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40 difficult IELTS Graphs with model Answers

The diagram below shows the typical stages of consumer goods manufacturing, including the process by which information is fed back to earlier stages to enable adjustment..

The graph below shows information on employment rates across 6 countries in 1995 and 2005.

The chart below shows the amount spent on six consumer goods in four European countries.

The chart below shows the amount of money per week spent on fast foods in Britain. The graph shows the trends in consumption of fast foods.

The table below gives data on the hour of leisure time per year for people in Someland.

The table below provides information on rental charges and salaries in three areas of London.

The diagram below gives the information about the Hawaiian island chain in the centre of the Pacific Ocean.

The two maps below show an island, before and after the construction of some tourist facilities.

The diagram below shows the process by which bricks are manufactured for the building industry.

The graph below shows the Alcohol-related deaths in 7 different countries and the average beer consumption in 2005.

The graphs show figures relating to hours worked and stress levels amongst professionals in eight groups.

The table below gives information on internet use in six categories by age group.

The table below shows the number of medals won by the top ten countries in the London 2012 Olympic Games.

The graphs show enrolment in different colleges in the Higher Colleges of Technology in 1999.

The map below is of the town of Garlsdon. A new supermarket (S) is planned for the town. The map shows two possible sites for the supermarket.

The diagram below shows how the Australian Bureau of Meteorology collects up-to-the-minute information on the weather in order to produce reliable forecasts.

The diagrams below show the life cycle of the silkworm and the stages in the production of silk cloth.

The chart below shows information about changes in average house prices in five different cities between 1990 and 2002 compared with the average house prices in 1989.

The pie charts below show units of electricity production by fuel source Australia and France in 1980 and 2000.

The diagram below shows the stages and equipment used in the cement-making process, and how cement is used to produce concrete for building purposes.

The charts below give Information on the ages of the populations of Yemen and Italy In 2000 and projections for 2050.

The diagrams show a structure that is used to generate electricity from wave power.

The flowchart below shows the process involved in completing the work experience requirement for university students.

The diagram below shows the environmental issues raised by a product over its life cycle.

The map below shows the changes in an American town between 1994 and 2010.

The graph below shows the number of complaints made about noise to Environmental Health authorities in the city of Newtown between 1980 and 1996.

Plan A below shows a health centre in 2005. Plan B shows the same place in the present day.

The following diagram shows how greenhouse gases trap energy from the Sun. Write a report for a university lecturer describing the information shown in the diagram.

The pie charts below show responses by teachers of foreign languages in Britain to a survey concerning why their students are learning a foreign language. The first chart shows the main reason for learning a foreign language. The second chart shows how many teachers felt that there has been a recent change in the reason.

The figure shows the results of a survey of 1000 adolescents in five different countries. The participants were asked at what age they believed certain rights and responsibilities should be granted to young people.

The charts below show the percentage of water used for different purposes in six areas of the world.

The following diagram shows how rainwater is reused for domestic purposes. 

The diagram below shows the life cycle of a salmon, from egg to adult fish.

The bar chart below shows the proportions of English men and women of different ages who were living alone in 2011. The pie chart compares the numbers of bedrooms in these one-person households.

The graphs indicate the source of complaints about the Bank of America and the amount of time it takes to have the complaints resolved.

The diagram shows the procedure for university entry for high school graduates.

The charts below show the workforce profile at the top management jobs by ethnicity and race in South Africa based on a 2015/16 report.

The bar chart below shows Scotland’s exports to the rest of the UK and the rest of the world for the year 2014.

The graph below shows the top priorities by business companies in the USA in 2016.

The bar charts and line graph below show the results of a survey conducted over a three-year period to discover what people who live in London think of the city.

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IELTS Line Graph Model (Band Score 9)

This model line graph for IELTS is estimated at band score 9. The model answer below is for IELTS writing task 1 academic paper. Use this sample writing as a template for structure, key features and language for any IELTS line graph. There are also some tips given below to guide you and help you understand how to describe this type of graph.

Line graphs will typically have between two or five lines. However, it is possible to have more than five lines. Depending on how many lines you have, you’ll need to decide how much data you present in your report. See the tips at the bottom of the page.

IELTS Line Graphs with Model Answers

Ielts line graph 1.

This line graph is typical of IELTS writing task 1. It shows three lines and one of the lines doesn’t have any data for the first few years. See the model answer below to learn how to tackle this task.

The graph below shows the consumption of three spreads from 1981 to 2007.

IELTS Line Graph Model Answer

The line graph illustrates the amount of three kinds of spreads (margarine, butter, and low fat and reduced spreads) which were consumed from 1981 to 2007. Units are measured in grams.

Overall, the consumption of margarine and butter decreased over the period given, while for low fat and reduced spreads, it rose.  At the start of the period, butter was the most popular spread. Margarine was the most widely consumed in the middle of the period but, by the end, low fat and reduced spreads was most popular.

With regards to the amount of butter used, it began at around 140 grams and then peaked at 160 grams in 1986 before falling dramatically to about 50 grams in the last year. Likewise, approximately 90 grams of margarine was eaten in the first year, after which the figure fluctuated slightly and dropped to a low of 40 grams in 2007.

On the other hand, the consumption of low fats and reduced spreads only started in 1996 at about 10 grams. This figure, which reached a high of just over 80 grams five years later, fell slightly in the final years to approximately 70 grams in 2007.

IELTS Line Graph 2: Five Lines

Essential tip for a line graph with many lines:

• Don’t get lost in too much detail. Going beyond 200 words is very rare. Most tasks require only 170 and 190 words. Getting lost in detail and writing too much will give you a low score for Task Response, which counts for 25% of your marks. See this page: Band scores, Marking & Tips for bands 5 to 8 .

Line Graph Model Answer

The line graph illustrates how many weekly hospital admissions there were in Fortsmith, Adlin, Stanton, Bardley and Oxley, which are hospitals located in a European country, between 2004 and 2018.

Overall, for most of the period given Bardley had the most admissions, while Stanton had the least. Oxley was the only hospital to see a decline in admissions and Fortsmith was unique in that their admission figures remained relatively stable over the period. Admissions to all other hospitals increased during the years given.

Admissions to Oxley hospital started at just under 250 a week in 2004 but more than halved by the final year (just over 100 admissions). Fortsmith weekly hospital admissions fluctuated at around 200 for the whole period.

On the other hand, the number of people admitted to Adlin hospital rose dramatically from just over 100 in the first year to 250 by 2018. Likewise, Bardley also saw a rise from 200 to peak at over 250, the highest for any hospital. In terms of Stanton hospital, only approximately 70  people were admitted in 2008 and this gradually climbed to slightly over 150 in 2018.

Words = 187

Tips for IELTS Line Graphs

Below are key steps for tackling an IELTS line graph:

• Paraphrase the line graph information for your introduction.
• Add axis information to your introduction if needed, such as categories or units.
• Put main trends and any other key features in an overall statement. The overview is the most important statement in your writing task 1. One sentence for an overview usually isn’t enough.
• Organise body paragraphs logically because you are being marked on this. Make sure to always have two body paragraphs (three occasionally). Decide which lines show trends that should be grouped together.
• Make sure each sentence in the body paragraphs has numbers and dates to support it. This is vital for Task Response.
• Ensure all data is accurate. If you are not sure the number is precise, write “about” or “approximately”.
• Use a range of linking words. Try not to repeat them.
• Aim for around 180 words for writing task 1. Try not to write over 200 words. More does not mean better.
• Line graphs have specific vocabulary that you must showcase. Learn nouns, adjectives, verbs and adverbs carefully: Line Graph Vocabulary

RECOMMENDED FOR YOU – IELTS WRITING TASK 1

Click below:

• Line Graph Vocabulary   (Essential Learning !!!)
• Line Graph & Bar Chart Model Answer (Multiple Task)
• Line Graph Exercise (with model answer)
• Sample Practice Charts (for your practice at home)
• ALL MODEL ANSWERS & TIPS FOR IELTS WRITING TASK 1

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Hello, thank you for all your content! It has really helped me with my writing. If you have time and feel like it, could you comment on this report? Chat GPT said it is only a 6.5:(

The given line graph illustrates the difference in weekly hospital admissions between 5 hospitals (Fortsmith, Adlin, Stanton, Bardley and Oxley) located in a European nation, during 14 years (2004-2018).

Throughout the years, Bardley, Adlin and Stanton hospitals saw an increase in weekly visits, while those of Fortsmith remained the same, and Oxley’s declined. At the start of the 14-year period, the hospital based in Oxley had the largest amount of visitors and Stanton’s the lowest. Ultimately, Bardley’s hospital weekly visits emerged at the top, while Oxley’s became the lowest.

During the given period, Bardley’s hospital rose from 200 to 260 weekly visitors after some minor fluctuations. Similarly, hospital admissions in Adlin grew from 130 to 250, and visitors in Stanton increased by 70, peaking at 160 in the year 2018.

The weekly hospital visits in Oxley saw an opposing trend, decreasing by half, from 240 in 2004, to 160 in the year 2018. Meanwhile, admissions in Fortsmith fluctuated throughout the years and remained almost the same, increasing only by 30 weekly visits, reaching 200 in 2018.

Never use chatgpt to assess IELTS. Chatgpt is useful to help you review your English language, not your IELTS. And even with English is not 100% accurate. Also, it does not take into consideration the four IELTS marking criteria. Only a trained, professional examiner can assess IELTS writing because two of the four marking criteria are not language based, but are specific to IELTS. For this reason, even people with native speaker level English may not get band 9. Although my website does not offer a feedback service, I would say that if you are aiming for band 7 and above, your writing is strong. It is certainly much higher than band 6.5 However, please ensure the overview is better signposted by using “Overall” – you are being marked on your use of linking devices and signposting. See this page for more model answers and tips for writing task 1: https://ieltsliz.com/ielts-writing-task-1-lessons-and-tips/

Hello Liz, Could you review my essay? The following line graph demonstrates the weekly amount of hospital admissions for five different hospitals located in European countries between 2004 and 2018.

Overall, the number of patients at Adlin Hospital showed significant growth over the period, as well as a gradual climb at Stanton and Bardley, whereas Oxley was the only hospital to see a decline in admissions, and fluctuation was seen in Stanton over the years.

At the beginning of the period, Oxley recorded the greatest number of admissions compared to the other hospitals, at about just under 250 on a weekly basis. In 2006, the figures for Oxley and Bardley intersected at approximately 220; however, Oxley dipped dramatically for the rest of the time, reaching the lowest point at about 110 in 2018. In comparison, Fortsmith’s weekly hospital admissions oscillated at around 200 for the whole period.

Unlike Oxley, Adlin’s weekly admissions surged from about 120 to 250, which was the greatest increase over the 14-year period. Moreover, the number of registered patients every week at Bardley experienced a modest increase (about 200 to 270). Stanton doubled its hospital admissions from 80 in 2008 to 160 in 2018. Admissions rose gradually to 150 by 2012, dropped by about 20 in 2014, then increased steadily to 160 by 2018.

Hello Liz, I noticed that your website does not offer a feedback service, so I am sharing my writing with you instead. If you have time, I would greatly appreciate any comments or feedback you could provide. This writing is related to the first graph.

The line graph illustrates the amount of three kinds of spreads (margarine, butter, and low fat and reduced spreads) which were consumed from 1981 to 2007. Unites are measured in grams.

Overall, the trend between 1981 and 2007 indicates a steady decline in the consumption of butter and a considerable decrease in the margarine consumption, while low fat and reduced spreads saw a notable growth. At the beginning of the period given, butter was the most consumed spread, but by the end, low fat and reduced spreads took the lead.

In 1981, just over 140 grams of butter were consumed, with this number experiencing a slight increase to just under 160 grams by 1986, and then a sharp decline to approximately 50 grams in the last year. Regarding margarine, about 90 grams were eaten in 1981, and after some fluctuations between 1986 and 2001, the amount reached just 40 grams in 2007.

It is clear that 1996 saw the emergence of low fat and reduced spreads, with consumption starting at roughly 10 grams, reaching a high of just over 80 grams in 2001, and then slightly falling to about 70 grams in 2007.

