How to write IELTS Writing Task 1 in detail for beginners

Don't know where to start writing IELTS Writing Task 1 ? Don't worry, in the article below, DOL will give you all the information you need to know so that you can study Writing Task 1 IELTS effectively!

1. Overview of IELTS Writing Task 1

1.1 Overview of IELTS Writing Task 1

Writing is one of the four skills (Writing, Speaking, Listening, Reading) assessed in the IELTS exam. The IELTS Writing test is divided into 2 Tasks: Task 1 and Task 2.

In particular, IELTS Writing Task 1 is a type of test that requires candidates to summarize and describe data in many different types of graphs such as line charts, column charts, processes, tables, etc.

Some notes when taking the IELTS Writing Task 1 test :

• Do not give personal opinions, instead present ideas objectively

• Don't use personal subjects like "I" or "We"

• Don't use emotional words

• Not abbreviated

• Use a variety of sentence patterns and vocabulary, especially comparison forms

• Do not spend more than 20 minutes on Task 1 because this part only accounts for ⅓ of the total score of Writing IELTS

1.2 Scoring criteria for Writing IELTS Task 1

IELTS Writing Task 1 scores are scored based on 4 criteria including:

• Task Achievement (hoặc Task Response)

• Coherence And Cohesion

• Lexical Resource

• Grammatical Range And Accuracy

Specifically about these criteria, let's read the following content together with DOL:

Task Achievement (hay Task Response)

This criterion of Task 1 Writing IELTS is used to assess whether the candidate's writing has the correct answer to the question.

At the same time, consider whether the main ideas in the article are reasonable and logical. In the structure of the IELTS Writing test, to get a score in the Task Achievement criterion, you need:

• Answer all the points given in the question within the required time

• Develop ideas based on the focus of the problem that the topic requires

• Articles with at least 250 words

Coherence And Cohesion

This criterion in the IELTS Writing Task 1 test assesses the coherence of the article based on checking the structure, the connection between sentences and paragraphs together. To score on this criterion, you need:

• Articles must have 4-5 paragraphs

• The arguments must be arranged in a logical and logical order

• Must use words that are contextually correct and reasonable

Lexical Resource

In IELTS Task 1 Writing , Lexical Resource criteria are used to assess how candidates use vocabulary. To score for this criterion, you need:

• Use words and phrases flexibly

• Avoid making spelling mistakes in the article

• Do not use colloquial words

Grammatical Range And Accuracy

For this criterion, the examiner will evaluate the diversity, accuracy, and context of the sentence structures in the candidate's IELTS Writing Task 1 test. To meet this criteria, you need:

• Use tenses in a varied and accurate way

• Avoid making basic grammar mistakes like articles, verb conjugations, uncountable nouns, word order in sentences.

• Use different grammatical structures flexibly and in accordance with the context

Find out more about Band Descriptors IELTS Writing Task 1 in the following document:

2. Types of IELTS Writing Task 1

In this section, DOL will introduce you to the types of IELTS Writing Task 1 . Normally, IELTS Writing Task 1 will include 6 main types of essays as follows:

• Line Graph - Line chart format

• Bar Chart - Column chart type

• Pie Chart - Pie Chart

• Table - Data table format

• Mixed Charts/ Graphs - Mixed Charts

• Process - Process type

To find out more details about the types of IELTS Writing Task 1 , let's read the next few lines with DOL!

2.1 Line Graph - Line Graph

A Line Graph is a chart that contains one or more lines. Each line represents the change of a certain information element through the milestones in a certain time (week, month, year, ...).

Line charts usually have 2 axes: vertical axis (vertical axis) and horizontal axis (horizontal axis) . In which, the vertical axis shows information about the object such as percentage, amount, population, etc. The horizontal axis often shows different timelines.

Therefore, when doing Writing Task 1 in Line Graph format , candidates need to be able to see and describe the change of the subject over time.

To do well in the Line Graph lesson, you need to pay attention to:

• Determine the number of lines in the card and which lines represent which objects and what their values ​​are.

• Determine the given unit (based on the vertical column)

• Identify the important points to compare (highest point, lowest point, intersection point, etc.)

2.2 Bar Chart - Column Chart

Column charts are a common pattern in Task 1 IELTS Writing. This type of chart usually shows detailed information of many objects at a time point .

The purpose is to make comparisons between these objects or to show the change of objects over a specific period of time. Like line charts, column charts also have vertical and horizontal axes.

Besides, the column chart can also be displayed in a stacked form, or horizontally instead of vertically. However, the format may be different, but it will not affect how to do IELTS Writing Task 1 in Bar Chart format and present information.

To do well in the Bar Chart, you need to pay attention to:

• Identify important points to compare (highest column, lowest column, equal column, etc.)

• Identify the object given in the chart (based on horizontal or vertical columns)

• Sort Bar Chart (stacked or vertical)

2.3 Pie Chart - Pie Chart

Pie Chart in IELTS Writing Task 1 Academic shows detailed percentages (%) of many subjects or components of one subject .

Pie charts usually consist of 2 or more objects, which may include a time element or represent a specific object.

