IELTS Writing
IELTS Writing Task 1 Examples: Five Band 9 Model Answers
Real IELTS Writing Task 1 prompts covering every chart type you can be asked to describe, a line graph, a bar chart, a pie chart, a map and a process diagram, each with a full band 9 model answer, a breakdown of the language used, and the structure that earns marks.
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How IELTS Writing Task 1 is scored
In the Academic module, Task 1 asks you to describe a chart, graph, table, map or diagram in your own words. It makes up one third of your Writing score (Task 2 counts for the other two thirds), and you should spend about 20 minutes on it, writing at least 150 words. Examiners mark it against four criteria, each worth 25 percent of your Task 1 score.
Task Achievement
Do you cover the key features and trends, include an overview, and report accurate data without giving opinions or explanations the source does not support?
Coherence and Cohesion
Is the answer logically organised into clear paragraphs, with information linked using a range of cohesive devices rather than repeating the same connectors?
Lexical Resource
Do you use a wide, precise range of vocabulary for describing data and trends, with only occasional, non-distracting errors?
Grammatical Range and Accuracy
Do you use a mix of simple and complex sentence structures accurately, including a range of tenses and comparative forms?
The band 9 structure for Task 1
Every high-scoring Task 1 answer follows the same four-part structure. Learn this once and you can apply it to any chart type you are given on exam day.
Introduction
One sentence that paraphrases the question in your own words. State what the chart shows, the units of measurement, and the time period or locations covered, without copying the question directly.
Overview
Two or three sentences, with no specific numbers, that summarise the two or three most significant overall trends or features. This is the single most heavily weighted part of Task Achievement, and answers that omit it cannot score above band 5.
Body paragraph 1
Supporting detail and specific data for the first half of the information, grouped logically, for example by the highest and lowest categories, or by the earliest time period.
Body paragraph 2
Supporting detail and specific data for the remaining information, again grouped logically rather than simply listing every data point in the order it appears.
Aim for 170 to 190 words. Going far under 150 words costs marks directly; going well over 200 rarely adds value and increases the risk of errors.
Example 1: Line graph
The line graph illustrates how many people visited three museums in a UK city over a ten-year period, from 2015 to 2025, measured in millions.
Overall, visitor numbers at all three museums fell sharply in 2021 before recovering strongly, and the National History Museum consistently attracted the largest audience except during this dip.
In 2015, the National History Museum welcomed 2.1 million visitors, comfortably ahead of the City Art Gallery, which had 1.5 million, and the Science Centre, which had the fewest visitors at just 0.9 million. Over the following four years, all three venues saw gradual growth, and by 2019 the National History Museum had climbed to 2.8 million visitors while the Science Centre had nearly doubled its 2015 total to 1.8 million.
This upward trend was interrupted in 2021, when visitor numbers plunged across the board, falling to between 0.6 and 1.2 million. From this low point, however, all three museums rebounded rapidly. By 2025, the National History Museum had reached its highest total of the decade, 3.4 million, and the Science Centre had overtaken the City Art Gallery to finish just behind it at 3.1 million, compared with the gallery's 2.0 million.
- The overview names the two biggest patterns (the 2021 dip and the museum's overall lead) without a single number.
- Data is grouped by time period (2015 to 2019, then 2021 to 2025), not described line by line.
- Comparative language is used throughout: "comfortably ahead of", "had overtaken", "compared with".
Example 2: Bar chart
The bar chart compares the average weekly hours that five different age groups in the UK spent on their smartphones in 2015 and in 2025.
Overall, smartphone use increased across every age group over the ten-year period, and younger people consistently spent far more time on their phones each week than older age groups.
In 2015, 16 to 24 year olds spent an average of 18 hours per week on their smartphones, roughly six times as long as the over 55s, who used theirs for just 3 hours. Usage then declined steadily with age, with the 25 to 34 age group averaging 14 hours, the 35 to 44 group 10 hours, and the 45 to 54 group 6 hours.
By 2025, weekly smartphone use had risen in every category, though the gap between the youngest and oldest groups remained wide. The 16 to 24 age group recorded the sharpest rise, reaching 27 hours per week, an increase of 9 hours. The 25 to 34 and 35 to 44 groups also grew substantially, to 22 and 17 hours respectively. Although the over 55s still used their phones the least, their weekly average more than doubled, climbing from 3 to 7 hours.
- Both years are compared within the same paragraph for each part of the data, rather than describing 2015 fully and then 2025 fully.
- Precise figures are combined with proportional language: "roughly six times as long", "more than doubled".
- The overview identifies the trend (universal increase) and the pattern (younger higher than older), which together cover the whole chart.
Example 3: Pie chart
The two pie charts compare how UK households distributed their spending across five categories in 1995 and in 2025.
Overall, housing became a significantly larger proportion of household budgets over the thirty-year period, while spending on food fell considerably. Transport and other costs remained relatively stable, whereas leisure spending rose.
In 1995, housing accounted for the largest share of expenditure at 28 percent, followed closely by food at 22 percent and transport at 18 percent. Leisure represented the smallest category, at just 12 percent, with the remaining 20 percent classified as other spending.
By 2025, housing had grown to represent over a third of household budgets, at 34 percent, making it by far the dominant category. In contrast, the proportion spent on food dropped to 15 percent, a fall of 7 percentage points, and transport declined slightly to 16 percent. Leisure spending, meanwhile, increased noticeably from 12 to 19 percent, overtaking transport to become the third largest category. Spending classified as other fell marginally, to 16 percent.
