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How to Describe an IELTS Academic Writing Task 1 Graph

On the following pages there are lessons to teach you how to write an academic IELTS writing task 1 but in this first lesson you’ll get an overview of how to answer a task 1.

You can also view a video of this lesson:

Once you have studied the general structure, you can view other examples by looking at the model graphs that are on this site. 

Alternatively, follow on with these lessons to a variety of strategies and tips to achieve the writing score you need.

Steps to Respond to a Task 1

To analyse this, we’ll look at a line graph. Look at the following question and the graph.

You should spend about 20 minutes on this task.

The line graph below shows changes in the amount and type of fast food consumed by Australian teenagers from 1975 to 2000.

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

Write at least 150 words.

There are three basic things you need to structure an IELTS writing task 1.

• Introduce the graph
• Give an overview
• Give the detail

We’ll look at each of these in turn.

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 compares the fast food consumption of 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.

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.

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.

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 levelled off from 1995 to 2000. The biggest rise was seen in hamburgers as the occasions they were eaten increased sharply throughout the 1970’s and 1980’s, exceeding that of fish and chips 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 compares the fast food consumption of 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.

(194 words)

Now you've been through this first introductory lesson, you can go to the next lesson or start viewing some model answers. 

More Task 1 Academic Lessons:

Describing Graph Trends Using the Language of Change

Describing graph trends: In IELTS you must know how to describe the trends that you see in the graph you are given. This lesson provides practice with some common language used to describe trends.

IELTS Pie Chart Strategies and Tips for a Band 7, 8 or 9

This IELTS pie chart lesson provides you with tips and advice on how to describe an IELTS Pie Chart in order to get a Band 7, 8 or 9.

IELTS Bar and Line Graph: How to describe two graphs together

This Bar and Line Graph example shows you how you can write about two charts together in the IELTS test for task 1, with strategies and techniques.

Learn Compare and Contrast Language for IELTS Graphs

Compare and Contrast Language: In the academic IELTS task 1, you have to know the right language if you want to get a band 7 or higher. Practice your IELTS language for bar charts in this task 1 writing lesson.

IELTS Process Diagram Strategies and Tips

IELTS Process Diagram: In task 1 of IELTS writing you usually have to describe some kind of graph or chart. But sometimes you get a process. It is therefore crucial that you know how to do this. This easy to follow lesson explains how.

IELTS Table: Tips and techniques for a high score.

IELTS Table advice for a high score. Learn how to describe an IELTS table, which is just another way to present data.

Describing an IELTS task 1 graph over time

This lesson shows you how to write an IELTS task 1 graph or chart that is over time.

Take an IELTS Quiz to test your IELTS knowledge

IELTS Quizzes to test and train you on the writing task and task 2 of the IELTS test. Gap fills and multiple choice.

Prepositions in Graphs Quiz: Between; from; to; at; of; in; with; by

Prepositions in Graphs: Practice using prepositions in the IELTS test. View a model answer and practice using a gap fill.

Which Tenses for IELTS are the Most Important?

Candidates often ask which tenses for IELTS are needed in order to do well in the exam. This lesson goes through the grammar tenses and how they apply to the test.

Writing Tips for a Graph in the Future in IELTS Academic

Graph in the future: Sometimes graphs in IELTS refer to a future time. You must know the language to write about these. In this lesson, learn how to write about an IELTS graph in the future. Getting the tenses right is an important part of the IELTS writing task 1.

IELTS Task 1 Line Graph Structure Using Groups

For an IELTS Task 1 Line Graph there are different ways to organise your answer. Grouping information is a good way to get a logically structured response.

Useful Language for IELTS Graphs

This useful language for IELTS graphs looks at phrases for introducing graphs and describing changes

Describing IELTS Graphs: Tips to avoid a common mistake

IELTS Graphs: A common mistake In IELTS graphs is to get the subject of the graph wrong. This lesson explains how this mistake is made and show you what you need to do to avoid it. There is a also a practice exercise.

Tips for Organising an IELTS Line Graph

Organising an IELTS Line Graph - This lesson shows you have to improve the coherency of your graph in order to achieve a high band score.

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How To Write a Line Graph Essay: Step By Step Guide

• Post author By admin
• March 13, 2024

Have you ever stared at a line graph in a textbook, wondering how to turn that squiggly line into a compelling essay? Fear not, fellow learners! This guide will equip you with the knowledge and skills to write a stellar line graph essay, even if you’re new to data analysis or academic writing. So, let’s start with a guide on how to write a line graph essay?

Table of Contents

Why Line Graphs Matter

Data surrounds us, from weather patterns to social media trends. Line graphs are a fantastic tool to visualize changes over time, making them crucial in various fields like science, economics, and even social media marketing. Understanding how to interpret and write about line graphs is a valuable skill for academic success and beyond.

How To Analyze the Graph?

Before putting pen to paper (or fingers to keyboard), take a close look at your line graph. It’s like deciphering a secret code! Here’s what you need to identify:

• The Big Picture: What’s the title? Does it give you a clue about the subject matter?
• Axes in Action: Identify the X-axis (horizontal) and Y-axis (vertical). What information do they represent? Are there units of measurement (e.g., years, dollars)?
• Labels for Clarity: Look for labels for each line on the graph. What do they represent? Are there any legends or keys explaining the lines?
• Time Traveler: What time frame does the graph cover? Is it a few months, years, or even decades?
• The Ups and Downs: This is where the magic happens! Analyze the trends. Does the line generally increase, decrease, or fluctuate? Are there any specific peaks or drops?

How To Write a Line Graph Essay?

Now that you’ve unlocked the secrets of the graph, let’s craft your essay.

Introduction: Setting the Scene (100-120 words)

• Hook: Start with a captivating sentence that grabs the reader’s attention. This could be a surprising fact related to the graph’s topic or a thought-provoking question.
• Keyword Introduction: Mention the importance of line graphs and how they help us understand data.
• Thesis Statement: Briefly state that you’ll be analyzing the line graph and explaining the trends you observe.

Did you know that smartphone usage has skyrocketed in the last decade? This essay will analyze a line graph depicting this trend, exploring the reasons behind the increase and its potential impact on society.

Overview Paragraph: The Big Picture (80-100 words)

• Briefly paraphrase the title of the graph and describe what it depicts.
• Highlight the main trends you observed – is there a steady increase, a sharp decline, or something else?
• Mention any interesting comparisons between the lines on the graph (if applicable).

The line graph titled “Global Smartphone Usage 2010-2020” reveals a significant rise in smartphone users over this decade. The data shows a steady upward trend, with a slight acceleration in recent years. Notably, the graph also shows a difference in the growth rates between developed and developing countries.

Body Paragraphs: Diving Deeper (300-400 words each)

This is where you showcase your detective skills and explain the trends you identified. Here’s what to focus on in each body paragraph:

• Pick a Specific Trend: Choose a key trend you observed in the graph (e.g., a constant increase, a sudden drop).
• Support Your Claims: Use evidence from the graph! Mention specific years, numbers, or percentages to illustrate your points.
• Explain Why: Don’t just describe, explain! What factors might be contributing to the trend? Consider possible causes related to the topic of the graph.

One significant trend is the steady rise in smartphone users globally. According to the graph, the number of users doubled between 2010 and 2020, from 1 billion to 2 billion.  This growth can be attributed to several factors, including the increasing affordability of smartphones, the development of user-friendly apps, and the expansion of internet access in many regions.

Conclusion: Wrapping it Up (80-100 words)

• You can optionally add a final thought or prediction about the future based on the graph’s data.

In conclusion, the line graph clearly demonstrates the explosive growth in smartphone usage over the past decade. This trend is likely to continue as technology advances and internet access becomes more widespread. Understanding these changes is crucial for businesses, educators, and policymakers to adapt and shape the future of technology and its impact on society.

Key Points To Enhance Reader Experience

• Visuals: Consider including an image of the line graph you’re analyzing (with proper attribution if necessary). Annotating specific trends on the image can further enhance understanding.
• Real-world Examples: Where relevant, connect the data in the line graph to real-world examples to add context and make your essay more relatable.

Common Mistakes to Avoid: How To Write a Line Graph Essay

• Just Describing, Not Explaining: Don’t simply describe the trends in the graph. Analyze them and explain why they might be happening.
• Ignoring the Title and Labels: The title, axes labels, and any legends are crucial for interpreting the data. Make sure you use the information they provide in your essay.
• Making Up Data: Don’t invent information or draw conclusions that aren’t supported by the graph. Stick to the facts!

Bonus Tips: How To Write a Line Graph Essay

• Transition Words for a Smooth Flow: Transition words like “however,” “furthermore,” and “in addition” will help connect your ideas and create a logical flow in your essay.
• Vary Your Sentence Structure: Don’t be afraid to mix up short and long sentences to keep your writing engaging.
• Proofread and Edit: Once you’ve finished writing, take the time to proofread your essay for any grammatical errors or typos. Double-check that your data and interpretations align with the graph.

Additional Tips for Advanced Line Graph Essay Writing

• Compare and Contrast: If your line graph has multiple lines, delve deeper into the comparisons between them. Analyze how they rise, fall, or interact with each other.
• Consider External Factors: Are there any external events or developments that might explain the trends in the graph? Think outside the box and explore these connections.
• Acknowledge Limitations: No data source is perfect. Briefly mention any limitations of the data presented in the graph, such as the timeframe or sample size.

By following these steps and incorporating these tips for How To Write a Line Graph Essay, you’ll be well on your way to writing compelling line graph essays that demonstrate your analytical and communication skills.

Remember, practice makes perfect! The more you analyze line graphs and write about them, the more confident you’ll become. So grab your data, get ready to explore trends, and write those essays like a pro!