I have time for a quick comment. You’ve written a really strong report. My only point is with your overview. Highlighting that one kind of spread had a steady decline, while another had a considerable decline isn’t really for the overview. The overview looks at the main features without smaller details. So, all you need to do is highlight that two spreads declined over the period. Whether that decline was steady or considerable is for the body paragraph details. Of course, if a line graph showed that all lines declined, then you would highlight which were sharp and which were more gradual. But if a line graph has some lines increase, some decrease and others remain relatively stable, then those are the only details you give and you save the adverbs and adjectives for body paragraphs. Otherwise, it’s a great report.

Thank you so much for your valuable feedback. It was very helpful.

Just wanted to check if this is an suitable answer as well 🙂 ————————————————————————————-

The line graph illustrates (in grams) the fluctuating nature of three different spreads consumed over the years in a period between 1981 to 2007.

Overall, the only spread consistent among people was the Margarine which had a considerable eating pattern over the years, while Butter along with Low fat & reduced spreads had a dramatic consumption. The Low fat & reduced spreads were introduced later compared to the others and rose rapidly only to decline marginally.

Margarine spread had a dip between the years 1981 to 1991, eventually consistent for a shorter period before dropping down in 2007 to nearly half of the quantity consumed early years. On the other hand, Butter was rapidly consumed (around 140 grams) in the year 1981, but saw a gradual decline over the years to one-third quantity.

Introduced 15 years later as opposed to the other two spreads, about 10 grams of the Low fat & reduced spreads were eaten with a rapid increase in consumption over a period of 5 years to 80 grams with a slight decline over the next 6 years.

Although I don’t offer a feedback service, I do have time for a quick comment. When you write “the fluctuating nature of three spreads” it means that the spreads have changed. These spreads didn’t change, but the consumption did. So, you could write “the graph illustrates the changes in the consumption of three spreads…” or “the graph illustrates how the consumption of three spreads changed …”.

The line graph presents the consumption of the three types of spreads – Margarine, Low fat & reduced spreads and butter – between the period of 1981 to 2007.

Overall, Margarine and butter, have been in consumption from a very early time. However despite being staples, both of them experienced fluctuations in their amount of consumption before eventually experiencing decline. While Low fat & reduced spreads, that were introduced to the consumers much later, experienced quick success. And although, they also experienced a period of unpopularity in the further years, they were still ahead of the other two spreads.

In 1981, both butter and margarine were in high consumption. Although, the consumption of butter at just over 140 grams, was significantly higher than margarine at less than 100 grams. In the next five years, while butter peaked reaching about 160 grams of consumption, margarine faced decline, dropping down to just 80 grams. Interestingly by the year 1991, consumption of butter experienced a steep decline while margarine increased, both reaching equal consumption of 100 grams each at one point.

By 1996, Low fat & reduced spreads had been introduced, although at the time their consumption was just over 20 grams. In effect, while margarine remained steady, butter experienced further descent, now just a little over 60 grams. In the next half decade , butter continued its downward trend. Margarine also experienced a loss of popularity while Low fat & reduced spreads spiked, reaching the same amount of consumption as margarine at just over 80 grams.

By the end of the given period, while butter and Low fat & reduced spreads saw a slight downward slope, Margarine experienced a steep loss of popularity ending with the lowest amount of consumption.

On this page: https://ieltsliz.com/ielts-writing-task-1-lessons-and-tips/ , you’ll find information which includes word count advice. If you write too many words or too few, your band score will be affected. Also review all model answers on that page because your aim is to produce something very similar, not different.

Hello, Liz. Thank you for all the materials you provided.I am so thankful to you. I know you don’t give feedback or score. But can you comment on my line graph essay, please? The graph illustrates the average carbon dioxide emissions per person for each country ( United Kingdom, Sweden, Italy, Portugal) between 1967-2007, measured in metric tonnes. Overall, the United Kingdom had the highest emissions, while Portugal had the lowest emissions during the whole period; even though the United Kingdom and Sweden moved downward, Italy and Portugal showed an upward trend. In 1967 The United Kingdom had the highest emission, at around 11 metric tonnes, and after decreasing during the period, it came to about 9 metric tonnes in 2007. The emission of Portugal in 1967 was approximately one-fifth of the final year (about 1 and 5 respectively). Starting with approximately 9 metric tonnes Sweden rose and reached its peak at around 10 metric tonnes in 1977, then diminished drastically. It stopped at 5 metric tonnes in 2007 (just like in Portugal). However, Italy was 4 metric tonnes at the beginning of the period; it rose and reached just below 8 metric tonnes in 1997, then stayed stable until 2007.

I only have time for a quick comment today. In your overview, you’ve written it as one very long sentence using a semi-colon. This should actually be two sentences, not one. The first sentence is about the highest and lowest. The second sentence (which should be separate from the first) is about the trends – which lines go up and which go down. Keep them separate because they are presenting completely different information which should be grouped together as two sentences. Otherwise, very good writing.

Hello Liz, I appreciate you for all the IELTS lessons and videos you have made available. They have been helpful to me and have increased my confidence in taking the IELTS exams.

Please, I would appreciate it if you could assess task 1 I have written below for the line graph example 1 above.

The line chart indicates the amount of three spreads (margarine, low-fat and reduced spread and butter) consumed in grams between 1981 and 2007.

Overall, the consumption of butter and margarine reduced gradually while the intake of low-fat and reduced spread increased over a given period. It was only the margarine consumption that displayed a fluctuating trend during the given years. Most importantly, low-fat and reduced spreads intake started 3 years later than other spreads.

Specifically, butter usage was slightly just over 140g in 1981 which increased to the peak value of about 160g in 1986. After which its consumption reduced gradually to about 50g in 2007. Contrary, low-fat and reduced spread consumption only started in 1996 with about 10g to increase steeply to just above 80g in 2001, before diminishing to around 70g in 2007.

For margarine intake, it was about 90g in 1981 which reduced to 80g in 1986 after which it increased to 100g in 1991 and remained stable for two years. Its consumption finally fell to 40g in 2007.

Although my website does not offer feedback or marking as a service, I will give you a quick comment. Overall, your writing is good, but there are a couple of points to pay attention to. 1) avoid confusing language – we already have the word “reduced” in the name of one of the lines so we would then avoid using this as a verb in a sentence because it adds confusion. There are many other verbs you could use such as decrease, go down, fall and decline (three of those could be used as a noun as well). So, there is no reason to add confusion for the reader. 2), when you have a line (category) with a name consisting of a number of words such as “low-fat and reduced spreads” and you put this category into a list, you need to pay more attention to the commas in the list. For example, in your introduction, you wrote “margarine, low-fat and reduced spreads and butter” – you can see there are two “ands” – it is confusing for the reader to know which “and” is part of the category. To make this grammar clearer, you need to add another comma into the list to make the categories clear: “margarine, low-fat and reduced spreads, and butter” – can you see I added an extra comma after the word “spreads”? This part of English grammar is not a black and white rule – it is just about making things much clearer in meaning. 3) You’ve put both butter and low-fat & reduced spreads in the first body paragraph together – why? Your overview already pointed out that low-fat & reduced spreads had an opposite trend to the other lines, so logically the reader would expect this line to reported in a separate body paragraph. Remember – always choose logical and make sure your logic is clear for the reader (the examiner). 4) In the overview, you’ve written that both butter and margarine reduced gradually – this isn’t true. The consumption of butter decreases quite dramatically over the period. 5) You’ve failed to mention which spread was consumed most during the period. This comparative or superlative statement belongs in the overview and shouldn’t be missed completely from a report. Go back through my model answer above and take one paragraph at a time – review both language, sentences, content, organisation etc. Then review all other model answers for writing task 1 as well as all tips: https://ieltsliz.com/ielts-writing-task-1-lessons-and-tips/

There are a few other issues with language, but these points above are worth thinking about because I don’t want you to make those mistakes again, particularly in reference to confusing language, organisation and key features.

Hello Liz, Thanks for all your helpful content and much love from India.

Just one doubt I have. Do we have to write Writing Task 1 all contents (introduction, overall, body paragraph 1, body paragraph 2) in 1 paragraph like you have mentioned in your model answers above or we can write each content in a separate paragraph ??

Sorry I don’t understand your comment. As you see in all my model answers, which follow the requirements of the high band score marking criteria, there are four paragraphs each of which have a specific function and content. If you go to this page: https://ieltsliz.com/ielts-writing-task-1-lessons-and-tips/ , you’ll find a section called Essential Tips and a link to a page about structure and paragraphs. You’ll also find all the model answers and practice lessons on that page as well.

I believe Saloni meant that there is no clear devision between the paragraphs. I also find hard when the body paragraphs begin

Thank you so much for explaining. I’ve just checked the page and all the formatting had disappeared. That means all the paragraphs have disappeared on the page and the website page structure had failed. I’ve just reformatted and structured it. It should be working fine now and all the paragraphs should show perfectly.

Note to everyone: I work alone on my website and there are hundreds of pages. If you see a page that looks a mess without clear paragraphs, please let me know because it means I’ll have to go into the page to reformat it. Thanks from Liz

Dear Liz, hope you are doing well! I posted a question abour 3 days ago but it seems something went wrong and I can see neither my message nor your reply. My question was re orginisation of body paragraphs. I’m confused when I see how, for example, the first para describes a major trend (maybe growing categories) but the second one combines information about a decreasing category and something fluctuating (leftover information). It always feels arbitraty to me as there is no uniting principle in the case of the second paragraph. I worry that the examiner checking my writing might think the same. Thank you a lot!

Unfortunately, my website does not offer an answer service. The aim of my website to provide access to model answers, lessons and tips. As I work alone, it is not possible for me to answer all comments – although having said that, I have over the years answered over 15 thousand comments personally.

About your concern of the organisation of body paragraphs, as the overview shows, the consumption of margarine and butter both went down – this means they showed similar trends and would be both put in the same body paragraph when tackling smaller details. The consumption of low fat and reduced spreads, therefore, would be in a separate body paragraph. You organise each line into body paragraphs based on similar trends. This is how you get a high score for organisation which counts for 25% of your marks. Within the body paragraphs you tackle each line differently because they have different key features. However, this is for line graphs – each type of task 1 approaches body paragraphs slightly differently. All model answers are on my site to help teach people how to tackle the different types of report and essays – they are completely safe to learn from, which is why I created this website. For all model answers and tips for writing task 1, see this page: https://ieltsliz.com/ielts-writing-task-1-lessons-and-tips/

Is Cambridge 10 to 19 really helpful for my practice?

The test hasn’t changed so those test books are still valid for today.

I can’t subscribe to ur email. How can I do it? I need your help. I have difficulty in Writing task 1

Sorry, I’ve been having problems with my subscriptions. I’ve just updated the page above and the subscription form should work fine now.

It is clear from the graph that the production of three forest industry goods, such as timber, pulp and paper in a European country from 1980 to 2000. Overall, what stands out from the graph is that there was a sharp improvement in timber, and also the production of paper experienced a slight fluctuation. To start with, in the beginning of the period, timber was steady,but afterwards there was dramatic decline in it in 1985. However, among them, the production of paper goods grew steadily with approximately 10,5 -11 points at the end of the year. However, pulp products remained unchanged from 1990 to 1995. Furthermore, it can be observed from the graph the production of paper and pulp products stayed at the same line, as having some slight fluctuations. In addition, the amount of paper products increased slightly, while there was a significant fall in the production of timber products. Could u check please? but unfortunately I couldn’t submit its image

The line graph illustrates the weekly admission in five hospitals (Fortsmith, Adlin, Stanton, Bardley and Oxley) located in a European country between 2004 and 2018. Overall, it can be seen that most of the period given Bardley provided the highest weekly admissions, while Stanton was the least. Oxley was the only hospital that demonstrated a drop admission and Fortsmith was remained relatively stable over the period given. The number of people admitted to all other hospitals went up during that period. The weekly admissions in Oxley hospital were just under 250 at the first year but more than halved at the final year. Fortsmith admissions showed a fluctuation trend at around 200 over the period given. On the other hand, the number of admissions in Adlin hospital significantly climbed from just over 100 in 2004 to 250 in 2018. Likewise, Bardley hospital also depicted a growth from 200 in 2004 to just over 250 in 2018, the highest admission for any hospital. In term of Stanton, the number of weekly admissions was only approximately 70 at the beginning of period and slightly increased to reach just over 150 at the end of period.

