) • What remained unchanged • Overall transformation |
Overview Signaling Words
Start your overview paragraph with clear signaling words:
- Overall, …
- In general, …
- It is clear that …
- Looking at the information/graph as a whole, …
- The most significant/noticeable/striking features are …
- Generally speaking, …
Sample Overviews by Visual Type
Overall, electricity production showed an upward trend for all three renewable sources over the period. Wind power saw the most dramatic increase, while solar power experienced the smallest growth. By 2020, wind had become the dominant source of renewable electricity, overtaking hydropower which had led at the beginning of the period.
In general, people in all five countries spent the majority of their leisure time watching television, with reading being the least popular activity. Australians devoted the most time to TV viewing, while the Japanese spent the most hours reading compared to other nationalities.
It is clear that transportation methods used by students changed significantly between 2000 and 2020. The proportion of students traveling by car decreased considerably, while cycling and public transport became more popular methods of commuting to school.
The diagram illustrates that coffee production involves seven main stages, beginning with growing coffee plants and ending with packaging the final product. The process includes both agricultural phases on the plantation and industrial stages in the factory.
Looking at the maps as a whole, the village has undergone substantial development over the 50-year period, transforming from a rural settlement into a small town. The most significant changes include the construction of residential areas, a shopping center, and improved transportation infrastructure, while the river and forest in the north remained largely unchanged.
Common Mistakes in Overviews
- Including specific figures/numbers (save these for body paragraphs)
- Being too vague (“There were many changes”)
- Highlighting minor details instead of major trends
- Not including an overview at all (automatic limit to Band 5)
- Including explanations or reasons (stick to description only)
Body Paragraphs
The body paragraphs (typically 1-2 paragraphs) provide specific details and supporting data from the visual information. This is where you should include precise figures and make detailed comparisons.
How to Organize Body Paragraphs
There are several effective ways to organize your body paragraphs:
| Organization Method | When to Use | Example Structure |
|---|---|---|
| Chronological | For time-based data (e.g., line graphs) | • Body 1: Earlier time periods • Body 2: Later time periods |
| Categorical | For data with distinct categories | • Body 1: Category A and B • Body 2: Category C and D |
| Comparative | When comparing multiple items | • Body 1: Similarities • Body 2: Differences |
| Significance-based | For highlighting importance | • Body 1: Major features • Body 2: Minor features |
Including Data and Figures
When presenting specific data:
- Use approximations for complex figures (about 67% → approximately two-thirds)
- Include specific years when referring to time-based data
- Use precise language to describe quantities (increased slightly vs. increased dramatically)
- Provide contextualized comparisons rather than just stating numbers
Fish consumption was 20kg in 1990 and 25kg in 2000.
Per capita fish consumption rose from 20kg in 1990 to 25kg by 2000, representing a 25% increase over the decade.
Sample Body Paragraphs
Body Paragraph 1:
Looking at individual countries, Japan experienced the most significant growth in car ownership, rising from just 5 million cars in 1970 to 45 million by 2000. Similarly, Germany saw a steady increase from approximately 10 million to 35 million vehicles over the same period. The growth rate was particularly rapid for Japan between 1970 and 1990, when ownership more than quadrupled from 5 million to 22 million vehicles.
Body Paragraph 2:
By contrast, France and Britain displayed more modest growth patterns. France’s car ownership numbers grew from 15 million in 1970 to 30 million by 2000, while Britain saw an increase from 12 million to 29 million during this timeframe. Interestingly, both countries experienced a slight plateau in car ownership between 1990 and 2000, with increases of only 2-3 million vehicles during this final decade.
Body Paragraph 1:
In terms of the major food categories, meat consumption in Country A stood at 190g per person daily, almost double the figure for Country B (100g). Similarly, Country A’s residents consumed considerably more sugar and fats, at 120g and 150g respectively, compared to just 80g and 70g in Country B. These figures suggest that Country A’s diet was significantly higher in animal products and processed foods.
