❗️TIP
Для описания данных в прошлом в Task 1 необходимо применять 3 времени: Past Simple, Past Continuous and Past Perfect.

Past Simple
Цель: показать, что действие произошло в прошлом, обычно с указанием времени (например, года/месяца). Также Past Simple используется для перечисления последовательных действий в прошлом – it increased, then it dropped and finally it reached its lowest point.

The rate of CO2 emissions per person in the UK declined from 11 to 9 metric tonnes during the period.
The figure in Italy almost doubled from just over 4 to nearly 8 tonnes.

Past Continuous

Цель: показать, как развивалось действие в определенный момент в прошлом или в течение периода в прошлом.

The rate in Sweden was rising during the first 10 years until it reached its peak of 10 metric tonnes in 1977. While the emissions were growing in Portugal, they were declining in the UK.

Past Perfect

Цель: показать, что действие закончилось до какого-то момента в прошлом (например, до какого-либо года).

The emission figure in Sweden had dropped to 5 metric tonnes by 2007. This rate in Sweden had reached its top value of 10 metric tonnes by 1977.

Introducing the first set of data

• Beginning with the..
• To begin with the...
• One initial observation is the...

Introducing the second set of data

• Meanwhile, the... shows that...
• As for the..., it shows that...
• Turning to the... , it can be seen that...

Introducing the first major trend

• First of all, it is clear that...
• Most noticeable of all it in be seen that...
• The first result worth pointing out is that...

Introducing lesser trends

• Another trend that can be observed is that...
• It is also worth pointing out that...
• Also worth noting is that...

Exceptions to the main trend

• However, this was not always the case.
• However, it should be pointed out that...
• There was one noticeable exception, however

Comparing and contrasting

• Similarly, ... / By contrast, .../ Conversely, ....
• A similar trend can be observed in...
• The results for..., however, reveal a markedly different trend/pattern.

Adding figures

• The figures were X and I respectively.
• ..., at X. / ..., with Y. (Usage note: use 'at' when you mean 'the figure was'; use with' when you mean 'something had')
• ..., at/with X and Y respectively.

Giving the overview

• In summary, ... / In short, ...
• Overall, ... / On the whole, .../ In general, ...
• The main thing that can be observed here is that...

The graph illustrates the average output of carbon dioxide in metric tones for each individual in four European countries (Sweden, the UK, Portugal and Italy) over a forty year period.

Overall, the United Kingdom and Sweden, which initially showed a high CO₂ output, saw a decline in emissions by the end of the forty year period. Italy and Portugal on the other hand, which started with relatively low emissions, saw a dramatic increase in CO₂ output by the end of the period.

In 1967 The UK showed the highest amount of carbon emissions at 11 metric tonnes per person. Sweden started at around 9 metric tonnes per person rising to a peak in output in 1977. With regards to the UK, there was a steady decline in CO₂ output over the forty years in question, ending at around 9 metric tonnes for each individual. Sweden followed a similar trend and saw a sharp decline to only 5 metric tonnes of CO₂ output by 2007.

Conversely, Portugal in 1967 had the lowest CO₂ output of the 4 European countries at just over 1 metric tonne per person. Over the next 40 years, this increased sharply ending at over 5 tonnes. Italy demonstrated a similar pattern, almost doubling carbon dioxide emissions, beginning at 4 metric tonnes and ending at nearly 8 metric tonnes of Carbon dioxide for each person by 2007.

I have paraphrased the task question which is very important in this kind of task. You can use synonyms or you can change the grammatical structure of the sentences so that it retains the same meaning. Paraphrasing is not just about synonyms, you can restructure the grammar, this is a very important skill to practice.

'The graph illustrates the average output of carbon dioxide in metric tonnes for each individual in four European countries (Sweden, the UK, Portugal and Italy) over a forty year period.'

• shows = illustrates
• average carbon dioxide emissions = the average output of carbon dioxide
• per person = for each individual
• I also added the phrase '... in four European countries which are ...'

I didn't paraphrase the word 'graph' because a graph is always a graph, you can't really paraphrase this word. I put the four countries in brackets, using brackets is a good way to group information in task 1.

