These are processes and diagrams that I’ve collected over the years from real past IELTS exams and other practice materials.
If you want to stay up to date with all my Ebooks, they are here.
Here are the IELTS processes and diagrams!
Dave
These are bar charts and graphs that I’ve collected over the years from real past IELTS exams and other practice materials.
Check out my EBoooks here on Patreon.
Here are the IELTS bar charts and graphs!
Dave
Read my sample for the table and bar chart below here.
My full EBook for the chart below is available only on Patreon.
Read my essay for the bar chart below here.
Writing a general overview for task 1 on IELTS is one of the most essential skills on the whole exam.
In fact, the overivew may be the most important single sentence or two that you will write because of the massive impact that it has on your score.
Check out my EBooks here on Patreon.com/howtodoielts.
You can read all my sample answers with complete overviews here as well: https://howtodoielts.com/ielts-writing-task-1/
Let me know if you have questions in the comments below!
Dave
An IELTS general overview is usually the second sentence of your task 1 writing and it should give an overview of what the graph shows in general.
Before an overview, usually you will write a sentence like ‘The chart shows the figures for sales of bananas’ – this is not the overview.
The overview is the next 1 or 2 sentences where you explain what is generally happening.
For example: ‘Overall, sales of bananas increased in India and Vietnam but fell in China. The most bananas were still consistently sold in China throughout the period.’
That’s it!
Sounds simple but when you start actually writing them, they get really, really tricky!
If you don’t have one (or you make a mistake with it) then you are limited to a maximum of band 5 for task achievement.
Do not include any opinion or speculation (such as the reason why banana sales increased or your opinion about bananas).
Do not include any of the data (such as sales increased to more than 12 million) – the data is for later in the essay.
It depends a lot on the type of graph – there is no one answer that applies to every graph.
For graphs that show time – it is the trend, the speend and a ranking.
For graphs without time – it is a comparison and ranking.
For processes – it is a grouping and description.
For maps – it is also a grouping and description.
So let’s take a look at what each one requires!
Here is my simple rule (from my online courses) for writing the general overview for line graphs (or pie charts, bar charts, and tables that show change over time):
TSR: Trend, Speed, and Ranking
Write that at the top of your paper and make sure that you include the trend, the speed and the ranking for the graph or chart.
For example:
Here is the chart for that overview:
The most important of the 3 is the trend.
Make sure you have 100% of 100% of the categories.
Forget a category or don’t state the trend for one area and you will be stuck at band 5 for task achievement no matter how perfect the rest of your essay is.
If a graph does not show time, then there is no trend and you are simply doing a ranking and comparison.
Just like the overview above, you must include all areas.
For instance:
Looking from an overall perspective, it is readily apparent that cars are more popular in the UK, the US and especially Italy while the French prefer to ride bicycles. In all countries except the United States, motorcycles are the least common option.
The key with these is to include all areas – don’t miss out on anything!
You can read here about the common mistake students make when writing overviews for table.
An overview for a process is totally different!
For a process, you must group and describe the major changes.
In the process below, that would look like this:
Looking from an overall perspective, it is readily apparent that there are 3 main steps to this entirely man-made process beginning with initial transportation of the raw material to the factory, followed by preparation and processing of the material, and finally the production of consumer products.
Students will often include the number of steps – that is fine, you can do that, but it is not really important for the overview.
The other mistake that students often make is just listing a couple of steps but not defining/describing them in any way.
They must be grouped together and described or it will not count as an overview.
The IELTS overviews for maps are similar to processes.
Group and describe.
For example:
Looking from an overall perspective, it is readily apparent that the town became more residential, commercial, and accessible at the expense of natural land, agriculture and smaller shops.
The big mistake students make with maps is that they sometimes use words that are too close to being opinion.
For instance, you can’t say that a town or floorplan has become more comfortable or more convenient – that is too close to being an opinion.
But you can use words like more/less: residential, natural, populated, modern, tourist-friendly, accessible, developed, industrial, etc.
Those ones are descriptive – they do not give an opinion about how people feel about the place.
I now recommend reading through this PDF so you can see my comments on an actual student overviews:
Feel free to comment your own overviews for the chart below too:
This is an IELTS writing task 2 sample answer essay on the topic of parents and governments and childhood obesity from the real IELTS exam.
Please consider supporting me on Patreon.com/howtodoielts to receive my full, exclusive IELTS Ebooks!
Dave
In many countries, children are becoming overweight and unhealthy. Some people think that the government has the responsibility to solve this problem.
To what extent do you agree or disagree?
Some feel that the current global obesity epidemic should be primarily handled by governments. In my opinion, though the state has a key role to play, this is mainly the duty of parents.
