IELTSAcademicWritingTask1
The Ultimate Guide with Practice to Get a Target Band Score of 8.0+ In 10 Minutes a Day
-- ByRachelMitchell--
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Table of Contents
Introduction
IeltsWritingIntroduction
IeltsWritingTask1
Effective Sentence StructuresToGet An8.0+
Language Of Trends: Sentence Structure AndVocabulary
Task1WritingProcessToMaximize Score
Structure:
Task1MarkingAndAssessment
Advice
Useful TimeExpressions
LanguageOfEstimation
Useful Language
Useful WordsFor ParaphrasingASummary
Task1WritingRules
Most CommonMistakesStudentsMake InTask1Writing
Future Tense (Language Of Estimation)
Task1WritingSamples
LineChart
Bar Chart
Table
PieChart
Map
MapLanguage
MethodFor WritingMap
MapSample
Process
Man-MadeProcess
ProcessSample
NaturalProcess
Natural ProcessLanguage
Natural ProcessSample
Conclusion
CheckOut OtherBooks
INTRODUCTION
Thankyouandcongratulateyoufor downloadingthebook “IELTS Academic Writing Task 1: The Ultimate Guide with Practice to Get a Target Band Score of 8.0+ In 10 Minutes a Day.”
Thisbookiswell designedandwrittenbyanexperiencednativeteacher fromtheUSA whohasbeenteachingIELTSfor over 10years.Shereallyistheexpertintraining IELTSfor studentsateachlevel.Inthisbook,shewill provideyouall provenformulas, tips,strategies,explanations,structures,task1language,vocabularyandmodel essays tohelpyoueasilyachievean8.0+intheIELTSWritingsection(Academic),evenif your Englishisnotexcellent.Thisbookwill alsowalkyouthroughstep-by-steponhow todevelopyour well-organisedanswersfor theTask1Writing;clearlyexplainsthe differenttypesofquestionsthatareaskedfor Task1;provideyoustep-by-step instructionsonhow towriteeachtypeofreportexcellently.
Astheauthor ofthisbook,Rachel Mitchell believesthatthisbookwill bean indispensablereferenceandtrustedguidefor youwhomaywanttomaximizeyour band scoreinIELTSacademictask1writing.Onceyoureadthisbook,Iguaranteeyouthat youwill havelearnedanextraordinarilywiderangeofuseful,andpractical IELTS
WRITNGTASK1strategiesandformulasthatwill helpyoubecomeasuccessful IELTStaker aswell asyouwill evenbecomeasuccessful Englishuser inworkandin lifewithinashortperiodoftimeonly.
Takeactiontodayandstartgettingbetter scorestomorrow!
Thankyouagainfor purchasingthisbook,andIhopeyouenjoyit.
IELTSWRITINGTASK 1
Whataretheyaskingyoutodoinareport?
They’re askingyouto describe the main points ofthe diagram. WhenIsay “describe”, I meanyouwill tell them what the diagram looks like? For example, I have a diagram thatshows fastfoodconsumption,Isimplyneedtodescribe that fast food consumption has increased/ has grown/ has risen; I don’t need to say “fast food consumption has risen because fast food is delicious and affordable” No, you don’t need to explain, ok?.Explainingiswhatyouaregoingtodoessays intask2writing.Therefore,intask1 writing,your jobisto describe the main points of a diagram.
What isadiagram?Youmightbeasking.That’sagoodquestion.Theseareall examplesofdiagrams.
Diagrams are pictures that convey information, usually numbers. This is a type of a diagramcalledflowchart,anda flow chartshows us how todosomething,a methodto dosomething.
Here, this is a type ofa diagramcalled line chartor a line graph. Itshows changes over time/ over aperiodoftime.
And here is a type of diagramcalled a table. You’re very familiar with tables. Every time you go to restaurants, every time you’re looking at a menu, you are looking at the table. Everytime yougo to the KFC, you’re lookingata table. Everytime yougo to the airport,andyouseethearrival time,thedeparturetime,you’relookingatatable.These areverycommoninour lives.
Another typeofadiagramis apie chart.We use a pie charttoshow a percentage outof 100.That’swhyweuseapiechart.
