This is an IELTS Writing Task 2 Sample Answer from IELTS Cambridge 14 and it is an interesting question.
It seems to me that it is really only possible to take one side with this one – that people should try to improve their situation.
But maybe you disagree!
Regardless, you have to write about both sides. Do one paragraph on one view and the other on the opposite view. Make sure that by the end (and in the introduction) you have chosen a side. Be crystal clear!
One tricky part of this question that you should notice is that the question itself includes two examples of unsatisfactory situations. You don’t have to focus on those examples in your answer though – I didn’t!
IELTS Writing Task 2 Sample Answer: Acceptance / Unsatisfactory (IELTS Cambridge 14) by Dave
Some people believe that it is best to accept a bad situation, such as an unsatisfactory job or shortage of money. Others argue that it is better to try and improve such situations.
Discuss both these views and give your own opinion.
Many people find themselves in situations where they must either accept what life has given them or find a way to move up in the world. In my opinion, although accepting your situation in life may be pragmatic in some cases, it is still better to at least strive to improve your situation as it can usually be bettered to some degree.
On the one hand, the vast majority of people are unable to drastically change their situation and acceptance of this fact will make them feel more satisfied with their lives. The best example of this would be those people living in dire economic conditions. Recent research puts the Democratic Republic of Congo as one of the poorest nations on Earth, both due to a lack of developed infrastructure and internal strife in recent years. For a person living in a small village, ravaged by war or famine, it would be cruel to suggest that they should find a way to improve their lives when it might simply be impossible. Instead, such people may feel they are better off accepting that they cannot make any changes to their situation at the present moment and just focus on their own survival and that of their family. These situations are rare but do exist around the world in various countries, particularly if they are at war or experiencing a severe economic downturn.
On the other hand, few would dispute the fact that in even the most difficult situations people can make their lives better through continued effort. Instances of people who worked hard and became successful abound in both developed and developing nations. Some relevant examples of this are the postwar situations of countries like Germany, Japan, and South Korea. All those countries were devastated by war to greater and lesser degrees yet they are all currently economic powerhouses. In Japan, World War 2 left their population depleted of workers, a deep national debt due to reparations and infrastructure reduced to rubble. By not accepting their situation they were able to become leaders in technology through notable companies like Sony, Nokia and Toyota. The efficacy of the individuals who had to work hard to improve their lives is reflected in the overall progress of the country and should serve as an example to all war-torn nations.
To conclude, there are very few situations where it would be advisable to simply accept an unhappy situation because hard work over a long period will pay off to some degree in the vast majority of cases. By having a more positive attitude it is also more likely that your efforts to make a better life will be rewarded, while a more defeatist attitude is likely to reduce your chances to make changes in life.
IELTS Examiner Sample Answer Analysis
1. Many people find themselves in situations where they must either accept what life has given them or find a way to move up in the world. 2. In my opinion, although accepting your situation in life may be pragmatic in some cases, it is still better to at least strive to improve your situation as it can usually be bettered to some degree.
1. The first sentence states the topic – write this sentence very quickly because it’s not that important.
2. Next is my opinion, be sure that this is clear and include it in both your introduction and conclusion.
1. On the one hand, the vast majority of people are unable to drastically change their situation and acceptance of this fact will make them feel more satisfied with their lives. 2. The best example of this would be those people living in dire economic conditions. 3. Recent research puts the Democratic Republic of Congo as one of the poorest nations on Earth, both due to a lack of developed infrastructure and internal strife in recent years. 4. For a person living in a small village, ravaged by war or famine, it would be cruel to suggest that they should find a way to improve their lives when it might simply be impossible. 5. Instead, such people may feel they are better off accepting that they cannot make any changes to their situation at the present moment and just focus on their own survival and that of their family. 6. These situations are rare but do exist around the world in various countries, particularly if they are at war or experiencing a severe economic downturn.
1. My first sentence is the topic sentence and clearly states what the paragraph will be about – some people will feel more satisfied by accepting their situation.
2. The second sentence start my example by focusing on countries where the economy is bad.
3. My third sentence focus more specifically on the Congo as my main example.
4. The fourth sentence further develops this example of the Congo.
5. The fifth sentence pulls out some general conclusions related to this example.
6. My sixth sentence makes the example more general by relating it to similar countries.
1. On the other hand, few would dispute the fact that in even the most difficult situations people can make their lives better through continued effort. 2. Instances of people who worked hard and became successful abound in both developed and developing nations. 3. Some relevant examples of this are the postwar situations of countries like Germany, Japan, and South Korea. 4. All those countries were devastated by war to greater and lesser degrees yet they are all currently economic powerhouses. 5. In Japan, World War 2 left their population depleted of workers, a deep national debt due to reparations and infrastructure reduced to rubble. 6. By not accepting their situation they were able to become leaders in technology through notable companies like Sony, Nokia and Toyota. 7. The efficacy of the individuals who had to work hard to improve their lives is reflected in the overall progress of the country and should serve as an example to all war-torn nations.
1. My first sentence is the topic sentence that again says the main topic for the whole paragraph – people can change their lives through effort. It’s a simple main idea but make sure that you develop your simple, obvious main ideas with clear, extended examples!
2. My second sentence begins to introduce the example of countries impacted by wars.
3. The third sentence makes those examples more specific by focusing on some real countries.
4. My fourth sentence describes why those countries are good examples of countries making changes.
5. The fifth sentence focuses specifically on Japan.
6. The sixth sentence talks about the people and companies of Japan because this is more relevant to the question.
7. The sixth sentence continues to focus on how individuals making an effort can change their lives and how this will be reflected in the overall progress/condition of a nation.
