Category Archives: IELTS Writing Academic Task 1 (sample answers)

IELTS task 1 sample answer

IELTS Academic Task 1 writing sample Band 8 Report 3

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IELTS Academic Task 1 writing sample Band 8 Report 3

Band score: approximately 8.0

Format: Academic

Task: Task 1

You should spend about 20 minutes on this task.

The chart shows the sources of carbon dioxide emissions between 1970 and 2000.

IELTS Academic Task 1 writing sample Band 8 Report 3

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.


The line graph provides information about the amount of carbon dioxide emission ’emissions’ produced by different sources between 1970 and 2000 in the United Kingdom. The horizontal axis shows the years 1970 and 2000 This is a repeat of the previous sentence. Try to use alternative phrases such as ‘The horizontal axis shows the years’ while the vertical axis indicates the carbon output in million of tonnes ‘million tonnes’.

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Over the period, power stations and industry used more carbon dioxide than all the other sources given. In 1970, carbon emission produced by industries started with a high of 65 million tonnes and over 10 years it significantly dropped down don’t need this word – it is clear from the use of ‘dropped’ to 43 million, before it slowly decreased another 5 million tonnes until 2000.

Power stations produced 57 million tonnes of carbon emission at the beginning of the graph this sentence could be improved with a comma here but there was a marginal decline between 1980 and 1990. The carbon output remained steady between 1990 and 2000 (39 million tonnes).

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Between 1970 and 2000, domestic emission of carbon gradually dropped, while transport pollution slowly climbed until 1990 but then proceeded to level off.

In total, carbon dioxide output varied most over the period for power stations and the industrial sector.

(176 words)


Comments:

The writer has identified all the main trends and given a good overview sentence. There is some repetition of language, but this is not excessive and does not interfere with meaning.

 


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IELTS Academic Task 1 writing sample Band 7 Report 3

IELTS Academic Task 1 writing sample Band 7 Report 3

Band score: approximately 7.0

Format: Academic

Task: Task 1

You should spend about 20 minutes on this task.

The bar chart shows the number of children in two different age groups in an average class in different countries.

IELTS Academic Task 1 writing sample Band 7 Report 3

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.


The bar chart illustrates the average number of students in classes for ages 9 to ‘and’ 13 in four different countrys ‘countries’ and the global average as well ‘in addition to the global average’ would be more formal.

As can be seen in the chart, Hong Kong has the highest number of 9 years old children either ‘9 year old children’ or ‘9 year olds’ per class while Japan’s figure was the highest for students 13 years of age, which stands at approximately 35 children per class.

Russia and United States of America ‘the United States of America’ had lower ‘a lower’ average number of individuals per class for both age groups. In United States ‘the United States’ of America the classes of 9 year old children had higher ‘a higher’ number than those of 13 years old while a comma is needed before ‘while’ in Russia those figures are almost equal.

The number of students, delete this comma per class in a global perspective is the same level as those of United States ‘in the United States’ for children of the age of 9 and almost the same for those 13 years old.

Overall, Russia had the lowest number of children per class, although there was not much difference ‘only a slight difference’ between the two age groups.

(169 words)

 

 


Comments:

When writing about a Task I graph, chart or table that has no date, the writer can choose to use either past tense or the present tense, but this must be consistent throughout the report (‘stands at’ / ‘had lower’).

There are areas where the academic level of the vocabulary could be improved (‘there was not much difference’), and punctuation could be improved with a more accurate use of commas.

However, paragraphing is good and there is a clear flow to the report.


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ielts writing sample answer

IELTS Academic Task 1 writing sample Band 7 Report 2

IELTS Academic Task 1 writing sample Band 7 Report 2

Band score: approximately 7.0

Format: Academic

Task: Task 1

You should spend about 20 minutes on this task.

The table shows the amount of coal used by different sectors in the UK.

IELTS Academic Task 1 writing sample Band 7 Report 2

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.


The table gives data about the quantity of coal used by 5 sectors in the UK within a period of 25 years; in addition, the level of consumption at each year the table shows the years in 5 yearly increments, not ‘each year’ is illustrated.