The line chart illustrates the amount of three kinds of spreads (margarine, butter, and low fat and reduced spreads) which were consumed from 1981 to 2007. Units are measured in grams.

Overall, butter and margarine consumption declined significantly over the period, while low-fat and reduced spreads, introduced in the mid-1990s, saw a rapid increase in popularity, surpassing the other two spreads by 2001.

At the start of the period, butter was the most consumed spread at around 140 grams, followed by margarine at approximately 90 grams. Butter consumption peaked at almost 160 grams in 1986 before falling dramatically to about 50 grams in 2007. Similarly, margarine consumption started at around 90 grams, fluctuated slightly, and dropped to a low of 40 grams by 2007.

On the other hand, low-fat and reduced spreads were introduced in 1996, starting at approximately 10 grams. Their consumption increased rapidly, peaking at around 70 grams in 2001, before experiencing a slight decline to about 60 grams in 2007.

Thankyou so much mam for your sincere efforts. This website is really helpful to us.

I’m so glad it’s useful 🙂

Hello Ms.Liz, Some teachers say it is not important to mention units or the names of the kinds, is that right?

Mentioning units and categories is usually part of the introduction paragraph. You can find a free video lesson here: https://youtu.be/oTe_2hmSHvw which shows you in detail how to write comprehensive high band score introductions for various kinds of task 1.

Please ma, I was practicing a line graph with numbers that are in thousands. it wasn’t specified in the question that the population (number) is in thousand but I saw it in the axis of the graph and included it in my introduction “The number is in thousand” Someone said it’s wrong. Is that right ma?

It isn’t about wrong and right. It is about what the best way is to write an introduction for writing task 1. See the video lesson about how to write an introduction properly for a high score in writing task 1 which you can find on this page: https://ieltsliz.com/ielts-writing-task-1-lessons-and-tips/ . Your aim isn’t alter how the introduction is written, but to learn and produce an introduction in precisely the same way – using the same format and content.

The line graph illustrates how much spreads (margarine, butter and lowfat reduced spreads) were consumed by the people from 1981 to 2007. Units are measured in grams. Overall, butter was the most consumed in the inital period, experienced a drastic drop, whereas lowfat and reduced spreads increased immediately after its introduction in 1996. Margarine maintained a relatively stable figure before decreasing by the end. Butter consumption rose slightly in 1981 from 140 to hit a peak of 160 in the next 5 years, before undergoing a sudden decline to 100 in 1991. Later, it gradually dropped to attain about 50 grams by the end. On the other hand, despite being introduced only in 1996, low fat and reduced spreads consumption increased suddenly to a peak of just above 80 in 2001, before a slight fall to about 70 in 2007.

Consumption of margaine by people declined slightly from 90, before reaching 100 in 1991 and remained as a plateau till 1996. Later, it decreased gradually to 40, just 10 grams less than butter, making margarine the least consumed spread by 2007.

I don’t offer feedback as a service, but I will make a quick comment. 1) “how much spread” – when it comes to use countable or uncountable quantifiers like how much or how many, you need to look at the units given in the graph or chart. This line graph is about the number of grams consumed of three spreads. The word “grams” is countable. So, you could write “The graph shows how many grams of three spreads (margarine, butter …) etc” or you could write “The graph shows the amount of three spreads …”. But you can’t write “how much spreads” because “spreads” is countable. And writing “how many spreads” is wrong because the graph doesn’t actually show how many spreads are used – it shows only three particular spreads. This line graph is particularly tricky with that introduction quantifier – so if in doubt, aim for easy accuracy – t he amount of or the number of depending on whether uncountable or countable. 2) review the overview information as your overview is a little bit limited. For example, when highlighting which was the most consumed spread over the period – all three spreads were at one point the most popular – that is a key feature you could highlight. Rather than only mentioning one as being the most popular. An overview is essential a view over the period of key features and it must be complete. Anyway, your writing is excellent but there are just a few things to spot and improve to nail that high score.

hey liz ma’am I want to know that what reading material should I use for practice apart from Cambridge please tell me 🥹

The only authentic materials for IELTS are the IELTS Cambridge test books which contain real past papers published by IELTS. Any other book is your choice and will have been written by other authors, not by IELTS.

Hey Liz, I have a doubt (I’m afraid it’s silly). Can I skip the units in the body paragraph if I have already mentioned them in the introduction. What I mean to ask is, should i keep repeating words like grams, megawatts, billions of dollar, pounds per person after every numerical data I mention in the report or can I just write …” the consumption rose from 40 to 100 in the next year….” ?

Actually, it’s a good question. If you introduce the units in the introduction, that tells the reader precisely what the units are for the whole report. Furthermore, if you also mention the units again in the first sentence of a body paragraph (such as “The amount of money rose from 1.2 billions of dollars to…”), then you don’t have to repeat those words again in that paragraph. However, I would only do that if the word count gets too long and the repetitive words become an issue for the paragraph. You might wonder why it’s useful to repeat the units at least once in a new paragraph, that is because a good report does not require the examiner to return to the introduction to remember something. Each time the examiner must stop reading to check something, it is a sign of a bad report. So, with each start of a paragraph you give signposts for the reader in that way.

Hello Liz! So if two line graph charts are given in the writing task, how should we structure our writing? Will the below structure suffice? Introduction Overview – Overview on chart 1 + chart 2 Paragraph 1 – Summarisation of Chart 1 Paragraph 2 – Summarisation of Chart 2

or should I follow another structure? mixing the data of town charts in each paragraph

The overview paragraph always contains all key features of the entire graph and for line graphs it will probably include a comparison of the lines as well. Then each body paragraph tackles one line because each line has its own unique trend and needs to be explained with data. Sometimes the trends are similar for each line and then you could use a different structure. There is no black or white rule. It depends on the features and the best logical approach.

Is there any other line graph sample ?

See this model: https://ieltsliz.com/ielts-line-graph-sample-answer/

The line graph illustrates the data about usage of 3 different spreads over a 26 year period between 1981 and 2007

Looking at the details,as regards Margarine,the gram of consumption started at approximately 100g in 1981,then there was a fluctuation next 15 years, at which point it levelled off at under 100g until 1996. Then the figure went down rapidly finishing at around 40g in 2007. If we look at Butter,the trend was absolutely different. Consumption began at approximately 100g in 1981, statistic then rose slightly reaching just under 160g in 1986. There was then sharp fall to around 50g in 2007.

By contrast , the trend of Lowfat and reduced spreads witnessed interesting changes over the whole period. The trend rapidly went up from around 10 g in 1996 to 80g in 2001 reaching its peak,however then it slightly dropped to around 70g by 2007.

Overall, what stands out from the graph is that there were a considerable downward trend in the usage of both Margarine and Butter,while consumption of Lowfat and reduced spreads experienced considerable fall over the period in the question.

The given line graph indicates the amount of use of three kinds (margarine, butter and low fats and reduced spreads) between 1981 and 2007. Overall, at beginning the consumption of butter and margarine was high and at the end year, both had low usage where as fats and reduced spreads was minimum consumed first year and maximum consumed at last year. With regards to the amounts of margarine and butter, there values were 90 gm and 142 gm at first then it starts decreasing and on 1996, there value meet with 100gm. finally on 2007, there amounts became 70gm and 50 gm respectively. On the other hands, the consumption of low fats and reduced spreads was only 10gm in 1996. its peak consumed amount was 82 gm at 2001 and gradually decreased upto 65gm at the end year.

dear Liz, Please check my writing task-1, comments it and also tell me what score does it held.

I don’t offer marking or feedback. However, I will say you have a lot of errors with time phrases and grammar in general. Use my model answers to learn sentence structures, prepositions and time phrases. Learn them and use them correctly.

The graph illustrated the consumption of three kinds of spreads (margarine, butter and low fat and reduced spreads) over the period between 1981 and 2007. Units are measured in grams.

In general, trend of the spreads usage in the period given was decreased slightly. The initially most used butter spread consumption fall more than two folds, while lately introduced low fat and reduced spreads became the most popular at the end of period.

In 1981, the butter spread consumption was a bit more 140 grams, while margarine was about 90 grams. Butter usage reached a peak of about 160 grams in 1986, but margarine was decreased slightly around the 80 grams. Consumption of butter was decline continuously until the end of period, at about 50 grams in 2007. Margarine rise moderately exactly 100 grams in 1991 and had a period of stability until 1996, then dip to the lowest level around 40 grams in 2007.

Low fat and reduced spreads was introduced in 1996 and grew dramatically to just over 80 grams in 2001, then fall slightly about the 70 grams in 2007.

IELTS Academic Book 15. Test 2 Miss Liz or any ILETS candidate. Please share your advice on my piece of writing on task 1, I would humbly appreciate it. Thank you!

The line graph illustrates the proportion of visitors, who visited a specific Caribbean island over 7 years from 2010 and 2017. The numbers are measured in millions.

Overall, the total number of visitors fluctuated throughout the period given, while the number of visitors staying on cruise ships who started from the lowest number in the first year showed a minor decline after two years before going up to the second highest number. There was a steady growth in the number of visitors who stayed on cruise ships.

With regards to the figure of people staying on cruise ships, it began at around 0.3 millions of visitors in 2010 and grew steadily to 0.5 millions people after one before falling down to the same number in 2012, however throughout the coming years the number climbed considerably to the second highest of approximately 2 millions visitors in the final year.

Total number of visitors over the years went up marginally. It started with 1 million visitors which was the highest compared to other visitors, who reached at the highest peak of around 3.5 millions 7 years later. In contrast, the number of people staying on island accounted for an unstable increase, there were about 0.3 million of people who stayed on island in the first year, and this remained constant till 2012. The figure grew up slightly to a peak of 1.5 million visitors in 2015 before dropping to around 1.5 million in 2016 and grew again to the same number in the final year.

I don’t usually give feedback, but I will came a few comments: 1) your introduction is very limited. There are only three lines in this line graph and you didn’t introduce them. You should be introducing the key information that helps the reader understand what the line graph is presenting. In this case, it is visitors to a Caribean island who stayed on cruise ships, those who stayed on the island itself and the total number of visitors overall. 2) your overview statement contains inaccurate information. Nearly all lines in a line graph will fluctuate in some way – only a straight line doesn’t fluctuate. But in this graph, the fluctuation of the total number of visitors was insignificant. The key feature was that the total number of visitors increased considerably over the period given. Not being able to focus on key features for the overview will lower your score. 3) Your overview gives information about the visitors who stayed on cruise ships, but nothing about those who stayed on the island. Why? The overview contains ALL key features. While both visitors on cruise ships and those on the island increased over the period, cruise ships were less popular at the start of the period compared with staying on the island, but this trend reversed by the end of period. You really need to practice spotting key features and report them clearly. You also need to know what to compare and what not to compare. You don’t compare the total number of visitors with visitors on a cruise ship. The total number of visitors is separate and doesn’t need comparing. But you can compare visitors who chose to stay on a cruise ship with those who chose to stay on the island. Most line graphs don’t have much comparisons, but you can put this one in the overview.

I won’t make more comments on the body paragraphs because you can see what you need to focus on. Usually, when someone writes a good overview, the body paragraphs follow a similar logic.

For anyone else wanting feedback, please note that I don’t provide a marking service or feedback service at present. Any writing you post on my website will not usually get feedback. So, when I do give feedback to someone, it is actually for the benefit of everyone who reads the comments. All the best, Liz

Hi Liz,my name is Shamilah, iam from Kenya,I wish to start my IELTS academic from 13th this month,and I would wish to be part of your classes na training too,iam beginning my journey for the USA, kindly add me to your group for the beginners so that I can be able to learn, thank you so much.

When your English is at the level you want to get the band score you want, you will start learning about IELTS, practicing tests and materials, and developing skills. There is no such thing as a beginners IELTS course. IELTS is IELTS. This website contains over 300 pages of test information, practice lessons, tips, topics, model answers etc – all for free. It is your task to use these free resources to prepare for the test when you are confident in your level of English.