Andrighthereis acolumngraph,or abar graph.This oneshows percentages butover a periodoftime.
So, what we’re looking at in task 1 writing is all these types of diagrams including maps.
These are all types of diagrams that you need to be familiar with so you can describe themintask1writing.
All right, when it comes to task 1 writing, there are a few rules you need to pay your attention to. First of all, task 1 requires 150 words minimum. If you write fewer than 150 words, you’re going to face a penalty. Therefore, you should try to write at least 150 words. I will tell you that it will be difficult for you to get a high score if you’re only writing 150 words. You probably will need to write 200 or 210 words to get a highscore(7.5- 8.0).
For task2writing,it’slarger.Itneeds 250 words minimum, and the essayis worth2/3 of your score. It’s worth twice of task 1. Therefore, I would like to tell you that you shouldwritetask2firstandspend40minutesonit.
Now, we will focus on task 1 writing, we will be describing different kinds of diagrams.
How are they marking you? How are theyassessingyou? How are theygivingyoua scoreintask1writing?
Let’slookattheIELTSwritingtask1bandscoredescriptorsbelow:
I want you to know that IELTS keeps their scoring very secretive. IELTS does not tell you how they score your writing. The information that we have about how they score our writingis we have gotpieces ofinformationfrompeople over the years. Theythink that we all know about IELTS. Let’s talk something that you need to know about how
theymarkyour test.
Firstofall,theIELTSexaminer will markyour testaccordingtofour categories:
1. TaskAchievement(25%)
2. CoherenceandCohesion(25%)
3. Lexical Resource(25%)
4. Grammatical RangeandAccuracy(25%)
Now,whatdothesethingsmeans?
1.Taskachievement: thisishow well youfulfil your job,how well youdescribe something;how muchinformationyouhaveincluded;how youhaveselected informationthatyouputinyour writing,andwriteatleast150words.
2.Coherence andcohesion: thisishow well youchoseyour paragraphs;how well you organizeyour information,andhow well itflowsfrombeginningtoend.
3.Lexicalresource: thismeansvocabulary.Thisishow muchvocabularyyouuse,and how varied,accurateandappropriateyouarewithyour vocabulary.Spellingerrors will hurtyour score,misusingwordformswill hurtyour score.Ifyousay “sales increasing”, it’swrong.Instead,youmustsay “sales increased”
4.Grammaticalrange andaccuracy: obviouslythismeans “ are you making grammar mistakes?”,and “ are you using complex sentence structures?” ifyou’rejustdoingthe samestructureover andover, “sales increased” ,then “sales fluctuated” andthen “sales plummeted”.Ok,your grammar isaccurate,butall you’regivingmeisjust past tense, past tense, and past tense.Soyouwill getagoodscorefor beingaccurate,but youwill getalow scorefor usingthesamestructureover andover. Whatyoushouldbedoingintask1isyoushouldpracticeregularly.7.0–8.0for task1 writingisveryachievablebecausethelanguageyouusefor task1writingisvery narrow,andverylimited.Youdon’tneedtouseahugerangeoflanguage.
IELTS is a game after all. It is a test does exactly a game. It is a system for gaining points and losingpoints, and there are some rules to test. Therefore, we need to be sure weunderstandtherulessothatwecanavoidthepenalty.
Inorder for us todescribe diagrams,Iwouldsaygrammar helps.Yes,ofcourse itdoes. Ineedyoutopayattentiontogrammar,sentencestructures. Youcouldgetanincrediblyhighscorejustbyknowingthesefollowingstructures.
1.Positionstatement:
· Thepriceofgas stood at $2.75per gallon.
· In2005,thesugar export accounted for about10% oftotal exports.
2.Movement statements
· Therewas a decrease inthepriceofgas/ gasprices.
· Therewas an increase inthesugar export/ exportofsugar/ exportedsugar.
· Gasprices/ thepriceofgas decreased.
· Theexportofsugar/ thesugar export/ theexportedsugar increased.
· Gasprices/ thepriceofgas experienced a decrease.
· Theexportofsugar/ thesugar export/ theexportedsugar witnessed an increase.
