Main IELTS Writing Task 1 & Task 2

IELTS Writing Task 1 & Task 2

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iyapo kamoru olarewaju
I am highly impressed !
06 October 2019 (09:40) 
Prince Kongo
This is very helpful.
11 December 2019 (16:53) 
It's very useful n helpful to learn grammar, writing n reading in ielts exams
23 December 2019 (04:46) 
Marks man
I am really highly pleased,because it is helpful for the developing country and also under developing countries students.
23 July 2020 (06:30) 

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IELTS WRITING TASK 1…………………………………………………………………………………………….. 1

IELTS WRITING TASK 2…………………………………………………………………………………………….. 61



Some advice to help you avoid common mistakes in IELTS writing
task 1:
1. Don't copy the question for your introduction. You
should paraphrase the question (i.e. rewrite it using some
different words).
2. Don't forget to separate your paragraphs clearly.
3. Don't forget to write a good summary/overview of the information.
A quick one-sentence conclusion is not good enough. I prefer
to put the overview straight after the introduction, and I try to
write 2 sentences describing the information in general. You
won't get a high score if you don't write a good overview.
4. Don't describe items separately (e.g. 2 lines on a graph). You
should always try to compare things if it is possible to do so.
Instead of describing 2 lines separately, compare the 2 lines at
key points.
5. Don't try to describe every number on a chart or graph (unless
there are only a few numbers). A key skill in task 1 is being able
to select the key information and describe or compare it well. I
usually mention around 6 or 7 numbers in my main paragraphs.
6. Don't spend longer than 20 minutes on task 1. Practise spending
5 minutes on each of your 4 paragraphs. Stop yourself after 20
minutes; remember that task 2 is worth more marks.


The overview / summary is a very important part of your task 1 report.
Many people have no trouble describing specific details, but they find it
difficult to describe the general features of a graph, chart or diagram. So
here are my tips on how to write a good overview:
1. Always try to write two sentences. This forces you to
describe two main or general features of the graph, chart or
2. Don't put any numbers in your overview. Save specific numbers
for the 'details' paragraphs.
3. If the graph or chart shows a time period (e.g. years), look for the
overall change from the beginning to the end of the period (e.g.
from the first year to the last year).
4. ; Look for overall trends, and ignore individual figures that don't fit
the trend. For example, if a graph shows a rising trend overall,
you can ignore a specific year when the figures decreased save that year for your 'details' paragraphs.
5. If no time period is shown, you can't look for trends. Instead, look
for differences and similarities between items.
6. Don't look for individual 'highest' or 'lowest' figures such as a
'peak' on a line graph. Instead, describe the highest and lowest
items overall (e.g. which line on the graph was the highest for
the whole or most of the period?).
7. Start your overview with a simple phrase that clearly shows the
examiner that this is your summary paragraph e.g. It is clear
that... , It is noticeable that... , Overall we can see that...
8. If there are two different charts, write one overview sentence
about each chart.
9. If there are more than two charts, they must be connected in
some way, so look for two main features overall.
10. If the task is to describe a diagram or map that compares things,
you can mention the main differences and maybe the number
of differences and / or similarities between the two diagrams.
11. If the task is to describe a process diagram, you can mention
the total number of stages in the process and say where or how
the process begins and ends.


The first chart below gives information about the money spent by
British parents on their children’s sports between 2008 and 2014.
The second chart shows the number of children who participated in
three sports in Britain over the same time period.

Here's my full answer:

The line graphs show the average monthly amount that parents in Britain
spent on their children’s sporting activities and the number of British
children who took part in three different sports from 2008 to 2014.

It is clear that parents spent more money each year on their children’s
participation in sports over the six-year period. In terms of the number of
children taking part, football was significantly more popular than athletics
and swimming.
In 2008, British parents spent an average of around £20 per month on
their children’s sporting activities. Parents’ spending on children’s sports
increased gradually over the following six years, and by 2014 the average
monthly amount had risen to just over £30.
Looking at participation numbers, in 2008 approximately 8 million British
children played football, while only 2 million children were enrolled in
swimming clubs and less than 1 million practised athletics. The figures


for football participation remained relatively stable over the following 6
years. By contrast, participation in swimming almost doubled, to nearly 4
million children, and there was a near fivefold increase in the number of
children doing athletics.
(185 words, band 9)

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

The diagram illustrates the stages in the life of the salmon, from birth to

It is clear that there are six* main stages as the salmon develops from
egg to mature adult. We can also see that salmon spend time in three
distinct locations during the cycle, moving from river to estuary to ocean
and then back upstream.

Salmon begin their lives in rivers where the adult fish lay and incubate
their eggs. After emerging from eggs, the young salmon spend the next
stage of their lives being reared in freshwater areas. Then, at some point
in their development, the fish swim downstream to river estuaries where
rearing continues.


Following the estuary rearing period, the maturing salmon migrate to the
ocean, where they eventually become fully grown adults. Finally, the
adult fish travel back upstream to spawning areas of rivers; here they
reproduce and lay their eggs, and the life cycle begins anew.
(154 words, band 9)

* I wrote "six" main stages because these are the stages that I describe
in paragraphs 3 and 4.


The chart below shows the results of a survey of people who visited
four types of tourist attraction in Britain in the year 1999.

The pie chart compares figures for visitors to four categories of tourist
attraction and to five different theme parks in Britain in 1999.

It is clear that theme parks and museums / galleries were the two most
popular types of tourist attraction in that year. Blackpool Pleasure Beach
received by far the highest proportion of visitors in the theme park sector.

Looking at the information in more detail, we can see that 38% of the
surveyed visitors went to a theme park, and 37% of them went to a
museum or gallery. By contrast, historic houses and monuments were
visited by only 16% of the sample, while wildlife parks and zoos were the
least popular of the four types of tourist attraction, with only 9% of visitors.

In the theme park sector, almost half of the people surveyed (47%) had
been to Blackpool Pleasure Beach. Alton Towers was the second most
popular amusement park, with 17% of the sample, followed by
Pleasureland in Southport, with 16%. Finally, Chessington World of
Adventures and Legoland Windsor had each welcomed 10% of the
surveyed visitors.
(181 words, band 9)


The graph below shows the amounts of waste produced by three
companies over a period of 15 years.

The line graph compares three companies in terms of their waste output
between the years 2000 and 2015.

It is clear that there were significant changes in the amounts of waste
produced by all three companies shown on the graph. While companies
A and B saw waste output fall over the 15-year period, the amount of
waste produced by company C increased considerably.

In 2000, company A produced 12 tonnes of waste, while companies B
and C produced around 8 tonnes and 4 tonnes of waste material
respectively. Over the following 5 years, the waste output of companies
B and C rose by around 2 tonnes, but the figure for company A fell by
approximately 1 tonne.
From 2005 to 2015, company A cut waste production by roughly 3
tonnes, and company B reduced its waste by around 7 tonnes. By
contrast, company C saw an increase in waste production of
approximately 4 tonnes over the same 10-year period. By 2015, company
C’s waste output had risen to 10 tonnes, while the respective amounts of
waste from companies A and B had dropped to 8 tonnes and only 3
(192 words, band 9)


The tables below give information about sales of Fairtrade*-labelled
coffee and bananas in 1999 and 2004 in five European countries.

*Fairtrade: a category of products for which farmers from developing
countries have been paid an officially agreed fair price.
The tables show the amount of money spent on Fairtrade coffee and
bananas in two separate years in the UK, Switzerland, Denmark, Belgium
and Sweden.
It is clear that sales of Fairtrade coffee rose in all five European countries
from 1999 to 2004, but sales of Fairtrade bananas only went up in three
out of the five countries. Overall, the UK saw by far the highest levels of
spending on the two products.

In 1999, Switzerland had the highest sales of Fairtrade coffee, at €3
million, while revenue from Fairtrade bananas was highest in the UK, at
€15 million. By 2004, however, sales of Fairtrade coffee in the UK had
risen to €20 million, and this was over three times higher than
Switzerland’s sales figure for Fairtrade coffee in that year. The year 2004
also saw dramatic increases in the money spent on Fairtrade bananas in
the UK and Switzerland, with revenues rising by €32 million and €4.5
million respectively.

Sales of the two Fairtrade products were far lower in Denmark, Belgium
and Sweden. Small increases in sales of Fairtrade coffee can be seen,
but revenue remained at €2 million or below in all three countries in both
years. Finally, it is noticeable that the money spent on Fairtrade bananas
actually fell in Belgium and Sweden.


This report is a bit longer (216 words) than necessary, but I think it's a
useful model answer in terms of its structure and the language used.

The diagrams below show the site of a school in 2004 and the plan
for changes to the school site in 2024.

(Source: Official IELTS Practice Materials 2)

The two pictures compare the layout of a school as it was in the year
2004 with a proposed site design for the year 2024.

It is clear that the main change for 2024 involves the addition of a new
school building. The school will then be able to accommodate a
considerably larger number of students.
In 2004, there were 600 pupils attending the school, and the two school
buildings were separated by a path running from the main entrance to the
sports field. By 2024, it is expected that there will be 1000 pupils, and a
third building will have been constructed. Furthermore, the plan is to join


the two original buildings together, creating a shorter path that links the
buildings only.

As the third building and a second car park will be built on the site of the
original sports field, a new, smaller sports field will need to be laid. A new
road will also be built from the main entrance to the second car park.
Finally, no changes will be made to the main entrance and original car
(183 words, band 9)


The charts below show the results of a questionnaire that asked
visitors to the Parkway Hotel how they rated the hotel's customer
service. The same questionnaire was given to 100 guests in the
years 2005 and 2010.

The pie charts compare visitors’ responses to a survey about customer
service at the Parkway Hotel in 2005 and in 2010.