To do well on the Pie Chart, you need to pay attention to:

• Determine the amount of Pie Chart

• Specify the time given (if any)

• Identify objects in the chart

• Determine the units of those objects

• Identify the elements that stand out (which object has the largest share, which object has the smallest part, which object is equal, ...)

2.4 Table - Data Table

The data table of Task 1 Writing IELTS Table consists of horizontal and vertical columns representing a series of information and data related to specific objects and categories .

To do well in the Table lesson, you need to pay attention to:

• Determine the number of T able, columns, rows in each Table

• Specify the time given (if any)

• Identify objects in each column, row

• Identify the elements that stand out (which object has the largest share, which object has the smallest part, which object is equal, ...)

2.5 Mixed Charts/ Graphs - Mixed Charts

The combination chart is one of the most common types of Task 1 Writing IELTS , including two of the charts above.

The chart types that are often combined are:

• Table với Pie Charts/ Line Graphs/ Bart Charts

• Pie chart with Line Graphs/ Bar Charts

• Line Graphs with Bar Charts

To do well in Mixed Charts, you need to pay attention to:

• Determine the number and type of Charts

• Specify the time given (if any)

• Identify the objects in each Chart

• Identify the elements that stand out (which object has the largest share, which object has the smallest part, which object is equal, ...)

2.6 Process - Process

Process is one of the types of tests in the IELTS exam, which requires candidates to describe the steps of a process . Process classification includes two types:

• Natural Process

• Man - Made Process

To do well in the Process lesson, you need to pay attention to:

• Determine if this is Natural or Man - Made Process:

  • For Natural Process, the active sentence is often used. Common topics of this type are rain, cloud formation or mountain erosion, etc.

  • For Man - Made Process, the passive sentence is often used due to human impact.

• Determine the number of steps in the process

• Identify the vocabulary needed to describe the process

2.7 Map - Map

Map (Map) is a type of test that requires the test taker to describe the changes and developments over a certain period of time in an area or place such as a school, city, town, etc.

The Map form is often rated as more difficult than the other forms because most candidates are not familiar with this form, so they cannot analyze it carefully and accurately.

Map is also divided into 2 sub-forms:

• 1 map format

• Multi-map format

To do well in the Map lesson, you need to pay attention to:

• Determine the number of maps

• Identify the highlights in the map (usually the change of 1 place in 2 timelines)

• Identify the vocabulary needed to describe the map

You can refer to more about the types of IELTS Writing Task 1 in the following documents:

3. How to write IELTS Writing Task 1

3.1 IELTS Writing Task 1 layout

To know how to do Writing Task 1 in IELTS, you need to first learn about the layout of a Writing IELTS

3.2 Steps to write IELTS Writing Task 1

To write a complete essay, candidates can refer to the following how to do IELTS Writing Task 1 :

Step 1: Read the chart

In this step, candidates need to carefully observe and identify important information about the chart such as (chart type, object, items, timeline, ...)

Step 2: Paraphrase the sentence describing the graph to write Introduction - Introduction

To write Introduction for Task 1, candidates only need to paraphrase the information about the chart provided in the task.

Note:

• Candidates should not be too dependent on vocabulary when paraphrase , otherwise when encountering a strange topic, they will not be able to write the Introduction.

• Linearthinking should be used to paraphrase structure rather than just paraphrase vocabulary .

Example 1:

Đề bài: The charts below give information about the price of tickets on one airline between Sydney and Melbourne, Australia, over a two-week period in 2013.

You can use the following phrases to start practicing your introduction:

• The chart words are assigned to: The given... / The supplied... / The presented... / The shown... / The provided...

• Words for chart names: Diagram / table / graph / chart / picture / pie chart / bar graph / line graph / process / map

• Verbs that talk about the contents of the chart: Shows/ represents/ illustrates/ presents/ gives/ provides/ describes/ compares/ shows contrast / indicates/ gives data on/ gives information on/ demonstrates

• Những từ mô tả “What": The comparison of.../ The differences.../ The changes.../ The number of.../ Information on.../ ...data on.../ The proportion of.../ The amount of…

• Những từ mô tả “Where": In different countries.../ In various places.../ At 3 schools.../ At a center…

• Những từ mô tả “When": Between… and/ in/ at.../ During the period of.../ Within… years,.../ From... to…

Intro of the above topic:

The given bar graphs show data for the cost of airline tickets for flights between Sydney and Melbourne in both directions over two weeks in 2013.

Example 2:

Đề bài: The charts below show the percentage of male and female workers in country A and country B.

Words that can be replaced with synonyms:

• The charts below = The given pie charts

• Show = illustrate

• The percentage = the proportion

• Male and female workers = laborers (man and woman)/ male and female laborers/employees

Introduction of the above topic:

The given pie charts illustrate data about the proportion of laborers (man and woman) in 3 sectors, namely industry, agriculture and services in countries A and B.

Step 3: Write Overview - Overview

Overview plays the role of describing the general trend or the highlights of the chart, helping the reader understand the main idea of ​​the numbers or images.

To start the Overview section, you can use the following structures:

• In general,...

• Overall,...

