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This is an IELTS writing task 1 sample answer essay on the topic of a map of the town of Willington.
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The map details changes that occurred in the town of Willington in the years 1780, 1860, and 2000. Looking from an overall perspective, it is readily apparent that the village became more residential and commercial, including new homes, access roads, a bridge, shops, and areas for recreation and sports at the expense of natural forests and farms. Only the river remained unchanged.
In 1780, there were only 100 homes in Willington and a considerable region to the east and south was occupied by farms and woods. The river ran from north to south alongside the town, a feature that was unaltered by 2000. By 1860, some farms and forest had been removed to allow for a road leading from the river to a residential area that had doubled in size (200 homes) in the northeast. There was also the appearance of a bridge over the river.
In 2000, the number of homes rose to 500 and the farms and forests were entirely cleared. This enabled the construction of two schools, 3 sports fields and numerous shops lining the southern side of the river. The final addition was a large lake at the south end of the river.
1. The map details changes that occurred in the town of Willington in the years 1780, 1860, and 2000. 2. Looking from an overall perspective, it is readily apparent that the village became more residential and commercial, including new homes, access roads, a bridge, shops, and areas for recreation and sports at the expense of natural forests and farms. 3. Only the river remained unchanged.
1. In 1780, there were only 100 homes in Willington and a considerable region to the east and south was occupied by farms and woods. 2. The river ran from north to south alongside the town, a feature that was unaltered by 2000. 3. By 1860, some farms and forest had been removed to allow for a road leading from the river to a residential area that had doubled in size (200 homes) in the northeast. 4. There was also the appearance of a bridge over the river.
1. In 2000, the number of homes rose to 500 and the farms and forests were entirely cleared. 2. This enabled the construction of two schools, 3 sports fields and numerous shops lining the southern side of the river. 3. The final addition was a large lake at the south end of the river.
What do the words in bold below mean? Take some notes on a piece of paper to aid your memory:
The map details changes that occurred in the town of Willington in the years 1780, 1860, and 2000. Looking from an overall perspective, it is readily apparent that the village became more residential and commercial, including new homes, access roads, a bridge, shops, and areas for recreation and sports at the expense of natural forests and farms. Only the river remained unchanged.
In 1780, there were only 100 homes in Willington and a considerable region to the east and south was occupied by farms and woods. The river ran from north to south alongside the town, a feature that was unaltered by 2000. By 1860, some farms and forestry had been removed to allow for a road leading from the river to a residential area that had doubled in size (200 homes) in the northeast. There was also the appearance of a bridge over the river.
In 2000, the number of homes rose to 500 and the farms and forests were entirely cleared. This enabled the construction of two schools, 3 sports fields and numerous shops lining the southern side of the river. The final addition was a large lake at the south end of the river.
Try practicing with the vocabulary below by writing an antonym/opposite word on a piece of paper (or just thinking of one):
details shows
occurred happened
Looking from an overall perspective, it is readily apparent that overall
village small town
residential place where people can live, houses/homes
commercial related to business
access roads ways to get into a place
bridge a raised street over water or land
areas for recreation places to chill out
at the expense of natural forests removing the woods
farms agricultural areas
remained unchanged stay unaltered
considerable region big area
occupied by taking the place of
woods forests
ran from north to south alongside the town going from the top to the bottom next to the village
feature notable part
unaltered unchanged
forest woods, trees
removed to allow for a taken away so that
leading from the river to a residential area going from a stream to the housing district
doubled 200% increase
appearance how it looks outside
rose to increased to
entirely cleared gotten rid of completely
enabled allowed for