It is clear that overall customer satisfaction increased considerably from
2005 to 2010. While most hotel guests rated customer service as
satisfactory or poor in 2005, a clear majority described the hotel’s service
as good or excellent in 2010.
Looking at the positive responses first, in 2005 only 5% of the hotel’s
visitors rated its customer service as excellent, but this figure rose to 28%
in 2010. Furthermore, while only 14% of guests described customer
service in the hotel as good in 2005, almost three times as many people
gave this rating five years later.
With regard to negative feedback, the proportion of guests who
considered the hotel’s customer service to be poor fell from 21% in 2005
to only 12% in 2010. Similarly, the proportion of people who thought
customer service was very poor dropped from 15% to only 4% over the
5-year period. Finally, a fall in the number of ‘satisfactory’ ratings in 2010
reflects the fact that more people gave positive responses to the survey
in that year.
(193 words, band 9)


The pie charts below compare water usage in San Diego, California

The pie charts give information about the water used for residential,
industrial and agricultural purposes in San Diego County, California, and
the world as a whole.

It is noticeable that more water is consumed by homes than by industry
or agriculture in the two American regions. By contrast, agriculture
accounts for the vast majority of water used worldwide.

In San Diego County and California State, residential water consumption
accounts for 60% and 39% of total water usage. By contrast, a mere 8%
of the water used globally goes to homes. The opposite trend can be
seen when we look at water consumption for agriculture. This accounts
for a massive 69% of global water use, but only 17% and 28% of water
usage in San Diego and California respectively.
Such dramatic differences are not seen when we compare the figures for
industrial water use. The same proportion of water (23%) is used by
industry in San Diego and worldwide, while the figure for California is 10%
higher, at 33%.
(168 words, band 9)


The chart below shows the amount of time that 10 to 15-year-olds
spend chatting on the Internet and playing on games consoles on

The bar chart compares the time spent by 10 to 15-year-olds in the UK
on two activities, namely chatting online and playing computer games.
Overall, we can see that playing computer games is marginally more
popular than chatting on the Internet. However, completely different
trends can be seen if we look at the specific figures for boys and girls.

Boys aged between 10 and 15 clearly favour playing on games consoles
over chatting online. According to the chart, while 85% of boys play
computer games every day, only 55% chat online daily. Furthermore, the
majority of boys play on their consoles for more than one hour each day,
and 10% do this activity for four hours or more.

By contrast, girls prefer chatting online. Close to 70% of 10 to 15-yearold girls engage in online conversation each day, compared to about 50%
of this cohort who play computer games. Of the girls who do play on
consoles, most of them play for less than an hour, whereas most girls
who chat online do so for more than one hour, and nearly 10% chat for
four hours or more.
I decided to write about boys in one paragraph and girls in the other.
However, it would also be fine to write paragraphs about chatting on the
Internet and playing on consoles.


The line graph compares the percentage of people in three countries who
used the Internet between 1999 and 2009.

It is clear that the proportion of the population who used the Internet
increased in each country over the period shown. Overall, a much larger
percentage of Canadians and Americans had access to the Internet in
comparison with Mexicans, and Canada experienced the fastest growth
in Internet usage.

In 1999, the proportion of people using the Internet in the USA was about
20%. The figures for Canada and Mexico were lower, at about 10% and
5% respectively. In 2005, Internet usage in both the USA and Canada
rose to around 70% of the population, while the figure for Mexico reached
just over 25%.
By 2009, the percentage of Internet users was highest in Canada. Almost
100% of Canadians used the Internet, compared to about 80% of
Americans and only 40% of Mexicans.


The following bar chart has a total of 24 bars. It's impossible to describe
24 pieces of information in only 20 minutes, so you need to select.

A simple rule is to select at least one key thing about each country. Here
are some examples:

Britain: highest spending on all 6 products, give the figure for
France: second highest for 3 products, but lowest for the other 3.
Italy: Italians spent more money on toys than on any other product.
Germany: lowest spending overall, similar figures for all 6 products.
The bar chart compares consumer spending on six different items in
Germany, Italy, France and Britain.

It is clear that British people spent significantly more money than people
in the other three countries on all six goods. Of the six items, consumers
spent the most money on photographic film.

People in Britain spent just over £170,000 on photographic film, which is
the highest figure shown on the chart. By contrast, Germans were the
lowest overall spenders, with roughly the same figures (just under
£150,000) for each of the six products.


The figures for spending on toys were the same in both France and Italy,
at nearly £160,000. However, while French people spent more than
Italians on photographic film and CDs, Italians paid out more for personal
stereos, tennis racquets and perfumes. The amount spent by French
people on tennis racquets, around £145,000, is the lowest figure shown
on the chart.
- I tried to keep the essay short (154 words) by selecting carefully.
- It's difficult to change spend, but I used spending, spenders and paid


The diagrams below show some principles of house design for cool
and for warm climates.

Although this question is different from the normal graph/chart questions,
you should structure your answer in the same way. Try to write 4
1. Introduction: paraphrase the question.
2. Summary: describe the main differences - the design of the roof
and windows, and the use of insulation.
3. Details: compare the roof design and use of insulation.
4. Details: compare the window design and how windows are used
during the day and at night.

The diagrams show how house designs differ according to climate.

The most noticeable difference between houses designed for cool
and warm climates is in the shape of the roof. The designs also differ
with regard to the windows and the use of insulation.
We can see that the cool climate house has a high-angled roof, which
allows sunlight to enter through the window. By contrast, the roof of
the warm climate house has a peak in the middle and roof overhangs
to shade the windows. Insulation and thermal building materials are
used in cool climates to reduce heat loss, whereas insulation and
reflective materials are used to keep the heat out in warm climates.


Finally, the cool climate house has one window which faces the
direction of the sun, while the warm climate house has windows on
two sides which are shaded from the sun. By opening the two
windows at night, the house designed for warm climates can be
(162 words, band 9)


The diagram below shows the water cycle, which is the continuous
movement of water on, above and below the surface of the Earth.

The picture illustrates the way in which water passes from ocean to air to
land during the natural process known as the water cycle.
Three main stages are shown on the diagram. Ocean water evaporates,
falls as rain, and eventually runs back into the oceans again.

Beginning at the evaporation stage, we can see that 80% of water vapour
in the air comes from the oceans. Heat from the sun causes water to
evaporate, and water vapour condenses to form clouds. At the second
stage, labelled ‘precipitation’ on the diagram, water falls as rain or snow.

At the third stage in the cycle, rainwater may take various paths. Some
of it may fall into lakes or return to the oceans via ‘surface runoff’.
Otherwise, rainwater may filter through the ground, reaching the
impervious layer of the earth. Salt water intrusion is shown to take place
just before groundwater passes into the oceans to complete the cycle.
(156 words, band 9)


The diagrams below are existing and proposed floor plans for the
redevelopment of an art gallery.

Here's my advice:

1. Introduction: paraphrase the question
2. Summary: the main changes to the gallery (entrance and use of
3. Paragraph comparing entrance, lobby, office, education area
4. Paragraph comparing use of space for exhibitions

The first picture shows the layout of an art gallery, and the second
shows some proposed changes to the gallery space.
It is clear that significant changes will be made in terms of the use of
floor space in the gallery. There will be a completely new entrance
and more space for exhibitions.

At present, visitors enter the gallery through doors which lead into a
lobby. However, the plan is to move the entrance to the Parkinson
Court side of the building, and visitors will walk straight into the
exhibition area. In place of the lobby and office areas, which are
shown on the existing plan, the new gallery plan shows an education
area and a small storage area.
The permanent exhibition space in the redeveloped gallery will be
about twice as large as it is now because it will occupy the area that
is now used for temporary exhibitions. There will also be a new room


for special exhibitions. This room is shown in red on the existing plan
and is not currently part of the gallery.
(178 words, band 9)

The table below gives information about the underground railway
systems in six cities.

Full essay (band 9):

The table shows data about the underground rail networks in six major

The table compares the six networks in terms of their age, size and the
number of people who use them each year. It is clear that the three oldest
underground systems are larger and serve significantly more passengers
than the newer systems.
The London underground is the oldest system, having opened in 1863. It
is also the largest system, with 394 kilometres of route. The second
largest system, in Paris, is only about half the size of the London
underground, with 199 kilometres of route. However, it serves more
people per year. While only third in terms of size, the Tokyo system is
easily the most used, with 1927 million passengers per year.

Of the three newer networks, the Washington DC underground is the
most extensive, with 126 kilometres of route, compared to only 11
kilometres and 28 kilometres for the Kyoto and Los Angeles systems.
The Los Angeles network is the newest, having opened in 2001, while
the Kyoto network is the smallest and serves only 45 million passengers
per year.
(185 words)


Cambridge IELTS book 7, page 101:

The pie charts compare the amount of electricity produced using five
different sources of fuel in two countries over two separate years.

Total electricity production increased dramatically from 1980 to 2000 in
both Australia and France. While the totals for both countries were
similar, there were big differences in the fuel sources used.
Coal was used to produce 50 of the total 100 units of electricity in
Australia in 1980, rising to 130 out of 170 units in 2000. By contrast,
nuclear power became the most important fuel source in France in 2000,
producing almost 75% of the country’s electricity.

Australia depended on hydro power for just under 25% of its electricity in
both years, but the amount of electricity produced using this type of power
fell from 5 to only 2 units in France. Oil, on the other hand, remained a
relatively important fuel source in France, but its use declined in Australia.
Both countries relied on natural gas for electricity production significantly
more in 1980 than in 2000.
(170 words)


Full essay (159 words):

The chart gives information about UK immigration, emigration and net
migration between 1999 and 2008.
Both immigration and emigration rates rose over the period shown, but
the figures for immigration were significantly higher. Net migration
peaked in 2004 and 2007.

