雅思写作-案例分析(剑4、5、6、7、8都没有的案例)

雅思写作-案例分析(剑4、5、6、7、8都没有的案例)
How to Write an IELTS Writing Task 1
On the following pages you can see model answers for IELTS writing task 1 questions.
There are examples of all the different types of task which include line graphs, pie charts, tables, processes, diagrams and maps.
First, on this page, you’ll get an overview of how to answer a task 1.
Answers will always vary depending on the type of graph or diagram, and the type of language will vary, but there is a certain structure that they all follow.
Once you have studied the general structure, you can view other examples by following the links in the right hand column.
To get more practice on how to write a graph over time and use the language of change, follow this link.
How do I answer an IELTS writing task 1?
To analyse this, we’ll look at a line graph. Look at the following question and the graph.
There are three basic things you need to structure an IELTS writing task 1.
1Introduce the graph
2Give an overview
3Give the detail
We’ll look at each of these in turn.
1) Introduce the Graph
You need to begin with one or two sentences that state what the IELTS writing task 1 shows. To do this, paraphrase the title of the graph, making sure you put in a time frame if there is one.
Here is an example for the above line graph:
The line graph illustrates the amount of fast food consumed by teenagers in Australia between 1975 and 2000, a period of 25 years.
You can see this says the same thing as the title, but in a different way.
2) Give an Overview
You also need to state what the main trend or trends in the graph are. Don’t give detail such as data here – you are just looking for something that describes what is happening overall.
One thing that stands out in this graph is that one type of fast food fell over the period,
whilst the other two increased, so this would be a good overview.
Here is an example:
Overall, the consumption of fish and chips declined over the period, whereas the amount of pizza and hamburgers that were eaten increased.
This covers the main changes that took place over the whole period.
You may sometimes see this overview as a conclusion. It does not matter if you put it in the conclusion or the introduction when you do an IELTS writing task 1, but you should provide an overview in one of these places.
3) Give the Detail
You can now give more specific detail in the body paragraphs.
When you give the detail in your body paragraphs in your IELTS writing task 1, you must make reference to the data.
The key to organizing your body paragraphs for an IELTS writing task 1 is to group data together where there are patterns.
To do this you need to identify any similarities and differences.
Look at the graph – what things are similar and what things are different?
As we have already identified in the overview, the consumption of fish and chips declined over the period, whereas the amount of pizza and hamburgers that were eaten increased.
So it is clear that pizza and hamburgers were following a similar pattern, but fish and chips were different. On this basis, you can use these as your ‘groups’, and focus one paragraph on fish and chip and the other one on pizza and hamburgers.
Here is an example of the first paragraph:
In 1975, the most popular fast food with Australian teenagers was fish and chips,
being eaten 100 times a year. This was far higher than pizza and hamburgers, which were consumed approximately 5 times a year. However, apart from a brief rise again from 1980 to 1985, the consumption of fish and chips gradually declined over the 25 year timescale to finish at just under 40 times per year.
As you can see, the focus is on fish and chips. This does not mean you should not mention the other two foods, as you should still make comparisons of the data as the questions asks.
The second body then focuses on the other foods:
In sharp contrast to this, teenagers ate the other two fast foods at much higher levels. Pizza consumption increased gradually until it overtook the consumption of fish and chips in 1990. It then leveled off from 1995 to 2000. The
biggest rise was seen in hamburgers, increasing sharply throughout the 1970’s and 1980’s, exceeding fish and chips consumption in 1985. It finished at the same level that fish and chips began, with consumption at 100 times a year.
Full Model Answer:
The line graph illustrates the amount of fast food consumed by teenagers in Australia between 1975 and 2000, a period of 25 years. Overall, the consumption of fish and chips declined over the period, whereas the amount of pizza and hamburgers that were eaten increased.
In 1975, the most popular fast food with Australian teenagers was fish and chips, being eaten 100 times a year. This was far higher than Pizza and hamburgers, which were consumed approximately 5 times a year. However, apart from a brief rise again from
1980 to 1985, the consumption of fish and chips gradually declined over the 25 year timescale to finish at just under 40 times per year.
In sharp contrast to this, teenagers ate the other two fast foods at much higher levels. Pizza consumption increased gradually until it overtook the consumption of fish and chips in 1990. It then leveled off from 1995 to 2000. The biggest rise was seen in hamburgers, increasing sharply throughout the 1970’s and 1980’s, exceeding fish and chips consumption in 1985. It finished at the same level that fish and chips began, with consumption at 100 times a year. (191 words)
IELTS Writing Task 1 Sample 2
Revenue Sources and Expenditures of a USA Charity in one
year.
Model Answer
The pie charts show the amount of revenue and expenditures over a year of a children’s
charity in the USA. Overall, it can be seen that donated food accounted for the majority of the income, while program services accounted for the most expenditure. Total revenue sources just exceeded outgoings.
In detail, donated food provided most of the revenue for the charity, at 86%. Similarly, with regard to expenditures, one category, program services, accounted for nearly all of the outgoings, at 95.8%.
The other categories were much smaller. Community contributions, which were the second largest revenue source, brought in 10.4% of overall income, and this was followed by program revenue, at 2.2%. Investment income, government grants, and other income were very small sources of revenue, accounting for only 0.8% combined.