Body Paragraph 2:
Regarding plant-based foods, the pattern was reversed. Country B showed much higher consumption of fruits (250g) and vegetables (280g) than Country A, which recorded only 150g and 170g respectively. The most dramatic difference was in grain consumption, where Country B residents ate 400g daily, over twice the amount consumed in Country A (180g).
The process begins with the collection of raw cocoa beans from plantations, which are then transported to the processing factory. Upon arrival, the beans undergo a cleaning and sorting procedure to remove any impurities. Next, the beans are roasted at high temperatures (between 120-150°C) for approximately 15-20 minutes, which develops their distinctive chocolate flavor. After roasting, the outer shells are removed in the cracking and winnowing stage, leaving only the cocoa nibs. These nibs are then ground into a thick paste called chocolate liquor, which serves as the base for all chocolate products. In the final stage, this liquor is mixed with varying amounts of sugar, milk (for milk chocolate), and cocoa butter before being conched, tempered, and molded into the final chocolate products.
Sentence Structures for Body Paragraphs
For Describing Trends:
- “[Subject] + [verb] + [adverb] + from X to Y over the period.”
- “There was a [gradual/sharp/slight] [increase/decrease] in [subject] between [time] and [time].”
- “[Subject] [rose/fell] from X to Y, before [rising/falling] again to Z.”
For Making Comparisons:
- “While [subject A] [verb], [subject B] [contrasting verb].”
- “[Subject A] was [comparative adjective] than [subject B], at X and Y respectively.”
- “The figure for [subject A] was [twice/three times/half] that of [subject B].”
For Highlighting Significant Points:
- “The most notable [increase/decrease] occurred in [time/category], when [subject] [verb] by X%.”
- “It is worth noting that [subject] [verb] dramatically from X to Y between [time] and [time].”
- “A particularly significant change can be seen in [time/category], with [subject] [verb] to X.”
Lexical Resources
Lexical resource refers to your ability to use a wide range of vocabulary accurately and appropriately. To score high in this criterion, you need to:
- Use varied vocabulary instead of repeating the same words
- Choose precise words that accurately describe the data
- Use topic-specific vocabulary appropriate to the visual type
- Demonstrate awareness of collocation (words that naturally go together)
Essential Vocabulary for Describing Trends
| Type of Change | Nouns | Verbs | Adjectives/Adverbs |
|---|---|---|---|
| Increase | rise, increase, growth, surge, upward trend, climb, upturn | rise, increase, grow, climb, surge, soar, escalate, improve | sharp, steep, dramatic, substantial, significant, gradual, steady, slight |
| Decrease | fall, decline, drop, reduction, decrease, plunge, downturn, slump | fall, decline, drop, decrease, reduce, plummet, diminish, deteriorate | sharp, steep, dramatic, substantial, significant, gradual, steady, slight |
| No Change | plateau, stability, constancy, steadiness, equilibrium | remain stable, stay constant, maintain the same level, stabilize, level off | constant, stable, steady, unchanged, consistent, static, fixed |
| Fluctuation | fluctuation, variation, oscillation, volatility, irregularity | fluctuate, vary, oscillate, waver, alternate, seesaw | erratic, unpredictable, volatile, irregular, variable |
Vocabulary for Different Visual Types
Useful phrases:
- “reach a peak/hit a high of X in [time]”
- “hit a low point/bottom out at X”
- “follow an upward/downward trend”
- “fluctuate between X and Y”
- “recover to previous levels”
- “experience a sharp fall/rise”
- “plateau at around X”
- “reach a plateau”
Useful phrases:
- “the highest/largest proportion”
- “account for X% of the total”
- “[Category A] exceeded [Category B] by X”
- “stand at X [units]”
- “constitute a [significant/minor] portion”
- “[Category A] is [twice/three times] as high as [Category B]”
- “the figure for [category] stood at X”
Useful phrases:
- “make up X% of the total”
- “represent the largest/smallest segment”
- “account for just over/under X%”
- “comprise approximately X%”
- “the proportion of [category] increased/decreased from X% to Y%”
- “a [significant/modest] percentage”
- “the dominant category was [category] at X%”