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• IELTS Academic Writing Task 1: Describing Graphs, Tables, Charts, Processes, and Maps

In the first part of IELTS Academic Writing, you can come across different types of graphs: a line or bar graph, a table, a map, a process, two graphs or two tables.

You select words and grammatical constructions depending on the type of graph you are writing about. For example, if you got a process (e.g. water cycle on Earth) you use words such as: first, following this, the next stage, then ... etc. For a table, such words are not the best idea.

1. Bar Chart

You should spend about 20 minutes on this task.

The bar chart shows the global sales (in billions of dollars) of different types of digital games between 2000 and 2006.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.

In the task, only the part in bold changes.

There may be two tables:

The description of tables is very similar to the description of graphs. We use the same language of comparison and contrast. The table can be easily turned into a bar chart, but the information is better presented with the table: we immediately see the similarities and differences. We should  try to group this information. For example, in case where there are several different countries, they can be combined as developed and developing countries. So, you do not have to write about each country separately.

3. Line Graph

4. Pie Chart

The pie charts compare the expenditure of a school in the UK in three different years over a 20-year period.

We structure the answer as follows: Firstly, we write about the largest parts (40%, 50%, 45%), then we cover those that are slightly smaller (28%, 22%, 23%), etc. 8% and 9% - can be combined. We do not write about each chart separately. We take one category in the first graph and compare it with other graphs - what is the same and what is different.

Sometimes there could be a description of a process OR a life cycle of an animal or insect; and you must be prepared for this. The structure is similar to the rest of the tasks: - Introduction (rephrase the assignment) - The main part (Here we write about the stages / steps of the process and use the passive voice (e.g. water is evaporated) - Conclusion (give an overview, i.e. something in common about the process). For example, how many stages there are, or how the process begins and ends:

Overall, there are eight stages in the process, beginning with the digging up of clay and culminating in delivery.

Process example

In the latest tests people have been coming across tasks with 2 maps. The examiners say that the maps description answers are weaker than the graphs description because, apparently, everyone is diligently preparing for the graphs and ignoring maps: “Since there is a small chance that I come across map description, It is not necessary to prepare for it”. It is necessary) Here in the main part we write about the main changes that have occurred: what was built + where. You can add why it was built. To add more details, you can write about what was / wasn’t there before.

Maps Examples

7. Two Graphs (2 tables, a chart and a table or 3 pie charts)

The graph and table below give information about water use worldwide and water consumption in two different countries.

With this one it is very important to choose the information about which one you are going to write. You don’t need to write about everything! You can choose the most basic information. After you rephrase the assignment in the introduction, you can write about the first chart. In the next paragraph, you can write about the second. This way you will not get confused, and it will be easy for the examiner to read your answer. In conclusion, you can show how the two graphs are connected.

How to master IELTS Writing: Task 1 & Task 2

• How to write an answer to ANY type of Essay task
• How to write an answer to ANY type of Graph task
• How to structure your answer
• What to write in each paragraph
• What grammar to use
• How to link your ideas
• What vocabulary to use
• What you should write to get a high score

Bonus: IELTS Punctuation PDF Guide Everything you want to know to have correct punctuation in your IELTS Writing for 7.0-9.0 Score (31 pages, .PDF)

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How To Write an IELTS Multiple Graph Essay

IELTS multiple graph questions are quite common in the Academic Task 1 Writing test. Students often panic when they see these as they are worried about having to interpret two different types of data.

However, as long as you’ve learnt how to write essays on each type of graph, you will have no problem with multiple graphs questions.

A question could include any combination of the following:

• Table Chart

You'll find lessons on each of them via the links above or in the menu at the bottom of this page.

The process for planning and writing IELTS multiple graph essays is the same as for any other Academic Task 1 essay.

Here is the 5 steps process I recommend that you use:

1)  Analyse the question

2)  Identify the main features

3)  Write an introduction

4)  Write an overview

5)  Write the details paragraphs

I’m going to take you through the whole process step-by-step as we work on a practice question.

Before we begin, here’s a model essay structure that you can use as a guideline for all IELTS Academic Task 1 questions.

Ideally, your essay should have 4 paragraphs:

Paragraph 1  – Introduction

Paragraph 2  – Overview

Paragraph 3  – Details of 1 st graph or chart

Paragraph 4  – Details of 2 nd graph or chart

Now that we have all these tools we need, we’re ready to begin planning and writing our IELTS multiple graph essay.

Here’s our practice question, which includes a pie chart and a table:

The pie chart shows the main reasons why agricultural land becomes less productive. The table shows how these causes affected three regions of the world during the 1990s.

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

Write at least 150 words.

Source: IELTS past paper

Step 1 –  Analyse the question

The format of every Academic Task 1 question is the same, with the instruction sentence (highlighted below) identical in every question. Here is our practice question again.

Every question consists of:

• Sentence 1 – A brief description of the graphic
• Sentence 2 – The instructions
• The graphic – chart, graph, table, etc.

Sentence 2 tells you what you have to do.

You must do 3 things:

1.     Select the main features.

2.     Write about the main features.

3.     Compare the main features.

All three tasks refer to the ‘ main features ’ of the graphic. You  do not  have to write about everything. Just pick out 2 or 3 key features and you’ll have plenty to write about.

Step 2 – Identify the Main Features

The graphics in IELTS multiple graph questions should not be difficult to interpret. Each question has been created to  test your language skills, not your mathematics ability.

All you are looking for are the main features. These will usually be the easiest things to spot. In most Task 1 questions, you will be looking for two main features in one graph, chart or table. In multiple graph questions, look for one main feature in each graphic.

There will be lots of information in the graphics to help you identify them.

Here are some useful questions to ask? The first question relates specifically to bar charts and line graphs but the rest apply to all graph and chart types.

• What information do the 2 axes give?
• What are the units of measurements?
• What are the time periods?
• What can you learn from the title and any labels?
• What is the most obvious trend?
• Are there any notable similarities?

(I give more detail on how to use these questions, plus downloadable checklists for identifying the main features of all 7 different types of IELTS Academic Writing Task 1 questions, in the lesson on  How To Understand & Analyse Task 1 Questions .)

So,  what main feature stands out in each of the graphics in our practice question? Here are the pie chart and table again.

The main features are:

Pie chart:  The biggest cause of land degradation worldwide is over-grazing.

Table:  Europe had the highest percentage of degraded land.

We’re now ready to begin writing our essay. Here’s a reminder of the 4 part structure we’re going to use.

Step 3 – Write an Introduction 

In the introduction, you should simply paraphrase the question, that is, say the same thing in a different way. You can do this by using synonyms and changing the sentence structure. For example:

Introduction (Paragraph 1): 

The pie chart illustrates the primary causes of land deterioration across the globe while the table outlines how three different regions were affected by these damaging factors in the 1990s.

This is all you need to do for the introduction.

Step 4 – Write an Overview (Paragraph 2)

In the second paragraph, you should report the main features you have identified, giving only general information. The detail comes later in the essay. However, with just 20 minutes allowed for Task 1, and a requirement of only 150 words, you won't be able to include many details.

Here are the features we picked out above.

Now form these ideas into two or three sentences with a total of around 40 words. State the information simply using synonyms where possible. No elaborate vocabulary or grammar structures are required, just the appropriate words and correct verb tenses.

For example:

Overview  (Paragraph 2): 

It is clear from the pie chart that the main reason why farmland becomes less productive is over-grazing. The data in the table reveals that Europe had the highest percentage of degraded land compared to North America and Oceania for the period recorded.

Step 5  – Write the 1st Detail Paragraph

Paragraphs  3 and 4 of your IELTS multiple graph essay are where you include more detailed information about the data in the graphics. In paragraph 3, you should give evidence to support your first key feature.

Here it is again:

And this is an example of what you could write:

Paragraph 3 :

The pie chart presents two additional key reasons for the decrease in the productivity of agricultural land. These are deforestation and over-cultivation. Although tree clearance is almost as damaging as grazing too many animals, at 30%, it has a 5% lower impact than over-grazing. Excessive cultivation is the least problematic at just over a quarter of the total.

Step 6  – Write the 2nd Detail Paragraph

For the fourth and final paragraph, you do the same thing for your second key feature. 

Here’s an example of what you could write:

Paragraph 4 :

According to the table, 23% of Europe’s agricultural land was affected by these damaging practices. This was almost double the percentage in Oceania, the next most affected region. North America experienced by far the lowest level of productivity loss with a figure of just 5% of its total agricultural land.

Here are the four paragraphs brought together to create our finished essay.

Finished IELTS Multiple Graph Essay

This  sample essay is over the minimum word limit so you can see that you don’t have space to include very much detail at all. That’s why it is essential to select just a couple of main features to write about.

Now use what you’ve learnt in this lesson to practice answering other IELTS multiple graph questions. Start slowly at first and keep practicing until you can plan and write a complete essay in around 20 minutes.

Want  to watch and listen to this lesson on how to write an IELTS Multiple Graph essay?

Click on this video.

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Ielts academic writing task 1 – all lessons.

IELTS Academic Writing  –  A summary of the test including important facts, test format & assessment.

Academic Writing Task 1  – The format, the 7 question types & sample questions, assessment & marking criteria.  All the key information you need to know.

Understanding Task 1 Questions  – How to quickly and easily analyse and understand IELTS Writing Task 2 questions.

How To Plan a Task 1 Essay  –  Discover  3 reasons why you must plan, the 4 simple steps of essay planning and learn a simple 4 part essay structure.

Vocabulary for Task 1 Essays  –  Learn key vocabulary for a high-scoring essay. Word lists & a downloadable PDF.