There were only two other expenditure items, fundraising and management and general, accounting for 2.6% and 1.6% respectively.
The total amount of income was $53,561,580, which was just enough to cover the expenditures of $53,224,896.(Words 164 )
IELTS Writing Task 1 Table
Secondary School Attendance
200
0 20
05 200 9
Specialist Schools 12
%
11
%
10
%
Grammar Schools 24
%
19
%
12
%
Voluntary-contr olled Schools 52
%
38
%
20
%
Community Schools 12
%
32
%
58
%
Model Answer
The table illustrates the percentage of school children attending four different types of secondary school from 2000 to 2009. It is evident that the specialist, grammar and voluntary-controlled schools experienced declines in numbers of pupils, whereas the community schools became the most important providers of secondary school education during the same period.
To begin, the proportion in voluntary-controlled schools fell from just over half to only 20% or one fifth from 2000 to 2009. Similarly, the relative number of children in grammar schools -- just under one quarter -- dropped by half in the same period. As for the specialist schools, the relatively small percentage of pupils attending this type of school (12%) also fell, although not significantly.
However, while the other three types of school declined in importance, the opposite was true in the case of community schools. In fact, while only a small minority of 12% were educated in these schools in 2000, this figure increased to well over half of all pupils during the following nine years.(Words 170)
IELTS Map - Writing Task 1
Map of Brandfield with two proposed sites for a
shopping mall
Model Answer
The map illustrates plans for two possible sites for a shopping mall in the city of Brandfield. It can be seen that the two sites under consideration are in the north and the south east of the town.
The first possible site for the shopping mall, S1, is just north of the city centre, above the railway line, which runs from the south east of the city to the north west. If it is built here,
it will be next to a large housing estate, thus providing easy access for those living on the estate and in the city centre. It will also be next to the river, which runs through the town.
The site in the south east, S2, is again just by the railway line and fairly close to the city centre, but it is near to an industrial estate rather than housing.
There is a main road that runs through the city and is close to both sites, thus providing good road access to either location. A large golf course and park in the west of the town prevents this area from being available as a site.
190 words
IELTS Writing Task 1 - Example 5
manufacture bricks for the building industry.
Summarize the information by selecting and reporting the main features and make comparisons where relevant.
Write at least 150 words.
The Brick Manufacturing Process
IELTS Process Model Answer
The diagram explains the way in which bricks are made for the building industry. Overall, there are seven stages in the process, beginning with the digging up of clay and culminating in delivery.
To begin, the clay used to make the bricks is dug up from the ground by a large digger. This clay is then placed onto a metal grid, which is used to break up the clay into smaller pieces.
A roller assists in this process.
Following this, sand and water are added to the clay, and this mixture is turned into bricks by either placing it into a mould or using a wire cutter. Next, these bricks are placed in an oven to dry for 24 – 48 hours.
In the subsequent stage, the bricks go through a heating and cooling process. They are heated in a kiln at a moderate and then a high temperature (ranging from 200c to
1300c), followed by a cooling process in a chamber for 2 – 3 days. Finally, the bricks are packed and delivered to their destinations.
Words 173
IELTS Writing Task 1 - Example 6
Gross Domestic Product in the UK
Model Answer
The bar chart illustrates the gross domestic product generated from the IT and Service Industry in the UK from 1992 to 2000. It is measured in percentages. Overall, it can be seen that both increased as a percentage of GDP, but IT remained at a higher rate throughout this time.
At the beginning of the period, in 1992, the Service Industry accounted for 4 per cent of GDP, whereas IT exceeded this, at just over 6 per cent. Over the next four years, the levels became more similar, with both components standing between 6 and just over 8 per cent. IT was still higher overall, though it dropped
slightly from 1994 to 1996.
However, over the following four years, the patterns of the two components were noticeably different. The percentage of GDP from IT increased quite sharply to 12 in 1998 and then nearly 15 in 2000, while the Service Industry stayed nearly the same, increasing to only 8 per cent.
At the end of the period, the percentage of GDP from IT was almost twice that of the Service Industry.
Words 182
Comments
This answer meets the requirements of the task.
The introduction explains what the graph is about, and gives an overview of the main points.
The body paragraphs are ordered logically and clearly. The first body paragraph discusses the first three years, where the patterns are fairly similar. This is contrasted in the second body paragraph, where the GDP of each country diverges noticably.
There are a wide variety of sentence structures and the language of change is correctly used. The correct tense - the past - is used.
Example 7
IELTS Bar Graph - Model Answer
The bar chart shows the scores of three teams, A, B and C, in four consecutive seasons. It is evident from the chart that team B scored far higher than the other two teams over the seasons, though their score decreased as a whole over the period.
In 2002, the score of team B far exceeded that of the other two teams, standing at a massive
82 points compared to only 10 for team C and
a very low 5 for team A. Over the next two years, the points for team B decreased quite
considerably, dropping by around half to 43 by 2004. In contrast, team A’s points had increased by a massive 600% to reach 35 points, nearly equal with team B. Team C, meanwhile, had managed only a small increase over this time. In the final year, team B remained ahead of the others as their points increased again to 55, while team A and C saw their points drop to 8 and 5 respectively.(Words 168)。