Sequencing words:
- “initially, firstly, to begin with, at the first/beginning stage”
- “subsequently, following this, next, then, afterward”
- “meanwhile, simultaneously, at the same time, during this stage”
- “finally, lastly, in the final/last stage, ultimately, eventually”
Process verbs:
- “is processed, is filtered, is transported, is converted”
- “undergoes, passes through, is fed into, is transferred to”
- “is extracted, is removed, is separated, is collected”
- “is combined with, is mixed with, is added to”
Useful phrases:
- “was replaced by, was converted into, was developed into”
- “was constructed/built in the [direction] of the [location]”
- “remained unchanged/relatively unchanged”
- “was extended to include”
- “was demolished/removed to make way for”
- “in the [north/south/east/west] of the [location]”
- “adjacent to, opposite to, to the north/south of”
Advanced Vocabulary Features
1. Collocations
Use natural word combinations:
- “sharp increase” (not “strong increase”)
- “slight decline” (not “small decline”)
- “dramatic rise” (not “dramatic growing”)
- “steady growth” (not “continuous growing”)
2. Hedging Language
Use cautious language when describing approximate figures:
- “approximately, roughly, about, around”
- “just over/under, slightly more/less than”
- “nearly, almost, not quite”
3. Precise Adverbs
Use precise adverbs to modify verbs and show extent of change:
- “increased dramatically/sharply/marginally/slightly”
- “fell considerably/significantly/moderately”
- “rose steadily/gradually/rapidly”
Grammar & Accuracy
Grammatical range and accuracy are crucial for scoring well in IELTS Writing Task 1. You need to demonstrate:
- Control over a variety of grammatical structures
- Minimal grammatical errors
- Appropriate and consistent use of tense
- Correct sentence formation and punctuation
Appropriate Tenses
| Visual Type | Appropriate Tense | Example |
|---|---|---|
| Past data | Simple Past | “Consumption increased from 1990 to 2000.” |
| Data continuing to present | Present Perfect | “Since 2015, usage has risen by 25%.” |
| Processes/Diagrams | Simple Present (passive) | “Water is filtered through a series of tanks.” |
| Maps (past to present) | Past tense to describe changes | “The forest was replaced by a residential area.” |
Essential Grammatical Structures
1. Comparatives and Superlatives
“Coffee consumption was higher than tea consumption.”
“Train usage was the highest among all transportation methods.”
“Car ownership grew more rapidly in urban areas than in rural regions.”
“Beef was the most commonly consumed meat type.”
2. Passive Voice
“The raw materials are transported to the factory.”
“Electricity is generated by the turbines.”
“Water is heated to 100°C.”
“The forest was replaced by a housing development.”
3. Complex Sentences with Dependent Clauses
“While electricity consumption increased steadily, gas usage fluctuated significantly.”
“The number of car owners grew rapidly until 2010, after which it began to decline.”
“Coffee consumption was highest in Finland, where the average person drank 12kg annually.”
“Although the overall trend was upward, there was a slight dip in 2008.”
4. Modals and Hedging Language
“The figure appears to have increased by approximately 25%.”
“The proportion seems to be slightly higher than in the previous year.”
“This could be attributed to the data collection methods.”
“The figure is estimated at around 500 units.”
Common Grammatical Errors to Avoid
| Error Type | Incorrect Example | Corrected Version |
|---|---|---|
| Subject-verb agreement | “The number of cars were highest in 2010.” | “The number of cars was highest in 2010.” |
| Article usage | “The pollution levels increased in major cities.” | “ Pollution levels increased in the major cities.” |
| Preposition errors | “The consumption increased from 20% to 2010.” | “The consumption increased by 20% in 2010.” |
| Tense consistency | “Prices rose in 2010 and then are falling in 2015.” | “Prices rose in 2010 and then fell in 2015.” |
| Plural/singular nouns | “The number of students were increasing.” | “The number of students was increasing.” OR “The numbers of students were increasing.” |
Varying Sentence Structures
To demonstrate grammatical range, use a mix of:
Simple sentences
“Car usage increased significantly.”