In 1999, over 450,000 people came to live in the UK, while the number
of people who emigrated stood at just under 300,000. The figure for net
migration was around 160,000, and it remained at a similar level until
2003. From 1999 to 2004, the immigration rate rose by nearly 150,000
people, but there was a much smaller rise in emigration. Net migration
peaked at almost 250,000 people in 2004.
After 2004, the rate of immigration remained high, but the number of
people emigrating fluctuated. Emigration fell suddenly in 2007, before
peaking at about 420,000 people in 2008. As a result, the net migration
figure rose to around 240,000 in 2007, but fell back to around 160,000 in


The charts below show the levels of participation in education and
science in developing and industrialised countries in 1980 and 1990.

The three bar charts show average years of schooling, numbers of
scientists and technicians, and research and development spending in
developing and developed countries. Figures are given for 1980 and

It is clear from the charts that the figures for developed countries are
much higher than those for developing nations. Also, the charts show an
overall increase in participation in education and science from 1980 to
People in developing nations attended school for an average of around
3 years, with only a slight increase in years of schooling from 1980 to
1990. On the other hand, the figure for industrialised countries rose from
nearly 9 years of schooling in 1980 to nearly 11 years in 1990.
From 1980 to 1990, the number of scientists and technicians in
industrialised countries almost doubled to about 70 per 1000 people.


Spending on research and development also saw rapid growth in these
countries, reaching $350 billion in 1990. By contrast, the number of
science workers in developing countries remained below 20 per 1000
people, and research spending fell from about $50 billion to only $25
(187 words)


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

Here is my full essay (170 words):

The figure illustrates the process used by the Australian Bureau of
Meteorology to forecast the weather.
There are four stages in the process, beginning with the collection of
information about the weather. This information is then analysed,
prepared for presentation, and finally broadcast to the public.

Looking at the first and second stages of the process, there are three
ways of collecting weather data and three ways of analysing it. Firstly,
incoming information can be received by satellite and presented for
analysis as a satellite photo. The same data can also be passed to a
radar station and presented on a radar screen or synoptic chart.
Secondly, incoming information may be collected directly by radar and
analysed on a radar screen or synoptic chart. Finally, drifting buoys also
receive data which can be shown on a synoptic chart.


At the third stage of the process, the weather broadcast is prepared on
computers. Finally, it is delivered to the public on television, on the radio,
or as a recorded telephone announcement.
The table below gives information on consumer spending on
different items in five different countries in 2002.
Percentage of national consumer expenditure by category – 2002

The table shows percentages of consumer expenditure for three
categories of products and services in five countries in 2002.

It is clear that the largest proportion of consumer spending in each
country went on food, drinks and tobacco. On the other hand, the
leisure/education category has the lowest percentages in the table.

Out of the five countries, consumer spending on food, drinks and tobacco
was noticeably higher in Turkey, at 32.14%, and Ireland, at nearly 29%.
The proportion of spending on leisure and education was also highest in
Turkey, at 4.35%, while expenditure on clothing and footwear was
significantly higher in Italy, at 9%, than in any of the other countries.
It can be seen that Sweden had the lowest percentages of national
consumer expenditure for food/drinks/tobacco and for clothing/footwear,
at nearly 16% and just over 5% respectively. Spain had slightly higher
figures for these categories, but the lowest figure for leisure/education, at
only 1.98%.
- Which information did I choose to include in my 'summary' paragraph?
- Why did I use past and present tenses in paragraph 2?
- How did I group the information for paragraphs 3 and 4?

The graph and table below give information about water use
worldwide and water consumption in two different countries.


The charts compare the amount of water used for agriculture, industry
and homes around the world, and water use in Brazil and the Democratic
Republic of Congo.

It is clear that global water needs rose significantly between 1900 and
2000, and that agriculture accounted for the largest proportion of water
used. We can also see that water consumption was considerably higher
in Brazil than in the Congo.
In 1900, around 500km³ of water was used by the agriculture sector
worldwide. The figures for industrial and domestic water consumption
stood at around one fifth of that amount. By 2000, global water use for
agriculture had increased to around 3000km³, industrial water use had
risen to just under half that amount, and domestic consumption had
reached approximately 500km³.
In the year 2000, the populations of Brazil and the Congo were 176
million and 5.2 million respectively. Water consumption per person in
Brazil, at 359m³, was much higher than that in the Congo, at only 8m³,
and this could be explained by the fact that Brazil had 265 times more
irrigated land.
(184 words, band 9)


The table below shows the proportion of different categories of
families living in poverty in Australia in 1999.

The table gives information about poverty rates among six types of
household in Australia in the year 1999.

It is noticeable that levels of poverty were higher for single people than
for couples, and people with children were more likely to be poor than
those without. Poverty rates were considerably lower among elderly
Overall, 11% of Australians, or 1,837,000 people, were living in poverty
in 1999. Aged people were the least likely to be poor, with poverty levels
of 6% and 4% for single aged people and aged couples respectively.

Just over one fifth of single parents were living in poverty, whereas only
12% of parents living with a partner were classed as poor. The same
pattern can be seen for people with no children: while 19% of single
people in this group were living below the poverty line, the figure for
couples was much lower, at only 7%.
(150 words, band 9)


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

(From Cambridge IELTS 5)
Here is some advice:

1. Introduction - Just paraphrase the question (instead of 'two
possible sites' you could write 'two potential locations').
2. Summary - The main point is that the first site (S1) is outside the
town, whereas the second site is in the town centre. Also, you
could mention that the map shows the position of both sites
relative to a railway and three roads which lead to three smaller
3. Details (2 paragraphs) - Don't write a separate paragraph about
each site; it's much better to compare the sites. I'd write one
paragraph comparing the position of each site relative to
Garlsdon (mention the different areas of the town), and another
paragraph about the positions relative to transport links with the
other three towns.

The map shows two potential locations (S1 and S2) for a new
supermarket in a town called Garlsdon.
The main difference between the two sites is that S1 is outside the
town, whereas S2 is in the town centre. The sites can also be


compared in terms of access by road or rail, and their positions
relative to three smaller towns.

Looking at the information in more detail, S1 is in the countryside to
the north west of Garlsdon, but it is close to the residential area of the
town. S2 is also close to the housing area, which surrounds the town
There are main roads from Hindon, Bransdon and Cransdon to
Garlsdon town centre, but this is a no traffic zone, so there would be
no access to S2 by car. By contrast, S1 lies on the main road to
Hindon, but it would be more difficult to reach from Bransdon and
Cransdon. Both supermarket sites are close to the railway that runs
through Garlsdon from Hindon to Cransdon.


The climograph below shows average monthly temperatures and
rainfall in the city of Kolkata.

The chart compares average figures for temperature and precipitation
over the course of a calendar year in Kolkata.

It is noticeable that monthly figures for precipitation in Kolkata vary
considerably, whereas monthly temperatures remain relatively stable.
Rainfall is highest from July to August, while temperatures are highest in
April and May.

Between the months of January and May, average temperatures in
Kolkata rise from their lowest point at around 20°C to a peak of just over
30°C. Average rainfall in the city also rises over the same period, from
approximately 20mm of rain in January to 100mm in May.

While temperatures stay roughly the same for the next four months, the
amount of rainfall more than doubles between May and June. Figures for
precipitation remain above 250mm from June to September, peaking at
around 330mm in July. The final three months of the year see a dramatic
fall in precipitation, to a low of about 10mm in December, and a steady
drop in temperatures back to the January average.
(173 words, band 9)


The bar charts compare students of different ages in terms of why they
are studying and whether they are supported by an employer.
It is clear that the proportion of students who study for career purposes
is far higher among the younger age groups, while the oldest students
are more likely to study for interest. Employer support is more commonly
given to younger students.

Around 80% of students aged under 26 study to further their careers,
whereas only 10% study purely out of interest. The gap between these
two proportions narrows as students get older, and the figures for those
in their forties are the same, at about 40%. Students aged over 49
overwhelmingly study for interest (70%) rather than for professional
reasons (less than 20%).
Just over 60% of students aged under 26 are supported by their
employers. By contrast, the 30-39 age group is the most self-sufficient,
with only 30% being given time off and help with fees. The figures rise
slightly for students in their forties and for those aged 50 or more.
(178 words, band 9)


The chart below shows numbers of incidents and injuries per 100
million passenger miles travelled (PMT) by transportation type in

The bar chart compares the number of incidents and injuries for every
100 million passenger miles travelled on five different types of public
transport in 2002.

It is clear that the most incidents and injuries took place on demandresponse vehicles. By contrast, commuter rail services recorded by far
the lowest figures.
A total of 225 incidents and 173 injuries, per 100 million passenger miles
travelled, took place on demand-response transport services. These
figures were nearly three times as high as those for the second highest
category, bus services. There were 76 incidents and 66 people were
injured on buses.
Rail services experienced fewer problems. The number of incidents on
light rail trains equalled the figure recorded for buses, but there were
significantly fewer injuries, at only 39. Heavy rail services saw lower
numbers of such events than light rail services, but commuter rail
passengers were even less likely to experience problems. In fact, only 20
incidents and 17 injuries occurred on commuter trains.
(165 words, band 9)

Don't worry about the repetition of "incidents and injuries" in this essay.
There are no perfect synonyms for these words, although I managed to
use "problems" and "such events" later in the essay. The most important
thing is to describe the data clearly and make some good comparisons.


The graph below shows the proportion of the population aged 65 and over
between 1940 and 2040 in three different countries.

The line graph compares the percentage of people aged 65 or more in
three countries over a period of 100 years.
It is clear that the proportion of elderly people increases in each country
between 1940 and 2040. Japan is expected to see the most dramatic
changes in its elderly population.