Grammar for Task 1 Essays   – Essential grammar for Task 1 Academic essays including, verb tenses, key sentence structures, articles & prepositions.

The 7 Question Types:

Click the links below for a step-by-step lesson on each type of Task 1 question.

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Line graph example

Ielts line graph sample essay.

Home  »  IELTS academic task 1  »  Line Graph Sample Essay

Line graphs come up often in IELTS writing part 1. We will show you how to confidently answer questions about line graphs, helping you practice summarising the data and identifying trends.

For each line graph (or line chart) question, you will need to summarise the information by selecting and reporting the main features and make comparisons where relevant. You should write at least 150 words. To make the best use of your time it’s important to write with a clear structure, focus on the most important trend or trends, choose appropriate vocabulary and avoid common mistakes.

In this tutorial, we have a band range 6.5 / 7  academic task 1  IELTS line graph example essay graded by an  ex-IELTS examiner  (on our team of essay correctors). There are some great examples of useful feedback to help you improve your own line chart answers.

This line graph tutorial will help you: 

• Choose the right information 
• Use the right sentence structures 
• Decide on the perfect tense to use

Each criteria has been considered and r eviewed by one of the ex-IELTS examiners on our team. T he different sentences in the essay have been colour coded to correspond to the four  marking criteria  used by the  British Council / IELTS IDP .     At the IELTS podcast website, we also have an amazing essay correction service if you need help with your IELTS writing, so this is an example of the personalised feedback you could receive.

Make sure you understand what the codes mean:

• TR means task response – have you summarised the main information and made comparisons?
• CC is coherence and cohesion (does your essay ‘flow’ well, does it make sense?)
• LR is lexical resource (or vocabulary)
• GR means grammar

Therefore TR1 is the first comment about Task Response.

Example line graph question:

The line graph shows the average rainfall for three countries in Great Britain over a 12 month period in 2018.    Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words

The line graph reveals the information of rainfall in three countries: England, Scotland, and Wales for one year starting from January to December in 2018.

In England, the amount of rainfall in January was recorded just above 100ml, which slightly increased in the next month by 5ml, and dipped to 90ml in March. The trend of raising and falling continue for a couple of months and reached its lowest figure in the graph for the month of June at around 70ml. After that, it is predicted that the level of rain will fluctuate and will remain around 120ml in December.

In Scotland, the amount of rain in January was 125ml, dropped unexpectedly to its lowest level to 20ml in February, and rocketed in next month to its peak value of 135ml. In April, the amounts of rain were less than 50ml, then start went up slightly until June. Then after it is predicted to drop until September, the following month it will start climbing up to October, and it will be decreased to 50 ml before reaching to 105 ml in December.

In wales, the rainfall was 50ml in January increased slightly in February and decreased to its lowest point in April around 30ml. In next month went up sharply to 110ml and dipped by 50ml in June. It is predicted that the highest amount of rain will be in July at 125ml and went down just below the month of June’s record. It will remain constant for two months before reaching 105ml in November and it will dip down in December to 52ml.

Overall it can be clearly seen that in each country the amount of rain in January will be approximately same in the month of December.

Let’s look at the essay above with ex-IELTS examiner commentary on each section.

The line graph reveals the information of rainfall (LR1) in three countries: England, Scotland, and Wales for one year starting from January to December in 2018.

TR1 – A good opening paragraph. Effective use of paraphrasing and you have included the key information.

LR1 – This could sound more natural. Perhaps ‘shows information about rainfall’, ‘shows rainfall statistics’ or ‘shows how much rain fell…’?

In England (TR2),   the amount of the rainfall (GR1) in January was recorded just above 100ml, which slightly increased in next month by 5ml, and dipped to 90ml in March. The trend of raising (LR2) and falling continue (GR2) for a couple of months and reached its lowest figure in the graph for the month of June at around 70ml. After that, it is predicted that the level of rain will fluctuate and will remain (TR3) / (GR3) around 120ml in December.

TR2 – Good to adopt a systematic approach to presenting the information

GR1 – the amount of rainfall

LR2 – Check the difference between ‘rise’ and ‘raise’. GR2 – continued

TR3 – Make sure you report the information accurately.

GR3 – Stick to using past tenses here as all the information relates to 2018

In Scotland, the amount of rain in January was 125ml, dropped (CC1) unexpectedly to its lowest level to 20ml (CC2) in February, and rocketed (LR3)   in next month (GR4) to its peak value (LR3) of 135ml. In April, the amounts of rain were less than 50ml, then start went up (GR5) slightly until June. Then after (CC3)   it is predicted to drop until September, the following month it will start climbing up to October, and it will be decreased (TR4) / (GR6) to 50 ml before reaching to 105 ml (LR4) in December.

CC1 – You need to link your ideas together in an appropriate way. Perhaps ‘125ml, and this figure dropped…’?

CC2 – As before. Perhaps ‘… to its lowest level, 20 ml, in February’?

LR3 – Accurate use of some key language to describe graphs.

GR4 – in the next month GR5 – started to go up

CC3 – Take care with your use of linking words.

TR4 – As with the previous paragraph, make sure you report the information correctly.

GR6 – Stick to using past tenses as all the information relates to 2018.

LR4 – Omit the ‘to’ – ‘… reaching 105ml…’

In wales (GR7), the rainfall was 50ml in January increased (CC4) slightly in February and decreased to its lowest point in April (LR5) around 30ml. In next month went up sharply to 110ml and dipped   (LR6) by 50ml in June. It is predicted that the highest amount of rain will be in July (TR5) / (GR8) at 125ml and went down just below the month of June’s record. It will remain constant   (LR7) for two months before reaching 105ml in November and it will dip down in December to 52ml.

GR7 – Take care with your use of punctuation. Use a capital letter for the name of a country.

CC4 – You need to be careful with the way you link your ideas together. Perhaps ‘… in January and this figure increased…’?

LR5 – Very natural use of language.

LR6 – Good to incorporate a wide range of appropriate vocabulary.

TR5 – As before, you need to report the information accurately.

GR8 – As in the previous paragraphs, this is an inappropriate use of tenses.

LR7 – Despite the problems with tenses, this vocabulary is appropriately selected.

Overall it can be clearly seen that (CC5) in each country the amount of rain in January will be (TR6) / (GR9) approximately same in the month of December. (TR7)

CC5 – On the right track to introduce the main features of the graph.

TR6 – As before, there are problems with task achievement.

GR9 – Inappropriate use of tenses.

TR7 – I think this paragraph is intended to be your overview? If so, this would be a useful area to work on as it is one of the key differences between a ‘6’ and a ‘7’ for task achievement.

PROBABLE IELTS SCORE: 6.5 / 7.0

  Some final practical advice for answering line chart questions in your IELTS test:

• Do not start writing before giving yourself enough time to think. First decide the language you will need in your answer. Give yourself 5 minutes to look, think and plan.
• Study the line graph carefully: be clear about the topic and what each line represents.
• The labels on the axes will give you useful information. Look at the horizontal axis to understand the period of time shown, and the vertical or x axis to see how the data is shown (in centimetres, in dollars, in millions?)
• Check the time frames very carefully in the line and plan how time differences will affect your choice of verb tenses.
• What is the main trend or trends?
• The easiest way to make comparisons is by using superlatives in your answer. For example: comparing the largest and smallest amounts of rainfall by country or comparing the least and most expensive products over time.
• Say how two or more lines are related – do they both increase over time? Are any points connected?
• Finally, make sure you have included an overview!

Audio tutorial with transcript

You can download or listen to the audio version here:

| Direct Download Here | Stitcher | iTunes | Spotify | Soundcloud | Transcript |

IELTS task 1 line graph video tutorial

More useful IELTS Academic Task 1 lessons:

• Academic Task 1 Sample Essays
• How to describe a pie chart
• Bar Chart IELTS
• How to describe a map
• Describe an image 
• Describe a natural process
• How to describe a table
• How to paraphrase
• Line graph sample answer
• Marking criteria for Task 1
• Map vocabulary for IELTS Task 1
• How to describe a flow chart
• Essential skills for Task 1
• How to get band 9 for academic task 1
• How to describe a process diagram

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IELTS Writing Task 1: How to Describe a Bar Chart

If you’re not sure where to start, that’s ok! In this piece, we’ll provide an overview of how to describe a typical IELTS Writing Task 1 bar chart. We also suggest taking a look at resources in this piece on useful words for writing an IELTS Graph Essay

Table of Contents

What will you see in an ielts writing task 1 bar diagram, how to write about an ielts writing task 1 bar chart, how to describe an ielts writing task 1 bar chart, a final word on describing ielts academic bar charts.

A bar chart uses either horizontal or vertical bars to show comparisons among two or more categories. The bar chart has two main features: an X-axis and a Y-axis. One axis of the chart shows the specific categories being compared, and the other axis of the graph shows a given value (usually a percentage or a dollar amount).

To effectively write about an IELTS Writing Task 1 bar chart, follow these tips.

1. Start by Reading the Title

First and foremost, you should read the title. Often, I have students report on the essay in an inverted order because they didn’t read the bar chart title.

For example, an IELTS Writing Task 1 bar chart that I give students has the chart title “Expected City Visits by Country of Origin for 2018.” Yet I often get sample sentences back that read: “It is predicted that people from France will be the most likely to visit the United States in 2018.” The correct answer should be “It is predicted that Americans will choose France as their favorite city to visit in 2018.”

2. Look at the Time Frame

Look at the given period of time covered in the chart. Are you looking at a specific year? Are there multiple years being compared? Are we talking about something in the future? This will determine your grammar and style to some extent. For example, whether you need to use past tense language, the language of change, or future tense language when discussing your data.