Compound sentences (using and, but, or, so, yet)
“Car usage increased significantly, but bicycle use remained stable.”
Complex sentences (with dependent clauses)
“While car usage increased significantly in urban areas, it decreased slightly in rural regions.”
Complex-compound sentences
“While car usage increased significantly in urban areas, it decreased slightly in rural regions, and public transportation showed minimal change throughout the period.”
Cohesion & Coherence
Cohesion and coherence refer to how well your writing flows and connects logically. This criterion assesses:
- Logical organization and sequencing of information
- Appropriate use of cohesive devices (linking words/phrases)
- Clear paragraph structure
- Logical progression of ideas
Essential Cohesive Devices
| Function | Cohesive Devices | Example |
|---|---|---|
| Adding information | Additionally, furthermore, moreover, in addition, also | “Car usage increased. Additionally, motorcycle ownership rose by 15%.” |
| Contrasting | However, in contrast, on the other hand, conversely, whereas, while | “Train usage decreased. However, bus ridership grew steadily.” |
| Showing similarity | Similarly, likewise, in the same way, equally | “Coffee consumption increased. Similarly, tea consumption also rose.” |
| Sequencing | Firstly, initially, subsequently, finally, lastly | “Initially, the water is collected. Subsequently, it is filtered.” |
| Exemplifying | For example, for instance, such as, particularly | “Several countries showed growth, particularly Japan and China.” |
| Summarizing | In conclusion, overall, in summary, to summarize | “Overall, consumption increased in most categories.” |
| Emphasizing | Notably, significantly, remarkably, interestingly | “Notably, the sharpest increase occurred between 2010 and 2015.” |
Cohesive Techniques
1. Reference Words
Use pronouns and demonstratives to refer back to previously mentioned items:
“The consumption of coffee increased significantly. This trend was particularly evident in Nordic countries.”
“Japan saw the highest growth in car ownership. It experienced a 200% increase over the period.”
2. Lexical Cohesion
Use related vocabulary and synonyms to create connections:
“Car ownership increased steadily. This growth in private transportation contrasted with declining public transit usage.”
“Electricity consumption rose dramatically. This increase in power usage was most evident in urban areas.”
3. Transitional Phrases
Use phrases that guide the reader through your response:
“Turning to the consumption of beef…”
“With regard to the transportation methods…”
“Moving on to the second chart…”
“Looking at the figures for water usage…”
Paragraph-level Coherence
Each paragraph should have a clear focus and internal logic:
1. Topic Sentences
Begin paragraphs with a clear topic sentence that indicates what the paragraph will discuss:
“Looking at specific age groups, young adults between 18-25 showed the highest internet usage, averaging 6.5 hours daily.”
“Regarding individual countries, Germany had the highest recycling rate at 65%, followed by Sweden at 60%.”
2. Paragraph Unity
Keep each paragraph focused on a single aspect or theme:
- Group related information together
- Avoid introducing unrelated points within a paragraph
- Maintain logical flow from one point to the next
3. Logical Progression
Order your information logically, following patterns such as:
- Chronological (earliest to latest)
- Descending/ascending order (highest to lowest or vice versa)
- General to specific
- Most significant to least significant
Common Cohesion Problems to Avoid
- Overusing the same linking words (repeating “moreover” or “furthermore” too frequently)
- Inappropriate use of cohesive devices (using “however” when there’s no contrast)
- Lack of clear paragraph divisions (writing one massive paragraph)
- Abrupt shifts between topics without transitions
- Unclear references (using “it” or “this” where it’s not clear what’s being referred to)
Coffee consumption was 5kg in 2000. Tea was 3kg. 2010 coffee went up to 7kg. It was popular in Europe. However, water consumption was higher than both.