In 1940, around 9% of Americans were aged 65 or over, compared to
about 7% of Swedish people and 5% of Japanese people. The
proportions of elderly people in the USA and Sweden rose gradually over
the next 50 years, reaching just under 15% in 1990. By contrast, the
figures for Japan remained below 5% until the early 2000s.

Looking into the future, a sudden increase in the percentage of elderly
people is predicted for Japan, with a jump of over 15% in just 10 years
from 2030 to 2040. By 2040, it is thought that around 27% of the
Japanese population will be 65 years old or more, while the figures for
Sweden and the USA will be slightly lower, at about 25% and 23%
(178 words, band 9)


Average weekly household expenditure by region, 2007-09

Weekly expenditure (£)

Here are my 10 sentences:

1. The bar chart shows average weekly spending by households in
different areas of England between 2007 and 2009.
2. Households in the south of the country spent more on average
than those in the north.
3. Average weekly spending by households was highest in London
and lowest in the North East.
4. English households spent on average around £470 per week.
5. The average expenditure for households in London was about
£560 per week, almost £100 more than the overall figure for
6. Households in the South East, East and South West also spent
more than the national average.
7. Weekly household spending figures for those three regions were
approximately £520, £490 and £480 respectively.
8. Similar levels of household spending were seen in the West
Midlands, the North West and the East Midlands, at about £430
to £450 per week.
9. In the region of Yorkshire and the Humber, households spent
approximately £400 per week, while expenditure in the North
East was around £10 per week lower than this.
10. It is noticeable that average weekly expenditure by households
in the North East was around £80 less than the national
average, and around £170 less than the London average.


The chart below shows the total number of Olympic medals won by
twelve different countries.

The bar chart compares twelve countries in terms of the overall number
of medals that they have won at the Olympic Games.

It is clear that the USA is by far the most successful Olympic medal
winning nation. It is also noticeable that the figures for gold, silver and
bronze medals won by any particular country tend to be fairly similar.

The USA has won a total of around 2,300 Olympic medals, including
approximately 900 gold medals, 750 silver and 650 bronze. In second
place on the all-time medals chart is the Soviet Union, with just over 1,000
medals. Again, the number of gold medals won by this country is slightly
higher than the number of silver or bronze medals.
Only four other countries - the UK, France, Germany and Italy - have won
more than 500 Olympic medals, all with similar proportions of each medal
colour. Apart from the USA and the Soviet Union, China is the only other
country with a noticeably higher proportion of gold medals (about 200)
compared to silver and bronze (about 100 each).
(178 words, band 9)


The table compares the percentages of people using different functions
of their mobile phones between 2006 and 2010.
Throughout the period shown, the main reason why people used their
mobile phones was to make calls. However, there was a marked increase
in the popularity of other mobile phone features, particularly the Internet
search feature.
In 2006, 100% of mobile phone owners used their phones to make calls,
while the next most popular functions were text messaging (73%) and
taking photos (66%). By contrast, less than 20% of owners played games
or music on their phones, and there were no figures for users doing
Internet searches or recording video.
Over the following 4 years, there was relatively little change in the figures
for the top three mobile phone features. However, the percentage of
people using their phones to access the Internet jumped to 41% in 2008
and then to 73% in 2010. There was also a significant rise in the use of
mobiles to play games and to record video, with figures reaching 41%
and 35% respectively in 2010.
The above essay isn't perfect, but it's still good enough for a band 9. You
are not expected to write a masterpiece in only 20 minutes.


The two maps below show an island, before and after the construction of some
tourist facilities.
Summarize the information by selecting and reporting the main features, and
make comparisons where relevant.
Write at least 150 words

The diagrams illustrate some changes to a small island which has been
developed for tourism.

It is clear that the island has changed considerably with the introduction
of tourism, and six new features can be seen in the second diagram. The
main developments are that the island is accessible and visitors have
somewhere to stay.

Looking at the maps in more detail, we can see that small huts have been
built to accommodate visitors to the island. The other physical structures
that have been added are a reception building, in the middle of the island,
and a restaurant to the north of the reception. Before these
developments, the island was completely bare apart from a few trees.


As well as the buildings mentioned above, the new facilities on the island
include a pier, where boats can dock. There is also a short road linking
the pier with the reception and restaurant, and footpaths connect the
huts. Finally, there is a designated swimming area for tourists off a beach
on the western tip of the island.
(175 words, band 9)


The graph below shows the average number of UK commuters
travelling each day by car, bus or train between 1970 and 2030.

Here's the essay I wrote with my students' help:

The line graph compares figures for daily travel by workers in the UK
using three different forms of transport over a period of 60 years.
It is clear that the car is by far the most popular means of transport for
UK commuters throughout the period shown. Also, while the numbers of
people who use the car and train increase gradually, the number of bus
users falls steadily.
In 1970, around 5 million UK commuters travelled by car on a daily basis,
while the bus and train were used by about 4 million and 2 million people
respectively. In the year 2000, the number of those driving to work rose
to 7 million and the number of commuting rail passengers reached 3
million. However, there was a small drop of approximately 0.5 million in
the number of bus users.

By 2030, the number of people who commute by car is expected to reach
almost 9 million, and the number of train users is also predicted to rise,
to nearly 5 million. By contrast, buses are predicted to become a less
popular choice, with only 3 million daily users.


Here's my full essay using last week's ideas:

The line graph compares average yearly spending by Americans on
mobile and landline phone services from 2001 to 2010.

It is clear that spending on landline phones fell steadily over the 10-year
period, while mobile phone expenditure rose quickly. The year 2006
marks the point at which expenditure on mobile services overtook that for
residential phone services.

In 2001, US consumers spent an average of nearly $700 on residential
phone services, compared to only around $200 on cell phone services.
Over the following five years, average yearly spending on landlines
dropped by nearly $200. By contrast, expenditure on mobiles rose by
approximately $300.
In the year 2006, the average American paid out the same amount of
money on both types of phone service, spending just over $500 on each.
By 2010, expenditure on mobile phones had reached around $750, while
the figure for spending on residential services had fallen to just over half
this amount.
(162 words, band 9)


moult = shed or lose old feathers, hair or skin to allow for new growth
The diagram illustrates the various stages in the life of a honey bee. We
can see that the complete life cycle lasts between 34 and 36 days. It is
also noticeable that there are five main stages in the development of the
honey bee, from egg to mature adult insect.

The life cycle of the honey bee begins when the female adult lays an egg;
the female typically lays one or two eggs every 3 days. Between 9 and
10 days later, each egg hatches and the immature insect, or nymph,
During the third stage of the life cycle, the nymph grows in size and sheds
its skin three times. This moulting first takes place 5 days after the egg
hatches, then 7 days later, and again another 9 days later. After a total
of 30 to 31 days from the start of the cycle, the young adult honey bee
emerges from its final moulting stage, and in the space of only 4 days it
reaches full maturity.
(169 words, band 9)


The bar graph shows the global sales (in billions of dollars) of
different types of digital games between 2000 and 2006.

The bar chart compares the turnover in dollars from sales of video games
for four different platforms, namely mobile phones, online, consoles and
handheld devices, from 2000 to 2006.

It is clear that sales of games for three out of the four platforms rose each
year, leading to a significant rise in total global turnover over the 7-year
period. Sales figures for handheld games were at least twice as high as
those for any other platform in almost every year.
In 2000, worldwide sales of handheld games stood at around $11 billion,
while console games earned just under $6 billion. No figures are given
for mobile or online games in that year. Over the next 3 years, sales of
handheld video games rose by about $4 billion, but the figure for consoles
decreased by $2 billion. Mobile phone and online games started to
become popular, with sales reaching around $3 billion in 2003.

In 2006, sales of handheld, online and mobile games reached peaks of
17, 9 and 7 billion dollars respectively. By contrast, turnover from console
games dropped to its lowest point, at around $2.5 billion.


The map shows the growth of a village called Chorleywood between 1868
and 1994.

It is clear that the village grew as the transport infrastructure was
improved. Four periods of development are shown on the map, and each
of the populated areas is near to the main roads, the railway or the

From 1868 to 1883, Chorleywood covered a small area next to one of the
main roads. Chorleywood Park and Golf Course is now located next to
this original village area. The village grew along the main road to the
south between 1883 and 1922, and in 1909 a railway line was built
crossing this area from west to east. Chorleywood station is in this part
of the village.
The expansion of Chorleywood continued to the east and west alongside
the railway line until 1970. At that time, a motorway was built to the east
of the village, and from 1970 to 1994, further development of the village
took place around motorway intersections with the railway and one of the
main roads.
Don't just read this essay once. Spend some time analysing it:

In what order did I describe the information shown on the map?
 What information did I choose for paragraphs 3 and 4?
 What good vocabulary does the essay contain?


Note: I've underlined some good phrases.

The bar chart shows the number of hot dogs and buns eaten in 15
minutes by the winners of ‘Nathan’s Hot Dog Eating Contest’ in Brooklyn,
USA between 1980 and 2010.

It is noticeable that the number of hot dogs and buns eaten by winners of
the contest increased dramatically over the period shown. The majority
of winners were American or Japanese, and only one woman had ever
won the contest.

Americans dominated the contest from 1980 to 1996, and the winning
number of hot dogs and buns consumed rose from only 8 to around 21
during that time. 1983 and 1984 were notable exceptions to the trend for
American winners. In 1983 a Mexican won the contest after eating 19.5
hot dogs, almost double the amount that any previous winner had eaten,
and 1984 saw the only female winner, Birgit Felden from Germany.
A Japanese contestant, Takeru Kobayashi, reigned as hot dog eating
champion for six years from 2001 to 2006. Kobayashi’s winning totals of
around 50 hot dogs were roughly double the amount that any previous


winner had managed. However, the current champion, American Joey
Chestnut, took hot dog eating to new heights in 2009 when he consumed
an incredible 68 hot dogs and buns in the allotted 15 minutes.