3.Time phrases
· From1990to1995
· Between1990and1995
· During/throughouttheperiodfrom1995to2005
· Duringaperiodof10years
· Over the(three-month) period(betweenApril andJune)
· In1990
· By1995
· For 5years
4.Grammarvariations
Connecting sentences together makes your writing more interesting and can help to improve your band score - butyoushould aimto varythe wayyoulinksentences. Here areacoupleoptionstotryinsteadofjustusing“then”:
· CD sales increased steadily from 2005 until 2010, then fell slightly in the followingyear.
· CD sales increased steadily from 2005 until 2010, before falling slightly in the followingyear.
· After increasing steadily from 2005 until 2010, CD sales fell slightly in the followingyear.
5.Vocabularyvariations
Again, these variations increase the range of language you use, which can make your writingmoreinterestingandbenefityour bandscore.
· Therewasaslightfall inCDsalesin2010.
· (Theyear) 2010saw aslightfall inCDsales.
· CDsalesexperiencedaslightfall in2010.
6.Givingevidence (data)
Whenyoudescribe the keyinformationina diagram, it's extremelyimportantto include evidence tosupportyour idea. This means youadddata: specific numbers, percentages, etc.
For example:
· CD sales increased slightly from52 (million) to 70 million units between 2009 and2010.
· CD sales increased slightly from 52 million units in 2010 to 70 million the followingyear.
· CDsalesincreasedbyeightmillionunitsfrom2009to2010.
· During the period from 1990 to 1995, there was a decrease in gas prices from $2.70to$2.75per gallon.
· There was an increase in the sugar export between May and August from about 10% toover 20%.
· Between 1990 and 1995, the price of gas decreased from $2.75 to $2.70 per gallon.
· The sugar export increased fromapproximately 10% to more than 20% between MayandAugust.
· From1990 to 1995, the price of gas experienced a decrease from$2.75 to $2.70 per gallon.
· The sugar export witnessed an increase between May and August from around 10% toover 20%.
Vocabularynote
Notethewayweuseprepositionswithnumbersanddates:
· In2000thenumber fell to20%.
· In2000thenumber fell by25%.
· Thenumber fell/droppedfrom45% in1998to20% in2010.
· Thenumber fell/droppedfrom45% to20% between1995and1997.
Youcanuseacombinationofverb+adverb,or adjective +noun,to avoid repeatingthe samephrasesandtoaddextrameaning:
· Therewasasignificantincrease/riseinthenumber ofX.
· Thenumber ofXincreased/rosesignificantly.
Noticethatyouneedaprepositionwhenyouusethenounform:
· Therewasanincreaseinhouseprices;
· Therewasadropof 10% inthenumber ofmalestudentswhostudiedabroad.
Those above are all about the unique things when it comes to your task 1 description. This is a suitable range. So, when it comes to the sentence structures, pay attention to these, and payattentionto the parts of these structures because that is what youwill be doing when it comes to describing. Understand that the grammar never changes, the verbs never change. They stay the same. You are dealing with a limited number of words, a limited number of structures. The only thing that changes is what you are talking about. We might be talking about the purchase of Honda, or we might talk about the number of members at a club or we might talk about the dollars earned or the kilometers travelled or the number of books sold. Itdoesn’tmatter. Thatis the only thingthatchanges.Itisverymathematical
Whenitcomestotask1,youneedtousecertainkindsoflanguage:
1.COMPARISONANDSUPERLATIVELANGUAGE: The language we should use intask1writingisthelanguageofcomparisonandsuperlative.
WecancompareXandYbyusingsuperlatives.
For example: Honda was the most popular motorbike. (Superlativelanguage)
Or: Honda produced the most sold motorbikes.
· Honda was more popular than any other motorbike. (Comparisonlanguage)
· More males than females chose Honda.
· Fewer females than males chose Honda.
· Honda was more popular among males than females.
· Honda was less popular among females than males.
· The most popular means of transport was Honda.
· Honda was more popular than any other means of transport.
· Honda was the most popular means of transport.
· Honda was chosen by more males than females.
· A higher percentage of males chose Honda than males
· Compared to/with the number of females, the number of males were considerably higher.