construction building of
lining alongside
southern side of the river bottom part of the water
The final addition was the last area added was
south end bottom part
Practice saying the words below using this tip with Google voice dictation:
ˈdiːteɪlz
əˈkɜːd
ˈlʊkɪŋ frɒm ən ˈəʊvərɔːl pəˈspɛktɪv, ɪt ɪz ˈrɛdɪli əˈpærənt ðæt
ˈvɪlɪʤ
ˌrɛzɪˈdɛnʃəl
kəˈmɜːʃəl
ˈæksɛs rəʊdz
brɪʤ
ˈeərɪəz fɔː ˌriːkrɪˈeɪʃən
æt ði ɪksˈpɛns ɒv ˈnæʧrəl ˈfɒrɪsts
fɑːmz
rɪˈmeɪnd ʌnˈʧeɪnʤd
kənˈsɪdərəbl ˈriːʤən
ˈɒkjʊpaɪd baɪ
wʊdz
ræn frɒm nɔːθ tuː saʊθ əˈlɒŋˈsaɪd ðə taʊn
ˈfiːʧə
ʌnˈɔːltəd
ˈfɒrɪst
rɪˈmuːvd tuː əˈlaʊ fɔːr eɪ
ˈliːdɪŋ frɒm ðə ˈrɪvə tuː ə ˌrɛzɪˈdɛnʃəl ˈeərɪə
ˈdʌbld
əˈpɪərəns
rəʊz tuː
ɪnˈtaɪəli klɪəd
ɪˈneɪbld
kənˈstrʌkʃən
ˈlaɪnɪŋ
ˈsʌðən saɪd ɒv ðə ˈrɪvə
ðə ˈfaɪnl əˈdɪʃ(ə)n wɒz
saʊθ ɛnd
Remember and fill in the blanks:
The map d_______s changes that o________d in the town of Willington in the years 1780, 1860, and 2000. L_____________________________________________________t the v________e became more r_________l and c____________l, including new homes, a___________s, a b_______e, shops, and a__________________n and sports a___________________________s and f_______s. Only the river r______________________d.
In 1780, there were only 100 homes in Willington and a c_______________n to the east and south was o_____________y farms and w_____s. The river r______________________________________n, a f_________e that was u_________d by 2000. By 1860, some farms and f________y had been r__________________a road l___________________________________a that had d______d in size (200 homes) in the northeast. There was also the a_________e of a bridge over the river.
In 2000, the number of homes r______o 500 and the farms and forests were e______________d. This e________d the c_______________n of two schools, 3 sports fields and numerous shops l______g the s_____________________r. T___________________________s a large lake at the s_______d of the river.
Listen to the related topic below and practice with these activities:
Read more and use these ideas to practice:
https://www.thecanadianencyclopedia.ca/en/article/urbanization
Practice with the following related questions from the real IELTS speaking exam:
Practice with the related process below and then check with my sample answer:
Nowadays, distance-learning programs have gained in popularity, but some people argue that online courses can never be taken as good as those taken at a college or university in person.
To what extent do you agree or disagree?
The rise in popularity of online-learning software and applications has led many to argue they can be as effective as real-life lessons taken at university. In my opinion, though these lessons are more efficient in particular university situations, their overall efficacy is far lower than learning in person.
Proponents of online study point out how increased flexibility leads to greater efficiency. When students study in person, they must expend time traveling to and from class and waiting before and after the lesson. In the aggregate, this constitutes significant time lost. This time could be redirected into more studying or other tasks. For instance, a student studying online could finish assignments up until the minute class begins and quickly begin their homework after the lesson. However, the efficiency gained is largely hypothetical as most students are likely to become distracted during online lessons and waste much of the time saved online.
Moreover, in-person lessons are far more engaging than online ones. This was clearly evidenced during the recent Covid-19 pandemic when many schools, including universities, transitioned to online learning for a period of time. The results were that students were generally less engaged in lessons and their overall productivity and learning suffered. This counterintuitive loss of productivity can be explained not only by the potential distractions students are vulnerable to online but also by the lack of connection between learners and teachers. In a classroom setting, students personally interact with their professors and other students, guaranteeing a high level of engagement and memorability.
In conclusion, though there are reasons to argue for the potential time saved through online lessons, they are simply far less effective than real world classes. Online lessons should remain a niche element of a university education.
1. The rise in popularity of online-learning software and applications has led many to argue they can be as effective as real-life lessons taken at university. 2. In my opinion, though these lessons are more efficient in particular university situations, their overall efficacy is far lower than learning in person.
