WRITING TASK 1

Stage 1: Identify the main purpose of the graph or table

The purpose of some graphs (e.g., those that show change over a period of time) is to show
trends (increase and decrease).

Other graphs (e.g., those that do not show change over a period of time) usually compare
and contrast information (highest and lowest amounts).

Stage 2: Group significant information

Grouping data means looking at each of the categories in the graph or table to see if you
can organise them into groups.

This may seem difficult if there are a lot of different categories. However, these categories
can often be put into groups that increase or decrease, or those that are similar. Grouping
data in this way shows that you understand the information in the graph, and makes it
easier for you to compare and contrast (or describe trends).

Stage 3: Organize Significant Information

If the purpose of the graph is to If the purpose of the graph is to

show trends, you could order the compare and contrast, you could
information: order the information:

• from the most significant to • from lowest to highest

the least significant trend • from highest to lowest
• in order of time • in the order it is presented in
• in the order it is presented in the graph or table.
the graph or table.

Identifying the overall comparison or trend

It is important to identify the overall comparison or trend in your Task 1 report. To do this
you need to identify the most significant information.

The overall comparison or trend can be written after the introduction or used as an
overview.
 Note that when making an overall comparison, you should not include specific numbers or
percentages from the graph.

At the beginning of the century more than 60 000 people were employed in this sector but
by the end of the first decade this fell to only 40 000.
What do you write in a Task 1 introduction?

The introduction to a graph, table or chart should be one or two

sentences.

It needs to:

• include the important information found in the

question and the graph
• be written in your own words.

Information to include in the introduction

The main purpose of the introduction is to let your reader know

what the graph is about, as well as where and when it takes
place. You can also include the unit of measurement used.
Therefore, the information you should include in the
introduction is:

• the topic of the graph (what)

• the time span (when)
• the place (where)
• the unit of measurement.

This information is located in the question, and in the main features of the graph: in the title of
the graph, on the x and y axis and in the key or legend if there is one. Let’s look at the graph for
Example Question 1 again, and find this information.
Using your own words

It is important to use your own words in the introduction. If you

copy the question word for word, those words are not counted
in the 150 word total for Task 1. You will also be marked down
in the Vocabulary Range section of the assessment criteria.

To make the language different you need to:

• use words with the same meaning - synonyms

• write part of the question again using a different grammatical structure – paraphrase
the question .

Question Introduction
 the graph this line graph
shows illustrates
how many people were the number of employees
employed
the Australian mining industry the mining industry in
Australia
from 1900 to 1990 between 1900 and 1990

Here are some alternatives that can be used in any graph or table.

• The • graph • shows • the number of

• This • line • illustrates employees in
graph • describes the mining
• bar • indicates industry in
graph • represents Australia.
• diagram
• chart
• table
Example question 2
The graph below shows the different modes of transport used to travel to and from work in
one European city in 1950, 1970 and 1990.

Example question 1
The graph shows the percentage of the population who were smokers in Europe from 1950 to
1990.
Sample introduction 1
This bar graph indicates the percentage of men and women in Europe who smoked in the
years between 1950 and 1990.

Question Introduction
the graph this bar graph
shows indicates
the population men and women
who were smokers who smoked
from… to… between… and…

Example question 2
The graph shows the Australian population's use, in hours, of the Internet according to annual
household income from zero to eighty five thousand dollars.

Sample introduction 2
This line graph compares the number of hours of Internet use per week with the amount of
money earned in thousands annually in households in Australia.
 Question Introduction

the graph this line graph

shows compares

use of the Internet Internet use

income amount of money

annual household income amount of money earned (in

thousands) annually in
households

Example question 3
The bar chart shows the unemployment rates by sex and by birthplace in Victoria.

Sample introduction 3
The bar graph represents the rates of unemployment in percentages in Victoria in 1998
according to gender and place of birth.
 Question Introduction
chart graph
shows represents
sex gender
by according to
unemployment rates rates of unemployment
birthplace place of birth
Example question 4

The graph shows the life span and birth weight of minor voles.