· The number of males were considerably higher compared to/with the number of females.
2.TRENDLANGUAGE:
Ifwehave2timepoints(thatcouldbedays/weeks/months/years/decades),weneedto usetrendlanguage.Weneedtotalkabout “increase”, “decrease”. Wecouldtalkabout1990and2000,or wecouldtalkaboutJanuaryandJune,or we couldtalkaboutMondayandFriday.Itdoesn’tmatter.
Note: iftheygiveyouadiagramwithjustoneyear,all wecandoisjusttocompare, wecannot usetrendlanguage “increase”, “decrease”, “fluctuated”.Inother words, wecannot talkaboutmovement.
Ontheother hand,iftheygiveyoutwoyears,threeyears,or four years,theystill want comparison,butnow theyalsowanttrendlanguage.Theyalsowantyoutotalkabout movement.Thesearereallytwobasicgroupsoflanguagethatyouneedtouseto describediagrams: comparisonandtrendlanguage.
Let’sbuildsomevocabulary.Hereisalist of verbs,adverbs,adjectivesandnouns thatyouneedtouseintask1writing.
LANGUAGEOF TRENDS:SENTENCESTRUCTURE ANDVOCABULARY
Examples:
The overall sale of the company slightly increased by 10% in 2005.
Notethat“plunge”and“plummet”donot take adverbsbecausewhattheymeanisa bigdecrease.
Wecansay “decreased considerably/sharply/dramatically/significantly/substantially” or “plunged”,or “plummeted”.
But,wemust not say,
“plummeted considerably/sharply/dramatically/significantly/substantially” or “plunged considerably/sharply/dramatically/significantly/substantially”
Noneedtousethosetwoverbs “plunge” and “plummet” withanadverb. Decreased sharply equals plummeted. Theymeanthesamething.
Likewise,“rocket”doesnot take adverbs.Sotosay increased significantly, rose sharply,theymeanthesamethingas rocketed. Abig/sharpincrease,sonoadverbsfor rocketed.
TherearesomethingsIneedyoutobeawareofhere.Iwantyoutoknow that steadily
and gradually meanthesamething. Slightly issomethingmeansdifferent. Steadily and gradually mean over a period of time. Slightly meanshow muchdealswithamount. Steadily and gradually meanagradual changelikeachildgrowth;heor shegrows gradually/ heor shegrowsover time.
Levelledoff & stabilized
Theseareflatchangesor nochangesreally,butIwantyoutobeawarethat levelled off and stabilized always happen after another trend.Youcansay,for example, “the figure remained the same before increasing/ the figure remained stable before increasing/ the figure remained unchanged before increasing/ the figure remained constant before increasing”.However,wecannot use“stabilizedor levelledoff”in thiscase.Stabilizedandlevelledoffalwayshappenafter another trend.For example, sales fluctuated before they levelled off/ sales fluctuated before they stabilized.Don’t everusestabilizedandlevelledofftostartyour description.
Fluctuation
Youcansay fluctuated significantly/ fluctuated wildly (bigchanges) or fluctuated slightly (small changes).
The birthday fluctuated significantly/wildly between 2000 and 2005.
Reachedalow
“Reach” always happen after a movement. “A high” is always behind a point of the diagram.Weshouldn’t say reached a high,insteadwesay started at a high/ began at a high.
Wecansay reached a low/started at a low/ began at a low
Car sales reached a low of 15.000 in 2000.
Reachedapeak
“Apeak”isalwaysupanddown.Apeakcanbeahighbutitdoesn’thavetobe.For example, reached two peaks before reaching a high.
The number of people who were unemployed reached a peak of 2000 people in 2015
The number of tourists reached a peak of 15 million in 1995
Stoodat
Youcanuse“stoodat”atanywhereonthegraphyouwant (at the beginning it stood at,
afterward it stood at, then it stood at”, then it stood at, then it stood at something else).“Stoodat”worksfor anythingonthegraph.
The number of sales stood at 4 million in 2010.
The number of people travelling to London stood at 26 million in 2005.
Startedat/ beganat
Youcanuse“startedat/ beganat”atthebeginning.
In 2000, the figure for Internet users started at approximately 50 million.