3. Decide What You Are Comparing

What titles are given to the Y- and X-axis? This important information will form the language that you will use in the essay and the corresponding synonyms you should also use.

For example, the bar chart above compares the gross earnings of fiction books in five categories (Young Adults, Classics, Mystery, Romance and Sci-Fi and Fantasy) between 2006 and 2010. (Incidentally, this sentence is exactly what you would say for your introduction!)

Now that you know what the IELTS Writing Task 1 bar chart is about, these are the vital elements to include in your essay:

• Start with an introduction. The introduction explains what the chart is about, and gives an overview of the main points. Make sure you include one! Your introduction can be short, but it must be there. If you’ve spent time examining the chart this should be easy to write.
• Look for the key data and make sure that you are comparing and contrasting the data, NOT just listing the data from one section to the next. If you just write about what happened to X, what happened to Y, and what happened to Z, without showing any relationship between them, you will not get a high score.

To do this, you will need to look for similarities and differences when you first analyze the chart and you will need to decide what can logically be put together or not. This means that you don’t have to describe everything that you see in the bar chart, just the key points!

For example, for the above chart, you might say: It is interesting to note that Romance novels earned the most income each year between 2006 and 2010 with sales ranging from $70,000 to $115,000. In contrast, Sci Fi and Fantasy novels were the poorest revenue generators of the five categories earning only $20,000 at its highest point in 2007 and a mere $10,000 at its lowest point in 2009.

• Group the data together so that you have a well-organized and coherent answer. It is a good idea to divide your answer into two or three paragraphs so it is well organized. To do this, you should group similar ideas together into paragraphs or sections. Cohesion and coherence are key!
• Use a wide variety of sentence structures. Include complex sentences and simple sentences.
• It is equally important to use appropriate transitions between describing each data point.
• Always provide a short summary conclusion of what you included in your essay. One line is enough here. For example, It can be seen from the chart that overall, 2007 was the best year for book sales in all five categories.
• Finally, make sure that your word count is 150.

Overall, describing a an IELTS academic bar chart is a pretty straightforward task on your exam. Remember that in order to write well about a bar chart, you’ll want to be very clear on the relationship being expressed in it, so be careful not to rush past this step.

That said, you won’t want to spend more than about 20 minutes on IELTS writing task 1, so save most of your time for essay writing.

We hope we answered all of your IELTS Writing Task 1 bar diagram and bar chart questions! For more advice, we recommend taking a look at this IELTS writing task 1 vocab guide .

Good luck on your IELTS writing test!

Eliot Friesen-Meyers is the Senior Curriculum Manager for Magoosh IELTS and TOEFL. He attended Goshen College (B.A.), New York University (M.A.), and Harvard University (M.T.S.), gaining experience and skills in curriculum development, ESOL instruction, online teaching and learning, and IELTS and TOEFL test prep education. Eliot’s teaching career started with Literacy Americorps in Pittsburgh, Pennsylvania, and later, taught ESL programs at Northeastern University, University of California-Irvine, and Harold Washington College. Eliot was also a speaker at the 2019 TESOL International Conference . With over 10 years of experience, he understands the challenges students face and loves helping them overcome those challenges. Come join Eliot on Youtube , Facebook , and Instagram . Recent blog posts Complete Guide to IELTS Writing Task 1 Complete Guide to IELTS Writing Task 2

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3 responses to “IELTS Writing Task 1: How to Describe a Bar Chart”

Thank you so much for your units and sharing.

We’re so glad we can help! 🙂

The bar chat illustrates the total amount of earning in sales of fiction books(young adults,classics,mystery,romance,sci-fi and fantasy) between 2096 and 2010. Overall,the total amount of sales of earning in romance book has highest through out the give decades while sci-fi and fantasy books has lowest amount of sales. In 2097 romance book earings has raised more than 10000000 respectively and then decreased to 9ne third in 2008 about 70,000,00 whereas the last two decades 2009 and 2010 upsurge arround 79,999,99 and 35,000,00 while the total gross earnings in the mystery books in 2006 arround 60,000,00 and increased in 2006 arround 82,000,00 has highest constant more than 40,000,00 same in 2009. On other hand,the total amount earings in young adults and classic book in 2007 and 2009 remains same about 25,000,00 meanwhile in 2006 and 2019 young adults books gross earnings has highest about 15,000,00 and 14,000,00 classic downsurge arround 99,999,99 however from 2006 to 2019 sci-fi and fantasy books earings has lowest sales less than 20,000,00 approximately.

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Grammar check | Essay checker | Writing checker

December 22, 2018

Writing about Charts, Graphs, and Diagrams

by Nicholas Walker , under IELTS and TOEFL

Make sure to organize your IELTS Task 1 essay so that the reader can navigate it easily.

Step 1: Give a clear overview of what the figure is about, showing that you understand the main message it conveys.

Step 2: Describe the data in a systematic way (left to right, top to bottom, biggest to smallest) using numbers and words from the figure.

Step 3: Compare significant elements of the figure, mentioning any trends or changes in the past, extrapolating for the future if you can.

Useful chart, graph, and diagram vocabulary

Some words are likely to appear in a discussion of a chart, graph, or diagram. Use the target structure checker with the following list of common chart, graph, and diagram vocabulary to see if you are using the vocabulary your readers (the examiners) are expecting to see.

above, according to, apparent, are compared, are presented, bar graph, below, can be seen, chart, climbed, comparable, compares, considerable, considerably, decline, decrease, demonstrates, detailed, details, difference, dipped, diving sharply, downward, dramatic, dropped off, evident, falls, fell, fluctuation, fluctuations, gap, gradual, graph, greater, grew, grows, high, higher, highlighted, highlights, highs, histogram, illustrated, illustrates, increase, indicates, jump, leads, led, level, leveled, levelled, leveling, levelling, levels, lists, low, lower, lows, moderate, narrowed, note, number, observe, peak, peaks, period, photo, pie chart, pinpoints, plummeted, presents, proves, rapid climb, rates of, reports, reveals, remained, remains, rise, rises, rose, shown, shows, significant, slid, slight, steady, summarizes, results, value of, to every, to the left, to the right, total, trend, upward, we can see, widened, widening, widens

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Figures and Charts

What this handout is about.

This handout will describe how to use figures and tables to present complicated information in a way that is accessible and understandable to your reader.

Do I need a figure/table?

When planning your writing, it is important to consider the best way to communicate information to your audience, especially if you plan to use data in the form of numbers, words, or images that will help you construct and support your argument.  Generally speaking, data summaries may take the form of text, tables or figures. Most writers are familiar with textual data summaries and this is often the best way to communicate simple results. A good rule of thumb is to see if you can present your results clearly in a sentence or two. If so, a table or figure is probably unnecessary. If your data are too numerous or complicated to be described adequately in this amount of space, figures and tables can be effective ways of conveying lots of information without cluttering up your text. Additionally, they serve as quick references for your reader and can reveal trends, patterns, or relationships that might otherwise be difficult to grasp.

So what’s the difference between a table and a figure anyway?

Tables present lists of numbers or text in columns and can be used to synthesize existing literature, to explain variables, or to present the wording of survey questions. They are also used to make a paper or article more readable by removing numeric or listed data from the text. Tables are typically used to present raw data, not when you want to show a relationship between variables.

Figures are visual presentations of results. They come in the form of graphs, charts, drawings, photos, or maps.  Figures provide visual impact and can effectively communicate your primary finding. Traditionally, they are used to display trends and patterns of relationship, but they can also be used to communicate processes or display complicated data simply.  Figures should not duplicate the same information found in tables and vice versa.

Using tables

Tables are easily constructed using your word processor’s table function or a spread sheet program such as Excel. Elements of a table include the Legend or Title, Column Titles, and the Table Body (quantitative or qualitative data). They may also include subheadings and footnotes. Remember that it is just as important to think about the organization of tables as it is to think about the organization of paragraphs. A well-organized table allows readers to grasp the meaning of the data presented with ease, while a disorganized one will leave the reader confused about the data itself, or the significance of the data.

Title: Tables are headed by a number followed by a clear, descriptive title or caption. Conventions regarding title length and content vary by discipline. In the hard sciences, a lengthy explanation of table contents may be acceptable. In other disciplines, titles should be descriptive but short, and any explanation or interpretation of data should take place in the text. Be sure to look up examples from published papers within your discipline that you can use as a model. It may also help to think of the title as the “topic sentence” of the table—it tells the reader what the table is about and how it’s organized. Tables are read from the top down, so titles go above the body of the table and are left-justified.

Column titles: The goal of column headings is to simplify and clarify the table, allowing the reader to understand the components of the table quickly. Therefore, column titles should be brief and descriptive and should include units of analysis.

Table body: This is where your data are located, whether they are numerical or textual. Again, organize your table in a way that helps the reader understand the significance of the data. Be sure to think about what you want your readers to compare, and put that information in the column (up and down) rather than in the row (across). In other words, construct your table so that like elements read down, not across. When using numerical data with decimals, make sure that the decimal points line up. Whole numbers should line up on the right.

Other table elements

Tables should be labeled with a number preceding the table title; tables and figures are labeled independently of one another. Tables should also have lines demarcating different parts of the table (title, column headers, data, and footnotes if present). Gridlines or boxes should not be included in printed versions. Tables may or may not include other elements, such as subheadings or footnotes.

Quick reference for tables

Tables should be:

• Centered on the page.
• Numbered in the order they appear in the text.
• Referenced in the order they appear in the text.
• Labeled with the table number and descriptive title above the table.
• Labeled with column and/or row labels that describe the data, including units of measurement.
• Set apart from the text itself; text does not flow around the table.