Sample introduction 4
This line graph compares how many years voles live with how much they weighed in grams at
birth.

Question Introduction
shows compares
lifespan how many years voles live
birthweight how much they weighed at
birth
Example question 1
The graph below shows the percentage of employees in each occupation absent from work for
at least one day in the first week of July in 1999 due to injury or illness.

Example question
The graph below shows the percentage of employees in each occupation absent from work
for at least one day in the first week of July in 1999 due to injury or illness.
Sample introduction
The bar chart illustrates the percentage of workers in different jobs in Sydney, Australia who
were away from work for a minimum of one day because of ill health or injury in the first week
of July 1999.
Question Introduction
shows illustrates
employees workers
occupation jobs
absent away

at least a minimum of
due to because of
illness ill health

Example question 2
The pie charts show the difference in the distribution of the workforce in Great Britain in 1932
and 1992
Example question
The pie charts show the difference in the distribution of the workforce in Great Britain in
1932 and 1992.
Sample introduction
These two pie charts compare how the percentage of the labour force was distributed in 1932
and 1992 in Great Britain.

Question Introduction
the these
show compare
workforce labour force
the distribution was distributed

Example question 3
The table shows the number of overseas students enrolling in language schools in Australia
between 1996 and 1998 and the geographical areas they came from.
Example question
The table shows the number of overseas students enrolling in language schools in Australia
between 1996 and 1998 and the geographical areas they came from.
Sample introduction
This table illustrates how many foreign students studied at language schools in Australia from
1996 to 1998. The statistics are divided into four groups based on geographical areas.
Question Introduction
the this
shows illustrates
the number how many
overseas foreign

enrolling studied
between...and from...to
the geographical areas they came from based on geographical areas
Using a plan to write the body of a Task 1 report

While planning your report, you identify the significant trends or the points of comparison in
the graph. In the body, you need to write a statement about each of these trends or
comparisons and support each one with data from the graph.

Let’s look at a few examples of how this is done in the body of reports.

Example 1

First let’s look again at the line graph about Australian mining industry employees.

Now think about these questions:

• Does the graph show change over time?

• How many different trends are there?

The graph contains five main trends over a period of time. To describe this graph we will
present these trends:

• in the order of the time in which they occurred

• using time markers to introduce each trend
• supporting each trend with data
• linking similar or different trends with a signpost word.

First, look at our plan below for organising the graph’s information in this way. See if you can
locate all of this information on the graph.
 Plan
Starting point - 60 000
First trend - fall (1900 - 1910)
Support with data - 40 000
Second trend - decline (1910 - 1940)
Support with data - 30 000
Third trend - growth (1940 - 1950)
Support with data - 50 000
Fourth trend - decline (1950 - 1965)
Fifth trend - sharp drop (1965 - 1990)
Finishing point - 15 000

Body of the report Plan

At the beginning of the century more than Starting point - 60 000
60 000 people were employed in this sector
but by the end of the first decade this fell First trend - fell
to only 40 000.
Support with data - 40 000
The number of employees 40 000
continued to decline throughout the 1920s Second trend - decline
and 1930s but at a much lower rate than
previously, reaching a low of 30 000 in Support with data - 30 000
1940.
Third trend - growth
This was followed by a dramatic growth to
50 000 in the next 10 years. Support with data - 50 000

However, from 1950 onwards the decline Fourth trend - decline

began again and was marked by a sharp
drop at the beginning of the 1960s after Fifth trend - sharp drop
which the rate of decline slowed.
Finishing point - 15 000
By 1990, only 15 000 people were working
in this sector.

Note that the use of time markers here is very important. They make your answer cohesive,
and they signal each new trend. Remember to vary the time markers you use. For example in
the sample answer for Australian mining industry employees the time markers used are: at the
beginning of the century, by the end of the first decade, throughout the 1920s and 1930s, this
was followed by, from 1950 onwards, at the beginning of the 1960s, by 1990.