• It is obvious/ clear that...

• As can be seen that...

• An overall trend can be seen is that...

• It can be clearly seen that...

• At the first glance, it is clear...

• It is clearly presented that...

• A glance at the graphs reveals that…

• In common...

• Generally speaking,...

• As a general trend,...

• At the onset,...

• As it is presented,...

• As it is observed,...

Note:

Do not put personal opinions in the Overview section in particular or the whole IELTS Writing Task 1 article in general!

Here, DOL will guide you to write Overview for each main article type.

Overview of chart types (Line, Bar, Pie, Table, Mixed)

The approach to good analysis of charts is to ask the right questions to uncover the key details. With this form, you need to ask the following:

• What is the most prominent feature of the chart?

• Which is the biggest or smallest point?

• What is the current chart trend?

• What are the timelines available? What changes over time?

• What are the similarities and differences between the charts?

• What kind of vocabulary does the topic require?

Eg:

Intro: The given bar graphs show data for the cost of airline tickets for flights between Sydney and Melbourne in both directions over two weeks in 2013.

Overview: Overall, flights in both directions generally displayed patterns that are similar to one another, with higher prices from Friday through Monday. Week 2 flight prices were either significantly reduced from week 1 or remained identical.

Overview of the process (Process)

Unlike the chart, the Process form needs you to state the full number of steps in the process through the following structures:

• There are… main [stages/ steps] involved in the process of producing…, beginning with… and ending with…

• The… involves/ consists of/ includes… main steps/ stages, beginning with… and finishing with…

• In general/ Overall, the cycle begins when…

To identify the key points to talk about in the Overview, you will need to ask the following questions:

• How many steps are there in the process?

• Is this an artificial or natural production process?

• What kind of vocabulary does the topic require?

• Where does the process start and how does it end?

• How long does the process take?

Eg:

Intro: The picture shows the process of making wool.

Overview: Overall, there are nine stages in the process of making wool, starting from sheep herding to using wool in knitting or making woolen products.

Overview map (Map)

Similar to the chart, you will also need to address the changing details of the map in the Map format through the questions:

• What kind of Map is this:

  • Map depicting the area?

  • Map showing the difference between 2 areas?

  • Map showing the change of an area over time?

• What is the most significant regional change?

• What changes can be described together?

• What is the vocabulary of the topic related to this area?

You can apply some temporal structures to show the changing characteristics of maps, as follows:

• During the timeframe...

• In the last years,...

• Over the years,...

Eg:

Intro: The plan below shows the village of Pebbleton 20 years ago and now.

Overview: Overall, it can be seen that the most noticeable change was the addition of houses and other facilities such as footbridge, tennis court, community center as well as the replacement of old fort with a children’s playground.

Step 4: Write Detailed Body Paragraphs - Detailed Body Paragraphs

Coming to the main body of the article, the body is detailed. Here you need to filter out the main information points of the chart and specify the data.

Try to group together prominent information such as similar or opposite trends . Don't try to include all the information by listing all the data!

Writing style:

To access the Detailed Paragraphs paragraphs , you need to ask the following questions to determine what to write in each paragraph (The segmentation by grouping elements is based on the questions below):

• Chart format:

  • What is the trend or similar movement between the elements?

  • Is it possible to group each paragraph by timeline?

  • With the lesson without a specific time, in what ways are the elements similar?

  • With Mixed Charts there are only 2 Charts, each paragraph can describe 1 chart or should describe similar trends between charts.

  • For topics with more than 2 Charts, paragraph 1 should group similar trends? What information can be grouped together for paragraph 2?

• Process type:

  • How many parts should the Process be divided into? Which part is in paragraph 1 and which part is in the rest?

  • Which Process steps can be grouped together based on process-specific characteristics ?

• Map format:

  • How many areas are there?

  • Is it possible to divide the areas into 2 segments?

  • What are the major regional changes over time?

  • What are the common grouping points of the region?

Note:

• Unlike the Overview, you need to state specific data and time for the Detailed paragraphs.

• Don't forget to use Connecting Words to change your mind.

• Please present in chronological order.

Eg:

Intro: The given bar graphs show data for the cost of airline tickets for flights between Sydney and Melbourne in both directions over two weeks in 2013.

Body 1: In week 1, airfares from Sydney to Melbourne began at $80 on Monday and remained under $40 for the following three days before rising to $75, $70, and $50, respectively, on Friday, Saturday, and Sunday. The costs remained the same during the second week, with the notable exception of a drop on Monday to $50.

Body 2: The trend was similar for flights from Melbourne to Sydney, with the most expensive flight being on Friday at $80 (week 1) while the lowest rate was at 35$ on Tuesday, Wednesday, and Thursday (week 1 and 2). Finally, there were declines of 10 to 20$ across Saturday, Sunday, and Monday in the second week.

Some vocabulary for the opening paragraph of Body Detailed that you can refer to for better writing:

• According to the...

• Now, turning to the details...

• As the diagrams suggest...

• As it is presented in the diagram(s)/ graph(s)/ pie chart(s)/ table...

• The graph gives the figure...

• It is apparently seen that...

