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IELTS Writing One

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Bobby Cox

on 5 October 2013

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Transcript of IELTS Writing One

Hi I'm Bobby and welcome to...
The Focus of today's Workshop
There are
sections to today's IELTS Writing Workshop!
1. Exam Format

a graph, table, diagram or data, an event or how something works.
2. Assessment Criteria
Task achievement
- Did you do the task? --- Write 150 words to

Cohesion and coherence
- Does the content and structure
make sense?

Lexical resource
- use a wide range of
and was it used

Grammatical range and accuracy
- did you use a
range of grammatical structures
and were they used
- Not just simple sentences
IELTS Writing Task One Vocab
The following words and phrases will help you
IELTS Writing Workshop
150 words
20 mins
Graphs, charts, tables or a process
Keys to think about...
a rise
an increase
a surge
a growth
a peak

a fluctuation
a variation

a period of stability
a plateau

a fall
a decrease
a decline
a dip

to rise
to increase
to grow
to peak
to skyrocket

to fluctuate
to vary

to fall
to decrease
to decline
to dip
to dive
to plunge

to show an upward trend
to show a downward trend
to hit the highest point
to hit the lowest point
to reach a peak
to show some fluctuation
to fluctuate wildly
to remain stable
to remain static
to remain unchanged
to stay constant
to reach a plateau
to level off
to flatten out
the highest
the lowest

compared to
compared with
relative to


GREY (Table)
White (Process)
The diagrams show the process of production of silk into cloth. 

-Silkworm: First the silkworm lava…..(mulberry leaf)
After 4-6 weeks it produces silk thread.
Then after 3-8 days makes a cocoon…
16 days later a moth emerges from the cooon
The moth then lays eggs on the mulberry leaf…cylce start again.

-Cloth: The silk thread produced by the lava is collected. After being boiled, the thread is then unwound to 300-900m and twisted. Finally, it is weaved into cloth.

Main body:

Silk cloth is produced in two distinct processes, first it is produced from the silkworm and then it is weaved, producing the cloth. *Include comparisons!

(Para 1)
(Para 4)
(Para 2/3)
TEST (chart blue page)
20 minutes
150 words (at least)
The bar chart shows the amount spent in thousand pounds sterling, on six consumer goods, in the four following European countries; Germany, Italy, France and Britain. On the whole, Britain spends noticeably more on consumer goods and is also the country that spends the most on each of the consumer goods listed.

Contrary to this, Germany spends the least overall, and in certain consumer goods (CDs, toys and photographic film), significantly lower than Britain. However, there are two products where Germany does spend more than France, and that is tennis racquets and perfumes.

Italy and France in the meantime spend roughly the same. Italy spends just slightly more on personal stereos, as well as spending more on tennis racquets and perfumes. Meanwhile, France spends greater amounts on CDs and photographic film. Both countries spend the same amount on toys.

It is evidently clear from the data that the spending habits are significantly different in four of the well-known countries across Europe, and indicates that Britain clearly spends the most in all cases.

172 words

Para 1
Para 2
Para 3
Para 4
Introduction (paragraph 1):

Introduce the graph
> The bar chart shows > the amount spent in thousand pounds sterling> on 6 consumer goods> in 4 European countries (maybe list them).

Main Body (paragraph 2 & 3):

Specific detail- reference to data/ group data together
Who spends the most?
- Britain- overall & on every product
Who spends the least?
- Germany- overall but spends more than France on tennis racquets & perfumes
Any similarities?
- Yes France & Italy similar spending overall- France spend more on photographic film & cd's- Italy spend more tennis racquets & perfumes, marginally more on P.stereos. Both send the same amount on toys.

Conclusion (paragraph 4):

Describe what is happening overall>
the spending habits are different in the 4 Eur. countries
Britain clearly spends the most in all cases
There are 3 basic things you need to structure an IELTS writing task 1.
1. Introduce the graph
2. Give an overview
3. Give the detail
Introduction (paragraph 1)

Main body (paragraph 2 & 3)

Conclusion (paragraph 4)
Introduce the graph

You need to begin with
one or two sentences
that state
what the IELTS writing task 1 shows
You can paraphrase the title of the graph, making sure you put in a time frame if there is one.

Give an overview

You also need to state what the main trend or trends in the graph are.
Don’t give detail such as data here – you are just looking for something that describes
what is happening overall

Give the detail

You can now give more
specific detail
in the body paragraphs.
When you give the detail in your body paragraphs in your IELTS writing task 1, you must
make reference to the data
The key to organizing your body paragraphs for an IELTS writing task 1 is to
group data together where there are patterns
To do this you need to identify any similarities and differences.

There are 3 basic things you need to structure an IELTS writing task 1.
Introduction (paragraph 1):

Introduce the graph
The first bar graph shows> the number of Japanese tourists in millions travelling abroad> between 1985 and 1995.
The second line graph shows> the percentage of Japanese tourists going to Australia> from 1984 to 1994.

Main Body (paragraph 2 & 3):

Specific detail- reference to data/ group data together
- No. of JP tourists rose steadily 1985 to 1990
- No. of JP tourists to Aus similar trend (1984-1994)
- Slight decrease in JP traveling abroad in 1991,
- Slight decrease JP to Aus 1989, followed by a gradual rise

Conclusion (paragraph 4):

Describe what is happening overall>
The graphs show an overall trend in both the number of JP tourists going abroad and Auz. share of the JP tourist market,
However the two matters do not appear to be correlated.

Introduction (paragraph 1):

Introduce the graph
> The pie charts show in percentage, post-school qualifications held by two groups of Australians, 25 to 34 year olds in the first graph and 55 to 69 year olds in the second graph, as of 1983.

Main Body (paragraph 2 & 3):

Specific detail- reference to data/ group data together
Most popular-
Social Sciences, Arts (19.48)
Administration (19.08)
Science Maths, Computers (18.19)
Least popular-
Architecture (1.84)
Veterinary, Agriculture (2.10)
Other (2.24)
Biggest change-
Science, Maths, Computers & Engineering

Conclusion (paragraph 4):

Describe what is happening overall>
Popularity of some degree courses is different between the age groups
Sci+Maths seeing biggest increase and Engineering the biggest decrease
Social Sciences, Arts (20.42)
Engineering (19.27)
Administration (14.98)

Veterinary, Agriculture (2.0)
Other (2.48)
Architecture (2.96)
Introduction (paragraph 1):

Introduce the graph
The table shows...consumer preferences for automatic washing machines in UK, Germany, France and Sweden.

Main Body (paragraph 2 & 3):

Specific detail- reference to data/ group data together
Similarities & differences
UK & France have similar preferences (shell dim. 34" & narrow made of enamel- also 5 kilo capacity & agitator washing).
Germany & Sweden have similar preferences (shell dim. 34" & wide made of stainless steel- also 6 kilo capacity and tumble washing).
UK only country to prefer top loading.

Conclusion (paragraph 4):

Describe what is happening overall>
It is clear that some preferences are shared across the 4 countries however, consumers in each country have different preferences for the styling features, and only in the UK do consumers prefer top loading machines.
1. Exam format.

2. Assessment criteria.

3. Content, structure, useful phrases, and vocabulary.

4. Group discussions and planning for practice questions.
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