1. To conclude, there are very few situations where it would be advisable to simply accept an unhappy situation because hard work over a long period will pay off to some degree in the vast majority of cases. 2. By having a more positive attitude it is also more likely that your efforts to make a better life will be rewarded, while a more defeatist attitude is likely to reduce your chances to make changes in life.
1. The first sentence states my opinion for the second time and my main reason why.
2. My second sentence adds an extra detail that many examiners will require for band 7 and above.
Sample Answer Vocabulary
What do the words in bold mean? If you’re not sure, don’t use a dictionary – try to figure out the meaning from the whole sentence then check your answers below!
Many people find themselves in situations where they must either accept what life has given them or find a way to move up in the world. In my opinion, although accepting your situation in life may be pragmatic in some cases, it is still better to at least strive to improve your situation as it can usually be bettered to some degree.
On the one hand, the vast majority of people are unable to drastically change their situation and acceptance of this fact will make them feel more satisfied with their lives. The best example of this would be those people living in dire economic conditions. Recent research puts the Democratic Republic of Congo as one of the poorest nations on Earth, both due to a lack of developed infrastructure and internal strife in recent years. For a person living in a small village, ravaged by war or famine, it would be cruel to suggest that they should find a way to improve their lives when it might simply be impossible. Instead, such people may feel they are better off accepting that they cannot make any changes to their situation at the present moment and just focus on their own survival and that of their family. These situations are rare but do exist around the world in various countries, particularly if they are at war or experiencing a severe economic downturn.
On the other hand, few would dispute the fact that in even the most difficult situations people can make their lives better through continued effort. Instances of people who worked hard and became successful abound in both developed and developing nations. Some relevant examples of this are the postwar situations of countries like Germany, Japan, and South Korea. All those countries were devastated by war to greater and lesser degrees yet they are all currently economic powerhouses. In Japan, World War 2 left their population depleted of workers, a deep national debt due to reparations and infrastructure reduced to rubble. By not accepting their situation they were able to become leaders in technology through notable companies like Sony, Nokia and Toyota. The efficacy of the individuals who had to work hard to improve their lives is reflected in the overall progress of the country and should serve as an example to all war-torn nations.
To conclude, there are very few situations where it would be advisable to simply accept an unhappy situation because hard work over a long period will pay off to some degree in the vast majority of cases. By having a more positive attitude it is also more likely that your efforts to make a better life will be rewarded, while a more defeatist attitude is likely to reduce your chances to make changes in life.
Answers:
find themselves in situations: are in situations (that weren’t their fault)
move up in the world: improve your standing in life
pragmatic: dealing with the world realistically and sensibly
strive: try hard
bettered to some degree: get a little bit better
drastically change: change a lot
acceptance of this fact: believe something is true
dire economic conditions: severe economic problems
developed infrastructure: good roads, buildings, etc.
internal strife: deep problems in a country
ravaged by war or famine: destroyed by war and hunger
at the present moment: right now
severe economic downturn: the economy getting much worse
dispute: disagree with
continued effort: keep trying
instances abound: lots of examples
relevant examples: examples that are related to this issue
devastated: destroyed or greatly weakened
to greater and lesser degrees: to some extent
depleted of: empty of
deep national debt: a country owing a lot of money
reparations: paying money back for wrong-doing
reduced to rubble: made into ruins
notable companies: prominent companies
efficacy: the ability to make something happen/accomplish something
reflected: mirrored
war-torn nations: countries with wars hurting them
advisable: recommended
to some degree: to some extent
rewarded: get a reward/something back
defeatist attitude: thinking that everything will turn out badly/you will always lose
Vocabulary Practice
Remember and fill in the blanks:
Many people _________________ where they must either accept what life has given them or find a way to _____________. In my opinion, although accepting your situation in life may be _____________ in some cases, it is still better to at least ____________ to improve your situation as it can usually be ____________.
On the one hand, the vast majority of people are unable to ____________ their situation and ____________ will make them feel more satisfied with their lives. The best example of this would be those people living in ____________. Recent research puts the Democratic Republic of Congo as one of the poorest nations on Earth, both due to a lack of ____________ and ____________ in recent years. For a person living in a small village, ____________, it would be cruel to suggest that they should find a way to improve their lives when it might simply be impossible. Instead, such people may feel they are better off accepting that they cannot make any changes to their situation ____________ and just focus on their own survival and that of their family. These situations are rare but do exist around the world in various countries, particularly if they are at war or experiencing a ____________.
On the other hand, few would ____________ the fact that in even the most difficult situations people can make their lives better through ____________. ____________ of people who worked hard and became successful ____________ in both developed and developing nations. Some ____________ of this are the postwar situations of countries like Germany, Japan, and South Korea. All those countries were ____________ by war ____________ yet they are all currently economic powerhouses. In Japan, World War 2 left their population ____________ workers, a ____________ due to ____________ and infrastructure ____________. By not accepting their situation they were able to become leaders in technology through ____________ like Sony, Nokia and Toyota. The ____________ of the individuals who had to work hard to improve their lives i____________ in the overall progress of the country and should serve as an example to all____________.
To conclude, there are very few situations where it would be ____________ to simply accept an unhappy situation because hard work over a long period will pay off ____________ in the vast majority of cases. By having a more positive attitude it is also more likely that your efforts to make a better life will be ____________, while a more ____________ is likely to reduce your chances to make changes in life.
When it comes to IELTS task 1 writing, I prefer to write about maps. I think it is easier to structure and describe all the information.