Those who argue in favor of this contention point to the power of governmental regulation. Governments hold this responsibility not just because their job is to safeguard public welfare but also because they are endowed with the authority to enact real reforms. In some countries, there are strict laws about the products that can be advertised during children’s programming and their maximum sugar and fat content. Countries that do not have strong regulatory bodies to create and enforce these laws naturally have considerably higher rates of obesity. In an ideal world, governments would be more responsible for public health in this crucial area.
However, since governments often fail to protect the public interest, parents should take responsibility themselves. Parents can best achieve this by leading by example. If children are not given sugary soft drinks, candy, and eat a diet constituted of mainly vegetables and fruits, they are likely to develop lifelong, positive eating habits. For instance, in nations such as France where food and nutrition are taken very seriously, the majority of children do not grow up addicted to unhealthy American fast food and obesity rates are lower. Admittedly, this can be difficult for parents from lower socioeconomic backgrounds who may struggle with finding the time, energy, and finances to provide nutritious meals for their children.
In conclusion, government can regulate certain industries but parents must themselves instill healthy habits in their children for there to be a meaningful impact. This issue may have reached a high point and must now be addressed.
1. Some feel that the current global obesity epidemic should be primarily handled by governments. 2. In my opinion, though the state has a key role to play, this is mainly the duty of parents.
1. Those who argue in favor of this contention point to the power of governmental regulation. 2. Governments hold this responsibility not just because their job is to safeguard public welfare but also because they are endowed with the authority to enact real reforms. 3. In some countries, there are strict laws about the products that can be advertised during children’s programming and their maximum sugar and fat content. 4. Countries that do not have strong regulatory bodies to create and enforce these laws naturally have considerably higher rates of obesity. 5. In an ideal world, governments would be more responsible for public health in this crucial area.
1. However, since governments often fail to protect the public interest, parents should take responsibility themselves. 2. Parents can best achieve this by leading by example. 3. If children are not given sugary soft drinks, candy, and eat a diet constituted of mainly vegetables and fruits, they are likely to develop lifelong, positive eating habits. 4. For instance, in nations such as France where food and nutrition are taken very seriously, the majority of children do not grow up addicted to unhealthy American fast food and obesity rates are lower. 5. Admittedly, this can be difficult for parents from lower socioeconomic backgrounds who may struggle with finding the time, energy, and finances to provide nutritious meals for their children.
1. In conclusion, government can regulate certain industries but parents must themselves instill healthy habits in their children for there to be a meaningful impact. 2. This issue may have reached a high point and must now be addressed.
Some feel that the current global obesity epidemic should be primarily handled by governments. In my opinion, though the state has a key role to play, this is mainly the duty of parents.
Those who argue in favor of this contention point to the power of governmental regulation. Governments hold this responsibility not just because their job is to safeguard public welfare but also because they are endowed with the authority to enact real reforms. In some countries, there are strict laws about the products that can be advertised during children’s programming and their maximum sugar and fat content. Countries that do not have strong regulatory bodies to create and enforce these laws naturally have considerably higher rates of obesity. In an ideal world, governments would be more responsible for public health in this crucial area.
However, since governments often fail to protect the public interest, parents should take responsibility themselves. Parents can best achieve this by leading by example. If children are not given sugary soft drinks, candy, and eat a diet constituted of mainly vegetables and fruits, they are likely to develop lifelong, positive eating habits. For instance, in nations such as France where food and nutrition are taken very seriously, the majority of children do not grow up addicted to unhealthy American fast food and obesity rates are lower. Admittedly, this can be difficult for parents from lower socioeconomic backgrounds who may struggle with finding the time, energy, and finances to provide nutritious meals for their children.
In conclusion, government can regulate certain industries but parents must themselves instill healthy habits in their children for there to be a meaningful impact. This issue may have reached a high point and must now be addressed.
current global obesity epidemic lots of unhealthy, fat kids today
primarily handled by mostly deal with by
the state the government
key role to play important part in
mainly mostly
duty responsibility
those who argue in favor of people who support
contention opinion
point to argue
governmental regulation the state controlling, making laws
responsibility duty
safeguard public welfare take care of all citizens
endowed with given the power to
authority power to
enact real reforms make new laws
strict laws harsh rules
products food items
advertised commercials, etc.
children’s programming kid’s TV shows
maximum sugar most sweetness
fat content how much fat in something
regulatory bodies government institutions
enforce make sure of
laws naturally rules of course
considerably higher rates of obesity much higher levels of fat people
In an ideal world in a perfect world
public health how healthy people are
crucial area important part
fail not achieve
protect keep safe
public interest for the good of all people
take responsibility fulfill a duty
best achieve better accomplish
leading by example doing things so other people copy you
sugary soft drinks sweet colas and drinks
diet constituted of mainly food that you eat is mostly
lifelong your whole life
positive eating habits good diet
nations countries
nutrition how healthy food is
taken very seriously care a lot about
majority most of
addicted can’t stop eating
unhealthy American fast food McDonald’s, etc.