Table 1. Physical characteristics of the Doctor in the new series of Doctor Who

Table 2. Physical characteristics of the Doctor in the new series of Doctor Who

Using figures

Figures can take many forms. They may be graphs, diagrams, photos, drawings, or maps. Think deliberately about your purpose and use common sense to choose the most effective figure for communicating the main point. If you want your reader to understand spatial relationships, a map or photograph may be the best choice. If you want to illustrate proportions, experiment with a pie chart or bar graph. If you want to illustrate the relationship between two variables, try a line graph or a scatterplot (more on various types of graphs below). Although there are many types of figures, like tables, they share some typical features: captions, the image itself, and any necessary contextual information (which will vary depending on the type of figure you use).

Figure captions

Figures should be labeled with a number followed by a descriptive caption or title. Captions should be concise but comprehensive. They should describe the data shown, draw attention to important features contained within the figure, and may sometimes also include interpretations of the data. Figures are typically read from the bottom up, so captions go below the figure and are left-justified.

The most important consideration for figures is simplicity. Choose images the viewer can grasp and interpret clearly and quickly. Consider size, resolution, color, and prominence of important features. Figures should be large enough and of sufficient resolution for the viewer to make out details without straining their eyes. Also consider the format your paper will ultimately take. Journals typically publish figures in black and white, so any information coded by color will be lost to the reader.  On the other hand, color might be a good choice for papers published to the web or for PowerPoint presentations. In any case, use figure elements like color, line, and pattern for effect, not for flash.

Additional information

Figures should be labeled with a number preceding the table title; tables and figures are numbered independently of one another. Also be sure to include any additional contextual information your viewer needs to understand the figure. For graphs, this may include labels, a legend explaining symbols, and vertical or horizontal tick marks. For maps, you’ll need to include a scale and north arrow. If you’re unsure about contextual information, check out several types of figures that are commonly used in your discipline.

Quick reference for figures

Figures should be:

• Labeled (under the figure) with the figure number and appropriate descriptive title (“Figure” can be spelled out [“Figure 1.”] or abbreviated [“Fig. 1.”] as long as you are consistent).
• Referenced in the order they appear in the text (i.e. Figure 1 is referenced in the text before Figure 2 and so forth).
• Set apart from the text; text should not flow around figures.

Every graph is a figure but not every figure is a graph. Graphs are a particular set of figures that display quantitative relationships between variables. Some of the most common graphs include bar charts, frequency histograms, pie charts, scatter plots, and line graphs, each of which displays trends or relationships within and among datasets in a different way. You’ll need to carefully choose the best graph for your data and the relationship that you want to show. More details about some common graph types are provided below. Some good advice regarding the construction of graphs is to keep it simple. Remember that the main objective of your graph is communication. If your viewer is unable to visually decode your graph, then you have failed to communicate the information contained within it.

Pie charts are used to show relative proportions, specifically the relationship of a number of parts to the whole. Use pie charts only when the parts of the pie are mutually exclusive categories and the sum of parts adds up to a meaningful whole (100% of something). Pie charts are good at showing “big picture” relationships (i.e. some categories make up “a lot” or “a little” of the whole thing). However, if you want your reader to discern fine distinctions within your data, the pie chart is not for you. Humans are not very good at making comparisons based on angles. We are much better at comparing length, so try a bar chart as an alternative way to show relative proportions. Additionally, pie charts with lots of little slices or slices of very different sizes are difficult to read, so limit yours to 5-7 categories.

The chart shows the relative proportion of fifteen elements in Martian soil, listed in order from “most” to “least”: oxygen, silicon, iron, magnesium, calcium, sulfur, aluminum, sodium, potassium, chlorine, helium, nitrogen, phosphorus, beryllium, and other. Oxygen makes up about ⅓ of the composition, while silicon and iron together make up about ¼. The remaining slices make up smaller proportions, but the percentages aren’t listed in the key and are difficult to estimate. It is also hard to distinguish fifteen colors when comparing the pie chart to the color coded key.

The chart shows the relative proportion of five leisure activities of Venusian teenagers (tanning, trips to Mars, reading, messing with satellites, and stealing Earth cable). Although each of the five slices are about the same size (roughly 20% of the total), the percentage of Venusian teenagers engaging in each activity varies widely (tanning: 80%, trips to Mars: 40%, reading: 12%, messing with satellites: 30%, stealing Earth cable: 77%). Therefore, there is a mismatch between the labels and the actual proportion represented by each activity (in other words, if reading represents 12% of the total, its slice should take up 12% of the pie chart area), which makes the representation inaccurate. In addition, the labels for the five slices add up to 239% (rather than 100%), which makes it impossible to accurately represent this dataset using a pie chart.

Bar graphs are also used to display proportions. In particular, they are useful for showing the relationship between independent and dependent variables, where the independent variables are discrete (often nominal) categories. Some examples are occupation, gender, and species. Bar graphs can be vertical or horizontal. In a vertical bar graph the independent variable is shown on the x axis (left to right) and the dependent variable on the y axis (up and down). In a horizontal one, the dependent variable will be shown on the horizontal (x) axis, the independent on the vertical (y) axis. The scale and origin of the graph should be meaningful. If the dependent (numeric) variable has a natural zero point, it is commonly used as a point of origin for the bar chart. However, zero is not always the best choice. You should experiment with both origin and scale to best show the relevant trends in your data without misleading the viewer in terms of the strength or extent of those trends.

The graph shows the number of male and female spaceship crew members for five different popular television series: Star Trek (1965), Battlestar (1978), Star Trek: TNG (1987), Stargate SG-1 (1997), and Firefly (2002). Because the television series are arranged chronologically on the x-axis, the graph can also be used to look for trends in these numbers over time.

Although the number of crew members for each show is similar (ranging from 9 to 11), the proportion of female and male crew members varies. Star Trek has half as many female crew members as male crew members (3 and 6, respectively), Battlestar has fewer than one-fourth as many female crew members as male crew members (2 and 9, respectively), Star Trek: TNG has four female crew members and six male crew members, Stargate SG-1 has less than one-half as many female crew members as male crew members (3 and 7, respectively), and Firefly has four female and five male crew members.

Frequency histograms/distributions

Frequency histograms are a special type of bar graph that show the relationship between independent and dependent variables, where the independent variable is continuous, rather than discrete. This means that each bar represents a range of values, rather than a single observation. The dependent variables in a histogram are always numeric, but may be absolute (counts) or relative (percentages). Frequency histograms are good for describing populations—examples include the distribution of exam scores for students in a class or the age distribution of the people living in Chapel Hill. You can experiment with bar ranges (also known as “bins”) to achieve the best level of detail, but each range or bin should be of uniform width and clearly labeled.

XY scatter plots

Scatter plots are another way to illustrate the relationship between two variables. In this case, data are displayed as points in an x,y coordinate system, where each point represents one observation along two axes of variation. Often, scatter plots are used to illustrate correlation between two variables—as one variable increases, the other increases (positive correlation) or decreases (negative correlation). However, correlation does not necessarily imply that changes in one variable cause changes in the other. For instance, a third, unplotted variable may be causing both. In other words, scatter plots can be used to graph one independent and one dependent variable, or they can be used to plot two independent variables. In cases where one variable is dependent on another (for example, height depends partly on age), plot the independent variable on the horizontal (x) axis, and the dependent variable on the vertical (y) axis. In addition to correlation (a linear relationship), scatter plots can be used to plot non-linear relationships between variables.

The scatter plot shows the relationship between temperature (x-axis, independent variable) and the number of UFO sightings (y-axis, dependent variable) for 53 separate data points. The temperature ranges from about 0°F and 120°F, and the number of UFO sightings ranges from 1 to 10. The plot shows a low number of UFO sightings (ranging from 1 to 4) at temperatures below 80°F and a much wider range of the number of sightings (from 1 to 10) at temperatures above 80°F. It appears that the number of sightings tends to increase as temperature increases, though there are many cases where only a few sightings occur at high temperatures.

XY line graphs

Line graphs are similar to scatter plots in that they display data along two axes of variation. Line graphs, however, plot a series of related values that depict a change in one variable as a function of another, for example, world population (dependent) over time (independent). Individual data points are joined by a line, drawing the viewer’s attention to local change between adjacent points, as well as to larger trends in the data. Line graphs are similar to bar graphs, but are better at showing the rate of change between two points. Line graphs can also be used to compare multiple dependent variables by plotting multiple lines on the same graph.

Example of an XY line graph:

The line graph shows the age (in years) of the actor of each Doctor Who regeneration for the first through the eleventh regeneration. The ages range from a maximum of about 55 in the first regeneration to a minimum of about 25 in the eleventh regeneration. There is a downward trend in the age of the actors over the course of the eleven regenerations.

General tips for graphs

Strive for simplicity. Your data will be complex. Don’t be tempted to convey the complexity of your data in graphical form. Your job (and the job of your graph) is to communicate the most important thing about the data. Think of graphs like you think of paragraphs—if you have several important things to say about your data, make several graphs, each of which highlights one important point you want to make.

Strive for clarity. Make sure that your data are portrayed in a way that is visually clear. Make sure that you have explained the elements of the graph clearly. Consider your audience. Will your reader be familiar with the type of figure you are using (such as a boxplot)? If not, or if you’re not sure, you may need to explain boxplot conventions in the text. Avoid “chartjunk.” Superfluous elements just make graphs visually confusing. Your reader does not want to spend 15 minutes figuring out the point of your graph.

Strive for accuracy. Carefully check your graph for errors. Even a simple graphical error can change the meaning and interpretation of the data. Use graphs responsibly. Don’t manipulate the data so that it looks like it’s saying something it’s not—savvy viewers will see through this ruse, and you will come off as incompetent at best and dishonest at worst.