Using a plan to write the body of a Task 1 report

Example 2

Let’s look again at the bar graph about modes of transport.

Think about these questions:

• Does the graph show change over time?

• How many different trends are there?

This graph does show change over time. There is a different trend for each kind of transport. To
describe this graph we will organise the information:

• from most significant trend to least significant

• supporting each trend with data from the graph
• grouping each form of transport that shows an increase or a decrease or remains
constant
• linking similar or different groups with a signpost word.

First, look at our plan below for organising the graph’s information in this way. See if you can
locate all of this information on the graph.
 Plan
Most significant trend - use of cars increased
Supporting data:
1950 - about 5%
1970 - 25%
1990 - 35%
Different trend - travelling on foot decreased
Supporting data:
1950 - 35%
1970 - around 20%
1990 - around 5%
Similar trend - travelling by bike decreased

Supporting data:
1950 - 26%
1970 - 22%
1990 - 4%
Different trend - bus travel increased then decreased
Supporting data:
1950 - 20%
1970 - 25%
1990 - 18%
Body Plan
The most significant trend in this time Most significant trend - use
period was the increase in the use of cars. of cars increased

In 1950, only about 5% of travellers used a Supporting data:

car to go to and from work, but this rose to 1950 - about 5%
25% in 1970 and to over 35% in 1990. 1970 - 25%
1990 - 35%
On the other hand, there was a decrease in Different trend - travelling
the number of people travelling on foot. on foot decreased

In 1950, about one in three people walked Supporting data:

to and from work, but this fell to around 1950 - 35%
20% in 1970 and to a very low 5% in 1990. 1970 - around 20%
1990 - around 5%
 Similarly, travelling by bike declined Similar trend - travelling by
dramatically in this period from bike decreased
approximately 26% in 1950 to around 4% in
1990. Supporting data:
1950 - 26%
1970 - 22%
1990 - 4%
Regarding bus travel, the trend was quite Different trend - bus travel
different. increased then decreased

The popularity of the bus first increased to Supporting data:

25%, and then declined to about the same 1950 - 20%
level in 1990 as in 1950 (22%). 1970 - 25%
1990 - 18%
Example 3

Now let’s look again at the bar graph about the Percentage of employees absent.

• Does the graph show change over time?

• Does the graph compare data?
• Can this data be grouped?

This graph does not show change over time. The information is about the first week of July
1999 only. However, it does compare data, from the lowest rate of absenteeism to the highest.

Also, this data can be grouped: the professions can be grouped into those with the lowest rate,
the second lowest rate, the next lowest and the highest rate of absenteeism.
To describe this graph we will organise the information:

• grouping occupations with similar rates of absenteeism

• describing groups in order from the lowest to the highest rate of absenteeism
• supporting each group with data
• linking similar or different groups with a signpost word.

Look at our plan below for organising the graph’s information in this way. See if you can locate
all of this information on the graph.

Plan
Trend - lowest rate of absenteeism
Support - 3.25%
Trend - second lowest rate of absenteeism
Support - just over 4%
Trend - next lowest rate

Support - 4.3%, 4.4%, 4.5%

Trend - highest rate
Support - 6%
Body Plan
It is significant that managers and Trend - lowest rate of
administrators had the lowest rate of absenteeism
absenteeism, recording only around
3.25% absent. Support - 3.25%
This was nearly 1% less than the next Trend - second lowest
lowest rate of absenteeism, which rate of absenteeism
was for professional occupations at
just over 4%. Support - just over 4%
Crafted and related occupations, Trend - next lowest rate
associate professional and technical,
and selling had similar rates at 4.3%, Support - 4.3%, 4.4%,
4.4%, 4.5% respectively. 4.5%
On the other hand, the highest rate of Trend - highest rate
absenteeism was found in personal
and protective occupations, plant and Support - 6%
machine operatives and clerical and
 secretarial jobs. All of these had
absent rates of just below 6%.