- Percentage point changes ("a fall of 7 percentage points") are used correctly and are not confused with percentage changes.
- Categories are grouped by direction of change (up, down, stable) in the overview, which is more efficient than listing all five separately.
- "Overtaking" is used to describe a change in rank between two categories, a useful device for pie and bar charts alike.
Example 4: Map
The two maps illustrate how the town of Riverbridge changed between 1990 and 2025.
Overall, the town underwent substantial development over the 35 year period, with a central park replaced by a shopping centre, new housing built, and a new road constructed, while the river, the school and the main road remained fixed features.
In 1990, Riverbridge was a relatively small town, situated along the River Aran, with a single main road running along its southern edge. At its centre lay a park, and to the south west stood a school. A small cluster of three houses had been built to the east of the park.
By 2025, the park at the centre of the town had been demolished and replaced by a shopping centre. A new road had also been constructed, running north to south and connecting the shopping centre directly to the main road. The area of housing to the east had expanded considerably, growing from three houses to six. The school and the river, however, remained unchanged in both size and location throughout this period.
- Map answers rely on passive structures for change: "had been demolished", "had been constructed", "had expanded".
- Location language does real work here: "to the south west", "along its southern edge", "to the east of the park".
- Unchanged features (the river, the school) are mentioned once, briefly, in the overview rather than repeated in both body paragraphs.
Example 5: Process diagram
The diagram illustrates the six stages involved in recycling a plastic bottle, from collection to the manufacture of new products.
Overall, the process is linear, beginning with the collection of used bottles from households and ending with the production of new plastic goods, and it involves both mechanical and industrial stages.
The process begins when used plastic bottles are collected from household recycling bins. These bottles are then transported by truck to a sorting facility, where, in the third stage, they are sorted according to plastic type and colour.
Once sorted, the bottles are washed before being shredded into small flakes, a step that also removes any remaining labels or caps. In the fifth stage, these flakes are melted down and formed into small pellets. Finally, in the sixth and last stage, the pellets are used as raw material to manufacture new plastic products, completing the process.
- Process diagrams use the passive voice almost exclusively, since the actor doing each action rarely matters: "are collected", "are sorted", "are used".
- Sequencing language carries the whole answer: "begins when", "then", "once sorted", "finally".
- There is no overview of "increase" or "decrease" here. For a process, the overview instead states how many stages there are and names the start and end points.
Language for describing trends
Reusing the same three or four words for every chart is the fastest way to cap your Lexical Resource score. Build a working vocabulary across these categories instead.
Verbs: upward movement
- rise, increase, grow
- climb, jump, surge
- soar, rocket, peak
Verbs: downward movement
- fall, decrease, decline
- drop, dip, slump
- plummet, plunge, bottom out
Verbs: no clear direction
- fluctuate, vary
- remain stable, level off
- stay constant, plateau
Adjectives and adverbs
- dramatic(ally), sharp(ly)
- steady, steadily, gradual(ly)
- slight(ly), marginal(ly)
Prepositions for data
- rose by 12 percent
- increased to 3.4 million
- grew from x to y
Comparing and contrasting
- in contrast, whereas, while
- compared with, unlike
- similarly, likewise
Common mistakes that lower your score
- No overview. This is the single biggest reason strong writers lose Task Achievement marks. Without it, your score is capped regardless of how accurate your data is.
- Describing every data point in order. Task 1 rewards selection and grouping, not a complete transcript of the chart. Pick the main features and organise them logically.
- Giving opinions or explanations. Task 1 is a factual report. Do not speculate about why visitor numbers fell in 2021 or why housing costs rose unless the source itself states a reason.
- Copying the question word for word in the introduction. Paraphrase it using synonyms and a different sentence structure.
- Writing under 150 words. Short answers are penalised directly under Task Achievement, separately from any other weakness.
- Using the wrong tense for a map. Past and present features need past simple or present simple; changes between two dates need past perfect ("had been built") to show what happened before the later date.
Want feedback on your own Task 1 answers, not just examples?
The IELTS Writing Band 9 Masterclass covers Task 1 and Task 2 in full, with the sentence structures, paraphrasing techniques and model answers examiners are trained to reward.
Explore the Writing MasterclassFrequently asked questions
How long should an IELTS Writing Task 1 answer be?
Write at least 150 words. There is no strict upper limit, but 170 to 190 words is the practical target: long enough to cover the overview and both body paragraphs in detail, short enough to leave time for Task 2, which is worth twice as much.
Do I need to describe every number in the chart?
No. Task 1 rewards selecting and reporting the main features, not transcribing every data point. Group related figures together and choose the numbers that best illustrate the trends you describe in your overview.
What is the difference between Academic and General Training Task 1?
Academic Task 1 asks you to describe a chart, graph, table, map or diagram. General Training Task 1 instead asks you to write a letter, for example requesting information, making a complaint, or applying for something, in response to a situation. The two tasks share a 150 word minimum and a 20 minute target but are assessed with different criteria for tone and register.
Can I give my opinion in Task 1?
No. Task 1 is a factual, descriptive report. Opinions, speculation about causes the chart does not show, and predictions about the future all belong in Task 2, not Task 1.
How is Task 1 different from Task 2 in terms of scoring?
Both tasks are marked against the same four criteria, Task Achievement, Coherence and Cohesion, Lexical Resource, and Grammatical Range and Accuracy, but Task 2 counts for twice as much of your final Writing band as Task 1, which is why examiners recommend spending 20 minutes on Task 1 and 40 minutes on Task 2.