1. Proponents of online study point out how increased flexibility leads to greater efficiency. 2. When students study in person, they must expend time traveling to and from class and waiting before and after the lesson. 3. In the aggregate, this constitutes significant time lost. This time could be redirected into more studying or other tasks. 4. For instance, a student studying online could finish assignments up until the minute class begins and quickly begin their homework after the lesson. 5. However, the efficiency gained is largely hypothetical as most students are likely to become distracted during online lessons and waste much of the time saved online.
1. Moreover, in-person lessons are far more engaging than online ones. 2. This was clearly evidenced during the recent Covid-19 pandemic when many schools, including universities, transitioned to online learning for a period of time. 3. The results were that students were generally less engaged in lessons and their overall productivity and learning suffered. 4. This counterintuitive loss of productivity can be explained not only by the potential distractions students are vulnerable to online but also by the lack of connection between learners and teachers. 5. In a classroom setting, students personally interact with their professors and other students, guaranteeing a high level of engagement and memorability.
1. In conclusion, though there are reasons to argue for the potential time saved through online lessons, they are simply far less effective than real world classes. 2. Online lessons should remain a niche element of a university education.
The rise in popularity of online-learning software and applications has led many to argue they can be as effective as real-life lessons taken at university. In my opinion, though these lessons are more efficient in particular university situations, their overall efficacy is far lower than learning in person.
Proponents of online study point out how increased flexibility leads to greater efficiency. When students study in person, they must expend time traveling to and from class and waiting before and after the lesson. In the aggregate, this constitutes significant time lost. This time could be redirected into more studying or other tasks. For instance, a student studying online could finish assignments up until the minute class begins and quickly begin their homework after the lesson. However, the efficiency gained is largely hypothetical as most students are likely to become distracted during online lessons and waste much of the time saved online.
Moreover, in-person lessons are far more engaging than online ones. This was clearly evidenced during the recent Covid-19 pandemic when many schools, including universities, transitioned to online learning for a period of time. The results were that students were generally less engaged in lessons and their overall productivity and learning suffered. This counterintuitive loss of productivity can be explained not only by the potential distractions students are vulnerable to online but also by the lack of connection between learners and teachers. In a classroom setting, students personally interact with their professors and other students, guaranteeing a high level of engagement and memorability.
In conclusion, though there are reasons to argue for the potential time saved through online lessons, they are simply far less effective than real world classes. Online lessons should remain a niche element of a university education.
The rise in popularity of online-learning software and applications using apps like Zoom more often
argue point out
as effective as real-life lessons taken at university just as good as the classes in college
efficient saving time and money
particular university situations some cases
overall efficacy is far lower than learning in person generally worse than learning in real life
Proponents of online study point out how increased flexibility leads to greater efficiency supporters of remote learning argue it is more convenient and saves time and energy