You are a great person

The line graph depicts the amount of consumption of three types of spreads over a period of 26 years, beginning from 1981. Units are measured in grams. The amount of butter consumed was higher than another kind of spread till 1991. By 2007, the consumption of all of the spreads had reduced among the population. In 1981, almost 140 grams of butter was eaten compared to 90 grams of margarine. By 1991, the amount of butter and margarine consumed had become the same. However, after 1991, butter consumption saw a steady decline but margarine remained stable till 1996. The consumption of butter has seen a dramatic decline since 1981, reducing to about 50 grams in 2007. By contrast, the popularity of reduced and low fat spreads increased steeply, reaching a peak of about 80 grams in 2001. Margarine usage remained relatively stable throughout the given time period, seeing a sharp decline only after the year 2001.

Hello Liz. I have a question about writing task one. Recently, I have seen some band nine sample answers from a particular site, and the have some strange words. Here is the whole sentence – “The line graph delineates the fluctuations in average monthly temperatures across three prominent cities: Paris, Dubai, and Sydney, over the course of a year, with the temperatures expressed in degrees Celsius.” Can I use the word “delineates” in WT1?

I can’t comment on other websites. Do you know the author? Did the author complete the IELTS examiner training? Are you happy with their teaching qualifications and general experience? Such language is used to impress the examiner according to some teachers. It doesn’t impress them. It is not about creative writing or fancy language. A report is a simple factual report on data given. Use the word “illustrates” or “shows” or “gives information about”. Always aim for accuracy and appropriacy, even up to band 9.

The chart illustrates the amount of three types of spreads (margarine, low fat & reduced spreads, and butter) which were consumed from 1981 to 2007. Units are measured in grams.

Overall, the three spreads are on a downward trajectory. As of 2007, the consumption of all the spreads are below 80 grams. Initially, butter was the most popular spread consumed in 1981 and it remained as the top choice until 1991, when its consumption fell to 100gr, which was at the same level of consumption as margarine. From that point onwards, the popularity of margarine took over the butter market and the butter fell off.

Butter consumption started off strong at 140 gram in 1981 and then rose to its peak at 160gr in 1986 before sharply declined to 1991. Afterwards, butter consumption kept declining to about 50gr in 2007. Correspondingly, the consumption of margarine also started strong at 90gr in 1981 and slightly fluctuated after the first year before dropping to 40gr in the final year.

In contrast, the consumption of low fat and reduced spreads in its first year was only at 10gr. However, the number skyrocketed to a little over 80gr in just 5 years but the consumption fell of to around 70gr in 2007.

I don’t usually make comments, but I will say – please be more careful with the overview. The overview is the most important part of your task 1 report. It does not contain any details of how much in different years. It contains only the main trends. Please read the model answer above as a guide, otherwise you will get a low score. Also check your use of vocabulary, we don’t use words such as “fell off” or “took over” or “started strong”. You can find useful vocabulary for line graphs on the main page for writing task 1 on this website.

The line graph illustrates the fluctuation in the average prices of staple foods – bread, milk, cereal, chicken wings, and marmalade – in the UK over 25 years from 1993.

Overall, the prices of all staples increased during the given period. Cereal stood out as the most significant expense, experiencing a massive surge after a few fluctuations. In contrast, the initially lowest-priced staple, milk, witnessed numerous climbs and eventually secured a position among the top three highest.

The trend in cereal prices began at around $1.5, fluctuated with an uptrend reaching $2.3 in 1998, followed by a downtrend stabilizing at under $2. Subsequently, there was a dramatic climb to nearly $3 in 2018. Similarly, chicken wings, initially priced at approximately $1.2, underwent fluctuations before reaching almost $2.3 in the final year after the price of cereal.

Conversely, the initially lowest-priced staple, milk, started at $0.2 in 1993, gradually rose until 2003 then experienced fluctuations that surpassed the price of chicken wings in 2013, and dramatically increased to $2 in the final year. Bread’s price, starting at nearly $0.3, considerably rose to $1.2 in 2018. Marmalade’s price fluctuated from $0.5 in the first year to just $1 in the final year.

I would like to improve my clarity, cohesion, and consistency in expression. if possible, please help to review and give me some feedback for this line graph writing, thank you so much

Absolutely good essay

hi , of course it’s the most useful task 1 essay , I’ve ever read so far , Thank you so much Liz🤝 much appreciated

The depicted graph elucidates the amount of intake of three different kinds of spreads (margarine, low fat, and reduced spread) that were consumed during 26 years from 1981 to 2007. The measuring unit is the gram. Overall, the consumption of butter and margarine fell over the years, and the amount of low-fat and reduced spread rose. At the start, butter was the most consumable spread but was replaced by margarine from 1991 to 2001. Afterthat, low fat and reduced spread were widely used throughout the remaining period. In 1981, the intake of butter was about 140 grams, and after a period of time around 5 years it rose to around 160 grams. Afterthat, it fell dramatically to around 70 grams in 1996. At last, it ended the journey in 2007 at about 50 grams. Whereas, the margarine consumption started at around 90 grams in 1981. While fluctuation it maintained the position until 2001. Afterthat, it holds a position below 40 grams at the end of the period given. Whereas, the low-fat and reduced-spread consumption started from the year 1996 and in just 4 years it holds the position above the remaining two spreads at around 85 grams. By maintaining its rank it ended the journey at around 70 grams in 2007.

The line graph illustrates the amount of consumed margarine, low fat & reduced spreads, and butter between 1981 and 2007 in grams. Overall, the amount of butter and margarine showed a downward trend over the given period whilst low fat & reduced spreads experienced an upward trend despite its late entrance to the market. When the line graph is examined in detail, the amount of consumed butter was just over 140 gr in 1981. In the following five years, it peaked at 160 gr and then significantly decreased by 100 gr. Subsequently, it slightly fell to 50 gr. A similar trend was seen including a fluctuation in margarine which was eaten at approximately 90 gr at the beginning then modestly declined to 80 gr and recovered quickly to 100 gr in a decade in which the butter had the same amount in 1991. Till 1996, the figure levelled off and then dropped gently to the same amount as in 1986. Afterwards, it was almost halved at the end of the given time frame. The use of low fat & reduced spreads started in 1996 at almost 10 gr. It reached a peak of 80 gr in which margarine had the same amount in 2001. In the following five years, it gently dropped by approximately 10 gr.

Hi Liz, could you please mark my answer.

The line graph indicates how the number of three spreads which was consumed over a 26-year period, starting in 1981. Overall, it can be seen that three spreads consumed where Margarine and Butter reduced whereas Low fat & reduced spreads escalated. Furthermore, consumption of Low fat & reduced spreads was consistently higher over the period. Looking at the chart in more detail it is evident that the amount of butter was used, it began at around 140 Grams(gm) in 1981. By 2007, it had decreased to approximately 65 gm, which was the greatest drop of all the categories. Similarly, the consumption of Margarine was around 90 gm in 1981. After that it was slightly increased in 1991 and remained constant to 1996, it fell to around 40 gm in 2007, respectively. Turning to the remaining amount of consumption of low fat & reduced spread in beginning almost it was 10 gm in 1996. This number climbed to 85 gm in 2001, which has taken only 5 years. However, in 2007 it reduced approximately 70 gm.

Very nice 👍

The above given line graph depicts the utilisation of margarine, low fat and reduced spreads and butter spreads between 1981 to 2007.

Overall, the consumption of margarine, low fat and reduced spreads and butter has declined throughout a twenty six years period. Utilisation of margarine over the years shows significant fluctuations while butter shows a general decline and low fat and reduced spread consumption shows a drastic increment with a steady downturn. During the beginning of the period consumption of butter had been the highest and utility of low fat and reduced spread was the lowest while in contrary during the end of the period low fat and reduced spread consumption had been consumed enormously out of all and margarine consumption had hit rock bottom.

In 1981 approximately 140 g of butter had been consumed which illustrates a gradual downward trend in the years 1986 to 1991 and the consumption load drops down to 100g. During the entire period from 1986 to 2007 the consumption of butter depicts a negative gradient showing a gradual drop in the utility reaching almost 40g of consumption amount by 2007. While on the other hand, the consumption of margarine in 1981 was almost 90g which dropped down to 80g during 1986. Then it attained a gradual resurgence to 100g surpassing the consumption amount of butter and reached a constant plateau from 1991 to 1996. Then the amount gradually dropped down in the next consecutive years and reached 40g by 2007.

While the consumption of margarine was less than 20g during 1996 and the amount skyrocketed making the utility congruent to the amount of margarine consumption during 2001 and eventually dropping down with a steady amount to approximately 60g by 2007.

Thank you so much Liz. I have learned a lot on your website and I did well in my exam. Thanks again from the bottom of my heart.

Glad to hear you did well 🙂 Wishing you all the best for your future 🙂

thank you Liz.I have learned a lot on your website.

The information regarding the amount of three different spreads in terms of grams (margarine, low-fat and reduced-fat spreads, and butter) consumed between 1981 and 2007 is shown in the line graph. Overall, it is clear that the consumption of low-fat and reduced-fat spreads and butter experienced both decline and rise, while margarine’s rate fluctuated over the period given. Interestingly, the number of consumers of margarine and low-fat and reduced-fat spreads was equal at the end of the final third of the whole time frame.

From 1981 to 1986, there was a rise of nearly 20 grams, from 140 to 160 grams, in butter consumption. Low-fat and reduced-fat spreads’ average usage, however, reached a peak of 85 grams in 2001. Although both numbers initially showed an upward trend, they then began to fall steadily.

Between 1981 and 1996, the quantity of margarine production faced many fluctuations. By 1996, its rate had dropped constantly from 85 to 40 grams. Margarine and “low-fat and reduced-fat spreads” were used equally in 2001 in terms of product consumption.

This line graph illustrates the amount of consumption of 3 spreads (margarine, low fat and reduced spreads and buffer) in 26 years from 1981 to 2007. The unit are measured in grams.

Overall, the consumption of margarine and buffer decreased over the period given, while for low fat and reduced spreads, it rose. The popular spread was butter between 1981 and 1991 ,and which was replaced by margarine until 2001, and followed by low fat and reduced spreads in the last year in 2007. Butter began at about 140 and rose slightly to reach a peak of approximately 160 in 1986, after which it fell dramatically at almost 50 in the end of the period. Likewise, margarine was about 90 in the first year and it experienced a fluctuation from 1986 to 2001 before declined steadily to exactly 40 in the last year.

On the other hand, for the amounts of low fat and reduced spreads was started at almost 10 in 1996 and climbed sharply to just over 80 in 2001, after which it decreased to about 70 in the end of the period.

The line graph illustrates the usage of three kinds of spreads(butter, low fat and reduced spread and margarine) from 1981 to 2007.The units are measured in grams. Overall, the consumption of margarine and butter was reduced over the following period while for low fat and reduced spread it rose, before falling. Butter was increased upto 160g in 1960 and the decreased below 50 gram in the final year. The consumption of low fat and butter was very low, below 20 gram, in 1996 then increased upto 80 gram in 2001.

In the beginning, the consumption of butter was 140 gram then it gradually increased to 160 gram in 1986. After that it fell dramatically to 60 gram, between 1986 and 2001, and hit a low of 50 gram in 2007. With regards to the amount of low fat and reduced spreads, it’s consumption started from 10gram in 2001 then rose dramatically and reached above 81 gram in 2007 before fell down to 70 gram at the end of the period. On the other hand, the consumption of butter was started from 90 gram and decreased to 80 gram at the start of period. After that, it went up to 100 gram and then remain same until the year 1996 before hit the low of 40 gram in 2007.

The line graph below illustrates the amount of various spreads consumed (margarine, low fat and reduced spreads, butter) from 1981 to 2007. Overall, it can be seen that there were considerable downwards trend in the consumption of both butter and margarine, with the exception of low fat and reduced spreads. It is also clear that Butter was the most common product in 1981, but in 2007 Low fat and reduced spreads registered the highest figure. Starting at about 140 grams units in 1981, the consumption of Butter gradually reached a peak of 160 grams in 1986, at which point this figure started to drop dramatically to only 50 grams. Likewise, the figure for margarine witnessed the same pattern in which their consumption rose from 1986 to 1996 before declining to just 40 grams at the end of the period. Moving on, in 1996, although the comsumption of Low fat and reduced spreads appered later than others 15 years and was the lowest point at that time; however, this figure shot up swiftly hitting a peak of over 80 grams and finally remained the highest amount comsumed in 2007.