From 1975 to 1985, the largest amount consumed was by Power no need for a capital letter stations and Other again, no need for a capital unless it is written as the category name as ‘Other’ energy industries, whereas three the three other sectors used considerably less. To illustrate, Services either ‘the sector entitled ‘Services’ or ‘the services sector’ used 7.2 million of tonnes from 1975 to 1985, but power stations figures the figures for power stations for the same period of time were 250.8 million use a range of ways of presenting data – ‘just over 250 million’ tonnes. It was striking the fact that in 1985 Power stations used more than three quarters of the total quantity.

In the following decade from 1990 to 2000, consuming ‘consumption’ of coal decreased in all sectors. However, power stations remained still delete this word – it is redundant the highest user of coal, followed by other energy industries which utilized significantly less compared to power stations and over three times more ‘less’ than they did in 1975.

Overall, the trend of coal consumption experienced decline ‘a decline’ for all sectors with one exception in 1980 when power stations increased just under 10%. Domestic consumption levelled off in 1990 and 1995 whereas this needs to be followed by a comma other energy industries reached a plateau in 1995 and 2000.

(182 words)

 

 


Comments:

The structure of the report is logical and clear, and a description of all the main trends is included.

However, there are some errors in the data (and over three times more than they did in 1975), and some of the language used is a little informal (‘than they did’).

There are also slight errors in the use of linking words (in addition / meanwhile). In addition, the data is presented in a very specific manner – it would be better to use a range of expressions rather than simply the numbers.

 


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IELTS task 1 sample answer

IELTS Academic Task 1 writing sample Band 7 Report 1

IELTS Academic Task 1 writing sample Band 7 Report 1

Band score: approximately 7.0

Format: Academic

Task: Task 1

You should spend about 20 minutes on this task.

The chart shows the sources of carbon dioxide emissions between 1970 and 2000.

IELTS Academic Task 1 writing sample Band 7 Report 1

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.


The line graph illustrates the quantity of carbon dioxide released from different sources in UK, ‘the UK’] during ‘from’ – during is used for a single period of time, not as a starting point (e.g. during 1990) 1970 to 2000.

As can be seen from the graph this needs to be followed by a comma the tonnes released ranked from just over 10 million up to 65 million. From the 5 sources used this needs to be followed by a comma 4 of them had fairly stable carbon dioxide emission till 1980 with an exception from ‘the exception of’ industrial combustion which had the ‘a’ steady decline over these years.

From 1980 to 1990 this needs to be followed by a comma there were changes in all presented sources. Transport and industrial combustion had ’emitted’ or ‘were responsible for’ almost the same quantity at the end of 1990. Power stations account ‘accounted’ for the biggest ‘largest’ would be more academic quantity, releasing almost five times more than other sectors which again over this period of time remained the best releasers a good attempt at rephrasing, but not a common construction – better would be ‘released the least’.

In the meantime this is used for two actions happening at the same time, but this sentence refers to the following decade (1990-2000) so is inappropriate in 1990 to 2000 the trend was the same with the starting year with the only exception that transport took over ‘overtook’ (although ‘exceeded’ would be better) the domestic. While industrial combustion, domestic, transport and other sectors’ carbon dioxide emissions almost levelled off, the power stations figure moderately fell.

To conclude To conclude is not the best way to end Task I – it suggests a balance of opinion, but Task I has no opinions – it is fact. Better would be ‘To sum up’, the quantity of carbon dioxide emissions reduced in 2000.

(176 words)


Comments:

This is a clear and concise description of the graph. There is a good range of grammar and some appropriate vocabulary, although some language is a little too informal (e.g. ‘biggest’).

There are some issues with punctuation (‘In the meantime in 1990 to 2000 the trend was…’) as well as some repeated errors with articles (had the steady decline)

The closing sentence highlights the main trend well, and the introduction is clear. Most of the important sections of the graph have been highlighted, although the writer could have added that industrial combustion fell the most over the given period.

 


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IELTS Academic Task 1 writing sample Band 8 Report 2

IELTS Academic Task 1 writing sample Band 8 Report 2

Band score: approximately 8.0

Format: Academic

Task: Task 1

The answer below has been rated purely based on the public IELTS descriptors. Click the word or words in red to see the correction, and scroll to the bottom of the page to read our comments on the report.

You should spend about 20 minutes on this task.

The bar chart shows the number of children in two different age groups in an average class in different countries.