How should tables and figures interact with text?

Placement of figures and tables within the text is discipline-specific. In manuscripts (such as lab reports and drafts) it is conventional to put tables and figures on separate pages from the text, as near as possible to the place where you first refer to it. You can also put all the figures and tables at the end of the paper to avoid breaking up the text. Figures and tables may also be embedded in the text, as long as the text itself isn’t broken up into small chunks. Complex raw data is conventionally presented in an appendix. Be sure to check on conventions for the placement of figures and tables in your discipline.

You can use text to guide the reader in interpreting the information included in a figure, table, or graph—tell the reader what the figure or table conveys and why it was important to include it.

When referring to tables and graphs from within the text, you can use:

• Clauses beginning with “as”: “As shown in Table 1, …”
• Passive voice: “Results are shown in Table 1.”
• Active voice (if appropriate for your discipline): “Table 1 shows that …”
• Parentheses: “Each sample tested positive for three nutrients (Table 1).”

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

American Psychological Association. 2010. Publication Manual of the American Psychological Association . 6th ed. Washington, DC: American Psychological Association.

Bates College. 2012. “ Almost everything you wanted to know about making tables and figures.” How to Write a Paper in Scientific Journal Style and Format , January 11, 2012. http://abacus.bates.edu/~ganderso/biology/resources/writing/HTWtablefigs.html.

Cleveland, William S. 1994. The Elements of Graphing Data , 2nd ed. Summit, NJ: Hobart Press..

Council of Science Editors. 2014. Scientific Style and Format: The CSE Manual for Authors, Editors, and Publishers , 8th ed. Chicago & London: University of Chicago Press.

University of Chicago Press. 2017. The Chicago Manual of Style , 17th ed. Chicago & London: University of Chicago Press.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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How to Describe a Graph in Writing [+ 22 Examples]

Graphs are a powerful way to convey data visually, but describing them effectively is crucial.

I’ll guide you through the types of graphs and practical ways to write about them, whether in essays, reports, or presentations. Let’s make data storytelling seamless and comprehensive.

Types of Graphs

Table of Contents

The first thing you need to know are the major types of graphs–and there are several.

Read on to learn the most important points about each one.

Line Graphs

Line graphs are essential for displaying changes over time.

Each data point is plotted and connected by a line, making it perfect for tracking trends or progressions.

For instance, it’s often used in business to show quarterly sales or yearly revenue growth.

The slope of the line reveals trends – a steep rise means rapid growth, while a dip signals a decline.

Multiple lines can be included to compare trends across different categories, products, or demographics.

Always label your axes clearly, with time on the x-axis and the measured variable on the y-axis for straightforward comprehension.

Bar graphs excel in comparing different categories or groups.

Each bar represents a category’s value, offering a visual side-by-side comparison.

Their versatility makes them ideal for financial data, demographic information, or survey responses.

Vertical bars emphasize magnitude differences, while horizontal bars are useful when categories are long or numerous.

Each bar should be uniformly spaced to prevent misleading interpretations.

Use different colors or patterns for various groups to enhance readability and clarify distinctions.

Always start the y-axis at zero to accurately represent data differences and avoid exaggerating trends or disparities.

Pie charts visually convey how individual parts contribute to a whole.

Each slice represents a category’s proportion, making it clear how each segment relates to others. Use them when showing relative percentages, like budget allocations or market shares.

The sum of all slices should always equal 100%, so they are not suitable for continuous data or comparisons across time.

Limit the number of slices to 5-7 for clarity.

Highlight critical slices with distinct colors or labels, and consider combining smaller segments into an “Other” category for better visualization.

Scatter Plots

Scatter plots are crucial when examining relationships between two variables.

Each point represents a pair of data, plotted on the x and y axes.

This method is particularly valuable in scientific research, economics, and marketing, helping to identify trends, correlations, or clusters.

A positive correlation shows that as one variable increases, so does the other, while a negative correlation indicates an inverse relationship.

Clusters suggest groups with shared characteristics.

A trend line can be drawn to illustrate the relationship between variables.

Scatter plots are excellent for identifying outliers that may warrant further investigation.

Histograms look like bar graphs but represent frequency distributions for continuous data.

Data is grouped into bins, where each bar’s height shows the frequency of data points falling within that range.

For instance, histograms can reveal customer age distribution or test scores.

The bins should be of equal size, and the data continuous.

Adjust the number of bins according to data spread: too many create a confusing graph, while too few obscure patterns. Unlike bar graphs, histograms shouldn’t have gaps between bars unless there are no data points in that range.

11 Ways to Describe a Graph in Writing

Now let’s go through 11 ways that I’ve found to clearly and cleverly describe graphs in all your writing.

Describing the graph’s shape provides immediate visual insight into trends and patterns.

A linear trend suggests consistent data, while a curved line indicates shifts in growth rate.

Peaks represent rapid growth periods, whereas valleys highlight declines. Flat sections may signal stabilization.

If describing a bar graph, look for patterns like pyramid shapes or skewed distributions.

Pie charts often have distinct shapes when grouped segments stand out.

Highlighting these forms helps readers understand data dynamics quickly.

• “The line graph’s shape is linear, showing a consistent rise in revenue.”
• “The bar graph forms a pyramid, indicating balanced age distribution.”

Quantify the graph’s data range by focusing on its extremes.

Determine the minimum and maximum values to illustrate fluctuations, whether significant or moderate.

Emphasize the overall range to offer perspective on the extent of the trends.

For instance, large differences between bars or peaks highlight strong growth, while small variations suggest stability.

Providing size context gives your audience a sense of proportion, making the data’s impact more meaningful.

• “The graph’s highest point is $12 million, contrasting sharply with its lowest at $1 million.”
• “Temperature shifts varied by 40°C, from -20°C in winter to 20°C in summer.”

When describing line graphs, analyze the lines for clues about trends.

Is the line smooth or jagged?

A smooth line suggests stable growth, while jagged lines imply sudden changes.

Pay attention to the slope: a steep incline or decline represents rapid shifts, while a shallow slope signals gradual changes.

Highlight sections where lines intersect, converge, or diverge, indicating crucial turning points or contrasts between data sets.

• “The line sharply inclines in Q2, then plateaus in Q3 due to seasonal trends.”
• “The two lines cross each other in September, revealing a pivotal shift.”

Axis Labels

Accurate axis labeling clarifies the data categories and units used.

For line graphs, the x-axis typically denotes time or specific groups, while the y-axis indicates the measured value.

Bar graphs require clear labels to identify the represented categories.

Scatter plots often show correlations, so it’s essential to label both variables accurately.

Incorrect labeling can lead to confusion, so ensure your axes directly correspond to the data presented.

• “On the bar graph, the x-axis shows months, and the y-axis tracks monthly revenue.”
• “The scatter plot’s x-axis measures advertising expenses, while the y-axis records sales.”

Identifying and describing trends helps readers grasp the graph’s narrative.

Is there a general upward or downward trajectory? Are trends consistent, fluctuating, or mixed?

An upward trend signifies growth, while downward trends indicate decline.

If trends fluctuate significantly, highlight potential causes like seasonality or market changes.

Trends can also differ between data sets in the same graph, so compare trends side by side.

• “The graph reveals an upward trend in quarterly revenue, suggesting steady business growth.”
• “Despite fluctuations, the overall trend is downward, indicating reduced consumer interest.”

Comparisons

When comparing multiple data sets in the same graph, focus on similarities and differences.

Highlight which sets lead or lag, noting by how much.

Compare growth rates, peak times, or relative sizes between bars or lines. Emphasize differences that are statistically significant or exceed expectations.

Highlight where data sets converge or diverge, offering insights into critical market trends or strategic opportunities.

• “Product A outsold Product B, particularly in Q2 and Q3.”
• “While Company X’s revenue plateaued, Company Y showed remarkable growth.”

Identifying anomalies brings attention to unexpected data points that break the pattern.

Outliers, significant spikes, or dips can indicate errors, market disruptions, or seasonal effects.

Comparing these to broader trends can help interpret their significance.

Outliers might need verification, especially if they contradict the general pattern. Recognizing anomalies also guides corrective actions or further analysis.

• “A sudden spike in Q1 2023 was due to a successful marketing campaign.”
• “The outlier data point in November appears inconsistent with historical trends.”

Gaps and Inconsistencies

Gaps or inconsistencies highlight where data is incomplete or missing, complicating analysis.

Gaps might result from system errors, data unavailability, or incomplete data sets.

Label these gaps clearly to prevent misinterpretation. Inconsistencies may also arise from misaligned data categories, differing collection periods, or varied data sources.

Understanding and explaining these gaps or inconsistencies is crucial for accurate reporting.

• “Data gaps between Q3 and Q4 make trend analysis challenging.”
• “Sales data for Europe is inconsistent, possibly due to reporting delays.”

Understanding and conveying the unit of measurement is essential for accurate interpretation.

Whether it’s dollars, percentages, or thousands of items, units contextualize data and allow accurate comparisons.

Inconsistent units across multiple graphs can lead to confusion, so ensure they’re uniformly labeled.

For continuous data, specify the increments used along the y-axis.

• “Profits are measured in millions of dollars along the y-axis.”
• “Population size is recorded in thousands, revealing a significant growth trend.”

Colors and Patterns

Effective color and pattern use make graphs more readable.

Use contrasting colors to distinguish between data sets or groups. Patterns can help differentiate data if colors are not an option.

Avoid overusing color, which can cause confusion or distract from key insights.