Useful signposts for a Task 1 report

To introduce a trend that is the same Similarly, also

To introduce a trend that is different However, on the other

hand, in contrast

To introduce a new category or a new With regard to, regarding,

graph turning to

...respectively
To incorporate data
...the former...the latter

To contrast data but

Useful signposts and phrases for the overview

The following signposts and phrases can be used to introduce the overview of your Task 1
report. These words are highlighted in the sample overview in the remainder of this step.

• Overall, • To summarise • In summary

• In sum,
Throughout this period, by far the largest number of students came from Asia. However, the
number of Asian students declined from 64 841 in 1996 to 43 220 in 1998, a decrease of
around 30%. Similarly, there was a fall in the number of European students from 6 695 in 1996
to 4 378 in 1998. It is, however, interesting to note that this number peaked at 8 012 in 1997
before almost halving the next year. In contrast, the number of Central and South American
and African students rose, although they still made up an insignificant proportion of the overall
total.

Two Pie Chart

These two pie charts compare how the percentage of the labour force was distributed in 1932
and 1992 in Great Britain.

In 1932, 25% of the workforce were unemployed. Of those who had a job the largest
percentage worked in the industrial sector (45%), followed by similar percentages in the
services and in the agriculture and fishing sectors at 15% for the former and 12% for the latter.
Only 3% were employed by the government.

Turning to 1992, there were major changes in the distribution of the workforce. Most
significantly, a far lower percentage of people were unemployed (10%). Similarly, the
percentage of workers in the industrial sector declined dramatically to a very low 15%. The rate
in the agriculture and fishing sectors also decreased, but only slightly to 8%. In contrast, the size
of the government sector and that of the services sector increased substantially, the former to
15% and the latter to 52%.
What do you write in a Task 1 overview?

Your overview should be:

• written in one or two sentences

• a summary of the overall trend or significant trends in the diagram.

You do not need to use any numbers to support your statement as these details have already
been given in the body.

xample

Let's look at the overall trend in the graph about the Australian mining industry.

Overall, it is clear that employment in the Australian mining industry declined significantly
throughout this century, although there was a peak in the number of employees in 1950.

Useful signposts and phrases for the overview

The following signposts and phrases can be used to introduce the overview of your Task 1
report. These words are highlighted in the sample overview in the remainder of this step.

• Overall, • To summarise • In summary

• In sum,
Example

In general, it can be said that in the period 1950 to 1990 the use of cars to travel to and from
work increased dramatically in this one European city, while the popularity of other forms of
transport either declined or remained constant.

Sample overview

Overall, it would seem that managers and administrators are the least likely to be absent from
work, while plant and machine operators and personal and protective staff are the most likely to
call in sick.
Sample report 2: Total enrolments

Total enrolments 1996, 1997 and 1998

Geographical Area 1996 1997 1998

Asia 64, 841 59, 857 43, 220
Europe 6, 695 8, 012 4, 378
Central and South 839 1, 392 1, 345
America
Africa - 126 499
Total 72, 375 69, 387 49, 442

Sample overview

To summarise, although there was a slight increase in the number of students from some
regions, there was a major decline in the total number of international students from 1996 to
1998.

Sample report 3: Comparative workforce distribution

Sample overview

In general, over the last 60 years there have been major changes in the relative size of the
major employment sectors in the British economy.

How to write a Task 1 report when there is more than one graph

Sometimes you are asked to describe more than one graph, or a graph and a table.
For this type of question, your report needs to include information about each graph and/or
table.

To do this you should:

• introduce each graph/table in the first paragraph

• write a separate body paragraph to describe each graph/table
• write an overview for each graph/table in the final paragraph.

Example

Let's look at an example Task 1 question and answer.

You should spend about 20 minutes on this task.

The table and graph below give information about the amount of money spent on political
campaigns in Australia.

Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

You should write at least 150 words.