The line chart illustrates the amount of three different types of spreads (margarine, lowfat & reduced spreads and butter) that were consumed, over a period of three decades, from 1981 to 2007. Overall, it can be clearly seen that while the butter consumption began with a higher value rather than the two items, it hit a low by the end of the given period. Low fat & reduced type did not appear in the consumption map till 1991. Butter consumption stood at slightly over 140 grames at the beginning of the period before rising gradually to reach a peak of almost 160 gms and then decreased steadily to reach its minimum value of about 50 gms in 2007. Whereas there was a major difference between margarine and butter consumption at the start of the given period, this difference decreased dramatically to become less than 20 gms in 2007. Margarine consumption fluctuated around 90 gms from 1981 till 2001 after it fell smoothly to approximately 70 gms in 2007. 1991 witnessed the appearance of Low fat & reduced spread type with a value of about 10 gms. This figure, which increased gradually to its peak of about 80 gms in 2001, experienced a slight decline to about 70 gms in the last year.

The line graph demonstrates how three kinds of spreads (margarine, low-fat & reduced spreads and butter) were consumed between 1981 and 2007. Units are measured in grams. Overall, the amount of consumed spread witnessed (experienced) a downward trend with a plunge in using margarine and butter than the others over the period given. At the beginning of the period, there was only two spreads including margarine and butter used, with the consumption of butter was roughly 140 grams which was almost 50 grams higher than margarine. From 1981 to 1996, while the consumption of butter increased steadily and then reached a peak of around 160 grams in 1986 before decreasing dramatically to around 70 grams in 1996, the amount of consumed margarine dipped between 1986 and 1991 and remained flat until 1996. From 1996 to 2007, the low-fat & reduced spreads was used for the first time in the start of the period and then increased rapidly to hit a high of around 85 grams in 2001 before dropping to 40 grams in the final year. Likewise, both of the consumption of margarine and butter witnessed a downward trend in this period. There was a steady fall and followed by a sharp decrease in the consumption of margarine. Similarly, the butter declined modestly from around 70 grams in 1996 to about 50 grams in 2007. In addition to that, the low-fat became more popular at the end of period from 1981 to 2007.

The line graph consumed three spreads (margarine, low fat& reduced spreads, and butter) from 1981 to 2007. Overall, the consumption of margarine and butter reduced in almost all years. In contrast, low fat and reduced spreads had the lowest amount in the whole chart, but it rapidly increased in six years. In the last years, we also saw some reduction in it. However, in the beginning, the butter had the highest ratio (up to 160 grams) in 1996. with time, we could see dramatical fall in the whole years. At the same time, margarine had fluctuated ratio in 1 decade. After that, it remained the same for six years and had fallen proportion in remained years. Moreover, low-fat &reduced spreads had the lowest amount in the graph but dramatically increased (1996 8 grams but reached 80grams in only six years). It also had slightly dropped 70 grams.      

The line graph illustrates the amount of consumption of three different types of spreads (margarine, lowfat and reduced spreads and butter) from the period between 1981 to 2007. Units are measured in grams.

Overall, the consumption of margarine and butter showed a downward trend over the whole period, while the lowfat and reduced spreads consumption rose dramatically from 1996 to 2007. At the early stage of the period, the butter spreads dominated, whereas the contribution for lowfat and reduced spreads peakeda t the end of the period.

The butter spreads showed a dramatic increase from 140 to 160 grams in 1986 and declined sharply to50 grams at last in 2007. Similarly, the margarine eaten by consumers fall to 40 grams in 2007 which fluctuated before 2001 that is started from the beginning at 90 grams.

However, The whole period of 26 years had shown a significant change for lowfat and reduced spreads from 1996 to 2007. The consumption rate of that stood at a peak above 80 grams which started from 10 grams and later declined to 70 grams in 2007. But the rate of consumption remained at the top among all three spreads at the end of the period.

The Graph illustrates the intake of different type of spreads (margarine, butter and low fat & reduced spread) between the years 1981 to 2007. Units are measured in grams Overall, the butter and margarine consumption has drastically decreased over a period of time. Low-fat & reduced spreads shows an upward trend in the years 1996 to 2001 and accounted to be the highest consumed spread in the year 2007. The spread consumption was reduced in 26 years. In the year 1981, butter was used by around 140% which rose to around 160 % in the year 1986 before falling to 50% in the last year. Whereas the margarine started around 90% and there was slight reduction in margarine consumption the year 1986 which eventually increased to 100% in the years 1991 to 1996 before showing downward trend and accounted to be least consumed spreads in the year 2007 On the other hand, Low fat & reduced spreads came into the picture in the year 1996 with 10% which drastically kept growing to 80% in the year 2001 and 75% use low fat & reduced spreads in the year 2007.

The below graphs illustrate the expenditure of Margarine, Low fat & reduced spreads and Butter into different six years (1981 to 2007). Overal, most of people spent Butter which is increased from up to 160 gr at he other hand Margarine drawdown into 80 gr while the people firstly never use Low fat& reduced spreads till to 1990. From the green graph inferred spending Butter after peak point drastically declined less then 60 gr in 2007 and also the blue graph shown , the people started eating Margarine in 1981 and a little bit decreased to 80 gr and contrast to increase up to 100 gr and steable to 1996. When the people consuming Low fat & reduced spread using margarine declined and raised using butter at the peak of 82 gr

The line graph sheds light on the consumption trend of 3 spreads categories (margarine in blue line, low fat & reduced spreads in red line, butter in green line) from year 1981 to year2007. Unit is measured in grams.

Overall, butter had the most total consumption over these 26 years which kept a higher consumption amount until margarine, its substitute, reached the same consumption level. Comparatively, low fat and reduced spreads appeared with its dramatic increase among 3 categories in spite of an inched downward afterward.

In 1986, the consumption on butter (160gram) is twice higher than margarine (80grams). However, the situation had changed since 1991. Although margarine made a platform from 1991 to 1996 by having the same number at 100grams, the difference between these 2 items was bigger and bigger.

In 1996, low fat and reduced spreads started being consumed and made a dramatic increase from less than 20grams to 80grams. Indeed, it is a critical year for margarine which was the main category from 1991 to 2001, but dropped further to 40grams, the least number in 2007.

The graph shows the consumption of Margarine, low fat and reduced spreads and butter during the years 1981 to 2007 showing different behaviors, units are measured in Grams.

Overall, Butter and low fat and reduced spreads had the bigger changes during these years from these 3 spreads, butter dropped from 160 grams in 1986 to about 45 grams in 2007 and fat increased the consumption from 1996 with 10 grams approximately to about 82 grams in 2001. However, this behavior was different from that year since it started to reduced gradually. In terms of Margarine, the ingest of this spread has been affected by fluctuation, this conduct is different from the other products. Initially, from 1981 to 1986 it is reduced, and then, in 1991 it was increased until 100 grams, this behavior continued to 1996 when began to drop to 2001 and from this point, the same conduct is showed until 2007.

The line chart illustrates the changes in using 3 types of fats between 1981 to 2007. As we can see, there are not any tracks of low fat & reduced spreads up to 1996 and that time it stood at around 10 grams but significantly increased and reached a peak of more than 80 grams in 2001. It was confronted to slight decline and reached to 70 grams approximately. Butter was most favorite fat in 1981. The rate of popularity was just more than 140 grams and continued climbing at the end of 1986. It was sharply slipped back to 70 grams stage between 1986 and 1996. Eventually, the consumption of butter plunged to less than 60 grams during 11 years from 1996 to 2007. Margarine was started from 90 grams in 1981 but plummeted to 80 grams just in 5 years. The next round was the opposite and this fat could rocket to 100 grams in the next 5 years. It leveled off at this score between 1991 and 1996. From 1996 a smooth falling was started and it came back to just more than 80 grams in 2001. Margarine was dramatically declined to 40 grams in 6 years from 2001 to 2007.

The graph illustrates the usage pattern of three types of spreads for a period of 26 years from 1981 to 2007. The units are shown in gms. Overall, the consumption of butter decreased given time while that of fat & reduced spreads followed the opposite trend.

The line graph Describes the consumption of 3 spreads between 1981 to 2007.

Overall, the diagram shows that consumption rates of Butter and Margaring experienced a decrease through out the time period. However, The consumption rates of Low fat & reduced Spreads experienced growth and Steadiness. All 3 spreads experienced many fluctuions.

In 1981 the consumption rate of Butter was about 140 grams. In one year, it rose to approximately 160 grams. After that, it decline subceeding margarine in 1991 and low fat & reduced Spreads in 2001 and reached to about 50 grams in 2007. The consumption rate of M was about 70 grams in 1981, it experienced a fall in 1985 which was about 80 grams. It experienced a growth of 20grams in 1991 exceeding the consumption rate of butter. It was steady till 1996 and after that, it declined subceeding low fat & spread n 2001. At the end of the period, it was about 4 grams, lowest among the all three.

The consumption rate of low-fat and reduced spreads was out 15 grams in 1996. It rocketed in 2001 approximately 81 grams exceeding both Butter and M. It experienced a slight downtrend till 2007 and at the end of the period, the consumption rates of low fat and Spreading was about 70 grams, which was highest amongst the other rates.

Note : Please let me know if there are any Modifications. Thank you.

The line graph illustrates how three different spreads were consumed by consumers from 1981 to 2007. Units are in grams Overall Butter and Margarine were initially eaten by the public but as the time elapsed, they lost their worth and new substitute known by the name low fat and reduced spreads has taken over their places In 1981 Butter was having a consumption rate of 140 grams which reach its peak to 160 grams in 1986, then it fell drastically to a level of 50 grams in 2007. While on the other hand Margarine was eaten around 90 g at the start, fluctuations in its usage were regularly there, but then it fell significantly to 40 g at the end of the period Low fat and reduced spreads their usage by residents began from 1996 at 10 g, then escalated to its highest point 80 g in 2001. Then in 2007 it shown a slight drop in its consumption level 50 g

The line graph illustrates the amount of three types of spreads (margarine, butter, and low fat and reduced spreads) consumed by people within 27 years from 1981 to 2007 measured in grams. Overall, Butter once was the most consumed spread but fell drastically over years while low-fat spreads became the most popular spread in the last year.

In terms of butter, the consumption rate started from about 140 grams in 1981 and peaked at nearly 160 grams in 1986, but dropped drastically over years until around 50 grams in the last year. Margarine was consumed around 90 grams in the initial year, fell and rose in slight numbers over periods, but eventually fell to 40 grams in 2007.

On the other hand, low fat and reduced spreads were first introduced in 1996 with the consumption rate was only below 20 grams. Then it became popular in the next five years where it rose dramatically to about 80 grams. However, in the latest year, people consumed less of this type of spread by around 70 grams.

Hello Liz, needed to confirm little something –

This was my try at writing the body 1 paragraph:

In 1981, butter consumed was slightly over 140g, while margarine was only approximately around 90g. The amount of consumption of butter rose to its peak nearly in the middle of the year 1986, which was almost 160g, the highest ever hit by any spread during the complete period. However, from there, there was only constant fall in its consumption. Margarine on the other hand, had quiet stability in its trend of consumption, since it only varied between 40g to 100g, also because it hit a plateau at 100g for considerably long period of time from around beginning of 1991 to near end of 1996.

I used Grammarly, it showed me many suggestions on missing “a” and “the”. No matter how much I try, I tend to skip them and it seems completely normal to me.