• The table data clearly shows that...

• Categorically speaking...

• It is interesting to note that...

• It is conspicuous that...

• It is clear from the data...

• It can be clearly observed that...

• It could be noticed that...

• The diagram reveals that...

• It is worth noticing that...

• It is explicitly observed that...

• Getting back to the details...

• The data suggest that...

• As (it is) shown in the illustration...

• It is obvious...

• It could be plainly viewed that...

• We can see that...

• As can be seen in the...

• It is crystal clear/ lucid that...

Eg:

• It is obvious that the first stage revolves around the collection of raw materials, in which the sheep are raised until they are matured enough to produce a thick layer of fur. The fur is then sheared and cleaned using water in order to remove dirt prior to the manufacturing stages. Having been clean, the wet fur is then transferred into a drying machine to soak up excess moisture. After that, the dried fur is carded with a wire instrument. This special tool brushes the wool straight and woven them into a single strand.

• We can see that in week 1, airfares from Sydney to Melbourne began at $80 on Monday and remained under $40 for the following three days before rising to $75, $70, and $50, respectively, on Friday, Saturday, and Sunday. The costs remained the same during the second week, with the notable exception of a drop on Monday to $50.

• It is apparently seen that most females were in favor of humanities majors (72%) and the educational sector (68%). While there were slightly more than half of this population studied Science and Physics (52% and 56%, respectively), they seemed less appealing to technological majors such as information technology and engineering which accounted for roughly 15%.

• It could be noticed that Germany and Switzerland had the highest percentage of males and females having higher education qualifications. In addition, the percentage of women holding degrees in higher education in Japan was the lowest among the surveyed categories.

• As can be seen in the initial stage, whole beans are selected from the picking up process before being dried to extract their shell.

3.3 Vocabulary for Writing IELTS Task 1

Vocabulary to describe trends

To describe the changing direction of an object, candidates can apply the following common words in IELTS Writing Task 1 :

Direction _

Verb ( Verb)

Noun ( Noun)

Get a raise

• 
  
  Increase

• Grow

• Climb

• Ascend

• Rise

• 
  
  An increase

• A growth

• A climb

• An upward trend

• A rise

Reduction

• 
  
  Decrease

• Fall

• Descend

• Decline

• Drop

• 
  
  A decrease

• A fall

• A downward trend

• A decline

• A drop

Keep stable

• 
  
  Remain stable

• Remain unchanged

• Remain steady

• Stabilise

No change

Continuous Variation

• 
  
  Fluctuate

• Be volatile

• 
  
  A fluctuation

Vocabulary describing ratio

When writing pie charts, tables, we must definitely know the vocabulary describing the ratio. In the graph containing percentages, we can apply some specialized vocabulary such as:

• ...exactly/ approximately/ nearly/ roughly at 40%...

• …times higher/ lower than...

• ...triple/ double...

• A quarter = One - forth = 25% = ¼

• A half = 50% = ½

• A minority/ small fraction...

• A large proportion...

• Almost...

• The proportion/ percentage of...

• Account for/ take up...

Eg:

• In addition, in country A, male and female laborers prefer to work in industry; whereas only a relatively small proportion of people in country B have jobs in agriculture.

• Only 15% of men work in industry, which is double the figure recorded in women.

• Regarding textile, this category also experienced a slight decline of 6% (from 17% to 11%) in the same time frame.

• In specific, regarding facilities, nearly three - fourth of the club members graded the equipment in excellent state.

Comparative vocabulary

Comparison is the form that should be used in IELTS Writing Task 1 to highlight the data and not fall into the situation of “just listing” the data.

Some comparison words you can use are:

• Similar...

• ...differentiate...

• ...compare...

• ...greater than...

• ...on the contrary/ in contrast...

• ...less/ fewer...

• ...more...

• ...a little...

Eg:

• Polyester demand also saw a stable increase from roughly 5 to 32 million tons in 2000, which was much greater than cotton.

• Regarding country A, more than half of male workers are engaged in services sector while the figure for female counterparts is 49%, which makes this field the most favored among the three.

• Similar patterns can be observed in the cost of color TV.

Vocabulary to describe the speed of change

In addition, candidates can also apply adjectives or adverbs to describe the level of change as follows:

• Dramatic

• Considerable

• Significant

• Rapid

• Sharp

• Substantial

• Pronounced

• Dramatically

• Considerably

• Significantly

• Rapidly

• Sharply

• Substantially

Moderate change

• Moderate

• Modest

• Moderately

• Modestly

Little change

• Slight

• Insignificant

• Marginal

• 
  
  Slightly

• Insignificantly

• Marginally

Vocabulary describing general change

To describe the overview of changes in the graph we often use the phrases that indicate the beginning and the end of the data recording process in the chart.

Some common words describing general change are:

• During the timeframe...

• Over the… year period...

• In the last years,...

• Between… and…

• Over the years...