obesity rates how overweight people are
Admittedly it must be admitted
lower socioeconomic backgrounds poorer people
struggle with have a tough time with
finances money
provide nutritious meals give healthy foods
regulate certain industries control some fields
instill healthy habits make kid’s have consistent behaviors
meaningful impact big effect
reached a high point got to the highest level of
addressed dealt with
ˈkʌrənt ˈgləʊbəl əʊˈbiːsɪti ˌɛpɪˈdɛmɪk
ˈpraɪmərɪli ˈhændld baɪ
ðə steɪt
kiː rəʊl tuː pleɪ
ˈmeɪnli
ˈdjuːti
ðəʊz huː ˈɑːgjuː ɪn ˈfeɪvər ɒv
kənˈtɛnʃən
pɔɪnt tuː
ˌgʌvənˈmɛntl ˌrɛgjʊˈleɪʃən
rɪsˌpɒnsəˈbɪlɪti
ˈseɪfgɑːd ˈpʌblɪk ˈwɛlfeə
ɪnˈdaʊd wɪð
ɔːˈθɒrɪti
ɪˈnækt rɪəl ˌriːˈfɔːmz
strɪkt lɔːz
ˈprɒdʌkts
ˈædvətaɪzd
ˈʧɪldrənz ˈprəʊgræmɪŋ
ˈmæksɪməm ˈʃʊgə
fæt ˈkɒntɛnt
ˈrɛgjʊleɪt(ə)ri ˈbɒdiz
ɪnˈfɔːs
lɔːz ˈnæʧrəli
kənˈsɪdərəbli ˈhaɪə reɪts ɒv əʊˈbiːsɪti
ɪn ən aɪˈdɪəl wɜːld
ˈpʌblɪk hɛlθ
ˈkruːʃəl ˈeərɪə
feɪl
prəˈtɛkt
ˈpʌblɪk ˈɪntrɪst
teɪk rɪsˌpɒnsəˈbɪlɪti
bɛst əˈʧiːv
ˈliːdɪŋ baɪ ɪgˈzɑːmpl
ˈʃʊgəri sɒft drɪŋks
ˈdaɪət ˈkɒnstɪtjuːtɪd ɒv ˈmeɪnli
ˈlaɪflɒŋ
ˈpɒzətɪv ˈiːtɪŋ ˈhæbɪts
ˈneɪʃənz
nju(ː)ˈtrɪʃən
ˈteɪkən ˈvɛri ˈsɪərɪəsli
məˈʤɒrɪti
əˈdɪktɪd
ʌnˈhɛlθi əˈmɛrɪkən fɑːst fuːd
əʊˈbiːsɪti reɪts
ədˈmɪtɪdli
ˈləʊə ˌsəʊsɪəʊˌɛkəˈnɒmɪk ˈbækgraʊndz
ˈstrʌgl wɪð
faɪˈnænsɪz
prəˈvaɪd nju(ː)ˈtrɪʃəs miːlz
ˈrɛgjʊleɪt ˈsɜːtn ˈɪndəstriz
ɪnˈstɪl ˈhɛlθi ˈhæbɪts
ˈmiːnɪŋfʊl ˈɪmpækt
riːʧt ə haɪ pɔɪnt
əˈdrɛst
Some feel that the c____________________________c should be p____________________y governments. In my opinion, though t__________e has a k______________y, this is m_________y the d____y of parents.
T__________________________f this c____________n p_______o the power of g______________________n. Governments hold this r______________y not just because their job is to s_____________________e but also because they are e_______________h the a___________y to e______________s. In some countries, there are s_____________s about the p_________s that can be a_____________d during c_______________________g and their m__________________r and f_____________t. Countries that do not have strong r__________________s to create and e_______e these l_______________y have c____________________________________y. I_________________d, governments would be more responsible for p_____________h in this c____________a.
However, since governments often f____l to p_________t the p_____________t, parents should t___________________y themselves. Parents can b___________e this by l___________________e. If children are not given s_______________s, candy, and eat a d_________________________y vegetables and fruits, they are likely to develop l_________g, p________________s. For instance, in n______s such as France where food and n_________n are t__________________y, the m______y of children do not grow up a__________d to u___________________________d and o___________s are lower. A___________y, this can be difficult for parents from l________________________________s who may s_____________h finding the time, energy, and f________s to p______________________s for their children.
In conclusion, government can r______________________s but parents must themselves i____________________s in their children for there to be a m_______________t. This issue may have r______________________t and must now be a___________d.
https://www.healthline.com/health/weight-loss/weight-problems-in-children
Practice with the following topics below from IELTS speaking:
Childhood obesity has become a serious problem in recent years.
What are the primary causes of this?
What measures should be taken to reduce childhood obesity?
These are line charts and graphs that I’ve collected over the years from real past IELTS exams and other practice materials.
If you want to stay up to date with all the latest task 1 questions, you can find those here.
Here are the IELTS line charts and graphs!
Dave
