IELTS Sınavı | Writing
Posted on 07. Oca, 2010 by Haluk Hoca in IELTS Sınavı
Writing task one: single line graph
Sample task
You should spend about 20 minutes on this task. Write a report for a
university lecturer describing the information in the graph below. You
should write at least 150 words.
Sample answer
The graph shows the number of cases of X disease in
Someland between the years 1960 and 1995. As an overall
trend, it is clear that the number of cases of the disease
increased fairly rapidly until the mid seventies, remained
constant for around a decade at 500 cases before dropping to
zero in the late 80s.
In 1960, the number of cases stood at approximately 100. That
number rose steadily to 200 by 1969 and then more sharply to
500 in 1977. At this point the number of cases remained stable
until 1984 before plummeting to zero by 1988. From 1988 to
1995 Someland was free of the disease.
In conclusion, the graph shows that the disease was
increasingly prevalent until the 1980s when it was eradicated
from Someland.
Grammar and vocabulary
Writing task one: double line graph
Sample task
You should spend about 20 minutes on this task.
Write a report for a university lecturer describing the information in the
graph below.
You should write at least 150 words.
Sample answer one
The graph shows the rate of smoking in Someland.
In 1960, 600 men in every 1,000 was smoking. This number
decreased gradually to 500 by 1974 and continued to
decrease but more steeply to 300 in 1995. In contrast the
rate of women smokers in 1960 was very low at only 80 in
every 1,000. This number increased to 170 by 1968 and
increased again but more steeply to 320 in 1977. The rate
of female smokers then remained stable at 320 until 1984 at
which point the figures began to decline and had dropped to
250 by 1995.
Writing task one: bar graphs
Sample task
You should spend about 20 minutes on this task.
Write a report for a university lecturer describing the information in the
graphs below.
You should write at least 150 words.
Sample answer one
The graphs compare the number of deaths caused by six
diseases in Someland in 1990 with the amount of research
funding allocated to each of those diseases. It can be clearly
seen that the amount of research funding in many cases did not
correlate with the seriousness of the disease in terms of
numbers of deaths.
In 1990 there were around 0.2 million deaths from AIDS, 0.1
million deaths from leprosy, 0.3 million deaths from tropical
diseases, 0.5 million deaths from diarrhoea, 0.4 million deaths
from malaria and 1.8 million deaths from TB. These figures can
be contrasted with the amount of funding allocated for each
disease. In 1990 AIDS received 180 million dollars in research
funding, leprosy 80 million dollars in research funding, tropical
diseases 79 million dollars in research funding, diarrhoea 60
million dollars in research funding, malaria 50 million dollars and
TB 20 million dollars in research funding.
In conclusion it is clear that funding allocation for disease
research in Someland is not wholly determined by the number
of deaths for which each disease is responsible in a given year.
Writing task one: pie charts
Sample task
You should spend about 20 minutes on this task. Write a report for a
university lecturer describing the information in the two graphs below.
You should write at least 150 words.
Sample answer
The pie charts compare the highest level of education
achieved by women in Someland across two years, 1945 and
1995. It can be clearly seen that women received a much
higher level of education in Someland in 1995 than they did in
1945.
In 1945 only 30% of women completed their secondary
education and 1% went on to a first degree. No women had
completed post-graduate studies. This situation had changed
radically by 1995. In 1995, 90% of women in Someland had
completed secondary education and of those, half had
graduated from an initial degree and 20% had gone on to postgraduate
studies. At the other end of the scale we can see that
by 1995 all girls were completing lower secondary, although
10% ended their schooling at this point. This is in stark
contrast with 1945 when only 30% of girls completed primary
school, 35% had no schooling at all and 35% only completed
the third grade.
In conclusion, we can see that in the 50 years from 1945 to
1995 there have been huge positive developments to the
education levels of women in Someland.
Writing task one: tables
Sample task
You should spend about 20 minutes on this task. Write a report for a
university lecturer describing the information in the table below. You
should write at least 150 words.
Hours of leisure time per
Sample answer one
The table shows how people in different age groups spent
their leisure time in Someland. It can be clearly seen that the
amount of leisure time available varied considerably across
the age groups.
Teenagers in Someland spent 1,200 hours a year watching
TV and those in the over 70s group spent 100 hours less at
1,100. They spent 150 hours on socialising with 4 or less
people compared with 200 hours at the other end of the
scale. They spent 350 hours socialising with 4 or more
people compared with 25 hours. The teenagers spent 450
hours on group exercise but retired people didn’t do any.
In conclusion, we can see that in Someland the teenagers
and retired people prefer to spend their free time in different
ways.
Writing task one: processesSample task
You should spend about 20 minutes on this task.
The flow chart below shows how national examination papers are marked
in Someland.
Write a report for a university lecturer describing the information below.
You should write at least 150 words.
Sample answer
The sample task given is simplified for the sake of explaining this kind of
report task clearly. In a genuine test you can expect the process to be
more complex.
The flow chart shows the marking procedures for national
exam papers in Someland.
After the papers are collected, the Reading and Listening
papers are marked by an administrator and then collated.
The writing papers are treated differently. After collection,
the writing papers are marked by an examiner. The marks
are then sent to an administrator for collation while the
exam papers are sent to an examination board. The board
either stores the papers or reassesses them.