Australian Political Campaign Spending (1999 - 2002)(Aus $ billion)

New South
Victoria Queensland Tasmania
Wales

1999 18 16 11 5

2000 19 17 12 5

2001 25 19 13 6

2002 27 21 14 7
Now look at sample report that answers this question. The signpost words and phrases have
been highlighted for you.

The table indicates how much money was spent in Introduction:

AUS$ billions on political campaigns in 4 different Introduces both the table and the
States in Australia from 1999 to 2002, while the bar bar graph.
graph shows the amount spent in all of Australia in this
period.
New South Wales and Victoria spent more on Body:
campaigns than Queensland or Tasmania. In New South A description of the table that
Wales, this amount increased each year from 18 billion includes the trends and the support
in 1999 to 27 billion in 2002. Similarly, Victorian data of the spending in each state.
spending rose, but not as dramatically, from 16 to 21
billion. Spending in Queensland and Tasmania
increased also, but only slightly, from 11 to 14 billion
for the former, and 5 to 7 billion for the latter.
With regard to all of Australia, there was a slight A description of the bar graph that
increase in spending between 1999 and 2000 from includes the trends and the support
approximately 58 billion dollars to about 62 billion data of Australian spending.
dollars. This amount jumped to nearly 82 billion in 2001
and finished at a high of almost 84 billion in 2002.
In summary, it is clear that although there was only a Overview:
slight increase in spending on political campaigns in A brief summary of both the table
some Australian States during this period, there was a and the graph.
significant increase in Australia overall.
Using appropriate vocabulary to describe trends

In this section we will look at words that describe trends (usually changes over time). Look at
the following graphs and the vocabulary that is used to describe trends. In each case, we have
given you the noun and/or the infinitive verb form.

Words describing upward trends

a rise / to rise

an increase / to increase

a growth / to grow

Examples
Between 1996 and 1998, there was a significant rise in the cost of local phone calls.

Between 1996 and 1998, the cost of local phone calls rose significantly.

Words describing downward trends

a fall / to fall

a decrease / to decrease

a decline / to decline

a drop / to drop

Examples
Since 1995, there has been a significant decline in the number of people using buses as their
main form of transport.

Since 1995, the number of people using buses as their main form of transport has declined
sharply.

Words describing little or no change

to remain stable

constant

steady

the same

a plateau / to plateau / to reach a plateau

a fluctuation / to fluctuate

Examples
For the last 12 months, the rate of crime remained steady.

For the last 12 months, the rate of crime fluctuated.

Other words to describe trends

an upward trend

a peak / to peak / to reach a peak

a high point / to reach a high point

a downward trend

Note that when describing graphs and tables, the word ‘trend’ can only be used as a noun.

Examples
The use of household electricity reached a high point in December.

There was a downward trend in the use of household electricity between June and
September.
Words to describe 'how much' change

Look at the following graphs and the vocabulary used to describe how much change. In each
case, we have given you the adjective and the adverb.

Below are other adjectives and adverbs that can be used to describe how much change.

significant / significantly moderate / moderately slight / slightly

considerable / considerably gradual / gradually slow / slowly

substantial / substantially steady / steadily

rapid / rapidly

sharp / sharply

dramatic / dramatically
Examples
There was a dramatic decline in the number of students studying tourism.

The number of students studying tourism declined dramatically.

Words to describe quantity

to show less than to show similar to show more than

quantity
just under around just over

well under approximately well over

less than about more than

roughly

nearly
Examples
Approximately two thirds of applicants were rejected.

Just over 55% of all household waste is recycled.

Using a variety of sentence structures for Task 1

One of the criteria IELTS examiners will look for in your Task 1 answer is a variety of sentence
structures.

In this part we will look at a variety of sentence structures for:

• describing trends
• comparing data.

Sentence structures for describing trends

Task 1 questions commonly require you to describe a trend. Let’s look at the trends indicated in
the graph below.
This line graph shows that the number of cassettes produced:

• increased until 1985 (an upward trend)

• decreased after 1985 (a downward trend)

Let’s look at two different sentence structures that could be used to describe the upward trend
in this graph.