IELTS Academic Task 1 writing sample Band 8 Report 2

 

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

 

The bar chart compares the average number of pupils per class in four different countries: Japan, Hong Kong, Russia and the United States. The vertical axis shows the students per class from 0 to 40 and the two coloured columns present the children’s ages, 9 and 13.

As can be seen in the graph, the significantly lowest number with just over 10 pupils regarding the age group 9, concerns Russia. [Although not grammatically wrong, we tend to put the subject first if the object phrase is long (i.e. ‘Russia had the significantly lowest number with just over 10 pupils regarding the age group 9’] It is followed by the United States (slightly more than 40 [’20’]) and by Japan with a number of around 30 pupils. In Hong Kong, there are about 35 students in a class. The number of students per class in all countries, except Russia, reaches or exceeds the global average (22).

The number of students in Japan and Hong Kong are inverse in comparing [‘when comparing’] the age [‘those students aged’] 9 with the age [‘those aged’] 13. In other words, Japanese classes are the biggest (35) and are succeeded by Hong Kong (marginally over 30 students).

The Russian (about 10) and American (17) figures are inferior to [this is a value judgement, meaning ‘not as good as’ – avoid making judgements in Task I by using something like ‘lower than’] the global average (18).

Overall, just Japan and Hong Kong are above, Russia is below and America correspond [‘corresponds’] with the global average.

(192 words)


Comments:

The introduction is excellent, but the presentation of data in parenthesis (brackets) is not ideal.

There are one or two areas where the vocabulary could be improved, but in general this is very well written with only minor points to change to achieve a top score.


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ielts writing sample answer

IELTS Academic Task 1 writing sample Band 8 Report 1

IELTS Academic Task 1 writing sample Band 8 Report 1

Band score: approximately 8.0

Format: Academic

Task: Task 1

The answer below has been rated purely based on the public IELTS descriptors. Click the word or words in red to see the correction, and scroll to the bottom of the page to read our comments on the report.

You should spend about 20 minutes on this task.

The table shows the amount of coal used by different sectors in the UK.

IELTS Academic Task 1 writing sample Band 8 Report 1

 

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

 

The table provides information about coal consumed for different purposes in Britain from 1975 to 2000.

The total consumption declined steadily in [‘over’] these 25 years, from 156.9 [include the unit of measurement – ‘156.9 million tonnes’] in 1975 to 63.1 [try to use a range of expressions, such as ‘just above 60 million tonnes’] in 2000, which was less than one third of the former figure. Power stations was [even though ‘sector’ is singular, power stations are plural so commonly this would be ‘were’] the leading sector in all 5 categories, which drecreased [the ‘which’ clause refers back to the previous noun, so the sentence means that the number of categories was decreasing, which is not the case – it was the amount used that was decreasing] in general though there was a rise in 1980, when it [‘they’ – power stations are plural] used about 3 quarters of the total amount of coal.

The other 3 sectors, comprising the domestic, industry, and services industries, dropped in this period except a leveling off was found in 1990-1995 for domestic, in [‘and in’] 1995-2000 for services and other energy industries. The most dramatic decreases were in 1980; the consumptions [‘when consumption’] declined to less than 50% the [‘of the’] previous timeframe in all 4 sectors. Services [‘The services sector’] used the least coal in all these years, which was less than 2% of consumption of leading [‘the leading’] sector, power stations, in 2000.

To sum up, less coal was used in general in Britain in [‘over’] these 25 years, either [‘both’] in particular [‘the individual’] sector [‘sectors’] or [‘and’] in total consumption.

(177 words)


Comments:

There is a clear overview of the whole table, and the writer has referred to each of the sectors and has used an appropriate academic format throughout.

There are minor issues relating to vocabulary and grammar, but the structure is clear, sentences are extended and paragraphs are clearly divided.


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IELTS Academic Task 1 writing sample Band 6 Report 3

IELTS Academic Task 1 writing sample Band 6 Report 3

Band score: approximately 6.0

Format: Academic

Task: Task 1

You should spend about 20 minutes on this task.

The chart below shows how people travelled to work in 1996 and 2001.

IELTS Academic Task 1 writing sample Band 6 Report 3

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.