Do you think my marks will be deducted for the missing articles based on the paragraph I shared above? Are there not sufficient articles in it? Please let me know if possible! Thanks very much for your website, Liz 🙂

PLEASE EVALUATE. Many thanks in advance. The graph shows the usage of three different kinds of spreads (Margarine, butter, low fat and saturated spreads) over the span of 26 years from 1981 to 2007. Overall, the usage of margarine and butter reduced over the period of time as compared to low fat and reduced spread, whose consumption increased. At the starting year, butter being the widely used spread its consumption rose from about 140 grams to just below 160 grams in the time of five years (1981 to 1986) after that it dips to around 50 grams in the final year. Likewise, margarine was the second most used spread after butter, its usage was approximately 90 grams in the first year thereafter the figure fluctuated a little and then finally get down to 40 grams in the last year.

On the other hand, low fat and reduced spreads even being the latecomer in the market but its consumption rose considerably from approximately 10 grams in 1996 to just above 80 grams in 2001 after drops slightly about 70 grams at the end of the period.

If there is anyone who can check and tell me where I stand by reading graph’s discription. I would be thankful.

The given line graph illustrates the utilisation three kinds of spreads (Matgarine, Low fat reduced spreads and butter) over the period of 26 years(1981 to 2007). The units are measured in grams.

Overall, it can be seen that the consumption of low fat and reduced spreads saw upward trend in last year while butter and margarine had reverse pattern during the same time. Initially, butter was consumed at the highest rate but later this was overcome by low fat and reduced spreads.

At the start of the period, the butter was used abundantly that was recorded nearly 140 grams which was peeked to around 160 grams and then dramatically reduced to approximately 50 grams in 2007. Similarly, between 1981 and 2007 Margrine’s consumption fluctuated between 90 grams to 40 grams.

On the other hand, low fat and reduced spreads started consuming during the period about 1996, although it was consumed in negligible amount that means near about 10 grams that quantity rose drastically and reached to 90 grams approximately and thereafter there was a little drop in 2007 but the consumption was still the highest (around 70 grams) that was noticed as the largest utilisation among the three.

The given line graph illustrates the information about the amount of three different kinds of spreads (Margarine, Low fat & reduced spreads, Butter) which were consumed between 1981 and 2007. Units are measured in grams.

Overall, it can be seen that the consumption of Butter and Low fat & reduced spreads saw an upward trend, while that of Margarine had a reverse pattern. It is noticeably that The largest consumption was on Butter in 1981, but in 2007 Low fat & reduced spreads’ consumption was most preferred.

Butter ranked first among the 3 surveyed kinds of spreads in the first year of the period. In the year 1986, the number of Butter consumed reached the highest point of around 160 grams. Thereafter, it dipped dramatically and hit the lowest point of about 50 grams in the final year.

In 1981, Margarine was the second most spread with around 90 grams. Over 5 years later, there was a gradual decline in the amount of Margarine by 10 grams. However, It increased moderately at 100 grams and leveled off until 1996. After that, the figure of Margarine fell considerably and hit a low of 40 grams in 2007. About Low fat & reduced spreads’ data, starting nearly 10 grams in 1996, it went up rapidly and caught up with Margarine in 2001. After this, there was a minimal decrease in the amount of Low fat & reduced spreads, yet, it was the most well-noted in the final year.

The line graph depicts a change in consumption of three spreads, Margarine, Butter, and Low fat and reduced spreads. The comparison is over the course of 26 years, from 1981 to 2007. At first glance, it is observed that the consumption of butter and margarine declined over the period, whereas low fat and reduced spreads had increased consumption during the time frame. Consumption of utter was the highest in the year 1981, which is slightly above 140grams, it then went on to peak at 160grams in the next five years before plummeting to 50grams at the end of the period. In 1981, Margarine was consumed at 90grams and by 1996 it overtook butter as the most popular spread consumed. Eventually, Margarine ended as the least popular spread at about 40grams in 2007. Low fat and reduced spreads were first consumed in 1996, starting at 10grams and rapidly increasing above 80grams falling slightly down to 70grams in the final year. In summary, the consumption of low fat and reduced spreads instantly became a popular choice among the other two spreads. Whereas, Butter and Margarine consumption decreased over the period.

The linear graph showcases the amount of margarine,butter and low fat and reduced spread consumed in grams between1981 to 2007.

By and large, while the butter and margarine showed erratic patterns on their demands over the years surveyed, the free-fat and reduced spreads were dramatically increasing in the span of 11 years.

There were multifolds of notable changes on the demand of margarine and butter , one of this was, while the use of margarine sharply inclined by 20 grams the consumption of butter recorded slightly dip from 90grams to 80 grams. Another recognizable changes was the butter made a tremendous slumped that reached well within 60%, leveling off with margarine on 1991. On the other hand, while margarine stabilized at 100grams for half decade,the butter experienced further drop to 70grams . For 11 years left, both demands forementioned above recorded their lowest how much which reached 40 grams .

Meanwhile,although free-fat and reduced spreads started it popularity on 1996, the inflated demand of its skyrocketed by 8 folds and slightly reduced by 10 grams as the year ends.

Can someone read my answer and score it. Thanks in advance. Need a reference of where I am standing right now for giving IELTS.

The given graph illustrates three different type of spreads (margarine, Lowfat and reduced spreads, and butter) consumed in years 1981 to 2007. Overall, the use of margarine and butter spreads decreased between the above mentioned years while the consumption of Lowfat & reduced spread increased placing it in the first place in the year 2007, although people started to use this type up until the year 1996. Initially, the consumption of butter started from just above 140 grams in the year 1981, increasing this count to just below 160 in 1986, after this, the number started to decrease over the period until 2007, where it ended up at around 50 grams. Around 85 grams of butter spread was consumed in the year 1981 which varied significantly over the period and ended up 40 grams for the year 2007. The lowfat and reduced spread was not introduced up until the year1996 when the consumption was marked at around 10 grams from here the number started to increase drastically ending the record at around 65 grams in the year 2007.

Hi harshit,

Comments: 1. Low fat are two separate words 2. At one place you wrote (, and) whereas in the other you didn’t. (, and is the right way to address it) 3. Between the above isn’t the right sentence; rephrase it 4. In the paragraph that starts with initially, you don’t have to emphasize too much on years 5. Do not repeat the words in a sentence (eg: just above, just below) 6. No comma after “after this” 7. Space needed in the last paragraph between year and 1996 8. The last sentence is too lengthy and incorrect grammatically. Advise you to rephrase it

Hope this helps! 🙂

The line graph depicts the intake of three different spreads(butter, margarine and low fat & reduced spreads) in grams over two and a half decades from 1981 to 2007. At the outset, it is evident that both margarine and butter consumption have declined over the said period, with the butter experiencing a steep fall.The popularity of butter was replaced by margarine in the 90’s, which then gave way for low fat & reduced foods in the later years (2001). The butter consumption reached an all time high in 1986 to as high as 160gms from the initial 140gms in 2001. However, this hike was followed by a rapid and a consistent downfall to 50gms in 2007. Although margarine followed the same course, it fluctuated initially to reach a maximum of 100gms in 1991 and remained stable over the next five years.Thereafter, it gradual dipped to 40gms by 2007 . Conversely, the intake of low fat & reduced foods began at a meagre 10 gms in 1996. Figures peaked by 2001 over 80 grams with a marginal decrease afterwards.

IELTS-5 Writing Task-1

The line graph illustrates the trend of old people (≥65years) living in Japan, Sweden and USA over a century starting from 1940. Overall, it is evident that initially USA had the highest number of people aging 60 and above, followed by Sweden and then Japan. Supposedly, in 2040 Japan will come on the top. It can be seen that Japan had the least percentage of old people (5%), which were lower than Sweden and USA. It decreased further over the next two decades until 1980. After that the percentage started to rise gradually and reached 10. The following year experienced a sharp jump from 10 to 25%, thus Japan overtaking Sweden and USA after 2020. On the other hand, Sweden and USA saw a similar trend of increasing percentage of people aged 65 and above. There were many fluctuations with Sweden surpassing USA just before 2000, finally reaching at 25% in 2040. Meanwhile USA stood just below Sweden.

Hi Liz, can i please get a review on this? The graph illustrates the consumption of 3 spreads (margarine, low fat and reduced spreads and butter) between 1981 and 2007. Overall, the consumption of margarine and butter seemed to have reduced over the years while the consumption of low fat and reduced spreads increased. In 1981, butter was the most famous spread used by consumers, followed by margarine, while low fat spreads weren’t even introduced yet. This value changes over the years and in 2007, low fat and reduced spreads became the most famous spreads used by people. The consumption of butter has decreased over the years, starting at just above 140 grams in 1981, reaching a peak of 160 grams in 1986, but then having a great fall to reach a low of about 50 grams in 2007. On the other hand, margarine consumption started at about 90 grams in 1981, this value stays almost steady, although with a few fluctuations, until 2001 when there was a significant drop in its consumption to about 40 grams. Low fat and reduced spreads were introduced in 1996 starting at just about 5 grams i 1996, and rising to over 80 grams in 2001, these were in great favour of the public. This value drops to about 50 grams in 2007, but they were still the most used of all 3 spreads that year.

Hi Liz, thank you for all the good work you are doing and the amount and quality of material you provide. 🙂 Just a quick question, although it may have been answered before. I’m taking a computer-based test and I was wondering about the structure of the paragraphs in the written tasks. I know that there should not be any gaps in the beginning of the paragraphs or on the left side of the text, but what about the right side? Should I choose it to be the same or do you think this will affect in any way the presentation of my essay? Thank you in advance :))

As you see, I write my model answers on a laptop. Follow the way I present paragraphs 🙂

The line graph illustrates the usage of Magarine, Low fat and reduced spreads and butter over the period of continuous twenty six years starting from 1981. Overall, consumption of Magarine and Butter decreased while use of Low fat and reduced spreads has increased. In 1986 Butter was able to marked the highest consumption over the considered period which was 160 grams in number. It has decreased dramatically by the rest of the period. Although, within first five years, consumption of the Magarine has fall down its usage was increased at two-fold rate within next five years. From 1991 to 1996 it was stable and then its demand was lowered very sharply and by the end of the period it was the lowest consumed spread. Low fat and reduced spreads seemed had a high demand over first five years, starting from 1996 and was able reached to the level of Magarine which was at the top at that time. After 2001 people interest to it too has fell down as same as other two and was 70grams in 2007, marking it as the top most consumed spread at the end period. (Report ends.) 192 words

Is this work suit for get band score 7.0 ?

The consumption in grams of three different spreads namely: margarine, low fat and reduced spreads, and butter for 26 years is illustrated in the line graph. Although the utilization of the spread, specifically the butter was greatly used from 1981 to 1900 reaching up to nearly 160 grams, its consumption never been the same after 1990. The consumptions since after the said year have continuously dropped until 2007. Similarly, the used of low fat and reduces spreads hiked up in the year 2001 reaching just over 80 grams and slightly yet consistently decreased over time. On the other hand, the utilization of margarine has a different trend, it started with over 95 grams in the starting years then had a slight decreased by 1986, then it gradually increases up to 100 grams and stayed with same measure over 6 years from 1991 until 1996, from that year little by little the consumption rate dropped to 40 grams in the year 2007.

Hi Liz I want to ask that if we start our introduction writing ‘a glance at the line graph or given is line graph illustrating smth’ , does it bring higher score? What about using inversion in overview, body part? Thanks in advance

No, it doesn’t help your score at all. Using “AT a glance” is actually completely inappropriate considering you are supposed to analyse and not glance at the chart. Just stick to the standard language for report writing. Task 1 is formulaic and can be easily learned.

Does the overview have to start with ‘Overall’ ?

The examiner is looking for appropriate and logical linking words – this is the most logical and most appropriate way to start an overview. Why would you not want to use it?

I had gone through many ieltes coaching websites but yours is the best .I am starting to learn using this.Thank u so much

I’m glad my site is helping you 🙂

Dear Liz,I am your big fan Your explanation and sentences are excellent and you are my master I love you

I’m glad my website is useful for you 🙂

Hi Liz In all your sample writing tasks the first sentence says illustrates. can we use elucidates or exhibits instead of illustrates?

Why do you want to change the word? You only need to write one report in the test. IELTS usually use “gives information about” and you paraphrase as “illustrates” – nothing more is needed. Don’t give yourself extra work for no reason when you prepare for IELTS. There are many more important aspects to learn and prepare for.