The graph below shows trends in US meat and poultry

(Note: I'm ignoring the forecast and treating 2012 as a past year)

The line graph shows changes in the per capita consumption of beef,
pork, broilers and turkey in the United States between 1955 and 2012.

It is noticeable that beef was by far the most popular of the four types of
meat for the majority of the 57-year period. However, a considerable rise
can be seen in the consumption of broilers, with figures eventually
surpassing those for beef.
Between 1955 and 1976, US beef consumption rose from around 60 to
a peak of 90 pounds per person per year. During the same period,
consumption of broilers also rose, to nearly 30 pounds per person, while
the figures for pork fluctuated between 50 and 40 pounds per person.
Turkey was by far the least popular meat, with figures below 10 pounds
per capita each year.

By 2012, the amount of beef consumed by the average American had
plummeted to around 50 pounds, but the consumption of broilers had
doubled since the 1970s, to approximately 55 pounds per capita. By
contrast, there were no significant changes in the trends for pork and
turkey consumption over the period as a whole.
Analyse the above paragraphs carefully. Look at which figures I decided
to include, the language used for comparisons, and the way I divided the
description into two separate paragraphs.


The chart below shows the process of waste paper recycling.

The flow chart shows how waste paper is recycled. It is clear that there
are six distinct stages in this process, from the initial collection of waste
paper to the eventual production of usable paper.

At the first stage in the paper recycling process, waste paper is collected
either from paper banks, where members of the public leave their used
paper, or directly from businesses. This paper is then sorted by hand and
separated according to its grade, with any paper that is not suitable for
recycling being removed. Next, the graded paper is transported to a
paper mill.

Stages four and five of the process both involve cleaning. The paper is
cleaned and pulped, and foreign objects such as staples are taken out.
Following this, all remnants of ink and glue are removed from the paper
at the de-inking stage. Finally, the pulp can be processed in a paper
making machine, which makes the end product: usable paper.
(160 words, band 9)


The diagrams below show how houses can be protected in areas

Here's my full band 9 report:

The diagrams compare two different methods of defence for homes
which are at risk of being flooded.

The key difference between the diagrams is that they show flood
protection with and without a stopbank. In either case, the at-risk home
is raised on stilts above ground level.
The first diagram shows how a stopbank acts as a flood barrier to stop
river water from flooding homes. The stopbank is a small mound of land
next to the river that is higher than the 100-year flood level, and prevents
the river from bursting its banks. Nearby houses can be built on stilts to
prevent flooding from rainwater, and a floodgate beneath the stopbank
can be opened to allow this ‘ponding’ to drain off into the river.
When there is no stopbank, as shown in the second diagram, there will
be nothing to stop the river from flooding. In this case, the solution is to
put buildings on stilts. The height of the stilts is measured so that the floor
of the house is 300mm above the 100-year flood level. This measurement
is called the ‘freeboard’.


The table below shows the amount of waste production (in millions
of tonnes) in six different countries over a twenty-year period.

The chart compares the amounts of waste that were produced in six
countries in the years 1980, 1990 and 2000.
In each of these years, the US produced more waste than Ireland, Japan,
Korea, Poland and Portugal combined. It is also noticeable that Korea
was the only country that managed to reduce its waste output by the year

Between 1980 and 2000, waste production in the US rose from 131 to
192 million tonnes, and rising trends were also seen in Japan, Poland
and Portugal. Japan’s waste output increased from 28 to 53 million
tonnes, while Poland and Portugal saw waste totals increase from 4 to
6.6 and from 2 to 5 million tonnes respectively.

The trends for Ireland and Korea were noticeably different from those
described above. In Ireland, waste production increased more than
eightfold, from only 0.6 million tonnes in 1980 to 5 million tonnes in 2000.
Korea, by contrast, cut its waste output by 12 million tonnes between
1990 and 2000.


The pie charts compare the expenditure of a school in the UK in three
different years over a 20-year period.

It is clear that teachers’ salaries made up the largest proportion of the
school’s spending in all three years (1981, 1991 and 2001). By contrast,
insurance was the smallest cost in each year.

In 1981, 40% of the school’s budget went on teachers’ salaries. This
figure rose to 50% in 1991, but fell again by 5% in 2001. The proportion
of spending on other workers’ wages fell steadily over the 20-year period,
from 28% of the budget in 1981 to only 15% in 2001.
Expenditure on insurance stood at only 2% of the total in 1981, but
reached 8% in 2001. Finally, the percentages for resources and
furniture/equipment fluctuated. The figure for resources was highest in
1991, at 20%, and the proportion of spending on furniture and equipment
reached its peak in 2001, at 23%.
(158 words, band 9)


The table below shows changes in the numbers of residents cycling
to work in different areas of the UK between 2001 and 2011.

The table compares the numbers of people who cycled to work in twelve
areas of the UK in the years 2001 and 2011.

Overall, the number of UK commuters who travelled to work by bicycle
rose considerably over the 10-year period. Inner London had by far the
highest number of cycling commuters in both years.

In 2001, well over 43 thousand residents of inner London commuted by
bicycle, and this figure rose to more than 106 thousand in 2011, an
increase of 144%. By contrast, although outer London had the second
highest number of cycling commuters in each year, the percentage
change, at only 45%, was the lowest of the twelve areas shown in the

Brighton and Hove saw the second biggest increase (109%) in the
number of residents cycling to work, but Bristol was the UK’s second city
in terms of total numbers of cycling commuters, with 8,108 in 2001 and
15,768 in 2011. Figures for the other eight areas were below the 10
thousand mark in both years.
(172 words, band 9)


The diagram below shows how solar panels can be used to provide
electricity for domestic use.

The picture illustrates the process of producing electricity in a home using
solar panels.

It is clear that there are five distinct stages in this process, beginning with
the capture of energy from sunlight. The final two steps show how
domestic electricity is connected to the external power supply.

At the first stage in the process, solar panels on the roof of a normal
house take energy from the sun and convert it into DC current. Next, this
current is passed to an inverter, which changes it to AC current and
regulates the supply of electricity. At stage three, electricity is supplied to
the home from an electrical panel.
At the fourth step shown on the diagram, a utility meter in the home is
responsible for sending any extra electric power outside the house into
the grid. Finally, if the solar panels do not provide enough energy for the
household, electricity will flow from the utility grid into the home through
the meter.

I've underlined examples of the two language features that make process
diagram descriptions special: 'steps' language, and passive verbs.


The charts below compare the age structure of the populations of

The two charts compare the populations of France and India in terms of
age distribution by gender in the year 1984.

It is clear that the population of India was younger than that of France in
1984, with a noticeably larger proportion of people aged under 20.
France, on the other hand, had a significantly larger percentage of elderly

In India, close to 14% of people were aged 5 or under, and each five-year
age bracket above this contained an increasingly smaller proportion of
the population. France’s population, by contrast, was more evenly
distributed across the age ranges, with similar figures (around 7% to 8%
of all people) for each five-year cohort between the ages of 0 and 40.
Somewhere between 10% and 15% of all French people were aged 70
or older, but the equivalent figure for India was only 2%.
Looking more closely at gender, there was a noticeably higher proportion
of French women than men in every cohort from age 50 upwards. For
example, almost 3% of French 70- to 75-year-olds were women, while
just under 2% were men. No significant gender differences can be seen
on the Indian population chart.
(199 words, band 9)


The pie charts below show how dangerous waste products are

The charts compare Korea, Sweden and the UK in terms of the methods
used in each country to dispose of harmful waste.
It is clear that in both the UK and Sweden, the majority of dangerous
waste products are buried underground. By contrast, most hazardous
materials in the Republic of Korea are recycled.

Looking at the information in more detail, we can see that 82% of the
UK’s dangerous waste is put into landfill sites. This disposal technique is
used for 55% of the harmful waste in Sweden and only 22% of similar
waste in Korea. The latter country recycles 69% of hazardous materials,
which is far more than the other two nations.
While 25% of Sweden's dangerous waste is recycled, the UK does not
recycle at all. Instead, it dumps waste at sea or treats it chemically. These
two methods are not employed in Korea or Sweden, which favour
incineration for 9% and 20% of dangerous waste respectively.
(159 words, band 9)


The chart below shows the total number of minutes (in billions) of
telephone calls in the UK, divided into three categories, from 19952002.

The bar chart compares the amount of time spent by people in the UK on
three different types of phone call between 1995 and 2002.

It is clear that calls made via local, fixed lines were the most popular type,
in terms of overall usage, throughout the period shown. The lowest
figures on the chart are for mobile calls, but this category also saw the
most dramatic increase in user minutes.