The overview is also an important feature in task 1 academic and your report must have one. The overview should not include any numbers, statistics or dates. Leave those details for the body paragraphs. You will need to look at the main trends of the graph and write briefly about those. Pick out two main trends and give a summary.

'Overall, the United Kingdom and Sweden, which initially showed a high CO₂ output, saw a decline in emissions by the end of the forty year period. Italy and Portugal on the other hand, which started with relatively low emissions, saw a dramatic increase in CO₂ output by the end of the period.'

I start with the word 'Overall' this is a good way to introduce the overview. I have picked out the two main trends here which are:

• The UK and Sweden = started high ended much lower.
• Italy and Portugal = started low ended much higher.

Key vocabulary:

• initially showed
• saw a decline
• the forty year period
• on the other hand (shows contrast)
• relatively low
• a dramatic increase

Note that a conclusion is not necessary so I do not recommend writing a conclusion. For writing task 1 academic never include an opinion, you must write factually.

Now we can write in more detail about the graph and the trends. Also remember to be selective and do not write about everything in the graph. Grouping the information is very important in this part of the task. Take the 2 main trends and separate them into 2 body paragraphs as below.

'In 1967 The UK showed the highest amount of carbon emissions at 11 metric tonnes per person. Sweden started at around 9 metric tonnes per person rising to a peak in output in 1977. With regards to the UK, there was a steady decline in CO₂ output over the forty years in question, ending at around 9 metric tonnes for each individual. Sweden followed a similar trend and saw a sharp decline to only 5 metric tonnes of CO₂ output by 2007.'

In this body paragraph I wrote about the 2 highest CO₂ outputs, which are The UK and Sweden, and described how they declined in the 40 year period. I added more detail and numbers here, notice how I have used prepositions also (at, around, over, to, by)

Key vocabulary:

• the highest amount
• rising to a peak
• output = emissions
• with regards to...
• steady decline
• ending at...
• individual = person
• followed a similar trend
• sharp decline

In the next paragraph I have written about the 2 lowest CO₂ outputs, which are Italy and Portugal, and described how they increased in the 40 year time-frame.

'Conversely, Portugal in 1967 had the lowest CO₂ output of the 4 European countries at just over 1 metric tonne per person. Over the next 40 years, this increased sharply ending at over 5 tonnes. Italy demonstrated a similar pattern, almost doubling carbon dioxide emissions, beginning at 4 metric tonnes and ending at nearly 8 metric tonnes of Carbon dioxide for each person by 2007.'

Key vocabulary:

• conversely (shows contrast)
• the lowest (superlative)
• must over..
• increased sharply
• ending at
• demonstrated a similar pattern
• doubling (gerund)
• beginning at ... ending at

Using the language of comparisons is important in this kind of task; make sure you know how to use comparatives and superlatives, especially if you get a graph or bar chart with 2 or 3 trends.

It is not necessary to write a conclusion for writing task 1 academic. In fact you could lose points if you do this.

Introduction:
Changes in three different areas of crime (Burglary, car theft and robbery) in Manchester City Centre, from 2003 to 2012 are portrayed in the given line graph.

Overview: 2-4 key features

Overall, it is clear that the number of crimes reported in these areas fluctuated, and had not exhibited a similar pattern over the given period.

As can be seen in the chart, burglary was the worst reported crime in the city in 2003. The reported cases of burglary were about 3400 in this year, which spiked to 3750 in the next year.

Car theft stood as the second worst crime in the city, but the numbers stood almost 1000 less than the former crime reported in 2003. Robbery was the least reported crime in the year (around 500).

After 2004, there was a decline in the burglary cases until 2008, and this was from 3750 to 1100. It did not cross 1500 since then. Car theft showed a decline, but in a varying proportion, and this was from 2400 in 2004 to around 2000 in 2006. From this lowest point, the number rose erratically to reach 2800 by 2012. In case of robbery, despite a spike in 2005, the numbers hovered around 500.

The bar chart illustrates the proportion of male and female research students who studied various science-related subjects such as physics, astronomy, geology, biology, medicine, and veterinary medicine at a university in the UK in 2023.

As the graph shows, there are notable gender differences among the researchers across the subjects, with men predominating in physics, astronomy, and geology, whereas women were more prevalent in biology, medicine, and veterinary medicine.