Vocabulary describing specific change

• Words describing expansion: Enlarged/ Expanded/ Extended

• Words describing transformation: Flattened/ Destroyed/ Removed/ Cleared

• Words describing the addition: Added/ Builts/ Establish/ Introduced

• Words describing the change: Replaced/ Relocated/ Developed/ Modernized

Vocabulary to describe direction

• Directions: North/South/East/West

• Specific directions: North - east/ South - east/ North - west/ South -west

Eg:

• The school is located in the south - east corner of the area.

• The river is to the west of the library.

• The supermarket is in the north.

Vocabulary to describe places

The following prepositions of common position can be mentioned:

• Between A and B: Between A and B

Ví dụ: The school is between the hospital and the church.

• Among + Plural Noun: Among many things (usually 3 or more)

Ví dụ: The new leisure complex is built among the trees.

• In front of: In front

Ví dụ: The shopping mall is in front of the parking lot.

• Behind: Behind the back

Ví dụ: The parking lot is behind the shopping mall.

• Across: Across

Ví dụ: The university is across the street.

• Along: Along

Ví dụ: Some new houses have been built along the river.

• Beside/Next to: Next to, next to

Ví dụ: The hall is next to the shop.

Vocabulary describing the steps in the process

The steps in the process need to be linked together to show continuity. Some words you can use are:

• Describe the first step: First,.../ At the beginning,...

• Describe next steps: Next,.../ After that,.../ Then,.../ Following this,.../ After that,...

• Describe the steps taking place simultaneously: Simultaneously.../ At the same time...

• Describe the last step: Finally,.../ At the end of the process...

Eg:

• At the beginning of the process, wood is collected from the forest.

• After that, it is delivered to the factory on a truck.

• Afterwards, the wood pieces are cleaned and polished.

• Finally, the product is available for commercial use.

3.4 Structure for Writing IELTS Task 1

There are 3 main forms of comparison that candidates need to pay attention to when practicing how to write IELTS Task 1:

Subject + is the most/ least + Adjective + Noun Ví dụ: Football is the most popular sport in Vietnam.

Comparative (Comparative)

Subject + is more/ less + Adjective + than + Noun Ví dụ: Football is more popular than tennis in Vietnam.

Equal comparison

Subject + is + as+ Adjective + as + Noun Ví dụ: Football is as popular as tennis in Vietnam.

To describe percentages (%), candidates can use structures and vocabulary such as:

• Subject + account for/ make up/ be responsible for (chiếm) + [Data]

Ví dụ: Pizza consumers account for 25% of the population.

• [Data] + conn

Example: 25% of the population consumes pizzas.

• There are/ is/ was/ were + [Data] + who + Verb

Ví dụ: There were 25% of students that forgot to do homework.

4. Notes when practicing writing IELTS Writing Task 1

In this part of the content, DOL will share with you the mistakes to avoid when practicing writing IELTS Task 1. Along with that, it will reveal how to do IELTS Writing Task 1 well!

4.1 Mistakes to avoid when doing IELTS Writing Task 1

In order for the IELTS Writing Task 1 article to get a high score in the exam, you should avoid common mistakes when doing the IELTS Writing Task 1 exercise such as:

• Do not write IELTS Task 1 for more than 20 minutes. Therefore, when practicing how to write IELTS Task 1 at home, you should only spend 5 minutes on each paragraph, after 20 minutes, you should stop writing immediately.

• Do not rewrite the test questions into the work, use Linearthinking thinking to paraphrase structurally rather than just paraphrase lexically .

• When practicing writing IELTS Task 1, you should break the line before moving on to new paragraphs to make the article look easier to see.

• The Overview/ Summary paragraph should be written immediately after the opening sentence and be brief in 2 sentences. If there is no Overview/ Summary in IELTS Writing Task 1, your essay will not get a high score.

• It is not necessary to describe every data shown in the table/graph (unless the problem gives too little data). Because in the IELTS Writing Task 1 test, the skill of selecting and grouping information is still the most important

4.2 How to write Task 1 IELTS Writing well

For the best IELTS Writing Task 1 possible, you should avoid common mistakes when practicing writing IELTS Task 1 such as:

• Before writing Task 1 IELTS, please synthesize all the common types of Writing Task 1 . Thereby, it is possible to see the differences and requirements of each form to ensure good completion of the requirements of the test.

• Make use of samples online or in books on how to write Writing Task 1 in IELTS. Also note the different criteria, vocabulary, different structure, etc. And don't forget to take note of the structural patterns used to describe the data to apply when writing the article.

• Work hard to learn new vocabulary and combine old vocabulary reviews.

Make sure you practice writing sample essays many times to improve your IELTS Writing Task 1 skills. Just copying the pattern once won't help much - You'll need to practice those skills over and over to really perfect them

https://magoosh.com/ielts/ielts-academic-writing-task-1/

5. Sample IELTS Writing Task 1

5.1 Line Graph Theme - Line Graph

Đề bài 1: The graph shows the average Japanese month salary (Yen) from 1953 to 1983, and the prices of black and white televisions and color televisions during the same period.

Introduction: The given line graph illustrates the average monthly income of Japanese and the prices of televisions (black & white and color) from 1953 to 1983.

Overview: Overall, it can be seen that while the average Japanese monthly salary rose, television prices experienced a significant drop during the period. In addition, in the same time frame TV prices were mostly higher than the Japanese mean earnings.