In 1995, people in the UK used fixed lines for a total of just over 70 billion
minutes for local calls, and about half of that amount of time for national
or international calls. By contrast, mobile phones were only used for
around 4 billion minutes. Over the following four years, the figures for all
three types of phone call increased steadily.
By 1999, the amount of time spent on local calls using landlines had
reached a peak at 90 billion minutes. Subsequently, the figure for this
category fell, but the rise in the other two types of phone call continued.
In 2002, the number of minutes of national / international landline calls
passed 60 billion, while the figure for mobiles rose to around 45 billion
(197 words, band 9)


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

Number of bedrooms in one-person households (England, 2011)

The two charts give information about single-occupant households in
England in the year 2011. The bar chart compares figures for occupants'
age and gender, and the pie chart shows data about the number of
bedrooms in these homes.
Overall, females made up a higher proportion of people living alone than
males, and this difference is particularly noticeable in the older age
categories. We can also see that the most common number of bedrooms
in a single-occupant home was two.
A significant majority of the people aged 65 or over who were living alone
in England in 2011 were female. Women made up around 72% of single


occupants aged 75 to 84, and 76% of those aged 85 or over. By contrast,
among younger adults the figures for males were higher. For example, in
the 35-49 age category, men accounted for nearly 65% of people living

In the same year, 35.4% of one-person households in England had two
bedrooms, while one-bedroom and three-bedroom homes accounted for
28% and 29.8% of the total. Under 7% of single-occupant homes had
four or more bedrooms.
(189 words, band 9)




IELTS Writing Task 2: how to answer any question

Today I want to show you what happens in my brain when I
see any IELTS Writing Task 2 question.
Here are my thinking steps:

1. I read the question very carefully, maybe three times. I ask
myself "What's the topic? What is the question asking me to
write about?"
2. I underline the key things that must be included in the essay. I
always answer every part of the question.
3. Now I think about my 4 paragraph structure. I can write any type
of essay in 4 paragraphs; I just need to decide what to put in
each paragraph.
4. If I need to give my opinion, I think "What is the easiest opinion
to explain? What good vocabulary could I use?"
5. Then I write down some vocabulary ideas that are related to the
6. I try to write 2 sentences for the introduction: I introduce the topic,
then give a simple answer (including my opinion if the question
asks for it).
7. I write short 'topic sentences' to start each paragraph, then
develop my ideas by explaining and supporting with examples.
8. I look at the question from time to time in order to check that I'm
answering every part of it.
9. I know that I write about 10 words per line; I can quickly check
the approximate number of words that I've written.
10. If I need more words (to reach 250), I expand one of my
examples in the main body paragraphs. If necessary, I draw an
arrow to show where I want to add the extra words.



Is it acceptable to use "I" or "my" in IELTS writing?

As an ex-examiner, my advice is that you should use phrases like "I
believe" or "in my opinion" when the question asks for your opinion e.g
To what extent do you agree or disagree?
Some teachers tell students not to use "I" in academic essays, but this
advice is really for university academic writing, not IELTS.

Do you AGREE?


IELTS Writing Task 2: the confidence to be 'simple'

If the question asks whether YOU agree or disagree, don't write a
paragraph about what other people think. The whole essay should be
about YOUR views.
For many of the students I've taught, a breakthrough (or big
improvement) came when they found the confidence to write in a more
'simple' way.

When you stop worrying about whether you need to include passives,
conditionals or 'difficult academic words' in your essays, you are free to
focus on answering the question and explaining your ideas coherently. It
takes confidence to change your approach and to believe that the 'simple'
way will work.
Note: Remember that 'simple' is not the same thing as 'easy'!

IELTS Writing Task 2: agree, disagree or partly agree?

Here's some advice for people who are still confused about "agree or
disagree" questions:
If you completely agree or completely disagree:

Make your opinion clear in the introduction and conclusion.
 Explain one reason for your opinion in paragraph 2 and another
in paragraph 3. Imagine that you are persuading the examiner
that your opinion is right.
 Don't write a paragraph about what 'other people' think. If you do
that, you are in danger of writing a "discuss both views" essay.
If you mention the opposite argument, make sure that you
refute it (explain why you think it's wrong), like I did in paragraph
2 of this essay.

If you partly agree:

Make it clear in the introduction and conclusion that you have a
balanced view i.e. that you accept both sides of the argument
to some extent, like I did in last week's lesson.
 Write one paragraph about each side of the argument. But do
this from your point of view e.g. On the one hand, I
accept that... / On the other hand, I also believe that...



Don't write a discussion essay e.g. some people believe / other
people argue...

PS. This week's (free) video lesson will also help with this "agree,
disagree or partly agree" problem. It will be ready tomorrow.


Families who send their children to private schools should not be
required to pay taxes that support the state education system.
To what extent do you agree or disagree with this statement?
Some people believe that parents of children who attend private schools
should not need to contribute to state schools through taxes. Personally,
I completely disagree with this view.

For a variety of reasons, it would be wrong to reduce taxes for families
who pay for private education. Firstly, it would be difficult to calculate the
correct amount of tax reduction for these families, and staff would be
required to manage this complex process. Secondly, we all pay a certain
amount of tax for public services that we may not use. For example, most
people are fortunate enough not to have to call the police or fire brigade
at any time in their lives, but they would not expect a tax reduction for
this. Finally, if wealthy families were given a tax discount for sending their
children to private schools, we might have a situation where poorer
people pay higher taxes than the rich.

In my opinion, we should all be happy to pay our share of the money that
supports public schools. It is beneficial for all members of society to have
a high quality education system with equal opportunities for all young
people. This will result in a well-educated workforce, and in turn a more
productive and prosperous nation. Parents of children in private schools
may also see the advantages of this in their own lives. For example, a
company owner will need well qualified and competent staff, and a wellfunded education system can provide such employees.
In conclusion, I do not believe that any financial concessions should be
made for people who choose private education.
(269 words, band 9)


We cannot help everyone in the world that needs help, so we should
only be concerned with our own communities and countries.
To what extent do you agree or disagree with this statement?
Some people believe that we should not help people in other countries
as long as there are problems in our own society. I disagree with this view
because I believe that we should try to help as many people as possible.

On the one hand, I accept that it is important to help our neighbours and
fellow citizens. In most communities there are people who are
impoverished or disadvantaged in some way. It is possible to find
homeless people, for example, in even the wealthiest of cities, and for
those who are concerned about this problem, there are usually
opportunities to volunteer time or give money to support these people. In
the UK, people can help in a variety of ways, from donating clothing to
serving free food in a soup kitchen. As the problems are on our doorstep,
and there are obvious ways to help, I can understand why some people
feel that we should prioritise local charity.

At the same time, I believe that we have an obligation to help those who
live beyond our national borders. In some countries the problems that
people face are much more serious than those in our own communities,
and it is often even easier to help. For example, when children are dying
from curable diseases in African countries, governments and individuals
in richer countries can save lives simply by paying for vaccines that
already exist. A small donation to an international charity might have a
much greater impact than helping in our local area.
In conclusion, it is true that we cannot help everyone, but in my opinion
national boundaries should not stop us from helping those who are in
(280 words, band 9)


There are many different types of music in the world today. Why do
we need music? Is the traditional music of a country more important
than the international music that is heard everywhere nowadays?

It is true that a rich variety of musical styles can be found around the
world. Music is a vital part of all human cultures for a range of reasons,
and I would argue that traditional music is more important than modern,
international music.
Music is something that accompanies all of us throughout our lives. As
children, we are taught songs by our parents and teachers as a means
of learning language, or simply as a form of enjoyment. Children delight
in singing with others, and it would appear that the act of singing in a
group creates a connection between participants, regardless of their age.
Later in life, people’s musical preferences develop, and we come to see
our favourite songs as part of our life stories. Music both expresses and
arouses emotions in a way that words alone cannot. In short, it is difficult
to imagine life without it.

In my opinion, traditional music should be valued over the international
music that has become so popular. International pop music is often
catchy and fun, but it is essentially a commercial product that is marketed
and sold by business people. Traditional music, by contrast, expresses
the culture, customs and history of a country. Traditional styles, such as
...(example)..., connect us to the past and form part of our cultural
identity. It would be a real pity if pop music became so predominant that
these national styles disappeared.
In conclusion, music is a necessary part of human existence, and I
believe that traditional music should be given more importance than
international music.
(261 words, band 9)


Some people think that all teenagers should be required to do
unpaid work in their free time to help the local community. They
believe this would benefit both the individual teenager and society
as a whole. Do you agree or disagree?
Many young people work on a volunteer basis, and this can only be
beneficial for both the individual and society as a whole. However, I do
not agree that we should therefore force all teenagers to do unpaid work.

Most young people are already under enough pressure with their studies,
without being given the added responsibility of working in their spare
time. School is just as demanding as a full-time job, and teachers expect
their students to do homework and exam revision on top of attending
lessons every day. When young people do have some free time, we
should encourage them to enjoy it with their friends or to spend it doing
sports and other leisure activities. They have many years of work ahead
of them when they finish their studies.

At the same time, I do not believe that society has anything to gain from
obliging young people to do unpaid work. In fact, I would argue that it
goes against the values of a free and fair society to force a group of
people to do something against their will. Doing this can only lead to
resentment amongst young people, who would feel that they were being
used, and parents, who would not want to be told how to raise their
children. Currently, nobody is forced to volunteer, and this is surely the
best system.
In conclusion, teenagers may choose to work for free and help others,
but in my opinion we should not make this compulsory.
(250 words, band 9)


Some people believe that hobbies need to be difficult to be
To what extent do you agree or disagree?

Some hobbies are relatively easy, while others present more of a
challenge. Personally, I believe that both types of hobby can be fun, and
I therefore disagree with the statement that hobbies need to be difficult in
order to be enjoyable.

On the one hand, many people enjoy easy hobbies. One example of an
activity that is easy for most people is swimming. This hobby requires
very little equipment, it is simple to learn, and it is inexpensive. I
remember learning to swim at my local swimming pool when I was a child,
and it never felt like a demanding or challenging experience. Another
hobby that I find easy and fun is photography. In my opinion, anyone can
take interesting pictures without knowing too much about the
technicalities of operating a camera. Despite being straightforward,
taking photos is a satisfying activity.

On the other hand, difficult hobbies can sometimes be more exciting. If
an activity is more challenging, we might feel a greater sense of
satisfaction when we manage to do it successfully. For example, film
editing is a hobby that requires a high level of knowledge and expertise.
In my case, it took me around two years before I became competent at
this activity, but now I enjoy it much more than I did when I started. I
believe that many hobbies give us more pleasure when we reach a higher
level of performance because the results are better and the feeling of
achievement is greater.