Click on the Structure button to see the grammatical structure of each sentence.

Example 1
From 1972 to 1985, the production of cassettes increased dramatically.
Using a variety of sentence structures for Task 1

One of the criteria IELTS examiners will look for in your Task 1 answer is a variety of sentence
structures.

In this part we will look at a variety of sentence structures for:

• describing trends
• comparing data.

Sentence structures for describing trends

Task 1 questions commonly require you to describe a trend. Let’s look at the trends indicated in
the graph below.
This line graph shows that the number of cassettes produced:

• increased until 1985 (an upward trend)

• decreased after 1985 (a downward trend)

Let’s look at two different sentence structures that could be used to describe the upward trend
in this graph.

Click on the Structure button to see the grammatical structure of each sentence.

Example 1
From 1972 to 1985, the production of cassettes increased dramatically.
Time period Subject Verb Adverb

From 1972 to 1985 the production of increased dramatically

cassettes

Example 2
From 1972 to 1985, there was a dramatic increase in the production of cassettes.
Time period 'there' + verb Adjective Noun + Subject
(to be) + a/an in

From 1972 to there was a dramatic increase the

1985 in production
of
cassettes
Note that these sentences both use the past tense. Trends are often described using the past
tense because people usually collect data about the past rather than the present or the future.

Comparing the structures

Let’s compare the different structures. Both sentences contain the same data and have the
same meaning but the sentence structures are different.

Example 1 (verb+adverb) Example 2 (noun+adjective)

From 1972 to 1985, the production From 1972 to 1985, there was a
of cassettes increased dramatically. dramatic increase in the production
of cassettes.
This sentence uses: This sentence uses:

• a verb to describe change • a noun to describe change

(increased) (increase)
• an adverb to describe how • an adjective to describe how
much change (dramatically) much change (dramatic)

Note that the time period can be written at the beginning or at the end of a sentence, like this:

From 1972 to 1985, the production of cassettes increased dramatically.

The production of cassettes increased dramatically from 1972 to 1985.

Changing adjectives to adverbs

Look at the following list of adjectives commonly used to describe how much change has
occurred. Change each adjective into an adverb by typing your answer in the space provided
(pay attention to spelling). The first one has been done for you as an example.

Adjective Adverb
slight slightly
gradual gradually
 moderate moderately
considerable considerably
significant significantly
substantial substantially
rapid rapidly
steady steadily
sharp sharply
dramatic dramatically
Changing verbs to nouns

The verbs (in past tense) and nouns below are commonly used to describe trends. Look at each
word and decide if it is a verb or a noun and type it in the correct column. The first one has
been done for you as an example.

Verb (past tense) Noun

rose a rise
fell a fall
grew a growth
declined a decline
increased an increase

Some structures cannot be changed in this way. Look at the following example:

There was an upward trend in the number of overseas tourists.

In this type of example, the noun trend cannot be changed into a verb. It is incorrect to say 'The
number of tourists trended upwards'. Therefore, we can only use the adjective+noun structure.

Some trends can be described using a verb+adjective structure. Look at the following examples:

The number of overseas tourists remained stable.

The number of overseas toursits stayed the same.

Comparing data of different amounts

Let’s look at some different ways of comparing the data of different amounts.

The following three example sentences contain the same data and have the same meaning.
However, each sentence compares the data in slightly different ways.

Click on the buttons beneath each sentence to see its structure and other vocabulary you could
use in that sentence.

Example 1
The percentage of criminals who commit petty theft (50%) is substantially higher than those
who commit armed robbery (24%).
The criminals is substantially higher than those who
percentage who commit commit
of petty theft armed
robbery

The significantly greater

proportion
of considerably larger

much

far

Example 2
Approximately twice as many criminals commit petty theft as armed robbery.
Approximately twice as many criminals commit as armed
petty theft robbery.