The trickiest part is the overview. I tell my students that they should focus on two things: what changed and a way to group/describe the changes. This is very similar to the overview for a process.
A lot of students make the mistake of just listing the changes or saying that there were major changes. Those don’t count as overviews and you will get band 5 for task achievement.
Make sure that you describe the changes but also define them in some way – for example, by saying that the building has become more modern.
Just be careful not to veer into opinion. Modern is fine. Convenient is not because that is opinion/specualtion about how people will view the changes.
IELTS Writing Task 1: University Sports Centre Map (IELTS Cambridge 13) by Dave (former IELTS examiner)
The plans below show the layout of a university’s sports centre now, and how it will look after redevelopment.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
The diagrams detail the present construction of a sports centre and plans for its renovation. Looking from an overall perspective, it is readily apparent that there are plans to remove the outdoor courts and expand the gym with additional facilities for swimming, changing, dancing, and activities largely unrelated to exercise like shopping and having coffee.
At the moment, the university’s main building is flanked by large outdoor courts. The plan is to remove the western courts in favour of a leisure pool larger in size than the current pool, which will itself remain unchanged during renovations. The entire main building will not undergo alterations including the changing rooms, reception and seating area. The only slight exception is that the gym on the northern end of the building will be lengthened eastwards and connect with two new adjoining dance studios.
The outdoor court on the eastern side will be replaced by a sports hall and to the southeast of the sports hall the university will add an additional changing room (which is mirrored by the same room in the southwestern corner of the plans) and an abutting cafe to the west. The large entrance area will not be impeded in any way but a new sports shop will open next to the westernmost changing room.
Analysis
1. The diagrams detail the present construction of a sports centre and plans for its renovation. 2. Looking from an overall perspective, it is readily apparent that there are plans to remove the outdoor courts and expand the gym with additional facilities for swimming, changing, dancing, and activities largely unrelated to exercise like shopping and having coffee.
1. My first sentence repeats the topic. This sentence won’t have a major impact on your vocabulary or task achievement score so write it as quickly as possible!
2. The second sentence is my general overview. Be sure that you at least touch on all areas (without simply listing them) by trying to group them together in some say (and define, not give an opinion on, the biggest changes). Try to limit your overview to one or two sentences, though you can add on a conclusion at the end with more information if you feel your overview didn’t include all the changes.
1. At the moment, the university’s main building is flanked by large outdoor courts. 2. The plan is to remove the western courts in favour of a leisure pool larger in size than the current pool, which will itself remain unchanged during renovations. 3. The entire main building will not undergo alterations including the changing rooms, reception and seating area. 4. The only slight exception is that the gym on the northern end of the building will be lengthened eastwards and connect with two new adjoining dance studios.
1. I begin with the map in the past and a general description of the largest area of the map. Try to give your writing a logical structure starting with the topic sentence.
2. The second sentence describes one of the biggest changes (the new pool) and includes a part of the map that has not changed. It is important to mention what changes as well as what doesn’t change.
3. My third sentence further details the areas that will not change.
4. My fourth sentence includes an exception and some of the other changes taking place near the main building.
1. The outdoor court on the eastern side will be replaced by a sports hall and to the southeast of the sports hall the university will add an additional changing room (which is mirrored by the same room in the southwestern corner of the plans) and an abutting cafe to the west. 2. The large entrance area will not be impeded in any way but a new sports shop will open next to the westernmost changing room.
1. In the first sentence I describe the changes to the courts and what will replace them.
2. The second sentence finishes describing all the changes not yet mentioned as well as the entrance area (which will not change).
Vocabulary Practice
Remember and fill in the gaps with the useful vocabulary for maps:
The diagrams detail the present _________________ of a sports centre and plans for its _____________. Looking from an overall perspective, it is readily apparent that there are plans to ____________ the outdoor courts and ____________ the gym with ____________ facilities for swimming, changing, dancing, and activities ____________ unrelated to exercise like shopping and having coffee.
At the moment, the university’s main building is ____________ by large outdoor courts. The plan is to remove the western courts ____________ a leisure pool larger in size than the current pool, which will itself remain unchanged during renovations. The entire main building will not ____________ including the changing rooms, reception and seating area. The only ____________ is that the gym on the northern end of the building will be ____________ ____________ and ____________ with two new ____________ dance studios.
The outdoor court on the eastern side will be ____________ a sports hall and to the ____________ of the sports hall the university will add an additional changing room (which is ____________ the same room in the southwestern corner of the plans) and an ____________ cafe to the west. The large entrance area will not be ____________ in any way but a new sports shop will open next to the westernmost changing room.
Answers
The diagrams detail the present construction of a sports centre and plans for its renovation. Looking from an overall perspective, it is readily apparent that there are plans to remove the outdoor courts and expand the gym with additional facilities for swimming, changing, dancing, and activities largely unrelated to exercise like shopping and having coffee.
At the moment, the university’s main building is flanked by large outdoor courts. The plan is to remove the western courts in favour of a leisure pool larger in size than the current pool, which will itself remain unchanged during renovations. The entire main building will not undergo alterations including the changing rooms, reception and seating area. The only slight exception is that the gym on the northern end of the building will be lengthened eastwards and connect with two new adjoining dance studios.
The outdoor court on the eastern side will be replaced by a sports hall and to the southeast of the sports hall the university will add an additional changing room (which is mirrored by the same room in the southwestern corner of the plans) and an abutting cafe to the west. The large entrance area will not be impeded in any way but a new sports shop will open next to the westernmost changing room.