In conclusion, simple hobbies can be fun and relaxing, but difficult
hobbies can be equally pleasurable for different reasons.
Notice that we used examples as the basis of both main paragraphs.


In the developed world, average life expectancy is increasing. What
problems will this cause for individuals and society? Suggest some
measures that could be taken to reduce the impact of ageing
It is true that people in industrialised nations can expect to live longer
than ever before. Although there will undoubtedly be some negative
consequences of this trend, societies can take steps to mitigate these
potential problems.

As people live longer and the populations of developed countries grow
older, several related problems can be anticipated. The main issue is that
there will obviously be more people of retirement age who will be eligible
to receive a pension. The proportion of younger, working adults will be
smaller, and governments will therefore receive less money in taxes in
relation to the size of the population. In other words, an ageing population
will mean a greater tax burden for working adults. Further pressures will
include a rise in the demand for healthcare, and the fact young adults will
increasingly have to look after their elderly relatives.

There are several actions that governments could take to solve the
problems described above. Firstly, a simple solution would be to increase
the retirement age for working adults, perhaps from 65 to 70. Nowadays,
people of this age tend to be healthy enough to continue a productive
working life. A second measure would be for governments to encourage
immigration in order to increase the number of working adults who pay
taxes. Finally, money from national budgets will need to be taken from
other areas and spent on vital healthcare, accommodation and transport
facilities for the rising numbers of older citizens.
In conclusion, various measures can be taken to tackle the problems that
are certain to arise as the populations of countries grow older.
(265 words, band 9)


Some people regard video games as harmless fun, or even as a
useful educational tool. Others, however, believe that videos games
are having an adverse effect on the people who play them. In your
opinion, do the drawbacks of video games outweigh the benefits?

Many people, and children in particular, enjoy playing computer games.
While I accept that these games can sometimes have a positive effect on
the user, I believe that they are more likely to have a harmful impact.

On the one hand, video games can be both entertaining and educational.
Users, or gamers, are transported into virtual worlds which are often more
exciting and engaging than real-life pastimes. From an educational
perspective, these games encourage imagination and creativity, as well
as concentration, logical thinking and problem solving, all of which are
useful skills outside the gaming context. Furthermore, it has been shown
that computer simulation games can improve users’ motor skills and help
to prepare them for real-world tasks, such as flying a plane.

However, I would argue that these benefits are outweighed by the
drawbacks. Gaming can be highly addictive because users are
constantly given scores, new targets and frequent rewards to keep them
playing. Many children now spend hours each day trying to progress
through the levels of a game or to get a higher score than their friends.
This type of addiction can have effects ranging from lack of sleep to
problems at school, when homework is sacrificed for a few more hours
on the computer or console. The rise in obesity in recent years has also
been linked in part to the sedentary lifestyle and lack of exercise that
often accompany gaming addiction.
In conclusion, it seems to me that the potential dangers of video games
are more significant than the possible benefits.
(258 words, band 9)


Foreign visitors should pay more than local visitors for cultural and
historical attractions. To what extent do you agree or disagree with
this opinion?
It is sometimes argued that tourists from overseas should be charged
more than local residents to visit important sites and monuments. I
completely disagree with this idea.

The argument in favour of higher prices for foreign tourists would be that
cultural or historical attractions often depend on state subsidies to keep
them going, which means that the resident population already pays
money to these sites through the tax system. However, I believe this to
be a very shortsighted view. Foreign tourists contribute to the economy
of the host country with the money they spend on a wide range of goods
and services, including food, souvenirs, accommodation and travel. The
governments and inhabitants of every country should be happy to
subsidise important tourist sites and encourage people from the rest of
the world to visit them.

If travellers realised that they would have to pay more to visit historical
and cultural attractions in a particular nation, they would perhaps decide
not to go to that country on holiday. To take the UK as an example, the
tourism industry and many related jobs rely on visitors coming to the
country to see places like Windsor Castle or Saint Paul’s Cathedral.
These two sites charge the same price regardless of nationality, and this
helps to promote the nation’s cultural heritage. If overseas tourists
stopped coming due to higher prices, there would be a risk of insufficient
funding for the maintenance of these important buildings.
In conclusion, I believe that every effort should be made to attract tourists
from overseas, and it would be counterproductive to make them pay more
than local residents.
(269 words, band 9)


Some people think that governments should give financial support
to creative artists such as painters and musicians. Others believe
that creative artists should be funded by alternative sources.
Discuss both views and give your own opinion.

People have different views about the funding of creative artists. While
some people disagree with the idea of government support for artists, I
believe that money for art projects should come from both governments
and other sources.

Some art projects definitely require help from the state. In the UK, there
are many works of art in public spaces, such as streets or squares in city
centres. In Liverpool, for example, there are several new statues and
sculptures in the docks area of the city, which has been redeveloped
recently. These artworks represent culture, heritage and history. They
serve to educate people about the city, and act as landmarks or talking
points for visitors and tourists. Governments and local councils should
pay creative artists to produce this kind of art, because without their
funding our cities would be much less interesting and attractive.
On the other hand, I can understand the arguments against government
funding for art. The main reason for this view is that governments have
more important concerns. For example, state budgets need to be spent
on education, healthcare, infrastructure and security, among other areas.
These public services are vital for a country to function properly, whereas
the work of creative artists, even in public places, is a luxury. Another
reason for this opinion is that artists do a job like any other professional,
and they should therefore earn their own money by selling their work.
In conclusion, there are good reasons why artists should rely on
alternative sources of financial support, but in my opinion government
help is sometimes necessary.


Nowadays animal experiments are widely used to develop new
medicines and to test the safety of other products. Some people
argue that these experiments should be banned because it is
morally wrong to cause animals to suffer, while others are in favour
Discuss both views and give your own opinion.

It is true that medicines and other products are routinely tested on
animals before they are cleared for human use. While I tend towards the
viewpoint that animal testing is morally wrong, I would have to support a
limited amount of animal experimentation for the development of

On the one hand, there are clear ethical arguments against animal
experimentation. To use a common example of this practice, laboratory
mice may be given an illness so that the effectiveness of a new drug can
be measured. Opponents of such research argue that humans have no
right to subject animals to this kind of trauma, and that the lives of all
creatures should be respected. They believe that the benefits to humans
do not justify the suffering caused, and that scientists should use
alternative methods of research.

On the other hand, reliable alternatives to animal experimentation may
not always be available. Supporters of the use of animals in medical
research believe that a certain amount of suffering on the part of mice or
rats can be justified if human lives are saved. They argue that opponents
of such research might feel differently if a member of their own families
needed a medical treatment that had been developed through the use of
animal experimentation. Personally, I agree with the banning of animal
testing for non-medical products, but I feel that it may be a necessary evil
where new drugs and medical procedures are concerned.
In conclusion, it seems to me that it would be wrong to ban testing on
animals for vital medical research until equally effective alternatives have
been developed.
(270 words, band 9)


In recent years, there has been growing interest in the relationship
between equality and personal achievement. Some people believe
that individuals can achieve more in egalitarian societies. Others
believe that high levels of personal achievement are possible only
if individuals are free to succeed or fail according to their individual
What is your view of the relationship between equality and personal

In my opinion, an egalitarian society is one in which everyone has the
same rights and the same opportunities. I completely agree that people
can achieve more in this kind of society.

Education is an important factor with regard to personal success in life. I
believe that all children should have access to free schooling, and higher
education should be either free or affordable for all those who chose to
pursue a university degree. In a society without free schooling or
affordable higher education, only children and young adults from
wealthier families would have access to the best learning opportunities,
and they would therefore be better prepared for the job market. This kind
of inequality would ensure the success of some but harm the prospects
of others.

I would argue that equal rights and opportunities are not in conflict with
people’s freedom to succeed or fail. In other words, equality does not
mean that people lose their motivation to succeed, or that they are not
allowed to fail. On the contrary, I believe that most people would feel
more motivated to work hard and reach their potential if they thought that
they lived in a fair society. Those who did not make the same effort would
know that they had wasted their opportunity. Inequality, on the other
hand, would be more likely to demotivate people because they would
know that the odds of success were stacked in favour of those from
privileged backgrounds.
In conclusion, it seems to me that there is a positive relationship between
equality and personal success.
(260 words)

I'm not sure that this was a 'real' IELTS question (maybe the student who
sent it to me remembered it wrongly) because it is a bit confusing: it
seems strange to me to imply that "egalitarian/equality" is the opposite of
"free to succeed or fail". Anyway, I hope you still find the essay useful.


Explain some of the ways in which humans are damaging the
environment. What can governments do to address these
problems? What can individual people do?
Humans are responsible for a variety of environmental problems, but we
can also take steps to reduce the damage that we are causing to the
planet. This essay will discuss environmental problems and the
measures that governments and individuals can take to address these

Two of the biggest threats to the environment are air pollution and waste.
Gas emissions from factories and exhaust fumes from vehicles lead to
global warming, which may have a devastating effect on the planet in the
future. As the human population increases, we are also producing ever
greater quantities of waste, which contaminates the earth and pollutes
rivers and oceans.

Governments could certainly make more effort to reduce air pollution.
They could introduce laws to limit emissions from factories or to force
companies to use renewable energy from solar, wind or water power.
They could also impose ‘green taxes’ on drivers and airline companies.
In this way, people would be encouraged to use public transport and to
take fewer flights abroad, therefore reducing emissions.
Individuals should also take responsibility for the impact they have on the
environment. They can take public transport rather than driving, choose
products with less packaging, and recycle as much as possible. Most
supermarkets now provide reusable bags for shoppers as well as ‘banks’
for recycling glass, plastic and paper in their car parks. By reusing and
recycling, we can help to reduce waste.

In conclusion, both national governments and individuals must play their
part in looking after the environment.
This essay is exactly 250 words long. I've tried to make it as simple as
possible, but it's still good enough to get a band 9.