This chart compares how people travelled to work in year [you don’t need this – it is clear from the context – but if you do have it, then you need ‘the years…’] 1996 and 2001. Approximately 68%  of people travelled by car or truck in year [you don’t need this – it is clear from the context or would need ‘the year’] 2001 as compare [‘compared’] to 1996. The least number of people travelled by walking [change this to ‘on foot’ so it fits the sentence better]  in 2001 and very few travelled by bicycle in 1996.

Most people preferred [we don’t know that they preferred it, and it wasn’t most people, it was very few] working from home in year 2001 because of advanced technology in computers [this is not given in the graph so should not be included in the report] in comparison to the use of private vehicles in year 1996.

The other ways of travel was [‘were’] taxi, ferry etc. [avoid using this in your IELTS writing] in 1996 and 2001. In 2001, the order was passengers in private vehicles, public transport, bicycle and walking, while in 1996 the preferred way was public transport, others, walking, and bicycle. Although the order changed, there was not a significant difference between them over the period when compared to driving own their own vehicle.

To summarise there has been not much [‘were relatively minor’] changes in route to [‘mode of’] travel that is either by driving a car or truck in year 1996 and  in 2001.

(162 words)


Comments:

Although the writer has covered the main points shown in the graph, this is only supported by one piece of data (68%). It is important to support your sentences with relevant statistics from the graph or chart.

There are also some irrelevant sections (such as using computers in the first body paragraph). Some sentences show a good use of grammar, while other sentences are less accurate.

The description of the ‘other’ category is quite repetitive, but the main points are covered in a suitable number of words, and ideas are logically arranged in paragraphs.


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IELTS Academic Task 1 writing sample Band 6 Report 2

IELTS Academic Task 1 writing sample Band 6 Report 2

Band score: approximately 6.0

Format: Academic

Task: Task 1

The answer below has been rated purely based on the public IELTS descriptors. Click the word or words in red to see the correction, and scroll to the bottom of the page to read our comments on the report.

You should spend about 20 minutes on this task.

The bar chart shows the number of children in two different age groups in an average class in different countries.

IELTS Academic Task 1 writing sample Band 6 Report 2

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The bar graph illustrates the number of students on [‘in’] an average class at different ages (9 and 13) in different countries [be more specific – ‘in 4 different countries as well as the global average’].

It is clearly shown in the graph that Hong Kong and Japan had the most [‘highest’] number of students at the age of 9; Hong Kong had 35 number of [delete this] students per class at age 9 [This could have been more succinctly put – ‘Hong Kong had 35 students per class, while Japan had 31.’] while Japan had moreover [this linking word is not appropriate here] 31 number of [delete this] students per class. However, Japan had an increase number of students [delete this – it is repetition] to about 24 but the students in Hong Kong dropped at [‘to’] 31 students per class at the age 13.

The United States and the Global Average [no need for capital letters here – ‘global average’] had an equal number of 23 students per class at the age of 9 but fell by age 13.

Russia, on the other hand [this phrase needs to be surrounded by commas – ‘Russia, on the other hand, had…’] got [this is too informal – ‘had’] the lowest number of students both at age 9 and 13, having only 10 and 9 students per class accordingly.

To summarise, at the age of 9 [comma needed here too] there were more students in Hong Kong [we don’t know that there were more students in the country – only that they had more per class] but as the students reached the age of 13, most of the students [Again, we don’t know that ‘most’ students studied in Japan, only that they had most per class] were [delete this] studied in Japan.

(176 words)


Comments:

The main information is given, but there are very few sentences that do not contain errors. There are some inappropriate words as well as some incorrect grammar, and this is reducing the overall score. Some of the data is also incorrect – the number of Japanese students aged 13 did not rise to 24, it rose to 34.

However, the paragraphing is clear and logical.


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IELTS Academic Task 1 writing sample Band 6 Report 1

IELTS Academic Task 1 writing sample Band 6 Report 1

Band score: approximately 6.0

Format: Academic

Task: Task 1

The answer below has been rated purely based on the public IELTS descriptors. Click the word or words in red to see the correction, and scroll to the bottom of the page to read our comments on the report.

IELTS Academic Task 1 writing sample Band 6 Report 1

The charts provides [‘chart provides’ – it is only one chart] information about the percentages of population living in rural and urban areas in different areas [be a little more specific – ‘…five different areas…’] and the whole world in 2003 and 2030.