Vocabulary Definitions
construction: the buildings
renovation: to remodel or change
remove: to get rid of
expand: to make larger
additional: another one
unrelated: not related, different
flanked: on either side of
in favour of: in order to have, replaced by
undergo alterations: have changes made
slight exception: small difference
lengthened eastwards: made longer going to the East
connect: join together
adjoining: connected
replaced: takes the place of
southeast: to the south and east
mirrored: reflected, in the same place but on the other side
abutting: next to
impeded: in the way of, blocking
Grammar Practice
I put some grammar mistakes related to prepositions in it – can you find and correct all the prepositions?
The diagrams detail the present construction of a sports centre and plans to its renovation. Looking at an overall perspective, it is readily apparent that there are plans for remove the outdoor courts and expand the gym towards additional facilities for swimming, changing, dancing, and activities largely unrelated with exercise like shopping and having coffee.
At the moment, the university’s main building is flanked in large outdoor courts. The plan is to remove the western courts in favour at a leisure pool larger in size that the current pool, which will itself remain unchanged during renovations. The entire main building will not undergo alterations including the changing rooms, reception and seating area. The only slight exception is that the gym upon the northern end of the building will be lengthened eastwards and connect for two new adjoining dance studios.
The outdoor court on the eastern side will on replaced by a sports hall and to the southeast of the sports hall the university will add an additional changing room (which is mirrored for the same room in the southwestern corner at the plans) and an abutting cafe at the west. The large entrance area will not be impeded in any way but a new sports shop will open next to the westernmost changing room.
Answers
The diagrams detail the present construction of a sports centre and plans for its renovation. Looking from an overall perspective, it is readily apparent that there are plans to remove the outdoor courts and expand the gym with additional facilities for swimming, changing, dancing, and activities largely unrelated to exercise like shopping and having coffee.
At the moment, the university’s main building is flanked by large outdoor courts. The plan is to remove the western courts in favour of a leisure pool larger in size that the current pool, which will itself remain unchanged during renovations. The entire main building will not undergo alterations including the changing rooms, reception and seating area. The only slight exception is that the gym on the northern end of the building will be lengthened eastwards and connect with two new adjoining dance studios.
The outdoor court on the eastern side will be replaced by a sports hall and to the southeast of the sports hall the university will add an additional changing room (which is mirrored by the same room in the southwestern corner of the plans) and an abutting cafe to the west. The large entrance area will not be impeded in any way but a new sports shop will open next to the westernmost changing room.
This is an IELTS Writing Task 1 Sample Answer based on a bar chart showing the consumption and production of Electricity from the Cambridge IELTS 13 book real past tests.
This isn’t really a tough graph but, to be honest, it’s annoying.
There is a ton of data and it is really repetitive to just list all of it. This graph makes you question why this task exists at all because the visual chart is so much easier to understand compared to what you have to write about it.
But complaining about your lot in life only distracts you from the task at hand!
You can read below to see how I dealt with this annoying graph.
IELTS Writing Task 1 Sample Answer: Bar Chart Production and Consumption of Electricity (IELTS Cambridge 13)
The bar chart below shows the top ten countries for the production and consumption of electricity in 2014.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
IELTS Writing Task 1: Electricity Bar Chart (Cambridge 13) by Dave (former IELTS examiner)
The chart illustrates electricity consumption and production in the top ten highest countries in 2014. It is clear from the chart that all countries, with the exception of Germany, produce marginally more than they consume. The two top countries, the United States and particularly China, were strong outliers while the remaining countries had similar numbers and lagged far behind in both production and consumption.
China produced and consumed the most, at 5,398 billion and 5,322 kWh, respectively. The next nearest country in terms of both statistics was the US, where residents consumed 3,866 kilowats an hour and produced slightly more at 4,099.
Russian lead the rest of the nations with 1,057 (in production) and 1,038 kWh (consumption) followed by Japan (936.2 for production and 856.7 kWh for consumption). India and Canada ranked 5th and 6th with India producing 871 kWh and consuming 698.8 while Canada was slightly lower in both (618.9 and 499.9 kWh). In the 7th and 8th spots were France (producing 561.2 kWh and consuming 462.9) and Brazil, which recorded numbers at 530.7 and 455.8 for production and consumption, respectively. In the final two positions were Germany and the Republic of Korea with Germany having higher production that Korea (526.6 to 485.1 kWh) as well as consumption (582.5 kWh compared with 449.5).
Sample Answer Analysis
1. The chart illustrates electricity consumption and production in the top ten highest countries in 2014. 2. It is clear from the chart that all countries, with the exception of Germany, produce marginally more than they consume. 3. The two top countries, the United States and particularly China, were strong outliers while the remaining countries had similar numbers and lagged far behind in both production and consumption.
1. This first sentence simply paraphrases the topic – don’t waste a lot of time on this, it’s not really all that important.
2. This is the most important sentence in your whole IELTS test – the overview. Here I include the most general takeaway – which is that most countries produce more electricity than they consume.
3. My third sentence continues the overview by including the ranking for the countries – be sure to include this and aim for around 2 sentences for your overview to make sure you include enough detail
1. China produced and consumed the most, at 5,398 billion and 5,322 kWh, respectively. 2. The next nearest country in terms of both statistics was the US, where residents consumed 3,866 kilowats an hour and produced slightly more at 4,099.
1. The first sentence begins with China, the country at the top of the chart.
2. I then compare with the United States and conclude the paragraph. You should group together and compare the data logically and use paragraphs to build the structure of your essay.