expend time traveling to and from waste time commuting
waiting before and after the lesson hanging out before and after classes
In the aggregate combined
constitutes significant time lost combines all the time not used
redirected put in a different direction
tasks assignments
finish assignments up until the minute class begins do work right until class starts
quickly begin their homework after the lesson do homework as soon as class ends
gained what you get
largely hypothetical just imaginary
distracted during online lessons not paying attention during classes online
waste much of the time saved online not productively use your time
in-person lessons studying in real life
This was clearly evidenced during the recent Covid-19 pandemic when clearest example of this was during the Coronavirus pandemic
transitioned to moved to
for a period of time over some time
results consequences
generally less engaged in overall not as interested in
overall productivity and learning suffered general efficiency and learning got worse
counterintuitive not what you would assume, not logical
can be explained not only by the potential distractions students are vulnerable to online but also by there’s an explanation that students might be wasting time online and not paying attention
lack of connection between not much link to
In a classroom setting in classes
personally interact with in person communicate with
guaranteeing safeguarding
high level of engagement and memorability makes it more interesting and easy to remember
argue for the potential time saved through point out it saves time
far less effective than real world classes much less valuable than in-person lessons
remain a niche element keep it a small part of the course
a university education learning at college
Practice saying the vocabulary below and use this tip about Google voice search:
ðə raɪz ɪn ˌpɒpjʊˈlærɪti ɒv ˈɒnˌlaɪn-ˈlɜːnɪŋ ˈsɒftweər ænd ˌæplɪˈkeɪʃ(ə)nz
ˈɑːgjuː
æz ɪˈfɛktɪv æz rɪəl-laɪf ˈlɛsnz ˈteɪkən æt ˌjuːnɪˈvɜːsɪti
ɪˈfɪʃənt
pəˈtɪkjʊlə ˌjuːnɪˈvɜːsɪti ˌsɪtjʊˈeɪʃənz
ˈəʊvərɔːl ˈɛfɪkəsi ɪz fɑː ˈləʊə ðæn ˈlɜːnɪŋ ɪn ˈpɜːsn
prəˈpəʊnənts ɒv ˈɒnˌlaɪn ˈstʌdi pɔɪnt aʊt haʊ ɪnˈkriːst ˌflɛksɪˈbɪlɪti liːdz tuː ˈgreɪtər ɪˈfɪʃənsi
ɪksˈpɛnd taɪm ˈtrævlɪŋ tuː ænd frɒm
ˈweɪtɪŋ bɪˈfɔːr ænd ˈɑːftə ðə ˈlɛsn
ɪn ði ˈægrɪgɪt
ˈkɒnstɪtjuːts sɪgˈnɪfɪkənt taɪm lɒst
ˌriːdɪˈrɛktɪd
tɑːsks
ˈfɪnɪʃ əˈsaɪnmənts ʌp ənˈtɪl ðə ˈmɪnɪt klɑːs bɪˈgɪnz
ˈkwɪkli bɪˈgɪn ðeə ˈhəʊmˌwɜːk ˈɑːftə ðə ˈlɛsn
geɪnd
ˈlɑːʤli ˌhaɪpəʊˈθɛtɪkəl
dɪsˈtræktɪd ˈdjʊərɪŋ ˈɒnˌlaɪn ˈlɛsnz
weɪst mʌʧ ɒv ðə taɪm seɪvd ˈɒnˌlaɪn
ɪn-ˈpɜːsn ˈlɛsnz
ðɪs wɒz ˈklɪəli ˈɛvɪdənst ˈdjʊərɪŋ ðə ˈriːsnt ˈkəʊvɪd–naɪnti:n pænˈdɛmɪk wɛn
trænˈzɪʃ(ə)nd tuː
fɔːr ə ˈpɪərɪəd ɒv taɪm
rɪˈzʌlts
ˈʤɛnərəli lɛs ɪnˈgeɪʤd ɪn
ˈəʊvərɔːl ˌprɒdʌkˈtɪvɪti ænd ˈlɜːnɪŋ ˈsʌfəd
ˈkaʊntər ɪnˈtju(ː)ɪtɪv
kæn biː ɪksˈpleɪnd nɒt ˈəʊnli baɪ ðə pəʊˈtɛnʃəl dɪsˈtrækʃənz ˈstjuːdənts ɑː ˈvʌlnərəbl tuː ˈɒnˌlaɪn bʌt ˈɔːlsəʊ baɪ
læk ɒv kəˈnɛkʃən bɪˈtwiːn
ɪn ə ˈklɑːsrʊm ˈsɛtɪŋ
ˈpɜːsnəli ˌɪntərˈækt wɪð
ˌgærənˈtiːɪŋ
haɪ ˈlɛvl ɒv ɪnˈgeɪʤmənt ænd ˌmɛmərəˈbɪlɪti
ˈɑːgjuː fɔː ðə pəʊˈtɛnʃəl taɪm seɪvd θruː
fɑː lɛs ɪˈfɛktɪv ðæn rɪəl wɜːld ˈklɑːsɪz
rɪˈmeɪn ə niːʃ ˈɛlɪmənt
ə ˌjuːnɪˈvɜːsɪti ˌɛdju(ː)ˈkeɪʃən
T___________________________________________________s has led many to a________e they can be a___________________________________________________y. In my opinion, though these lessons are more e____________t in p_________________________________s, their o_________________________________n.
P______________________________________________________________________________y. When students study in person, they must e__________________________m class and w_______________________________n. I_______________e, this c__________________________________t. This time could be r__________d into more studying or other t_____s. For instance, a student studying online could f________________________________________s and q_______________________________________________________n. However, the efficiency g________d is l__________________l as most students are likely to become d_______________________________s and w____________________________________e.