In 2003, 48% of the population was living in urban areas in the whole world as average. The percentages in Africa and Asia were clearly lower than average, standing at 38% and 42% respectively. Meanwhile, the people in other areas, including Europe, South America and North America, were more keen to live in the city [we don’t know if they were keen – their feelings are not given in the graph]. The proportion was between 70-80%. And the North American [don’t start a sentence with And. This could just begin with ‘…North America had…’] had the highest urban population proportion at 80%, roughly double to the percentages of African and Asian.

In 2030, it is estimated that more people will move to city. It will be 59% in average [‘on average’] in the whole world. The increase in Africa and Asia will be dramatical [‘dramatic’] thanks to the relatively low percentages in 2003, which will be [this is a relative clause. It is good grammar, but the ‘which will’ section refers to 2003 as that is what it follows. Of course, this is not correct – it actually relates to 2030. Better would have been ‘…in 2003, rising to 54% and 55% respectively.’] 54% and 55% respectively. Though only little [‘slight’ would be more academic] changes is expected [‘are expected’] in the other 3 areas, they will be [‘are predicted to be’] still higher than the formor [spelling – former] 2 areas, which will be [‘is estimated to be’] between 79-85%. However, the highest proportion of urban population will be [‘is anticipated to be’] found in South America, which is likely to be 85% in 2030.

In conclusion [In conclusion is not the best way to end Task I. In conclusion suggests a balance of opinion, but Task I has no opinions – it is fact. Better would be ‘To sum up’], the city population will increase in the future in all areas in the world, and it is more evident in Africa and Asia.

(225 words)


Comments

This report is over 70 words longer than the requirement. The risk of writing so much over the word limit is that more errors are shown to the examiner, and points can be lost for not being coherent and cohesive. The writer needs to use a wider variety of expressions when talking about data. For example, 48% could be described as ‘nearly half’. Showing a range of ways to express the information is important for a high result. It is also important to only write exactly what is shown in the graph – don’t add any personal opinions or value judgements about the graph.

Some of the sentences are a little short, and would have been better combined to create longer, more academic sentences.

The writer uses ‘will’ to refer to the future, whereas the graph indicates that this is only estimated, so ‘will’ is too strong.

However, the report summarises all of the essential information, provides a clear overview of the trends and is written in a suitable academic style.


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IELTS Academic Task 1 writing sample Band 5 Report 3

IELTS Academic Task 1 writing sample Band 5 Report 3

Band score: approximately 5.0

Format: Academic

Task: Task 1

The answer below has been rated purely based on the public IELTS descriptors. Click the word or words in red to see the correction, and scroll to the bottom of the page to read our comments on the report.

IELTS Academic Task 1 writing sample Band 5 Report 3

As can we [‘be’] seen on [‘in’] this chart, there is [‘was’ (it’s in the past)] a dramatic increased of people [‘increase in the percentage of people’] who used car or truck [either ‘cars or trucks’ or ‘a car or a truck’] in compare [‘comparison’] to other kind [‘kinds’] of transport on [‘in’] both years with almost 70% on 2001 and just below 60% in 1996. With [delete this] the other type [‘types’] of transport there [delete this] were far behind of [‘with’] less than 15% on [‘in’] the same years.

People who based their job at home and rides [‘or rode’] bicycle [‘a bicycle’] in 2001 for [‘to work, not for it’] work are [‘were’] slightly higher in compare [‘comparison’] to other periods and all other type [‘types’] of transport are dominated by 1996 period [this isn’t clear – how did it ‘dominate’ the year?]. Personnel [a good attempt at avoiding repetition, but this means that all of the people were employees, which is not given in the graph – they could be self-employed] who are using [‘used’] there [‘their’] own car in 1996 are up by [‘increased by’] more than 10% in compare [‘compared’] to approximately 5%. With [‘in’] the same year the number of people who walked, public transport user [‘used public transport’] and [‘or’] other way [‘ways’] of transport are [‘were’] higher compared to other [‘the other’] year.

(134 words)


Comments:

This report is too short for the requirements of the task, and there is no clear academic structure (no introduction, no ending statement and no ‘overall’ description).

Although some sentences are quite long, they are not clear and often lose meaning. It would be better to write shorter, clearer sentences divided into paragraphs.

As the graph has two past dates, the tenses used should be the past forms, but the writer uses a mix of past and present forms.


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