1. Russian lead the rest of the nations with 1,057 (in production) and 1,038 kWh (consumption) followed by Japan (936.2 for production and 856.7 kWh for consumption). 2. India and Canada ranked 5th and 6th with India producing 871 kWh and consuming 698.8 while Canada was slightly lower in both (618.9 and 499.9 kWh). 3. In the 7th and 8th spots were France (producing 561.2 kWh and consuming 462.9) and Brazil, which recorded numbers at 530.7 and 455.8 for production and consumption, respectively. 4. In the final two positions were Germany and the Republic of Korea with Germany having higher production that Korea (526.6 to 485.1 kWh) as well as consumption (582.5 kWh compared with 449.5).
1. My second paragraph contains all the other information so it is much longer. I start with Russia and Japan.
2. Then move on to the next countries and compare them – India and Canada. All these countries have similar statistics so I just list them. If there were more distinct groups I would compare groups, rather than single countries.
3. Next are France and Brazil. Notice that I use different ways to include the data (sometimes parenthesis, sometimes just listing it). Don’t worry too much about varying it every time but you also shouldn’t use the exact same grammar and vocabulary for each sentence or it will be clear that you are reliant on a few simple structures and that will limit you to around band 6 for vocabulary and grammar.
4. My final sentence details the last two countries and compares them: Germany and Korea. You should always be comparing – every single sentence is some kind of comparision for IELTS Writing Task 1.
Vocabulary Practice
Can you think of a paraphrase or a synonym for each of the words in bold below?
The chart illustrates electricity consumption and production in the top ten highest countries in 2014. It is clear from the chart that all countries, with the exception of Germany, produce marginally more than they consume. The two top countries, the United States and particularly China, were strong outliers while the remaining countries had similar numbers and lagged far behind in both production and consumption.
China produced and consumed the most, at 5,398 billion and 5,322 kWh, respectively. The next nearest country in terms of both statistics was the US, where residents consumed 3,866 kilowats an hour and produced slightly more at 4,099.
Russian lead the rest of the nations with 1,057 (in production) and 1,038 kWh (consumption) followed by Japan (936.2 for production and 856.7 kWh for consumption). India and Canada ranked 5th and 6th with India producing 871 kWh and consuming 698.8 while Canada was slightly lower in both (618.9 and 499.9 kWh). In the 7th and 8th spots were France (producing 561.2 kWh and consuming 462.9) and Brazil, which recorded numbers at 530.7 and 455.8 for production and consumption, respectively. In the final two positions were Germany and the Republic of Korea with Germany having higher production that Korea (526.6 to 485.1 kWh) as well as consumption (582.5 kWh compared with 449.5).
Answers
consumption: usage
top ten highest: among the ten largest producers and consumers
It is clear from the chart: it is readily apparent that
exception: except for, with only ____ bucking this trend, showing a different trend
marginally: slightly, barely
particularly: especially
outliers: standing out, well beyond, leading/far behind
I put some simple grammar mistakes with articles and tense in it this time – can you find and correct the grammar mistakes?
The chart illustrated (illustrates) electricity consumption and production in top ten highest countries in 2014. It is clear from a chart that all countries, with the exception of Germany, are producing marginally more than they consume. The two top countries, United States and particularly China, were strong outliers while the remaining countries had had similar numbers and lagged far behind in both production and consumption.
China produced and consumed the most, at 5,398 billion and 5,322 kWh, respectively. The next nearest country in terms of both statistics was the US, where residents have consumed 3,866 kilowats an hour and produced slightly more at the 4,099.
Russian lead the rest of nations with 1,057 (in production) and 1,038 kWh (consumption) followed by Japan (936.2 for production and 856.7 kWh for consumption). India and Canada rank 5th and 6th with India producing 871 kWh and consuming 698.8 while Canada was slightly lower in both (618.9 and 499.9 kWh). In a 7th and 8th spots were France (producing 561.2 kWh and consuming 462.9) and Brazil, which recorded numbers at 530.7 and 455.8 for production and consumption, respectively. In the final two positions was were Germany and Republic of Korea with Germany having higher production that Korea (526.6 to 485.1 kWh) as well as consumption (582.5 kWh compared with 449.5).
Answers
The chart illustrates electricity consumption and production in the top ten highest countries in 2014. It is clear from the chart that all countries, with the exception of Germany, produce marginally more than they consume. The two top countries, the United States and particularly China, were strong outliers while the remaining countries had similar numbers and lagged far behind in both production and consumption.
China produced and consumed the most, at 5,398 billion and 5,322 kWh, respectively. The next nearest country in terms of both statistics was the US, where residents consumed 3,866 kilowats an hour and produced slightly more at 4,099.
Russian lead the rest of the nations with 1,057 (in production) and 1,038 kWh (consumption) followed by Japan (936.2 for production and 856.7 kWh for consumption). India and Canada ranked 5th and 6th with India producing 871 kWh and consuming 698.8 while Canada was slightly lower in both (618.9 and 499.9 kWh). In the 7th and 8th spots were France (producing 561.2 kWh and consuming 462.9) and Brazil, which recorded numbers at 530.7 and 455.8 for production and consumption, respectively. In the final two positions were Germany and the Republic of Korea with Germany having higher production that Korea (526.6 to 485.1 kWh) as well as consumption (582.5 kWh compared with 449.5).
1. If you don’t understand the question, you can ask for clarification of specific words but you can’t ask ‘Can you explain that?’ The examiner will just repeat the question and then move on if you don’t understand.
2. There’s no task achievement for speaking so if you are not 100% sure about the question you can try answering it anyway as long as you get the topic.
3. Don’t talk forever or too little! Aim for about 10 – 30 seconds per answer and 2 – 4 sentences.
What did you enjoy the most about your school in the past?