Coffee consumption stood at 5kg per person in 2000 and subsequently increased to 7kg by 2010. Similarly, tea consumption rose from 3kg to 4kg during the same period. Both beverages were particularly popular in European countries, where the figures were approximately 20% higher than the global average. Nevertheless, water consumption consistently exceeded both coffee and tea throughout the period.
Full Task 1 Examples
Below are complete examples of high-scoring IELTS Task 1 responses for different types of visuals.
The graph below shows the consumption of three types of fast food in grams per week by teenagers in Australia between 1975 and 2000.
Introduction:
The line graph illustrates the weekly consumption of three fast food items (pizza, hamburgers, and fried chicken) among Australian teenagers over a 25-year period from 1975 to 2000.
Overview:
Overall, the consumption of all three fast food types increased considerably throughout the period, with pizza showing the most dramatic rise. By 2000, pizza had become the most popular fast food choice among Australian teenagers, while hamburger consumption, which had dominated in the early years, grew at a much slower rate. Fried chicken consistently remained the least consumed option.
Body Paragraph 1:
In 1975, hamburger consumption stood at approximately 100 grams per week, significantly higher than both pizza (around 60 grams) and fried chicken (about 40 grams). This pattern continued until 1980, when hamburger consumption reached roughly 150 grams per week. From 1980 to 1995, hamburger consumption increased steadily but gradually, eventually reaching about 250 grams per week by 2000.
Body Paragraph 2:
Pizza consumption, by contrast, exhibited a much more dramatic upward trend, particularly after 1980. While it began at only 60 grams per week in 1975, it rose sharply between 1980 and 1995, overtaking hamburgers around 1990. By 2000, pizza consumption had reached approximately 300 grams per week. Fried chicken consumption increased more modestly, from 40 grams per week in 1975 to roughly 170 grams by the end of the period, consistently remaining the least popular of the three fast food options.
- Task Achievement: All aspects of the task are covered with a clear overview of key features.
- Coherence & Cohesion: Information is logically organized with clear progression and appropriate use of cohesive devices.
- Lexical Resource: Wide range of vocabulary with good awareness of collocation and precise word choice.
- Grammatical Range & Accuracy: Mix of complex structures with good control and minimal errors.
The chart below shows the percentage of households with various electronic devices in the UK in 2007 and 2017.
Introduction:
The bar chart compares the percentage of British households that owned different electronic devices in 2007 and 2017.
Overview:
Overall, ownership of most electronic devices increased significantly over the decade, with smartphones showing the most dramatic rise to become the most commonly owned device by 2017. Interestingly, traditional televisions were the only devices to show a decline in ownership, although they remained widespread. DVD players, despite growing in popularity, saw the smallest increase compared to other devices.
Body Paragraph 1:
In 2007, television was clearly the dominant electronic device, with approximately 95% of UK households owning one. This was substantially higher than computers and DVD players, which were present in around 65% and 60% of homes respectively. At this time, smartphones were relatively uncommon, with only 25% of households owning them, while tablets were virtually non-existent, being found in a mere 5% of British homes.
Body Paragraph 2:
By 2017, the landscape had changed dramatically, with smartphone ownership surging to approximately 90% of households, representing a 65 percentage point increase. Similarly, tablet ownership rose remarkably to around 70% of homes. Computer ownership increased more modestly to about 80% of households. DVD player popularity grew slightly to 65%, while traditional televisions experienced a small decline, falling to roughly 85% of homes, though they remained a common household item.
The pie charts below show the main reasons for migration to and from the UK in 2007.
Introduction:
The pie charts illustrate the primary reasons why people immigrated to and emigrated from the United Kingdom in 2007.
Overview:
Overall, the main reason for people to move to the UK was for work, while the principal motivation for leaving the country was also employment-related. Education represented a significant factor for immigration but was much less important for emigration. Family-related reasons accounted for similar proportions in both migration directions.