Body 1: Regarding the prices of television, black and white TV cost 110 thousand yen in 1970, which was the highest figure throughout the period shown. 10 years later, a significant decrease of 70 thousand yen in this cost was recorded. The prices of this type of TV gradually fell to almost roughly one-fifth thousand yen in 2000. Similar patterns can be observed in the cost of color TV. Although the price of this means of entertainment was a hundred when it first appeared in 1980, it declined to only a half at the end of the period.

Body 2: In terms of salary, at the beginning of the period, the Japanese only earned 20 thousand yen monthly. This number gradually increased by 10 thousand in 1995 and at the end of the period, the average monthly salary of people living in Japan grew to approximately 70 thousand yen in 2000.

Đề bài 2: The graph shows the amount of fruit produced in four countries (France, Spain, Germany, Turkey) from 1970 to 2010.

Introduction: The line graph illustrates the fruit yield of France, Spain, Germany, and Turkey from 1970 to 2010.

Overview: Overall, it can be seen that the amount of fruit produced in Spain always took the leading position among the four countries. In addition, while fruit production in France and Turkey increased, that in the two remaining nations experienced a drop during the same time frame.

Body 1: The initial impression from the graph is that in 1970 roughly 5.5 million tonnes of fruit were produced in Spain, compared to 3.5 million in Germany. 10 years later, the figure in Spain rose to reach the top of more than 6 million before decreasing slightly to 5 million at the end of the period.

Regarding Germany, the amount of fruit yielded in this country went down gradually to 1.5 million tonnes in 1990. However, the number remained stable in the next 10 years before dropping by 0.25 million tonnes in 2010.

Body 2: In 1970, France supplied the least amount of fruit (1.2 million tonnes) whereas the figure recorded in Turkey was 2 million. In the following years, fruit yield in Turkey grew gradually to reach 3.5 million tonnes in 2010. Besides, the amount of fruit produced in France saw a decrease of 0.2 million tonnes in 2000 before rising to 2.8 million at the end of the period shown.

5.2 Theme Bar chart - Column chart

Đề bài 1: The chart below shows the percentage of the population in the UK who consumed the recommended daily amount of fruit and vegetables in 2002, 2006 and 2010.

Introduction: The given bar chart illustrates the proportion of British people who consumed the suggested amount of fruit and vegetables on a daily basis in three years: 2002, 2006 and 2010.

Overview: Overall, it can be seen that British women’s consumption of fruit and vegetables was far higher than the two remaining groups.

Body 1: The initial impression from the graph is that the percentage of the recommended amount of fruit and vegetables every day that the British of both genders, namely male and female, consumed was nearly similar. Regarding men, their consumption shared the same pattern in 2002 and 2010 with roughly 23%.

In 2010, both figures for men's and women’s consumption of fruit and vegetables reached the highest point at 27% and 32%, respectively. The recommended daily amount of fruit and vegetables consumed by women living in the UK was 25% in 2002 and rose slightly by 2% at the end of the period.

Body 2: In 2002, children’s daily consumption of fruit and vegetables was much lower than the other groups with approximately one-tenth, which was half of the women’s and men’s consumption in the same year. In the next 4 years, the figure rose to 16% before dropping by 2% in 2010.

Đề bài 2: The charts below show the Internet use in different purposes in Australia in 2010,2011 and the percentage by users.

Introduction: The given chart illustrates data on the proportion of Australian Internet users who has various objectives in using the platforms in 2010 and 2011 and their age group was also reported.

Overview: Overall, it can be seen that most young Internet users in the country are in favor of using social media and a large proportion of people who used the Internet for emailing has been recorded.

Body 1: In terms of purposes, while emailings was the feature that attracted a majority of Internet users with 70%, there was a moderate percentage of people (approximately 50%) exploited the Internet for social media use and paying bills online.

Body 2: Regarding age group, the older generation (65+ years old) prefers using email and paying bills online whereas almost 100% of young people aged between 18 - 25 use social media. In addition, there were only 27% of old-aged Internet users, which was nearly 3 times lower than the percentage of the younger group.

5.3 Pie chart theme - Pie chart

Đề bài 1: The maps show how the industrial area will change into a housing area in the future.

Introduction: The given pie charts illustrate data about the percentage of laborers (man and woman) in 3 sectors, namely industry, agriculture and services in countries A and B.

Overview: Overall, it can be seen that services attract the majority of workers in both nations. In addition, in country A, male and female laborers prefer to work in industry; whereas only a relatively small proportion of people in country B have jobs in agriculture.

Body 1: Regarding country A, more than half of male workers are engaged in services sector while the figure for female counterparts is 49%, which makes this field the most favored among the three. Besides, there are 29% of men living in this country working in agriculture compared to a higher percentage of 43% of female laborers. Only 15% of men work in industry, which is double the figure recorded in women.

Body 2: The same patterns can be observed in country B, which shows that while a significant proportion of men and women (65% and 78%) work in services sector, there are only 3% and 1% of male and female laborers in agriculture. And the percentage of male employment in industry in this nation is 32% which is triple that of female ones in the same field.