Moreover, i_____________s are far more engaging than online ones. T__________________________________________________________________n many schools, including universities, t___________________o online learning f_____________________e. The r________s were that students were g_____________________n lessons and their o_____________________________________d. This c_________________e loss of productivity c______________________________________________________________________________________y the l__________________________n learners and teachers. I_________________________g, students p__________________________h their professors and other students, g__________________________________________________________y.
In conclusion, though there are reasons to a_________________________________________h online lessons, they are simply f___________________________________________s. Online lessons should r________________________t of a_________________________n.
https://www.youtube.com/watch?v=IxBDCefZi_8
Some today argue that schools are no longer necessary because children can learn so much from the internet and be educated at home.
To what extent do you agree or disagree?
https://howtodoielts.com/ielts-writing-task-2-sample-answer-essay-internet-schools/
Here is a sample of a recent writing correction that I did – the essay is around band 7 but with some room for improvement.
Check it out and let me know what you think in the comments below!
Dave
Here is the corrected document as well:
This is an IELTS writing task 1 sample answer essay on the topic of factors affecting work performance.
There is a ton of data in this one – just try to include as much as possible!
You can also get my full EBooks below:
Dave
The bar chart shows the factors that most affect work performance at a given company by age group. Looking from an overall perspective, it is readily apparent that there is general congruity in terms of the factors, though younger employees value promotion prospects, opportunities for personal development, and a relaxed working environment more highly. For both age groups, salary and team spirit were important and work environment and job security tended to be less impactful.
In terms of the categories with greater similarity, for both ages, 60% consider team spirit important and 30% think the environment impacts their work performances. The reported figures are also similar for job satisfaction (55% for those aged 18-30 and 50% for those 45-60), respect from colleagues (38% for younger workers and 42% for their older counterparts), money (73% for younger employees and 70% for older ones), and competent bosses (near 50% for both).
There is significant contrast in terms of how much chances for personal growth affect work with 90% for employees aged 18-30 and just 38% for older workers. Similarly, younger people place greater emphasis on a relaxed working environment (85% to 30%), job security (40% to 20%), and advancement prospects (80% to approximately 48%).
1. The bar chart shows the factors that most affect work performance at a given company by age group. 2. Looking from an overall perspective, it is readily apparent that there is general congruity in terms of the factors, though younger employees value promotion prospects, opportunities for personal development, and a relaxed working environment more highly. 3. For both age groups, salary and team spirit were important and work environment and job security tended to be less impactful.
1. In terms of the categories with greater similarity, for both ages, 60% consider team spirit important and 30% think the environment impacts their work performances. 2. The reported figures are also similar for job satisfaction (55% for those aged 18-30 and 50% for those 45-60), respect from colleagues (38% for younger workers and 42% for their older counterparts), money (73% for younger employees and 70% for older ones), and competent bosses (near 50% for both).
1. There is significant contrast in terms of how much chances for personal growth affect work with 90% for employees aged 18-30 and just 38% for older workers. 2. Similarly, younger people place greater emphasis on a relaxed working environment (85% to 30%), job security (40% to 20%), and advancement prospects (80% to approximately 48%).
The bar chart shows the factors that most affect work performance at a given company by age group. Looking from an overall perspective, it is readily apparent that there is general congruity in terms of the factors, though younger employees value promotion prospects, opportunities for personal development, and a relaxed working environment more highly. For both age groups, salary and team spirit were important and work environment and job security tended to be less impactful.
In terms of the categories with greater similarity, for both ages, 60% consider team spirit important and 30% think the environment impacts their work performances. The reported figures are also similar for job satisfaction (55% for those aged 18-30 and 50% for those 45-60), respect from colleagues (38% for younger workers and 42% for their older counterparts), money (73% for younger employees and 70% for older ones), and competent bosses (near 50% for both).
There is significant contrast in terms of how much chances for personal growth affect work with 90% for employees aged 18-30 and just 38% for older workers. Similarly, younger people place greater emphasis on a relaxed working environment (85% to 30%), job security (40% to 20%), and advancement prospects (80% to approximately 48%).
