To get a high score in Task 1 writing of the academic IELTS you need to give an accurate and strong description and analysis for the provided graph(s) or diagram. In this minimum 150 word essay it is easy to keep repeating words and numbers. However, this is not good to achieve a high score. In order to get a great band level on this section of the IELTS, you must use a variety of vocabulary that not only describes but also emphasizes the changes, similarities, and differences in the data.
IELTS Writing Task 1
You should spend about 20 minutes on this task.
The following chart shows the percentage of Canadian students learning several different second languages in high school over a given period. Report the main features and make comparisons where relevant.
The line chart depicts the ratio of Canadian students learning either, French, Spanish, Japanese, Chinese, German, or other second languages during high school from 2006 to 2014. (***This is original coherent writing so it gets higher band scores than if you just simply paraphrase.)
The line graph depicts the percentage of Canadian high school students learning, German, Japanese, French, Spanish, Chinese, or others between 2006 and 2014. The Y-axis shows the rate of learning different types of language from zero to 35%, with intervals of 5%.
At first glance, it is clear that the popularity of these languages fluctuated over the course of the given eight years. Furthermore, it is also evident that French, Spanish and Japanese were the most popular choice of second language learning while Chinese, German and other languages were less popular.
At first glance, it is obvious that the fame of these second languages fluctuated during the given 8 years. Furthermore, French, Spanish and Japanese were the most popular choices as a second language while German, Chinese, and other languages were less popular.
From 2006 to 2014, French is consistently the most popular second language fluctuating between 27% to 33% with an average around 30%. While Japanese was almost as popular as French in 2006, at around 27%, it eventually became less popular over the next 8 years, and by 2014 only 18% of Canadian high schoolers chose this foreign language. Conversely, Spanish gained popularity during this term, in 2006 about 1/5 of students learned this as a second language but, between 2009 and 2010, Spanish exceeded Japanese in popularity, and by 2011, a quarter of students chose it as a second language. (176 words) The popularity of German, Chinese, and other languages ranged between 2% and 15%. During this period, German became less popular while Chinese rapidly increased in popularity.
In summary, this line chart implies that while French remains the most popular second language study among Canadian secondary school students, other languages change in popularity over time. (232 words)
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