Đề bài 2: The charts below give information about different types of waste disposed of in one country in 1960 and 2011.

Introduction: The given pie charts illustrated data on waste disposal of various categories in a nation in 1960 and 2011.

Overview: Overall, it can be seen that there was an increase in the proportion of plastic, wood and food disposal while people threw away less paper, textile and other types of waste. In addition, disposed metal, glass and green waste shared almost the same figure in two years.

Body 1: In 1960, 25% of paper was discarded but this percentage fell by 10% in 2011. Regarding textile, this category also experienced a slight decline of 6% (from 17% to 11%) in the same time frame. Besides, the amount of other waste got rid of in 2011 was 3 times lower than that in 1960. It is clear that the proportion of plastic and food waste grew by roughly 10% in 2011 compared to the other year. And people disposed of a two-fold amount of wood 51 years after 1960.

Body 2: In terms of glass, metal and green waste, these types of disposal shared almost constant figure over the period. Specifically, the two latter types’ disposal were approximately 9% while the percentage of glass thrown away was only 5%.

5.4 Table Topics - Table of Data

Đề bài 1: The table shows data about what people in the UK thought the government should increase spending on.

Introduction: The table illustrates information about 3 main sectors that English people think their government should allocate more funding.

Overview: Overall, it can be seen that women prefer the idea of increasing state spending on health while most men support more financial investment in education. Regarding age group, while young people prioritize education and other areas, the elderly put more emphasis on funding for health sector.

Body 1: In terms of gender, 55% of British men focus on the improvement of education while only one-third of them support the allocation of finance for the health field. On the other hand, health care attracts more attention from women living in the UK, as nearly half of them agree that more money should be spent on this sector and 40% of this group advocated financial funded for education.

Body 2: Regarding the age group, it is understandable that people aging from 35 - 64 think the government should spend more money on health (approximately 50%). Noticeably, there are 72% of old people (aged 65+) prioritized spending more on health. In addition, the majority of young adults whose ages are from 18 - 24 (49%) and 25 - 34 (52%), are strong advocates of funding for education.

Đề bài 2: The table shows questionnaires about the opinions of club members and general public for the new theatre in one town in 2012.

Introduction: The given table illustrated information about the points of view of club members and the public towards the three components of the newly-built theatre in a town including facilities, information and quality in 2012.

Overview: Overall, it can be seen that the majority of both parties show their deep contentment with the three surveyed elements. In addition, there is a relatively small proportion of people from the club and the public expressed their dissatisfaction towards the facilities and quality.

Body 1: In specific, regarding facilities, nearly three-fourth of the club members graded the equipment in excellent state, compared to a lower number of 64% obtained from the public perspective. Noticeably, there were only 8% of the general public who considered facilities in the new theater as poor, which was 4 times higher than the figure collected from the club members.

The general public gave more positive comments (66%) for the information about the theater than the club member (54%). However, this category gained a more moderate percentage of satisfied and dissatisfied answers from both studied group of participants in comparison to the remaining varieties.

Body 2: In terms of quality, the highest percentage of 88% was the data collected from club participants who graded the theatre’s quality as excellent, which was roughly 30% higher than the figure from the general public. In contrast, 40% of the public preferred the quality as satisfied, which was 4 times higher than the proportion of the club members.

5.5 Map Themes - Maps

Đề bài 1: The picture shows the process of making wool.

Introduction: The diagram illustrates the wool production procedure.

Overview: Overall, there are nine stages in the process of making wool, starting from sheep herding to using wool in knitting or making woolen products.

Body 1: The first stage revolves around the collection of raw materials, in which the sheep are raised until they are matured enough to produce a thick layer of fur. The fur is then sheared and cleaned using water in order to remove dirt prior to the manufacturing stages.

Having been clean, the wet fur is then transferred into a drying machine to soak up excess moisture. After that, the dried fur is carded with a wire instrument. This special tool brushes the wool straight and woven them into a single strand.

Body 2: From this process, the wool is made into large turfs of wool, which would be put into storage, and the by - product - the discarded strings - will be recycled afterwards. In the final stage, the wool turfs are spun into balls of yarn which can either be used for knitting or for the production of woolen products such as jackets and carpets.

Đề bài 2: The maps show how the industrial area will change into a housing area in the future.

Introduction: The given table illustrates certain forecasted alternations in an industrial site, which will be transformed into residential areas in the future.

Overview: Overall, the most noticeable changes will be the addition of various buildings to the North and East of the spot; also the modification of names of specific areas and their facilities will be recorded.

Body 1: Regarding the East side of this place, the factory is predicted to be replaced by apartments, which will be located next to the newly - added parking area. While the current Entrance and Reception are placed to the North, the plan proposes its substitution by residential areas including 6 bedroom houses which will be accessed through communal gardens.

Body 2: Significant changes will also be projected on the remaining sides of this site. The 3 bedrooms house and 4 bedroom house will replace the packing and storage areas in the Western part. Additionally, the substitution of offices and canteen for parking garages is also suggested in this plan. The only feature that is predicted to remain its original position is the main road which surrounds the whole area.