I agree , what i understand after following the way you explain the things (which is amazing) , we need to learn the basic about representing the information. going for extra attractive words can make the things more complicated

The graph also has a minor error in that it should say “Low- & reduced-fat spreads,” and not, “Lowfat & reduced spreads,” since “lowfat” is not recognized by any dictionary as a single word and “reduced spreads” is really more of a concept than a thing that actually exists and whose consumption can be measured. I’d like to get to the bottom of who this “unknown source” is. Just (mostly) kidding. My mom’s an editor and I can’t help myself. More importantly, I love this site! It’s a huge help with those of my students who are prepping for the IELTS. Thanks, Liz!

Thanks for your input, Todd. The problem here is that this is all about IELTS. You can’t alter the category titles given on a graph. You can adapt capital letters to make sentences grammatically correct, but you can’t alter the category headings. Just as you can’t alter data because it doesn’t make logical sense (which has happened in an IELTS graph before – you’d be surprised at what has turned up in IELTS tests). So, for this, candidates must stick with what has been given in the graph and work with it. About the source, there are many IELTS graphs floating around online without a known source of origin – this is one of them. It provides a useful lesson for candidates to see how to tackle a line graph report. Glad you like the site and that it’s helping your students 🙂

Your the best teacher

Thanks Liz. You are a great teacher. Bless you.

Hi, Liz! I am grateful to ensure myself with your materials, posts, suggestions and etc. My question is related to calculation. 1. Units are/were measured in grams…? Are or were? Which one is correct? Since, nowadays, such index maybe be measured in another type of calculation. The line graph is given in the past simple. Thanks in advance for your explanation.

How the units are measured is always in the present because it refers to what you see rather than the data given in the past. It will always be “Units are measured in …”. However, you only use this if you haven’t already given the units in the previous statement. For example, “The graph illustrates the proportion of …” – this already shows the units are in percentage so you don’t need to repeat it.

Hi, Liz! I am grateful to ensure myself with your tips, materials, posts and etc. My question is concerning overview point and the sentence related to calculation. 1. Can I start mine overview like this “Overall, a glance at the graph reveals that…””” 2. The line graph or bar chart is given in thepast simple, for instance in 2000. Under this circumstance, how should I say “”the statistics were/are measured in smth”””” which one is best option were or are?

“a glance at the graph” is not recommended to use. Firstly it seems as though you are trying to push unnecessary language into your report, which is supposed to be a highly focused report. Secondly, your task is not to glance but to analyse. Always try to avoid using words that are not necessary – it won’t help your score in IELTS.

Thank you so much! I will follow your advice.

hi! Liz hope you doing good i just wanna ask that i have given IELTS test 3 times and still not getting good bands in reading and writing i have worked so hard but i m loosing hope for getting good bands and i don’t know my mistakes so what should i do PLEASE REPLY!

Firstly, review your understand of the techniques and requirements of IELTS higher band scores. Unless you understand what the examiner is looking for and what influences your score to go up or down, you won’t improve. You can use my free tips and model essays on this page: https://ieltsliz.com/ielts-writing-task-2/ . I also offer Advanced Writing Task 2 Lessons which are very detailed and are aimed to help people push their scores higher by explaining step by step how to create a high band score essay: https://elizabethferguson.podia.com/

Hi Liz, Pls give me a reply. For a graph with no dates we use present tense. But if it’s a survey report with no dates??? The survey is done already, then is it past tense or present tense?

I’m totally confused, i don’t have any tutor to ask. Pls give me a reply and thank you in advance

If there is any mention that the data in the table, graph, map, chart etc is in the past, you use past tense. If there is no indication, you use the present tense. IELTS is not a trick test. Just apply logic and common sense in all situations. English grammar rules are not different because it is IELTS.

Hi Liz why you have not compared the figures through body paragraphs?

Because it is not necessary to do so with a line graph. A comparison can be given in the overview. This is similar to diagrams – they frequently do not contain comparisons. You only compare where necessary.

Thank You Ma, your website have been of great help to me. Pls Ma how should i construct the paragraph when writing. Should i leave a full line and start a new paragraph or should i go to the next line then give a few space before writing.

Your aim is to make it easy for the examiner to see your paragraphs. There are no fixed rules on how to do that. Leaving an empty line between paragraphs is the most effective way.

I’ve been exploring both your site and your channel for some months, and I can’t say how much I love your teaching style and your graceful model answers, whether they are essays or graph descriptions.

However, I sometimes have some minor questions, and I would never ever bother you with them, had I any other way of getting answers. Could you possibly clarify two small things about your description of consumption of spreads?

1). Overview, last line: ‘low fat and reduced spreads was […]’. I guess fat + spreads are considered as one concept, so ‘was’ comes instead of ‘were’. In this case, would a student be marked down for using ‘were’? 2). BP1: ‘eaten in the first year after which […]’. Shouldn’t a comma be placed before ‘after which’?

Many thanks in advance!

I’m glad you are enjoying my website. In answer to your questions: 1) This is an interesting grammar point. As “low-fat and reduced spreads” is actually one singular category, it is possible to use the verb in the singular. However, it is also possible to view this as a plural and use a plural form of the verb. This means both options are possible. There are a number of grammar features in the English language where there is no fixed rule, but rather certain options depending on how you look at it. The examiner will be familiar with these aspects of grammar and accept both options because both are viable. 2) Yes, there should be a comma after “after which” and this is my typo. Thanks for spotting it. Because I work alone, I do have occasional typos. Interestingly, to get a band score 9 in IELTS you don’t need perfect English and “slips” (which mean accidental mistakes) are allowed. Anyway, I’ll correct it on the page above.

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Useful Vocabulary for Writing an IELTS Graph Essay

When it comes to IELTS writing task 1, 25% of your marks are for the range of words you use. That means IELTS graph vocabulary is a very important component to review as you prepare for the Writing Task 1. You can start by checking out this IELTS writing task 1 vocabulary guide . And below, I’ll provide an overview of words and useful phrases to incorporate into your writing so that you can get top marks on the lexical resource category and a high band score overall. Basically, the better your IELTS writing chart vocabulary, the higher score you’ll get. It’s not hard, but there is a clear formula to doing well.

How to Use IELTS Graph Vocabulary in Writing Task 1

Because IELTS writing task 1 involves describing a graph or chart of some type, it will help to have a handle on IELTS writing chart vocabulary — words and phrases that help you write about the information on the chart or graph.

How are graphs described in IELTS? Let’s walk through the best vocabulary for the task, step by step.

1. Start With Introduction Phrases

Often ESL students start their essay with ‘The graph shows…’. While this is fine, the verb ‘shows’ could be replaced by a more exciting and high-level vocabulary word. Here are four different prompts to start your essay:

• The graph illustrates the trends in…
• The graph reveals information about the changes in…
• The graph provides the differences between…
• The graph presents how X has changed over a period of…
• DO NOT write the word below or above in your introduction. i.e. The graph above/below shows…

2. Add Suitable Adverbs

Adverbs help express a relation of place, time, circumstance, manner, cause, and degree, and can greatly add some color and interest to your writing as well as show off your range of vocabulary. Unlike adjectives (which describe nouns), adverbs describe verbs, or actions. Here’s a great list of adverbs to use:

3. Use Appropriate Synonyms

Again using a variety of nouns and verbs for words like rise and fall will help increase your overall score. Here are some suggestions:

4. Add Time Phrases

Below are some excellent time phrases with sentence examples:

Using IELTS Graph Vocabulary in a Model Essay

Look at the sample IELTS writing Task 1 graphs on the British Council website . Below is my model answer with useful words in bold:

The bar charts illustrate the trends in computer ownership, with a further classification by level of education, from 2002 to 2010.

Over the period, it can be observed that there was a significant surge in the percentage of the population that owned a computer. In the year 2002, only about 58% of the population owned a computer, whereas by 2010 , this gradually increased to where over three-quarters of individuals had a home computer.

Looking at the information by level of education reveals that higher levels of education correspond to higher levels of computer ownership in both of those years. In 2002, a significantly low percentage of the population who did not finish high school had a computer, but this figure skyrocketed by 2010, going from 15% to over 40%. There were also dramatic climbs , of approximately 30 percentage points, for those with a high school diploma or an unfinished college education (reaching 65% and 85%, respectively, in 2010).

To conclude, during the last decade, there has been a substantial growth in computer ownership across all educational levels.

Other IELTS Graph Vocabulary Resources

Keep in mind that IELTS writing task 1 may contain one of several different types of infographic: a bar chart, pie chart, line graph, diagram, etc. Regardless of the type, you’ll want to have a good handle on IELTS writing chart vocabulary.

For more specific guides to the different kinds of graphs, charts, and graphics you may find on IELTS writing task 1, check out the following resources:

• How to Describe a Bar Chart
• How to Describe a Pie Chart
• How to Describe a Map
• How to Describe a Process Diagram

You can also check out Magoosh’s IELTS linking words PDF for transitions between ideas. Hopefully you’ll start to incorporate some of these key words and phrases, as well as the above suggestions, in your IELTS Task 1 Writing. If you still don’t feel comfortable doing so, consider dedicating more time to your IELTS studies with Magoosh’s fun, engaging IELTS prep for extra practice.

Eliot Friesen-Meyers is the Senior Curriculum Manager for Magoosh IELTS and TOEFL. He attended Goshen College (B.A.), New York University (M.A.), and Harvard University (M.T.S.), gaining experience and skills in curriculum development, ESOL instruction, online teaching and learning, and IELTS and TOEFL test prep education. Eliot’s teaching career started with Literacy Americorps in Pittsburgh, Pennsylvania, and later, taught ESL programs at Northeastern University, University of California-Irvine, and Harold Washington College. Eliot was also a speaker at the 2019 TESOL International Conference . With over 10 years of experience, he understands the challenges students face and loves helping them overcome those challenges. Come join Eliot on Youtube , Facebook , and Instagram . Recent blog posts Complete Guide to IELTS Writing Task 1 Complete Guide to IELTS Writing Task 2

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11 responses to “Useful Vocabulary for Writing an IELTS Graph Essay”

I would like to get sample of all types of graph eassy

IELTS Liz offers a pretty good range of graphs and charts for IELTS Writing Task 1 (Academic) . You can also get a nice selection of these on the official IELTS websites . And last but not least, Magoosh offers a good selection of these types of questions with a Magoosh IELTS Premium subscription. 🙂

Thank you Magoosh for the comprehensive guide. I’m a subscriber to you GMAT course and is now checking out IELTS.

Wanna ask, I read and watched many other sources that says we should not write a conclusion. However, yours did.

So, is it permissible or not permissible?

The concluding sentence is optional–if you have time to write a concluding sentence after writing and reviewing your essay, then it looks good to have a concluding sentence. If you don’t have time to write a concluding essay or you’d rather focus on other parts of your essay, then it’s totally fine to leave it out. You can read more about this in our Complete Guide to IELTS Academic Writing Task 1.

“Growth” is not an noun? Because in the board it’s saying that it is a verb

Thanks for pointing this out! It seems like a mistake on our part. We should probably change that to “grow”. I’ll make a note for our writing team to make this change 🙂

I appreciate you very much. Your blog on Useful Words for Writing an IELTS Graph Essay was the outstanding blog ever. You have given so much good information about the new english words & grammar in your post, which will help me in future. Always keep data like this on your website

I have two significant questions. The first one is related to the unit of measurement in over view. Is it academic? And the second one is of conclusion. Do we need to write conclusion?

Hi Aakash, I’m afraid I don’t understand your first question. Can you please provide some more information? For your second question: a conclusion is not necessary. You can add one if you’d like, but it’s more important to spend time analyzing the graph.

This is one of the best among the essay I’ve read recently.

Thanks for the feedback! 🙂

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IELTS Bar Chart Sample Essay

Static or Dynamic?

Before writing an IELTS task 1 bar chart or line graph answer it is important that we analyse the question correctly. Taking a few minutes to do this will help us write a clear answer that fully responds to the question. Just what the examiner wants us to do.

The first thing we need to do is decide if the bar chart is static or dynamic. Static means that the data comes from one point in time. Dynamic means the data comes from more than one point in time.