Well, if you _______________ – if you’re talking about my primary school – the _______________ I liked were my teachers. I don’t know if it was just because I was a kid at the time but they were really warm and friendly – and it was some of my teachers _______________ – that inspired me to have a life-long passion for reading. I remember in particular one teacher – I can’t remember her name – it was Mrs. Riley or something – and she would always encourage me to read books, _______________ me books, talk about books with me. And that really got me _______________ books at a time when I was really _______________ .
Answers:
What did you enjoy the most about your school in the past?
Well, if you put me on the spot – if you’re talking about my primary school – the number one thing I liked were my teachers. I don’t know if it was just because I was a kid at the time but they were really warm and friendly – and it was some of my teachers back then – that inspired me to have a life-long passion for reading. I remember in particular one teacher – I can’t remember her name – it was Mrs. Riley or something – and she would always encourage me to read books, loan me books, talk about books with me. And that really got me into books at a time when I was really impressionable.
Listen and correct the mistakes:
Do you stay in touch with school classmates?
Not really, I’ve got one better friend back in the United States, but we don’t actually walk all that much anymore. He recently got married and we used to be best buddies, we would hang out as school, we’d go buy pizza together, we’d ride around together, we chatted about girls and about school and about our future – all this stuff – but since I’ve moved to Vietnam we’ve kind of known apart and we’re not really as closely as we used to been.
Answers:
Do you stay in touch with school classmates?
Not really, I’ve got one best friend back in the States, but we don’t actually talk all that much anymore. He recently got married and we used to be best buds, we would hang out after school, we’d go get pizza together, we’d drive around together, we chatted about girls and about school and about out future – all that stuff – but since I’ve moved to Vietnam we’ve kind of grown apart and we’re not really as close as we used to be.
Listen and add in the grammar:
What were your best subjects when you were in school?
I – (donot have) that many good subjects at all but I – (is) really good in literature because I – (read) a lot so it just – (come) naturally to me. I – (is) also good in history. I never – (study) but I – (listen) in class and I – (have) like a, like a brilliant memory, almost like a photographic memory but not quite. And I – (can) just – (remember) dates and names and everything – simple! So I never – (have) to study but I always – (get) top marks in history. And besides that I – (is) good in gym because I – (is) very athletic but even if – (you are) not athletic – (it is) easy to get good marks when – (you are) in gym. I – (is not) good at math or the sciences or anything like that – things where you actually – (have) to – (put) in real work, I – (is) bad at those things.
Answers:
What were your best subjects when you were in school?
I didn’t have that many good subjects at all but I was really good in literature because I read a lot so it just came naturally to me. I was also good in history. I never studied but I listened in class and I had – like a – like a brilliant memory – almost like a photographic memory but not quite. And I could just remember dates and names and everything – simple! So I never had to study but I always got top marks in history. And besides that I was good in gym because I was very athletic but even if you’re not athletic it’s easy to get good marks when you’re in gym. I wasn’t good at math or the sciences or anything like that – things where you actually had to put in real work – I was bad at those things.
Choose the correct options:
What do most students in your nation do after school ends?
It’s a big country/county so I can’t really answer for everyone but the school I used to go to – most kids would play sport/sports after school. So girls used to/usually played soccer and depending on the season/reason guys would play basketball or soccer or hockey. If you weren’t doing that, there was like an after-school recreational community ‘club’ where a lot of outcasts in High School could/would go to play computer games or do art or something like that. Some kids would just head/lead home – that’s what I did most of the time. I wanted to get home, play computer games – be alone. So I’d just head home if I wasn’t hanging out with a friend or something like this/that. I think there might have also been some after-school classes but they’re actually not that commonplace/common in America. Most people when they finish school, they’re done with school and they’re moving on to do something fun/funny after school.
Answers:
What do most students in your nation do after school ends?
It’s a big country so I can’t really answer for everyone but the school I used to go to – most kids would play sport after school. So girls usually played soccer and depending on the season guys would play basketball or soccer or hockey. If you weren’t doing that, there was like an after-school recreational community ‘club’ where a lot of outcasts in High School would go to play computer games or do art or something like that. Some kids would just head home – that’s what I did most of the time. I wanted to get home, play computer games – be alone. So I’d just head home if I wasn’t hanging out with a friend or something like that. I think there might have also been some after-school classes but they’re actually not that common in America. Most people when they finish school, they’re done with school and they’re moving on to do something fun after school.
Key IELTS Speaking Vocabulary:
put me on the spot – make me say
at the time – back then
back then – then
inspired me – got me into
life-long passion – interest in
in particular – especially
loan me books – let me borrow
impressionable – easily influenced
stay in contact – keep in touch
the States – America, the USA
best buds – best friends
chatted about – talked about
grown apart – drifted apart
came naturally to me – was easy
photographic memory – n/a
not quite – almost
got top marks – straight As
put in real work – work hard
can’t really answer for everyone – can’t speak for everyone
depending on the season – if it was…
outcasts – loners, social outcasts
head home – go home
Grammar relative clauses with ‘where’:
‘There was like an after-school recreational community ‘club’ where a lot of outcasts in High School would go to play computer games’
If you want to get a band 6 and above for grammar you should include at least one relative clause in your IELTS speaking.
Luckily, the rules for relative clauses are simple and you probably use some already.
There are two main kinds: defining and non-defining.
A defining one is super important for the meaning of the sentence: ‘The place where I met him was really crowded.’
A non-defining one just gives extra information (and uses commas) and is less important – just an extra detail: ‘The club, where my friend also works by the way, was where I met him.’