Ensure that color choices align with industry standards or audience preferences, and label colors/patterns clearly.

• “Blue represents the North region, while green highlights the West.”
• “The dotted line marks international sales, while the solid line shows domestic trends.”

Clarify the graph’s primary purpose – whether it’s to compare, analyze trends, or identify correlations.

Knowing the graph’s goal helps focus on the most relevant insights.

For comparisons, emphasize differences and similarities.

For trends, focus on direction and consistency. Correlation graphs should highlight relationships between variables.

Clearly stating the graph’s purpose enables the audience to understand the intended takeaway.

• “The bar graph compares the revenue of different departments over five years.”
• “The scatter plot correlates customer satisfaction scores with net promoter scores.”

Here is a good video about how to describe a graph:

Paragraph Examples of Describing a Graph

Here are three examples of how to describe a graph in a paragraph.

Line Graph Analysis

The line graph displays quarterly revenue growth from 2019 to 2023. We see a steady increase from Q1 2019 to Q4 2020, followed by a sudden decline due to the pandemic. Revenue rebounded quickly in Q1 2021 and remained on an upward trajectory since, suggesting economic resilience despite setbacks.

Bar Graph Analysis

The bar graph compares monthly sales of three products over a year. Product A consistently outperformed the others, with notable peaks in summer months. Product B showed more stable growth, while Product C had fluctuating sales, possibly due to seasonal demand.

Pie Chart Analysis

The pie chart illustrates the market share of five smartphone brands. Brand X holds the largest share at 40%, followed by Brand Y at 25%. The remaining three brands together capture 35%, highlighting intense competition.

Final Thoughts: How to Describe a Graph in Writing

Describing graphs is crucial for clear data communication.

Remember to identify the graph type, focus on key features, and adapt language for the audience. Let your graph’s story shine.

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IELTS Bar Chart Sample Essay

Static or Dynamic?

Before writing an IELTS task 1 bar chart or line graph answer it is important that we analyse the question correctly. Taking a few minutes to do this will help us write a clear answer that fully responds to the question. Just what the examiner wants us to do.

The first thing we need to do is decide if the bar chart is static or dynamic. Static means that the data comes from one point in time. Dynamic means the data comes from more than one point in time.

Whether a chart is static or dynamic will affect the information we choose to include in our answer and the kind of language (tense, grammar etc.) we use.

If it is dynamic we will have to compare the different times and comment on the general trends over the time period.

If it is static we will have to compare the different variables, in this case countries, car price, GDP and time it takes for one person to buy a car.

Main Features

Every IELTS academic task 1 question asks us to ‘select and report the main features’.

This means that we have to not only pick the most significant information from the graph and include it in our essay, but also decide which information is not important and should therefore not be included in our essay. One of the biggest mistakes you can make in task 1 is including all the information you see.

So which information should you choose?

You should look for:

• highest/lowest values
• biggest differences
• similarities
• significant exceptions
• anything else that really stands out

There are 3 main features in this graph

1) It takes over 26 years for a Vietnamese person to buy a car.

2) Vietnam has the second highest average costs but the second lowest wages.

3) Cost of a car in Singapore is nearly 3 times the next most expensive.

I advise my students to follow a basic four paragraph structure for these kinds of questions.

Paragraph 1 

Paraphrase the question using synonyms.

Paragraph 2 

Provide an overview of the main features. No need to include any data in this paragraph, just tell the examiner what is happening in general terms. If you had to describe the main features in two sentences, what would you say?

Paragraph 3

This is where we get more specific and use data. Take 2 of the main features (from your overview) and describe them in detail using data from the chart.

Paragraph 4 

Simply do the same thing as you did in paragraph 3, but with two other main features (from your overview).

Sample Answer 

The graph compares the GDP per capita, cost of a Toyota Camry and approximate length of time it takes for 1 citizen to purchase that mode of transport in eight Asian countries.

Despite having the second lowest average yearly income, it costs more to buy this car in Vietnam than in all but one other Asian nation. It also takes significantly longer for a standard person to buy an automobile in Vietnam than in any other state in Asia. On the other end of the scale, Singaporeans have to pay nearly three times more for their cars than the Vietnamese and it takes them the least amount of time to afford a motor vehicle.

It costs $49,944 to buy a Toyota Camry in Vietnam, but this dwarfs the average yearly income per person at just $1,910. It would therefore take a normal man or woman 26.1 years to save up for that particular car.

This is in contrast to Singapore where it costs $126,245 for that model of motorcar, however the average salary is much greater at $55,182. This means that it generally takes just over 2 years for a typical individual from Singapore to acquire this vehicle.

(200 words) Band 9.

It should be noted that this is not a real IELTS task 1 question. This is just a chart that I saw on the internet, but it allowed me to make a very important point- you don’t have to mention everything on the graph. I only talked about 2 out of the 8 countries and I still wrote 200 words and answer the question fully. The key is finding the most significant data and not talking about anything else. Don’t worry, you won’t lose marks for not talking about everything, quite the opposite.

This graph is also good for demonstrating how important it is to vary your vocabulary. There were four words that could have been overused in this essay- car, average, country and people. Instead of repeating them over and over again I used synonyms to show the examiner I have a wide vocabulary and gain extra marks. Here are the synonyms:

Car- Toyota Camry- automobile- vehicle- motor vehicle- motorcar

Average- approximate- normal- typical- standard

Country- countries- nation- state

People- citizen- man or woman- individual

Next time you see a chart or graph in a newspaper, in a textbook or on the internet, think about what the main features are and what common words would you have to vary with synonyms.

I hope you have found these tips useful. If you have any questions, let me know below.

For more band 9 sample essays check out our task 1 sample essay page.

About Christopher Pell

My name is Christopher Pell and I'm the Managing Director of IELTS Advantage.

I started IELTS Advantage as a simple blog to help 16 students in my class. Several years later, I am very humbled that my VIP Course has been able to help thousands of people around the world to score a Band 7+ in their IELTS tests.

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IELTS with Mark Teacher

How to write ielts task 1 academic ‘dynamic graphs’.

There are 3 main types of diagrams in Writing Task 1 Academic: a.) Dynamic graphs <–  we’re talking about this one b.) Static graphs c.) Diagrams   ( Maps , Processes ) 

In this post I will show you how to write about  dynamic graphs.

If you want to practise the grammar and vocabulary of Dynamic Graphs, my 19-page workbook can help you make fewer mistakes and write longer, high-band sentences , click here to learn more

Want expert feedback on your own IELTS Task 1 Dynamic Essays? 

The essay structure for every type of Task 1 is basically the same. 

Structure: Task 1 – Academic 4 paragraphs 1.) Summary / Introduction 2.) Overview 3.) Body 1 4.) Body 2

What are dynamic graphs? 

Dynamic graphs are graphs, charts or tables that contain data in 2 or more time periods. 

For example:

The data is measured in 5 time periods – every 10 years from 1967 to 2007.

In this graph the data is measured in 3 time periods – every 5 years from 2005 to 2015. 

In this graph, the data is measured in 2 time periods. In 2005 and in 2015.

In contrast, this is a Static graph because there is only data in one time period . In fact, there is no time period mentioned. In this case, you should approach the graph as a static graph.

Looking for more graph examples? My IELTS Writing Task 1 Workbook for Dynamic Graphs features 16 custom-made graphs and tables to help you practise the specific language and grammar for this type of task. 

1.) Dynamic Summary / Introduction

The introduction paragraph in Task 1 only needs to be 1 or 2 sentences. In your introduction, you should present the main purpose of the graph to the reader in your own words . This means paraphrasing the official IELTS diagram description if you can. 

Here is a sentence-making structure that presents the purpose of a dynamic graph.

Dynamic Tasks show data in 2 or more time periods and in English grammar time should come at the start or at the end of a sentence . 

Here are some examples that use the table above: 

The chart below shows the number of international students at a British University over a period of time.

• The line graph illustrates the amount of international students + from different continents + at a UK university + across a 30-year time period . 
• The line graph explains the number of students from overseas + at a university in the UK + over a 30-year time span .  
• The line graph shows how many students + from Asia, Africa, Europe and North American attended + a British university + from 1995 to 2015 .

Here are some more examples with dynamic graph example: 

The table shows the obesity rate in one country over a period of time.

• The line graph illustrates the rate of obesity + among 4 age groups + over 34 years . 
• The line graph shows obesity rates + between 18 to 74 year olds + over a 34-year time span . 
• The line graph outlines the percentage of obese people + in 4 different age groups + between 1971 and 2005.

You try! – Write an introduction sentence for this dynamic task. Use the table above to help you. 

The table shows average calorie intake in the United States over a period of time. 

Click here to see my examples (47 More Words)

• The table reveals the average amount of calories consumed + by Americans + between 1970 and 2010.  
• The table shows the median calorie intake + in the United States + over a 40-year time span . 
• The table illustrates how many calories Americans consume on average + over 4 decades .

2.) Dynamic Graph Overview

The purpose of the overview paragraph is to give a short summary of the main features. Since dynamic graphs feature data over many years , the main overall features are usually changes . These changes include the most notable increases or decreases over a time period. 

Importantly, you should describe these changes in words – do not use any numbers or data points from the graph. 

So don’t say: “There was a [50%] increase”    Say : “The numbers rose [by half] .”

Or, don’t say: “The numbers rose from [1,000 to 2,000].     Say: “The number [doubled]. ” 

Or you can simply say [how much] the number increased or decreased by:

• “The number increased [a little / slightly]  
• “The number increased [a lot / significantly / notably]   

Let’s see some examples using the same Task 1 graphs from earlier: 

Main features : 

• Increases : Asia, North America
• Decreases : none
• Contrasts / Other features : Europe, Africa

– Overall, we can see that enrollments by students from Asian countries doubled throughout the time period, while North American students also grew . However, student numbers from Europe and Africa remained relatively consistent over the 2 decades. 