Whether a chart is static or dynamic will affect the information we choose to include in our answer and the kind of language (tense, grammar etc.) we use.

If it is dynamic we will have to compare the different times and comment on the general trends over the time period.

If it is static we will have to compare the different variables, in this case countries, car price, GDP and time it takes for one person to buy a car.

Main Features

Every IELTS academic task 1 question asks us to ‘select and report the main features’.

This means that we have to not only pick the most significant information from the graph and include it in our essay, but also decide which information is not important and should therefore not be included in our essay. One of the biggest mistakes you can make in task 1 is including all the information you see.

So which information should you choose?

You should look for:

• highest/lowest values
• biggest differences
• similarities
• significant exceptions
• anything else that really stands out

There are 3 main features in this graph

1) It takes over 26 years for a Vietnamese person to buy a car.

2) Vietnam has the second highest average costs but the second lowest wages.

3) Cost of a car in Singapore is nearly 3 times the next most expensive.

I advise my students to follow a basic four paragraph structure for these kinds of questions.

Paragraph 1 

Paraphrase the question using synonyms.

Paragraph 2 

Provide an overview of the main features. No need to include any data in this paragraph, just tell the examiner what is happening in general terms. If you had to describe the main features in two sentences, what would you say?

Paragraph 3

This is where we get more specific and use data. Take 2 of the main features (from your overview) and describe them in detail using data from the chart.

Paragraph 4 

Simply do the same thing as you did in paragraph 3, but with two other main features (from your overview).

Sample Answer 

The graph compares the GDP per capita, cost of a Toyota Camry and approximate length of time it takes for 1 citizen to purchase that mode of transport in eight Asian countries.

Despite having the second lowest average yearly income, it costs more to buy this car in Vietnam than in all but one other Asian nation. It also takes significantly longer for a standard person to buy an automobile in Vietnam than in any other state in Asia. On the other end of the scale, Singaporeans have to pay nearly three times more for their cars than the Vietnamese and it takes them the least amount of time to afford a motor vehicle.

It costs $49,944 to buy a Toyota Camry in Vietnam, but this dwarfs the average yearly income per person at just $1,910. It would therefore take a normal man or woman 26.1 years to save up for that particular car.

This is in contrast to Singapore where it costs $126,245 for that model of motorcar, however the average salary is much greater at $55,182. This means that it generally takes just over 2 years for a typical individual from Singapore to acquire this vehicle.

(200 words) Band 9.

It should be noted that this is not a real IELTS task 1 question. This is just a chart that I saw on the internet, but it allowed me to make a very important point- you don’t have to mention everything on the graph. I only talked about 2 out of the 8 countries and I still wrote 200 words and answer the question fully. The key is finding the most significant data and not talking about anything else. Don’t worry, you won’t lose marks for not talking about everything, quite the opposite.

This graph is also good for demonstrating how important it is to vary your vocabulary. There were four words that could have been overused in this essay- car, average, country and people. Instead of repeating them over and over again I used synonyms to show the examiner I have a wide vocabulary and gain extra marks. Here are the synonyms:

Car- Toyota Camry- automobile- vehicle- motor vehicle- motorcar

Average- approximate- normal- typical- standard

Country- countries- nation- state

People- citizen- man or woman- individual

Next time you see a chart or graph in a newspaper, in a textbook or on the internet, think about what the main features are and what common words would you have to vary with synonyms.

I hope you have found these tips useful. If you have any questions, let me know below.

For more band 9 sample essays check out our task 1 sample essay page.

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CHARTS AND GRAPHS ESSAY EXAMPLES

IELTS Writing Task 1 Academic Charts And Graphs Essay Examples

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IELTS Writing Task 1 – Line Graph Essay 1

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IELTS Line Graph Examples

Continuing with the sites IELTS line graph examples, this is an example of a line graph comparing car theft.

It's important to organise your graph clearly, draw out the key trends and make comparisons. 

That has been done well in this answer. 

You should spend about 20 minutes on this task.

The line graph shows thefts per thousand vehicles in four countries between 1990 and 1999.

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

Write at least 150 words.

IELTS Line Graph Examples - Model Answer

The line graph compares the number of cars stolen for every 1000 vehicles in four countries from 1990 to 1999. Overall, it can be seen that car thefts were far higher in Great Britain than in the other three counties throughout the whole time frame.

To begin, car thefts in Sweden, France and Canada followed a fairly similar pattern over the first five years, all remaining at between 5 and 10 per thousand. The general trend though for France and Canada was a decline in the number of vehicles stolen over the period, with both at around 6 in 1999. In contrast, Sweden experienced an upward trend, starting the period at approximately 8, and finishing at just under 15.

Interestingly, car thefts in Great Britain started at 18 per thousand, which far exceeded that of the other countries. It then fluctuated over the next nine years, reaching a peak of 20 thefts per 1000 in 1996, and ending the period slightly lower than where it began, at approximately 17 per thousand.

(Words 174)

This graph would score highly in the IELTS test.

The graph starts with an overview that highlights the key information presented in the graph.

It has also been organised very clearly around the main trends.

The first body paragraph describes Sweden, France and Canada together as they follow a very similar pattern, whereas Great Britain is discussed separately in the second body paragraph as this follows a very different pattern.

This makes the description easy to follow and read and shows the writer has been able to make comparisons of the data. 

There is also a good range of vocabulary and accurate grammar.

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More on IELTS Line Graphs:

Tips for Organising an IELTS Line Graph

Organising an IELTS Line Graph - This lesson shows you have to improve the coherency of your graph in order to achieve a high band score.

Line Graph Quiz

Line Graph Quiz: Have a go at this fun quiz to help you find out what you know about graphs and to help you improve your IELTS score.

IELTS Sample Line Graph

This is an IELTS Sample Line Graph with model answer that you can use to help you prepare to write your answer for a task 1 that describes changes over time.

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How To Write an IELTS Line Graph Essay

Here is the 5 steps process I recommend for planning and writing   IELTS line graph essays:

1)  Analyse the question

2)  Identify the main features

3)  Write an introduction

4)  Write an overview

5)  Write the details paragraphs

I’m going to take you through the whole process step-by-step as we work on a practice question.

Many students are reluctant to spend time on steps 1 and 2 as they want to spend as much of the 20 minutes allowed for the essay as possible actually writing it. However, it is essential that you do them as they are the key to writing a high-scoring IELTS line graph essay.

Before we begin, here’s a model essay structure that you can use as a guideline for all IELTS Academic Task 1 questions.

Ideally, your essay should have 4 paragraphs:

Paragraph 1  – Introduction

Paragraph 2  – Overview

Paragraph 3  – 1 st  main feature

Paragraph 4  – 2 nd  main feature

Now that we have all these tools we need, we’re ready to begin planning and writing our IELTS line graph essay.

Here’s our practice question:

The graph below shows radio and television audiences throughout the day in 1992.

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

Write at least 150 words.

Source: Official IELTS website

Step 1 –  Analyse the question

The format of every Academic Task 1 question is the same. Here is our practice question again with the words that will be included in all questions highlighted .

The  graph below shows radio and television audiences throughout the day in 1992.

Every question consists of:

• Sentence 1 – A brief description of the graphic
• Sentence 2 – The instructions
• The graphic – chart, graph, table, etc.

Sentence 2 tells you what you have to do.

You must do 3 things:

1.     Select the main features.

2.     Write about the main features.

3.     Compare the main features.

All three tasks refer to the ‘ main features ’ of the graphic. You  do not  have to write about everything. Just pick out 2 or 3 key features and you’ll have plenty to write about.

Step 2 – Identify the Main Features

The graphic in IELTS line graph questions should not be difficult to interpret. Each question has been created to  test your language skills, not your mathematics ability.

All you are looking for are the main features. These will usually be the easiest things to spot. There will be lots of information in the graphic to help you identify them.

Here are some useful questions to ask?

• What information do the 2 axes give?
• What are the units of measurements?
• What are the time periods?
• What can you learn from the title and any labels?
• What is the most obvious trend?
• Are there any notable similarities?

(I give more detail on how to use these questions, plus downloadable checklists for identifying the main features of all 7 different types of IELTS Academic Writing Task 1 questions, in the lesson on  How To Understand & Analyse Task 1 Questions .)

So, what main features stand out in our practice graphic?

Here's our IELTS line graph again.

The timeline will give you the biggest clues as to the most significant trends. Look for general trends.

There are 2 main features/trends in this line graph:

Main feature 1:  The peak time for TV audiences is in the evening (8 pm).

Main feature 2:  The peak time for radio audiences is in the morning (8 am).

The general trends you select will be the starting point for your essay. You will then go on to add more detail. However, with just 20 minutes allowed for Task 1, and a requirement of only 150 words, you won't be able to include many details.

We’re now ready to begin writing our essay. Here’s a reminder of the 4 part structure we’re going to use.

Step 3 – Write an Introduction 

In the introduction, you should simply paraphrase the question, that is, say the same thing in a different way. You can do this by using synonyms and changing the sentence structure. For example:

Introduction (Paragraph 1): 

The line graph illustrates the proportion of people in the UK who watched TV and listened to the radio over 24 hours from October to December 1992.

This is all you need to do for the introduction.

Step 4 – Write an Overview (Paragraph 2)

In the second paragraph, you should report the main features you can see in the graph, giving only general information. The detail comes later in the essay. You should also make any clear comparisons you spot.

This is where we write about the general trends. Here are the ones we picked out above.

Now form these ideas into two or three sentences with a total of around 40 words. State the information simply using synonyms where possible. No elaborate vocabulary or grammar structures are required, just the appropriate words and correct verb tenses.

For example:

Overview  (Paragraph 2): 

Overall, a significantly greater percentage of the TV audience watched in the evening while radio had the most listeners in the morning. Over the course of each day and night, more people watched TV than listened to the radio.

Step 5  – Write the 1st Detail Paragraph

Paragraphs 3 and 4 of your IELTS line graph essay are where you include more detailed information about the data in the graphic. In paragraph 3, you should give evidence to support your first key feature. Don’t forget to make comparisons when relevant.

Here is our first main feature again:

And this is an example of what you could write:

Paragraph 3 :

Less than 10% of people watched TV between 1 am and 12 noon but at 4 pm this figure increased rapidly, reaching a peak of almost half the population at 8 pm. After this, the graph records a sharp decline in viewers, reaching a low of only a tiny percentage by 3 am.

Step 6  – Write the 2nd Detail Paragraph

For the fourth and final paragraph, you do the same thing for your second key feature. 

Here’s an example of what you could write:

Paragraph 4 :

Radio, on the other hand, shows a very different trend. The most popular time for listeners to be tuned in was just after 8 am when around 27% of the population was listening. After a brief peak, the numbers dropped steadily to barely 2%, apart from fluctuations at around 4 pm and 10.30 pm. The percentage of listeners remained low overnight before beginning a rapid ascent from 6 am to the 8 am high.

Here are the four paragraphs brought together to create our finished essay.

Finished IELTS Line Graph Essay

This sample IELTS line graph essay is well over the minimum word limit so you can see that you don’t have space to include very much detail at all. That’s why it is essential to select just a couple of main features to write about.

Now use what you’ve learnt in this lesson to practice answering other IELTS line graph questions. Start slowly at first and keep practicing until you can plan and write a complete essay in around 20 minutes.

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Ielts academic writing task 1 – all lessons.

IELTS Academic Writing  –  A summary of the test including important facts, test format & assessment.

Academic Writing Task 1  – The format, the 7 question types & sample questions, assessment & marking criteria.  All the key information you need to know.

Understanding Task 1 Questions  – How to quickly and easily analyse and understand IELTS Writing Task 2 questions.

How To Plan a Task 1 Essay  –  Discover  3 reasons why you must plan, the 4 simple steps of essay planning and learn a simple 4 part essay structure.

Vocabulary for Task 1 Essays  –  Learn key vocabulary for a high-scoring essay. Word lists & a downloadable PDF.

Grammar for Task 1 Essays   – Essential grammar for Task 1 Academic essays including, verb tenses, key sentence structures, articles & prepositions.

The 7 Question Types:

Click the links below for a step-by-step lesson on each type of Task 1 question.

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