Some words that you can use for relative clauses include: where, who, what, that, and which
Write some examples of the places you remember well from your childhood:
‘There was a library, where people mainly went to use the internet, and I….’
Full Sample Answers
What did you enjoy the most about your school in the past?
Well, if you put me on the spot – if you’re talking about my primary school – the number one thing I liked were my teachers. I don’t know if it was just because I was a kid at the time but they were really warm and friendly – and it was some of my teachers back then – that inspired me to have a life-long passion for reading. I remember in particular one teacher – I can’t remember her name – it was Mrs. Riley or something – and she would always encourage me to read books, loan me books, talk about books with me. And that really got me into books at a time when I was really impressionable.
Do you stay in touch with old school classmates?
Not really, I’ve got one best friend back in the States, but we don’t actually talk all that much anymore. He recently got married and we used to be best buds, we would hang out after school, we’d go get pizza together, we’d drive around together, we chatted about girls and about school and about out future – all that stuff – but since I’ve moved to Vietnam we’ve kind of grown apart and we’re not really as close as we used to be.
What were your best subjects when you were in school?
I didn’t have that many good subjects at all but I was really good in literature because I read a lot so it just came naturally to me. I was also good in history. I never studied but I listened in class and I had – like a – like a brilliant memory – almost like a photographic memory but not quite. And I could just remember dates and names and everything – simple! So I never had to study but I always got top marks in history. And besides that I was good in gym because I was very athletic but even if you’re not athletic it’s easy to get good marks when you’re in gym. I wasn’t good at math or the sciences or anything like that – things where you actually had to put in real work – I was bad at those things.
What do most students in your nation do after school ends?
It’s a big country so I can’t really answer for everyone but the school I used to go to – most kids would play sport after school. So girls usually played soccer and depending on the season guys would play basketball or soccer or hockey. If you weren’t doing that, there was like an after-school recreational community ‘club’ where a lot of outcasts in High School would go to play computer games or do art or something like that. Some kids would just head home – that’s what I did most of the time. I wanted to get home, play computer games – be alone. So I’d just head home if I wasn’t hanging out with a friend or something like that. I think there might have also been some after-school classes but they’re actually not that common in America. Most people when they finish school, they’re done with school and they’re moving on to do something fun after school.
This is an IELTS Writing Task 1 Sample answer from the IELTS Cambridge books and it’s one of the easiest task 1s that I have ever seen on IELTS. But that’s a great opportunity for you to do an amazing job on it!
To impress the examiner on Task 1 writing, you not only need to describe all the data well but you need to use really strong vocabulary and grammar in a clear structure.
This graph is simple but it is a real challenge to describe it well. Even if you know what you have to do, it is always a challenge to actually do it.
Read on for analysis of what I did with it as well as some vocabulary that you can easily apply to your writing, links and more!
Here are some of my other writing samples for Task 2 and Task 1.
Enjoy!
Dave
IELTS Writing Task 1: Bar Chart Owned and Rented Households (IELTS Cambridge 13) by Dave (former IELTS examiner)
The chart below shows the percentage of households in owned and rented accomodation in England and Wales between 1918 and 2011.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
IELTS Cambrdige 13 Writing Task 1: Households England and Wales
The presented bar chart illustrates percentages of owned and rented English and Welsh accomodation from 1918 to 2011. Overall, owning and renting showed opposite trends with a sharp increase in ownership and a reciprocal decline in the percentage of renters. By the end of the period, overall ownership had overtaken renting by a wide margin.
In 1918, household ownership stood at around 23% compared to rentals, which were at nearly 80%. From that point there was a steady rise in ownership and decline in rentals. Rentals reached 69% in 1939 and held steady until 1953 before falling to 59% in 1961. Ownership rose to 31% in 1939, remained there in 1953 before becoming even with rentals at 50% each in 1971.
This trend continued for both percentages with rentals declining sharply to 40% and 31% in 1981 and 1991, respectively. Likewise, ownership rose to 60% and 69% in the same years. In 2001, the falling rate of rentals slackened to 31% (69% for ownership) and there was a small rebound that bucked the trend at the end of period with rented houses rising to nearly 40% and owned houses dipping to just over 60%.
Analysis
1. The presented diagram illustrates percentages of owned and rented English and Welsh accomodation from 1918 to 2011. 2. Overall, owning and renting showed opposite trends with a sharp increase in ownership and a reciprocal decline in the percentage of renters. 3. By the end of the period, overall ownership had overtaken renting by a wide margin.
1. The first sentence simply paraphrases (changes some of the words) from the task question. Don’t waste time on this sentence – write it as fast as your hand will move and the pencil will write without setting the paper on fire!
2. The second sentence is the most important sentence of the whole task, the whole writing test, all of IELTS and your entire life! My general overview covers the main trend (for both categories). You can read more about how to write an overview here.
3. The third sentence finishes my overview. Overviews should only be about 2, maximum 3 sentences, long. Do not mention any specific data or give any opinion/speculation.
1. In 1918, household ownership stood at around 23% compared to rentals, which were at nearly 80%. 2. From that point there was a steady rise in ownership and decline in rentals. 3. Rentals reached 69% in 1939 and held steady until 1953 before falling to 59% in 1961. 4. Ownership rose to 31% in 1939, remained there in 1953 before becoming even with rentals at 50% each in 1971.
1. I start with the logical place – the first year. I compare the rentals and ownership in that year. Every single sentence you write should have some sort of comparision. No exceptions!
2. My second sentence summarises the trend that I will continue to detail.
3. My third sentence gives the specific data and years. Always, always include the year and the key data or you could end up with a 5 for task achievement!