In detail, a significant gap was seen in physics with roughly 40 female students and 220 male students. A similar pattern was observed in astronomy and geology, albeit with slight variations. Around 150 male students enrolled in both astronomy and geology, whereas there were 50 and 60 female students enrolled in these subjects, respectively.

Conversely, women outnumbered men in biology and medicine. Approximately 230 female students and 180 male students were enrolled in these programs. Veterinary Medicine had the fewest male students, at around 55, while about 130 female students enrolled in the subject.

The graph compares the percentage of international and the UK Students gaining second class degrees or better at a major UK university.

For the UK students, over half of the degrees awarded were second class or better. The largest percentage of good passes was in Art History and Sociology (80%), The lowest was in Information Technology (55%).

For international students, the rates were similarly high, though figures for individual subjects differed.

However, the percentage gaining good degrees in subjects such as English Literature (55%) and Law (60%) was lower than the corresponding rate for home students (roughly 70%).

In brief, the chart shows that British students tended to do better in Arts and Social Science related subjects, whereas foreign students tended to do better in technology related subjects.

The table provides a breakdown by selected age group of those on backpacking and guided tours in New Zealand in 2005, with the pie chart indicating whether they enjoyed their holiday.

As can be seen from the table, the age profile of people on the two different types of holiday varies considerably. For example, the majority (62 per cent) of those on backpacking holidays belong to the 18-30 age range, but the same age group accounts a small proportion (seven per cent) of for those on guided tours. However the pattern is the complete reverse when it comes to 41-50 year-olds. These people include 57 per cent of those on guided tours, despite accounting for only ten per cent of backpackers.

By contrast, the profiles for both backpacking and guided tours make up roughly equal proportions from the 31-40 age group: 23 and 22 per cent respectively.

It is clear from the pie chart that New Zealand is rated as a popular holiday destination among the majority of all holiday-makers, with a massive 83 per cent from both groups stating they enjoyed their holiday.

Clear cutting

The flow chart illustrates the process of clear cutting, a logging practice which involves the complete removal of trees from a given area.

Firstly, access roads to the area are cut. Secondly, the entire crop of standing trees is felled by mechanized harvesters. The trees are then 'extracted', or brought to the road side.

Once the trees have been extracted, they are processed by chain saw. The limbs and tree tops are removed. The stems are "bucked', that is cut into logs of a specified length. The logs are then sorted by size and loaded onto logging trucks for transport to the sawmill.

In the final stage, the land is prepared for future harvests. The remaining scrub is gathered into large piles and burnt. The area is then re-planted.

Forest re-growth

The flowchart illustrates the process of forest re-growth following a period of widespread deforestation.

The first plants to grow are 'pioneer' plants, which can survive in harsh conditions. They provide shade, gather moisture, and return organic material to the soil. They therefore create the conditions for other plants to thrive.

In the second phase of re-growth, shrubs emerge. They quickly cover the ground, crowding out the pioneers. However, they too eventually die off as young trees push through the brush. Within ten years, trees finally take over, preventing light from reaching the forest floor.

The two maps illustrate the road's accessibility to the city's hospital between 2007 and 2010.

Overall, there have been dramatic changes in the layout over the three years. These alterations have made the hospital easier to get to and more accessible for the patients and staff.

The two maps illustrate the road's accessibility to the city's hospital between 2007 and 2010.

Overall, there have been dramatic changes in the layout over the three years. These alterations have made the hospital easier to get to and more accessible for the patients and staff.

These maps illustrate the dramatic changes of Grange park over 80 years from 1920 to the present.

Overall, the whole structure of the park was rearranged. Starting from the western part where an amphitheatre for concerts was erected instead of a stage for musicians, furthermore seats all around the stage were eliminated.

In the 1920s rendition of the park, there were three semi-circular rose gardens, however, in today's version those gardens have been removed and a central square-shaped one has been put there instead, replacing the fountain. Similarly, a café replaced one of the rose gardens. Seats have been taken from the West side of the park and placed around the central rose garden. As a consequence of this alteration, both entrances overlook the rose garden.

In the eastern part, the pond for plants was completely dismantled and a children's play area was built there in its place. The Glasshouse was turned into a water feature. Above all , the most significant addition was that an entrance to the underground car park was placed in the eastern part of the park. Rose garden was moved into the western part of the park.