For extra practice, write an antonym (opposite word) on a piece of paper to help you remember the new vocabulary:
factors elements that go into influencing something
affect work performance at a given company by age group impact how people work at a company according to how old they are
Looking from an overall perspective, it is readily apparent that overall
general congruity in terms of about the same concerning
younger employees value promotion prospects people who are not as old care more about advancing
opportunities for personal development changes to grow individually
relaxed working environment not a tense place to work
For both age groups concerning each demographic
salary how much money you make
team spirit morale
work environment where you work, the office, the atmosphere, etc.
job security tended to be less impactful not worrying about getting fired was less influential
In terms of the categories with greater similarity concerning the brackets that were almost the same
consider think about
work performances how well you do at your job
reported figures the data
respect from colleagues how valued you are by co-workers
older counterparts older employees
competent bosses good managers
There is significant contrast in terms of big differences when it comes to
personal growth how you change as a person
Similarly about the same
place greater emphasis on care more about
job security not worrying about getting fired
advancement prospects chances to get promotions and move up in the company
approximately around, about
Practice saying the vocabulary below and use this tip about Google voice search:
ˈfæktəz
əˈfɛkt wɜːk pəˈfɔːməns æt ə ˈgɪvn ˈkʌmpəni baɪ eɪʤ gruːp
ˈlʊkɪŋ frɒm ən ˈəʊvərɔːl pəˈspɛktɪv, ɪt ɪz ˈrɛdɪli əˈpærənt ðæt
ˈʤɛnərəl kɒngru:iti: ɪn tɜːmz ɒv
ˈjʌŋər ˌɛmplɔɪˈiːz ˈvæljuː prəˈməʊʃən ˈprɒspɛkts
ˌɒpəˈtjuːnɪtiz fɔː ˈpɜːsnl dɪˈvɛləpmənt
rɪˈlækst ˈwɜːkɪŋ ɪnˈvaɪərənmənt
fɔː bəʊθ eɪʤ gruːps
ˈsæləri
tiːm ˈspɪrɪt
wɜːk ɪnˈvaɪərənmənt
ʤɒb sɪˈkjʊərɪti ˈtɛndɪd tuː biː lɛs ˈɪmpæktf(ə)l
ɪn tɜːmz ɒv ðə ˈkætɪgəriz wɪð ˈgreɪtə ˌsɪmɪˈlærɪti
kənˈsɪdə
wɜːk pəˈfɔːmənsɪz
rɪˈpɔːtɪd ˈfɪgəz
rɪsˈpɛkt frɒm ˈkɒliːgz
ˈəʊldə ˈkaʊntəpɑːts
ˈkɒmpɪtənt ˈbɒsɪz
ðeər ɪz sɪgˈnɪfɪkənt ˈkɒntrɑːst ɪn tɜːmz ɒv
ˈpɜːsnl grəʊθ
ˈsɪmɪləli
pleɪs ˈgreɪtər ˈɛmfəsɪs ɒn
ʤɒb sɪˈkjʊərɪti
ədˈvɑːnsmənt ˈprɒspɛkts
əˈprɒksɪmɪtli
The bar chart shows the f______s that most a_____________________________________________________p. L__________________________________________________________t there is g_______________________f the factors, though y______________________________________________s, o_______________________________________t, and a r___________________________________t more highly. F________________________s, s_______y and t__________t were important and w__________________t and j_________________________________l.
I____________________________________________y, for both ages, 60% c________r team spirit important and 30% think the environment impacts their w__________________________s. The r____________________s are also similar for job satisfaction (55% for those aged 18-30 and 50% for those 45-60), r___________________s (38% for younger workers and 42% for their o_______________________s), money (73% for younger employees and 70% for older ones), and c______________s (near 50% for both).
T_____________________________________________f how much chances for p______________h affect work with 90% for employees aged 18-30 and just 38% for older workers. S_________y, younger people p_______________________n a relaxed working environment (85% to 30%), j________________y (40% to 20%), and a____________________s (80% to a________________y 48%).