Universities should accept equal numbers of male and female
students in every subject. To what extent do you agree or disagree?
In my opinion, men and women should have the same educational
opportunities. However, I do not agree with the idea of accepting equal
proportions of each gender in every university subject.

Having the same number of men and women on all degree courses is
simply unrealistic. Student numbers on any course depend on the
applications that the institution receives. If a university decided to fill
courses with equal numbers of males and females, it would need enough
applicants of each gender. In reality, many courses are more popular with
one gender than the other, and it would not be practical to aim for equal
proportions. For example, nursing courses tend to attract more female
applicants, and it would be difficult to fill these courses if fifty per cent of
the places needed to go to males.
Apart from the practical concerns expressed above, I also believe that it
would be unfair to base admission to university courses on gender.
Universities should continue to select the best candidates for each course
according to their qualifications. In this way, both men and women have
the same opportunities, and applicants know that they will be successful
if they work hard to achieve good grades at school. If a female student is
the best candidate for a place on a course, it is surely wrong to reject her
in favour of a male student with lower grades or fewer qualifications.
In conclusion, the selection of university students should be based on
merit, and it would be both impractical and unfair to change to a selection
procedure based on gender.
(265 words, band 9)


Some people think that museums should be enjoyable places to
entertain people, while others believe that the purpose of museums
Discuss both views and give you own opinion.
People have different views about the role and function of museums. In
my opinion, museums can and should be both entertaining and

On the one hand, it can be argued that the main role of a museum is to
entertain. Museums are tourist attractions, and their aim is to exhibit a
collection of interesting objects that many people will want to see. The
average visitor may become bored if he or she has to read or listen to too
much educational content, so museums often put more of an emphasis
on enjoyment rather than learning. This type of museum is designed to
be visually spectacular, and may have interactive activities or even
games as part of its exhibitions.
On the other hand, some people argue that museums should focus on
education. The aim of any exhibition should be to teach visitors
something that they did not previously know. Usually this means that the
history behind the museum’s exhibits needs to be explained, and this can
be done in various ways. Some museums employ professional guides to
talk to their visitors, while other museums offer headsets so that visitors
can listen to detailed commentary about the exhibition. In this way,
museums can play an important role in teaching people about history,
culture, science and many other aspects of life.

In conclusion, it seems to me that a good museum should be able to offer
an interesting, enjoyable and educational experience so that people can
have fun and learn something at the same time.
(253 words, band 9)


Some people believe that studying at university or college is the
best route to a successful career, while others believe that it is
better to get a job straight after school.
Discuss both views and give your opinion.

When they finish school, teenagers face the dilemma of whether to get a
job or continue their education. While there are some benefits to getting
a job straight after school, I would argue that it is better to go to college
or university.

The option to start work straight after school is attractive for several
reasons. Many young people want to start earning money as soon as
possible. In this way, they can become independent, and they will be able
to afford their own house or start a family. In terms of their career, young
people who decide to find work, rather than continue their studies, may
progress more quickly. They will have the chance to gain real experience
and learn practical skills related to their chosen profession. This may lead
to promotions and a successful career.
On the other hand, I believe that it is more beneficial for students to
continue their studies. Firstly, academic qualifications are required in
many professions. For example, it is impossible to become a doctor,
teacher or lawyer without having the relevant degree. As a result,
university graduates have access to more and better job opportunities,
and they tend to earn higher salaries than those with fewer qualifications.
Secondly, the job market is becoming increasingly competitive, and
sometimes there are hundreds of applicants for one position in a
company. Young people who do not have qualifications from a university
or college will not be able to compete.
For the reasons mentioned above, it seems to me that students are more
likely to be successful in their careers if they continue their studies
beyond school level.
(271 words, band 9)


Several languages are in danger of extinction because they are
spoken by very small numbers of people. Some people say that
governments should spend public money on saving these
languages, while others believe that would be a waste of money.
Discuss both these views and give your opinion.

It is true that some minority languages may disappear in the near future.
Although it can be argued that governments could save money by
allowing this to happen, I believe that these languages should be
protected and preserved.

There are several reasons why saving minority languages could be seen
as a waste of money. Firstly, if a language is only spoken by a small
number of people, expensive education programmes will be needed to
make sure that more people learn it, and the state will have to pay for
facilities, teachers and marketing. This money might be better spent on
other public services. Secondly, it would be much cheaper and more
efficient for countries to have just one language. Governments could cut
all kinds of costs related to communicating with each minority group.

Despite the above arguments, I believe that governments should try to
preserve languages that are less widely spoken. A language is much
more than simply a means of communication; it has a vital connection
with the cultural identity of the people who speak it. If a language
disappears, a whole way of life will disappear with it, and we will lose the
rich cultural diversity that makes societies more interesting. By spending
money to protect minority languages, governments can also preserve
traditions, customs and behaviours that are part of a country’s history.

In conclusion, it may save money in the short term if we allow minority
languages to disappear, but in the long term this would have an extremely
negative impact on our cultural heritage.
(258 words)


Nowadays the way many people interact with each other has
changed because of technology.

In what ways has technology affected the types of relationships that
people make? Has this been a positive or negative development?
It is true that new technologies have had an influence on communication
between people. Technology has affected relationships in various ways,
and in my opinion there are both positive and negative effects.

Technology has had an impact on relationships in business, education
and social life. Firstly, telephones and the Internet allow business people
in different countries to interact without ever meeting each
other. Secondly, services like Skype create new possibilities for
relationships between students and teachers. For example, a student can
now take video lessons with a teacher in a different city or
country. Finally, many people use social networks, like Facebook, to
make new friends and find people who share common interests, and they
interact through their computers rather than face to face.
On the one hand, these developments can be extremely positive.
Cooperation between people in different countries was much more
difficult when communication was limited to written letters or telegrams.
Nowadays, interactions by email, phone or video are almost as good as
face-to-face meetings, and many of us benefit from these interactions,
either in work or social contexts. On the other hand, the availability of new
communication technologies can also have the result of isolating people
and discouraging real interaction. For example, many young people
choose to make friends online rather than mixing with their peers in the
real world, and these ‘virtual’ relationships are a poor substitute for real
In conclusion, technology has certainly revolutionised communication
between people, but not all of the outcomes of this revolution have been
(257 words, band 9)


Nowadays celebrities are more famous for their glamour and wealth
than for their achievements, and this sets a bad example to young
To what extent do you agree or disagree with this statement?

It is true that some celebrities are known for their glamorous lifestyles
rather than for the work they do. While I agree that these celebrities set
a bad example for children, I believe that other famous people act as
positive role models.

On the one hand, many people do achieve fame without really working
for it. They may have inherited money from parents, married a famous or
wealthy person, or they may have appeared in gossip magazines or on a
reality TV programme. A good example would be Paris Hilton, who is rich
and famous for the wrong reasons. She spends her time attending parties
and nightclubs, and her behaviour promotes the idea that appearance,
glamour and media profile are more important than hard work and good
character. The message to young people is that success can be achieved
easily, and that school work is not necessary.

On the other hand, there are at least as many celebrities whose
accomplishments make them excellent role models for young people.
Actors, musicians and sports stars become famous idols because they
have worked hard and applied themselves to develop real skills and
abilities. They demonstrate great effort, determination and ambition,
which is required for someone who wants to be truly successful in their
chosen field. An example is the actor and martial artist Jackie Chan, who
has become world famous through years of practice and hard work. This
kind of self-made celebrity can inspire children to develop their talents
through application and perseverance.
(Add your own conclusion)


When choosing a job, the salary is the most important
consideration. To what extent do you agree or disagree?

Many people choose their jobs based on the size of the salary offered.
Personally, I disagree with the idea that money is the key consideration
when deciding on a career, because I believe that other factors are
equally important.

On the one hand, I agree that money is necessary in order for people to
meet their basic needs. For example, we all need money to pay for
housing, food, bills, health care, and education. Most people consider it
a priority to at least earn a salary that allows them to cover these needs
and have a reasonable quality of life. If people chose their jobs based on
enjoyment or other non-financial factors, they might find it difficult to
support themselves. Artists and musicians, for instance, are known for
choosing a career path that they love, but that does not always provide
them with enough money to live comfortably and raise a family.
Nevertheless, I believe that other considerations are just as important as
what we earn in our jobs. Firstly, personal relationships and the
atmosphere in a workplace are extremely important when choosing a job.
Having a good manager or friendly colleagues, for example, can make a
huge difference to workers’ levels of happiness and general quality of life.
Secondly, many people’s feelings of job satisfaction come from their
professional achievements, the skills they learn, and the position they
reach, rather than the money they earn. Finally, some people choose a
career because they want to help others and contribute something
positive to society.
In conclusion, while salaries certainly affect people’s choice of
profession, I do not believe that money outweighs all other motivators.
(275 words, band 9)


Some people think that in the modern world we are more dependent
on each other, while others think that people have become more
independent. Discuss both views and give your own opinion.
People have different views about whether we are more or less
dependent on others nowadays. In my view, modern life forces us to be
more independent than people were in the past.

There are two main reasons why it could be argued that we are more
dependent on each other now. Firstly, life is more complex and difficult,
especially because the cost of living has increased so dramatically. For
example, young adults tend to rely on their parents for help when buying
a house. Property prices are higher than ever, and without help it would
be impossible for many people to pay a deposit and a mortgage.
Secondly, people seem to be more ambitious nowadays, and they want
a better quality of life for their families. This means that both parents
usually need to work full-time, and they depend on support from
grandparents and babysitters for child care.

However, I would agree with those who believe that people are more
independent these days. In most countries, families are becoming
smaller and more dispersed, which means that people cannot count on
relatives as much as they used to. We also have more freedom to travel
and l