About two times as many

Roughly double the amount of

Around

Nearly

Example 3
A far greater percentage of criminals commit petty theft (50%) than armed robbery (24%).
 A far greater percentage of criminals than armed
commit petty robbery.
theft

substantially higher proportion of

significantly larger

considerably

much

Comparing data of similar amounts

We can also compare data that is similar. Look at the following example sentences that
compare similar data.

There is not a great deal of difference between the number of criminals involved in vandalism
and in drink driving.

Question 1

In 1990, the percentage of university students using the Internet for research purposes (15%)
was significantly lower than in 2000 (75%).

Suggested answers:

In 1990, a significantly lower percentage of university students used the Internet for research
purposes (15%) than in 2000 (75%).

In 2000, five times as many university students used the Internet (75%) as in 1990 (15%).

Question 2

The number of passengers experiencing jet lag after 10 hours (40%) is significantly greater
than after just 5 hours of flying (10%).

Rewrite the sentence using a different structure.

Suggested answers:

A significantly greater number of passengers experienced jet lag after 10 hours (40%) than after
just 5 hours of flying (10%).
Nearly four times as many passengers experienced jet lag after 10 hours (40%) as after just 5
hours of flying (10%).

Question 3

The amount of air pollution found in country areas was only slightly lower than in city areas.

Rewrite the sentence using a different structure.

Suggested answer:

Only a slightly lower amount of air pollution was found in country areas than in city areas.

Question 4

The percentage of women employed in part-time work and casual work is almost the same.

Rewrite the sentence using a different structure.

Suggested answers:

There is not a great deal of difference between the percentage of women employed in part-
time work and casual work.

A similar number of women are employed in part-time work and casual work.

Using the passive

The passive is often used in reports as it allows you to describe actions without their agents
(the persons or things doing the action). This helps you focus on the data and the action. It also
gives your writing a more formal style.

The passive puts the object first, then the verb to be plus a past participle. Look at how it is
used in the following sentence.

Example
Almost twice as were arrested for
many males underage
drinking.
object + verb to + past participle
be
Note that the agents (i.e. the police) are not mentioned because what is important is the data
(i.e. the number of males) and the action (i.e. were arrested).

The passive in relative clauses

The passive can be used with a relative clause in sentences like these.

Examples
Between 1990 and 1995, the amount of rice which was harvested increased dramatically.

Between 1992 and 1995, the number of cassettes which were produced doubled.
Which/that/who Verb (to be) Past participle

(relative pronoun) in past tense

which was harvested

which were produced

However, sometimes we only need to write the past participle.

Examples
Between 1990 and 1995, the amount of rice harvested increased dramatically.

Between 1992 and 1995, the number of cassettes produced doubled.

Active versus Passive structure

It is important to vary your sentence structure in your report. One way of doing this is to use
both active and passive structures. Look at how the structure of these sentences has been
changed from active to passive.

Examples
Active Farmers harvested double the amount of rice.

Passive Double the amount of rice was harvested.

Active Manufacturers increased the production of cassettes.

Passive The production of cassettes was increased.

The next two activities will help you to test your understanding of active and passive sentence
structure.

Incorporating data using brackets

One method of incorporating data is to use brackets. Look at the following example.

Example
The percentage of criminals who commit petty theft (50%) is substantially higher than those
who commit armed robbery (24%).

Note that brackets can be used within and/or at the end of a sentence, directly after what they
refer to.

Prepositions

Let's look at the following prepositions in more detail:

• From ...to
• At
• By/of

From ... to

The prepositions from and to are used to incorporate data that

shows an increase or decrease from one amount to another.
Example
A In 1998, unemployment fell from 5% to approximately 3.5%.

B During the last financial year, production rose from 50 units to nearly 90 units per day.

At

The preposition at is used to incorporate data that stays the same during a particular period of
time, or is located at one particular point – for example, at the beginning or end of a graph.
Look at the following line graph showing trends in profit over one decade and read the example
sentences. Notice how the preposition at is used to incorporate data from the graph.

Examples
At the beginning of the decade, yearly profit started at $34,000.