Body Paragraph 1:
Looking at immigration to the UK, employment was the most common reason, accounting for 45% of all arrivals, with approximately two-thirds of these people having a definite job and one-third looking for work. Education was the second most significant factor, responsible for 30% of immigration cases. Family-related reasons prompted 20% of people to move to Britain, while just 5% came for other reasons.
Body Paragraph 2:
Regarding emigration from the UK, work-related factors were even more dominant, comprising 60% of all departures, with a similar distribution between those with confirmed employment (40%) and those seeking jobs (20%). However, education was a much less significant factor for leaving the country, accounting for only 10% of emigration cases. Family considerations represented a quarter of all departures, slightly higher than for immigration. The proportion of people leaving for other reasons was minimal at 5%, identical to the figure for immigration.
The diagram below shows the process of making cement and how cement is used to produce concrete for building purposes.
Introduction:
The diagram illustrates the step-by-step process of manufacturing cement and how it is subsequently used to produce concrete for construction purposes.
Overview:
Overall, cement production involves five main stages, beginning with the extraction of raw materials and culminating in the packaging of the finished product. Concrete production represents a separate, simpler process that uses the manufactured cement as a primary ingredient, combined with water, sand, and small stones.
Body Paragraph 1:
The cement manufacturing process begins with the extraction of limestone and clay from the ground. These raw materials are then crushed into a fine powder and mixed together in specific proportions. This mixture is subsequently heated in a large rotating heater, which transforms it into small hard pellets called clinker. The clinker is then ground into an extremely fine powder, after which a small amount of gypsum is added. Finally, the cement is packaged into bags for distribution and use.
Body Paragraph 2:
To produce concrete, the manufactured cement is combined with three other essential ingredients: water, sand, and small stones or gravel. First, the cement powder is mixed with water to create a paste. This paste is then blended with sand to form mortar. In the final stage, small stones or gravel are added to the mixture and thoroughly combined, resulting in concrete, which can be poured into molds or frameworks and allowed to harden for construction purposes.
The maps below show the village of Stokeford in 1930 and 2010.
Introduction:
The maps illustrate the changes that occurred in the village of Stokeford over an 80-year period between 1930 and 2010.
Overview:
Overall, Stokeford transformed from a small rural settlement into a larger, more developed residential area. The most significant changes include the expansion of housing, the disappearance of farmland, and the addition of new amenities such as a sports field and shops. However, some features, including the river and the main road layout, remained largely unchanged.
Body Paragraph 1:
In 1930, Stokeford was primarily a farming community with just a few houses located along the main road and in the northern part of the village. There were three farms with extensive farmland occupying most of the village area. The village had few amenities, with only a post office near the bridge and a primary school in the northeast. The river ran along the southern edge of the village, crossed by a bridge at the main road.
Body Paragraph 2:
By 2010, the village had undergone substantial development. Most notably, the farmland had been largely replaced by housing developments, with new residential areas constructed throughout the village. Two of the original farms had disappeared completely, while the remaining farm in the northwest was significantly reduced in size. New amenities had been added, including a sports field in the southeast, shops along the main road near the bridge, and a larger, relocated primary school in the east. The post office remained in its original location, and the river and bridge were unchanged.
Response Builder
Use this step-by-step builder to create your own Task 1 response. Follow the prompts to develop each section, then see your complete response at the end.
Step 1: Describe the Visual Information
Final Checklist
Use this checklist to review your Task 1 response before submitting it.
| Aspect | Checklist Items |
|---|---|
| Task Achievement |
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| Coherence & Cohesion |
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| Lexical Resource |
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| Grammatical Range & Accuracy |
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Band Score Guidelines
Here’s a simplified overview of what you need to achieve different band scores:
| Band Score | Key Requirements |
|---|---|
| Band 9 |
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| Band 7-8 |
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| Band 5-6 |
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| Band 4 or below |
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