The amount of meat consumed weekly began at about 150 grams.
Endedat/ finishedat
Youcanuse“endedat/ finishedat”attheend.
The figure finished at over 50%.
Dipped/decreasedslightly
Expenditure on furniture dipped slightly from 9% to 7% between 2002 and 2005.
Coffee sales decreased slightly between June and August.
Examples:
Coffee sales began at 50 thousand dollars, then decreased slightly to 48 thousand dollars. Subsequently, sales plunged and reached a low of 40 thousand dollars between June and August. Afterwards, coffee sales rocketed to a high of 70 thousand dollars Sales remained stable before decreasing and stabilizing at…
Started at a high…then it fell slightly/declined slightly/ dropped slightly/ fell steadily/declined gradually…then it levelled off/ stabilized/ remained unchanged/ remained stable/ remained the same/ maintained the same figure.
Sales soared/rocketed/rose dramatically/grew sharply/increased substantially.
“Soared”reallyisthesameas“rocketed”. Increasedslightly/increasedgradually.
The number of people using the Internet increased slightly between 1995 and 2005.
From 2002 to 2004, CD sales in the UK increased gradually from 3 to 4 million - a
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[Listen]
[Listen]
With one open string:
[Listen]
Without open strings:
Chords in four parts (quadruple stops).
With two open strings:
[Listen]
[Listen]
[Listen]
With one open string:
[Listen]
[Listen]
[Listen]
[Listen]
Without open strings:
Harmonics.
Natural and artificial Harmonics, or Flageolet tones, may be produced on the violin. The natural harmonics are obtained by placing the finger quite lightly, and without pressure, upon the string, and bowing with great care. From the middle of the string upwards towards the bridge, and also from the middle towards the nut, lie natural harmonics at the nodes of the string. The sign indicating that a note is to be played as a harmonic, is either 0, flageolet or son harmonique.
In the case of harmonics which yield a note differing from that stopped by the finger, the actual sound produced is indicated by the sign
[Listen]
D string.
[Listen]
A string.
[Listen]
E string.
[Listen]
Natural harmonics are also produced by placing two fingers lightly and simultaneously on one string:
G string.
D string.
A string.
E
string.
Artificial harmonics.
These are produced by playing two notes on one string, the lower one being pressed down firmly, the upper one lightly. The distance of these two notes from each other may be either a third, fourth, fifth or octave. The most usual artificial harmonics are those at a fourth.
At a fourth:
At a fifth:
[Listen] [Listen]
At a third:
[Listen]
[Listen]
[Listen]
[Listen]
Artificial harmonics may also be produced at the distance of a minor third, but these speak with difficulty.
At an octave:
[Listen]
In like manner on the higher strings.
In the lower positions those at the octave necessitate a wide stretch between the 1ˢᵗ and 4ᵗʰ fingers, rendering them impossible for small hands.
Double harmonics.
Both natural and artificial harmonics may be played as double stops. The former speak best, the latter being more difficult. They require very thin stringing.
a. Natural double harmonics:
[Listen]
Similarly on the upper strings.
b. Artificial double harmonics:
The large notes indicate the notes which are to be pressed down firmly, the small notes those to be lightly touched, and the sign ⟡ the actual sounds produced.
a. Fifths, produced at the distance of a fifth, fourth and third:
[Listen]
[Listen]
b. Thirds.
[Listen]
c. Fourths.
[Listen]
d. Sixths.
[Listen]
e. Octaves.
[Listen]
The pizzicato.
The most usual method of playing pizzicato is by means of the index finger of the right hand, by which the string is gripped and plucked. The thumb is placed against the fingerboard. In pieces to be played pizzicato throughout, the thumb may be employed. In this case the violin is held down (underneath the right arm), as, for instance, in the Serenade in Don Giovanni, when the violin replaces the mandoline:
[Listen]
The sign used is pizz., its cessation, arco. The pizzicato is also possible with the left hand, and is chiefly thus employed when notes played by the bow and pizzicato notes follow each other quickly. Left hand pizzicato is indicated by + over the notes, and is usually executed by the finger which has pressed down the preceding note, or else with the fourth finger.
[Listen]