5.6 Thread Thread - Process

Đề bài 1: The diagram below shows the process of making soft cheese.

Introduction: The flow chart illustrates the production of soft cheese.

Overview: Overall, it can be seen that there are 5 stages in the process of making soft cheese, starting from mixing ingredients to the finished products that are ready to be consumed.

Body 1: In the first stage, two main components namely water and milk are mixed together. After that, the mixture is cooled for 2 hours at a temperature of 5 Celsius degrees. Then, an amount of salt is added to the mixture before it undergoes the constant fermentation process which lasts for 6 hours.

Body 2: The next stage requires the liquid to evaporate, which let off its steam through a channel. After 8 hours of being under the heat of 100 Celcius degree, the mixture becomes thicker. In a final step, which happens for 6 hours, this mixture is stored in a cooling space where wastewater and the finished soft cheese are filtered.

Đề bài 2: The diagram below shows the stages in processing cocoa beans.

Introduction: The diagram illustrates how cocoa beans are processed.

Overview: Overall, there are 3 main stages during the procedure, starting with choosing the cocoa beans and ending with the final products to reach customers.

Body 1: In the initial stage, whole beans are selected from the picking up process before being dried to extract their shell.

Body 2: Next, those beans are pressed to make cocoa liquor which then experiences one of the two approaches, further pressing or further refining. In the former way, the liquor is continued to be pressed to make either cocoa cake or cocoa. Or else, this alcohol is refined before it reaches the industrial chocolate stage where sugar and cocoa (extracted from the other approach) are mixed together.

Body 3: To enter stage 3, while the cocoa cake experiences a grinding step to make cocoa powder to be marketed to customers, the cocoa will be shifted to industry to make cakes and drinks (cocoa powder may be included in this step). The finished chocolate products are manufactured from the final processing stage of industrial chocolate before it is sold to the public.

5.7 Theme Mixed Charts/ Graphs - Mixed Charts

Đề bài 1: The pie and bar charts below show the percentage of water consumption and use in Australia in 2004.

Introduction: The pie chart details water consumption of various major consumers in Australia in 2004, whereas the bar chart offers a closer look at residential water use.

Overview: A glance at the graphs reveals that houses and apartments consumed water the most. Clearly, regarding residential water usage, an appreciable amount of water was used in the bathroom and garden in Australia in 2004.

Body 1: As for the pie chart, residential use held the lion’s share of overall water consumption, accounting for 70%, much higher than the figures for industrial (11%) and business (10%). Government and other purposes only made up a negligible proportion of total water usage at 6% and 3% respectively.

Body 2: Regarding the line graph, households consumed 28% and 27% of total water for activities in the bathroom and garden. This figure for washing clothes was 20%, 5% higher than the rate of water consumption in the toilet. Residents in houses and apartments used 10% of total water for purposes in the kitchen.

Đề bài 2: The table and pie chart give information about the population in Australia according to different nationalities and areas.

Introduction: The pie chart depicts the constitution of those residing in Australia with respect to their nationalities, whereas the table details where these people live in an unspecified year.

Overview: Overall, what stands out from the graph is that Australian demographics hold the lion’s share in the population of this nation. Another interesting point is that most residents opt for the city regardless of ethnicity.

Body 1: With regards to the pie chart, local Australian people represent nearly three fourths (73%) of total population. Next came other countries with 14%, whilst 7% come from the UK. Those whose home countries are in Dutch, China and New Zealand hold a negligible 1 - 3% of total people residing in Australia.

Body 2: In terms of the table, the vast majority of surveyed Australian demographics favour living in the city with 8 out of 10. A similar pattern can be seen in the figures for Dutch, British and New Zealander residents, amounting to 83%, 89% and 90% respectively. This trend is particularly evident in Chinese people with 99% choosing to live in the city.

6. Frequently Asked Questions

What should be paid attention to when writing the introduction to Writing IELTS Task 1 ?

• Write a brief introduction, without going into every detail

• Do not copy the topic question

• Do not display irrelevant information

• Do not change important keywords in the question to incorrect synonyms

Suggest some vocabulary to apply in Writing IELTS Task 1

• Từ vựng mô tả xu hướng tăng lên: Climb (past: climbed); go up (past: went up); grow (past: grew); increase (past: increased); jump (past: jumped); rise (past: rose); rocket (past: rocketed)

• Từ vựng mô tả xu hướng giảm xuống: Decline (past: declined); decrease (past: decreased); drop (past: dropped); fall (past: fell); go down (past: went down); plummet (past: plummeted); plunge (past: plunged)

• Vocabulary to describe stable trends: Maintain (past: maintained); remain (past: remain); stay (past: stayed); constant; stable; steady; still

Suggest some grammatical structures for Writing IELTS Task 1

• There + be + a/ an + adj + Noun

• S + see/ experience/ undergo + adj + Noun A + adj + Noun + in + S be recorded

Through this article, you must have had an overview of the types of articles in IELTS Writing Task 1 . Along with that is how to write IELTS Writing Task 1 for each type of article, right? Wish you have an effective IELTS Task 1 writing strategy.