During the next three years, profit remained constant at approximately $35,500 per year.

By the end of the decade, the average yearly profit finished at approximately $40,000.

Here are some other verbs that can be used with at to incorporate data. Note that the tense
you use will depend on the time period shown in the graph.
These verbs are used to show data that is located at one particular point – for example, at the
beginning or end of a graph:

(to) start at 15,000 (to) peak at 55,000 (to) finish at 10,000

(to) begin at (to) reach a peak at (to) end at
(to) commence at

These words show that data stays the same during a particular period of time:

(to) remain constant at...

(to) remain steady at...15.000
(to) remain the same at...

By / of

The prepositions by and of are used to incorporate data to show how much something has
increased or decreased, that is, the difference between two amounts of data.

For example, if the production of paper fell from 50% to 30%, then we can say that:

• Production decreased by 20%.

• There was a decrease of 20% in production .

Note that by is used after a verb (decreased), while of is used after a noun (a decrease).

Incorporating data using a relative clause

Another method of including data is using a relative clause. Look at the following example.
Example
Petty theft, which constitutes 50% of crimes committed in this Australian city, is the most
common offence.

Note that a comma is used before and after a relative clause.

Here are some other verbs that can be used with 'which' to incorporate data.

which constitutes
is the
which consists of
Drink 12% of crimes committed in least
driving, this Australian city, common.
which makes up

which accounts for

Incorporating data using prepositions

Using prepositions to incorporate data is common when describing trends. Look at the
following line graph and read the example sentences. Notice how they use prepositions to
incorporate data from the graph.

Examples
Between March and June, production remained steady at approximately 800 mobile phones
per month.

During the last 2 months, production fell significantly from about 1000 mobile phones per
month to just under 350 per month.
During the last 2 months, there was a significant drop in production of about 650 mobile
phones per month.

During the last 2 months, production dropped by about 650 mobile phones per month.

Using the correct tense

Using the correct tense is important in your Task 1 answer. The tense you use will depend on
the time period indicated in the Task 1 diagram. In most cases you will need to use either the
simple past or the simple present tense. Although less common, in some cases you may need
to use the present perfect tense.

Here, these three tenses will be covered:

• The simple present tense

• The simple past tense
• The present perfect tense

The simple present tense

The simple present tense is used to describe a diagram in Task 1 that does not indicate a time
period or that describes the present. Look at how the simple present tense is used in the
following sentences.

Example
The percentage of criminals who commit petty theft (50%) is substantially higher than those
who commit armed robbery (24%).
Other examples

The number of males who are employed in administrative work is far less than the number of
females.

The amount of tooth decay in adults increases dramatically after the age of 45.

The simple past tense

The simple past tense is used to describe a diagram when the time period is in the past. Look
at how the simple past tense is used in the following sentences.

Example

From 1972 to 1985, the production of cassettes increased dramatically.

Other examples

From 1972 to 1985, there was a dramatic increase in the production of cassettes.

The number of luxury cars that were produced fluctuated slightly between 1990 and 1997.

The number of females who were employed in management positions in 1995 was
substantially higher than in 1985.

Before 1995, 73 percent of visa applications were accepted.

The present perfect tense

The present perfect tense is used to describe a trend from a particular time in the past to
now. This tense is less common in Task 1, but you should still know how to use it.

First, look at the following simple line graph. What type of information does it show?

This line graph gives us information about the yearly birth rate in one country from 1995 to the
present day. We can see from the graph that there has been a significant increase in the birth
rate since 1997.

Let's look at some example sentences that describe this trend.

Since 1997, the birth rate has increased substantially.

Since 1997, there has been a substantial increase in the birth rate.

To describe a trend from a particular time in the past to now, we must:

• show the time period using the word 'since'

• use present perfect: has/have + past participle.

Note that it is incorrect to write:

From 1997 to now, the birth rate increased substantially.

OR

From 1997 to now, there was a substantial increase in the birth rate.