4. My fourth sentence continues the comparision of specific data.
1. This trend continued for both percentages with rentals declining sharply to 40% and 31% in 1981 and 1991, respectively. 2. Likewise, ownership rose to 60% and 69% in the same years. 3. In 2001, the falling rate of rentals slackened to 31% (69% for ownership) and there was a small rebound that bucked the trend at the end of period with rented houses rising to nearly 40% and owned houses dipping to just over 60%.
1. My first sentence continues to describe them as ownership overtakes rentals in the middle of the period.
2. The second sentence compares ownership’s data with rentals.
3. My final sentence includes all the data from the graph.
Vocabulary Practice
I put some mistakes into the writing below – can you find and correct the vocabulary mistakes? Some are too informal, others are just incorrect vocabulary…
The describedpresented bar chart illustrates percentages of owned and rented English and Welsh accomodation from 1918 to 2011. Overall, owning and renting showed opposites with a sharper increase in ownership and a reflecting decline in the percentage of renters. By the end of all the period, overall ownership had overcome renting by a big margin.
In 1918, household ownership witnessed at around 23% compared to rentals, which were at near 80%. From that point it was a steady jump in ownership and disaster in rentals. Rentals climbed 69% in 1939 and held straight until 1953 before dying to 59% in 1961. Ownership flew upwards to 31% in 1939, stayed put there in 1953 before equal with rentals at 50% each in 1971.
This trend continued for both percentages with rentals very down to 40% and 31% in 1981 and 1991, respectively. Likewise, ownership rose to 60% and 69% in the same years. In 2001, the ungrowing rate of rentals recovered to 31% (69% for ownership) and there was a upwards that went against at the end of period with rented houses rising to nearly 40% and owned houses going under to way over 60%.
Answers
The presented bar chart illustrates percentages of owned and rented English and Welsh accomodation from 1918 to 2011. Overall, owning and renting showed opposite trends with a sharp increase in ownership and a reciprocal decline in the percentage of renters. By the end of the period, overall ownership had overtaken renting by a wide margin.
In 1918, household ownership stood at around 23% compared to rentals, which were at nearly 80%. From that point there was a steady rise in ownership and decline in rentals. Rentals reached 69% in 1939 and held steady until 1953 before falling to 59% in 1961. Ownership rose to 31% in 1939, remained there in 1953 before becoming even with rentals at 50% each in 1971.
This trend continued for both percentages with rentals declining sharply to 40% and 31% in 1981 and 1991, respectively. Likewise, ownership rose to 60% and 69% in the same years. In 2001, the falling rate of rentals slackened to 31% (69% for ownership) and there was a small rebound that bucked the trend at the end of period with rented houses rising to nearly 40% and owned houses dipping to just over 60%.
Vocabulary Definitions
presented: illustrated or shown
opposite trends: reverse movement
sharp increase: increased quickly
reciprocal decline: decreasing in the opposite direction
by the end of the period: at the end of the graph
overtaken: to beat or go in front of or outrank
wide margin: by a lot
stood: were at
nearly: almost
from that point there was: from then on
steady rise: increasing slowly but at the same rate
decline: decrease
reached: were at
held steady: stayed the same
falling: decreasing
rose: increased
remained there: stayed there
becoming even: were level with/equal with
declining sharply: decreasing quickly
falling rate: decreasing trend
slackened: slowed
small rebound: came back up
bucked the trend: reverse the movement/momentum
dipping: decreasing
just over: more than
Grammar Practice
I put some grammar mistakes in it this time – can you find and correct the grammar mistakes? Check your answers with the original answer above.
The presented bar chart illustratingillustrates percentages of owned and rented English and Welsh accomodation by 1918 to 2011. Overall, owning and renting had showed opposite trends with the sharp increase in ownership and a reciprocal decline in the percentage of renters. By the end of the period, overall ownership has overtaken renting with a wide margin.
In 1918, household ownership stand at around 23% compared to rentals, who were at nearly 80%. From that point there was a steady rise in ownership and decline in rentals. Rentals reaching 69% in 1939 and held steady until 1953 before falls to 59% in 1961. Ownership rose to 31% in 1939, remained there by 1953 before becoming even with the rentals at 50% each at 1971.
This trend continuing for both percentages with rentals decline sharply to 40% and 31% in 1981 and 1991, respectively. Likewise, ownership rise to 60% and 69% in the same years. In 2001, the falling rate of rentals was slackened to 31% (69% for ownership) and there is a small rebound that bucked the trend at the end of period with rented houses rising to nearly 40% and owned houses has dipping to just over 60%.
Answers
The presented bar chart illustrates percentages of owned and rented English and Welsh accomodation from 1918 to 2011. Overall, owning and renting showed opposite trends with a sharp increase in ownership and a reciprocal decline in the percentage of renters. By the end of the period, overall ownership had overtaken renting by a wide margin.
In 1918, household ownership stood at around 23% compared to rentals which were at nearly 80%. From that point there was a steady rise in ownership and decline in rentals. Rentals reached 69% in 1939 and held steady until 1953 before falling to 59% in 1961. Ownership rose to 31% in 1939, remained there in 1953 before becoming even with rentals at 50% each in 1971.
This trend continued for both percentages with rentals declining sharply to 40% and 31% in 1981 and 1991, respectively. Likewise, ownership rose to 60% and 69% in the same years. In 2001, the falling rate of rentals slackened to 31% (69% for ownership) and there was a small rebound that bucked the trend at the end of period with rented houses rising to nearly 40% and owned houses dipping to just over 60%.
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