– Overall, we can see that the number of Asian students at the university enjoyed steady, significant growth over the 20 years , with North American attendance also increasing in the last 5 years of the graph . Meanwhile, both European and African student numbers remained steady throughout the time period .

Here’s another example:

Take a look at the graphic and complete the task. The table shows the obesity rate in one country over a period of time.

Main features:  

• Increases : every group – 30-44 and 45-64 grew the most continuously  
• Contrasts / Other features : 18-29 and 65-74 didn’t change after 1999

– Overall, we can see that every single age group saw an increase in obesity to some extent, with 30-44 year-olds and 45-64 years-olds both increasing continuously and reaching more than double by the end of the time period. Meanwhile, those within the 18-29 and 65-74 age groups also experienced significant rises, though at least their rates seemed to level off from 1999 onwards .   

– Overall, we can see that there was a notable increase in obesity among all age groups in the graph. In particular, 18-29 year-olds saw a three-fold rise over the time period , though at least the trend somewhat stabilised after 1999 . Meanwhile, those aged 30-44 and 45-64 experience a more than two-fold increase throughout the time period . Lastly, the eldest age range, the 65-74 year-olds, jumped by a similar amount , but they too levelled off from 1999 onwards .

You try! – Write an overview paragraph for this dynamic task. Use the table above to help you. The main features have been highlighted for you. 

• Increases : total , grains , added fat the most || added sugar , fruit , meat, eggs and nuts slightly 
• Decreases : dairy , vegetable decreased minimally
• Contrasts / Other features : none
• Overall, we can see that the majority of the food groups contributed towards a higher total calorie intake over the whole time period. The foods to see the biggest rise include grains and added fat, both rising by around a third. Added sugar, fruit, meat, eggs and nuts also added to the average intake. Only two categories accounted for fewer calories by the end of the time period, which were the dairy and vegetable food groups.
• Overall, we can see that the total calorie intake rose, with almost all food groups accounting for a higher calorie total by the end of the 40-year period. The most significant increases were by grains and added fat, while added sugar, fruit, meats, nuts and eggs also contributed, although to a lesser extent. The two exceptions were the dairy and vegetable food groups, whose contributions had dropped by 2010.

3.) Body Paragraphs

Next are the Body paragraphs of your Task 1 report. You can write 2 or 3 Body paragraphs. 

Body paragraphs describe the main features in detail, including specific numbers from the graph. The data and features in the body paragraph should be similar in some way. 

For example, you should describe the increasing categories together in 1 body paragraph.  Then write about the decreasing / contrasting categories in a new body paragraph. 

I usually use my overview paragraph to guide the structure of my body paragraphs. 

Here is the complete example of Task 1 dynamic graphs from before:

Introduction: The line graph illustrates the amount of international students   from different continents at a UK university across a 30-year time period . 

Overview: Overall, we can see that enrollments by students from Asian countries doubled throughout the time period, while North American students also grew . However, student numbers from Europe and Africa remained relatively consistent over the 2 decades. 

Body 1: (increases together)  

In regards to the rising number of enrollments, the number of Asian students at the university is the most striking. In 1995, their numbers were 60, before growing consistently to around 90 in 2005 and eventually reaching 120 by 2015. Meanwhile, though the first half of the time period didn’t show an increase among North American students, in 2010 there was a notable jump in their numbers, rising from 40 to around 70 by 2015. 

Body 2: (Other / Contrasts together)

Concerning the other two continents however, there were few changes. The amount of African students remained unchanged apart from a slight surge in 2010, rising to around 30, before returning to 20 as it had been in all other years. Likewise, European students fluctuated steadily between approximately 50 and 55 across the entire 20-year time span.

Introduction: The line graph outlines the percentage of obese people in 4 different age groups between 1971 and 2005.

Overview: Overall, we can see that there was a notable increase in obesity among all age groups in the graph. In particular, 18-29 year-olds saw a three-fold rise over the time period , though at least the trend somewhat stabilised after 1999 . Meanwhile, those aged 30-44 and 45-64 experience a more than two-fold increase throughout the time period . Lastly, the eldest age range, the 65-74 year-olds, jumped by a similar amount , but they too levelled off from 1999 onwards .  

Body 1: (biggest increase)  

Starting with 18-29 year olds, their overall increase in obesity was the most dramatic, despite still being the lowest among all age groups. In 1971, their obesity rate was only around 7 or 8%, but from 1976 there was a sharp increase, rising from 8% to almost 25% by 2001. After this, the rate remained at around 25% from the remainder of the graph. 

Body 2: (more increases, but new paragraph because Body 1 is already quite long) 

In contrast, not only did 30-44 year-olds and 45-64 years-olds see a huge rise in obesity rates, their numbers continued to climb even after 2001. In the case of the 30-44 age group, their rates doubled from 15 to 30 by 2001, but then climbed once again to 35% by 2005. Likewise, 45-64 year-olds leapt from around 17% to 35% in 2003, before the rate rose even higher to 40% by the end of the graph. 

Body 3: (least eventful category – new paragraph because Body 2 is already long)  

Finally, the oldest group in the graph, 65-74 year-olds, also saw a steep rise in obesity, but followed a similar pattern to the 18-29 years old in the latter part of the time period. They began at around 17%, and rose to just over 35% by 1999. However, similarly to the youngest group, their rates stabilised at that number and did not increase or decrease in the remaining 6 years. 

You try! – Write the body paragraphs for this dynamic task. Use the examples above to help you.

Introduction : The table reveals the average amount of calories consumed + by Americans + between 1970 and 2010.  

Overview : Overall, we can see that the total calorie intake rose, with almost all food groups accounting for a higher calorie total by the end of the 40-year period. The most significant increases were by grains and added fat , while added sugar, fruit, meats, nuts and eggs also contributed, although to a lesser extent. The two exceptions were the dairy and vegetable food groups, whose contributions had dropped by 2010.  

Body 1: (Biggest increases)  

Beginning with the biggest calorie contributors, grains supplied only 430 calories of an American diet in 1970, which had risen to 575 by 1990 and then to 625 by 2010. Similarly, added fat added the most calories of any other food group with 230 more calories, rising from 410 in 1970 to 640 in 2010. 

Body 2: (Slight increases)  

Meanwhile, several other food groups made contributions, although smaller. Added sugar constituted 400 calories per person in 1970, compared with 460 in 2010. In the same time period, fruit rose slightly from 70 to 85 calories on average. Lastly, meat, eggs and nuts saw a mere 15 calorie increase from 1970 to 2010. 

Body 3: (Decreases)  

However, two groups made up slightly less of an average American’s calorie intake than in 1970. Dairy fell from 265 calories in 1970, to 260 in 1990 and then to 255 in 2010. Likewise, the vegetable food group accounts for 5 calories less than in 1970, dropping from 125 to 120 by 2010.  

There you go! A high-band approach, several examples and a reliable framework for you to use in your own IELTS Writing test. 

Again, if you want to practise more dynamic graph vocabulary and grammar, there are 19 pages of custom-made graphs, exercises and examples to help you improve your writing skills. Click here to learn more !

Show m e what you’ve learnt – send me your IELTS essays! 

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20 Recent IELTS Graph samples with answers

The chart below shows how much money is spent in the budget on different sectors by the uae government in 2000..

The charts below show the growth in the population in some of the world’s largest cities as well as the population distribution in urban and rural areas.

The average prices per kilometre of clothing imported into the European Union from six different countries in 1993 and 2003 are shown in the bar chart below.

The bar charts below show the number of hours each teacher spent teaching in different schools in four different countries in 2001.

The line graphs below show the production and demand for steel in million tonnes and the number of workers employed in the steel industry in the UK in 2010.

The bar charts and line graph below show the results of a survey conducted over a three-year period to discover what people who live in London think of the city.

The pie charts below show the online sales for retail sectors in New Zealand in 2003 and 2013.

The number of tourists visiting Malaysia and Dubai from 1995 to 2003 is presented below.

The bar chart below shows the estimated sales of jeans for two companies next year in Turkey. The pie chart shows the projected market share of the two companies in jeans at the end of next year.

The graph below shows a survey result of 4000 participants who expressed what important aspects they have learned from the internship they have completed.

The graph below shows the top priorities by business companies in the USA in 2016.

The graphs below show the average monthly expenditure on children’s sports and participation in different sports in the UK from 2008 to 2014.

The pie charts below show the online shopping sales for retail sectors in Australia in 2010 and 2015.

The bar chart below shows Scotland’s exports to the rest of the UK and the rest of the world for the year 2014.

The chart below shows the changes in sales of four different types of books from 2002 to 2012.

The diagram shows the procedure for university entry for high school graduates.

The chart below shows Morocco’s income from different economic sectors in 2003 as well as its income from fishing from 1982 to 2003.

The bar chart below shows the proportions of English men and women of different ages who were living alone in 2011. The pie chart compares the numbers of bedrooms in these one-person households.

The diagram below shows the life cycle of a salmon, from egg to adult fish.

The table below shows the worldwide market share of the notebook computer market for manufacturers in the years 2006, 2007 and 2014.

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How to Write IELTS Bar Chart Essay?-Step-By-Step Guide

An IELTS writing task 1 is about writing a report. As it is known that various Types of illustrations are asked in task one. So in this article, a detailed explanation of writing a bar chart essay will be discussed.

What is a Bar Chart?

A bar chart is a type of illustration in which the data is represented in the form of rectangular horizontal and vertical bars on the X-axis and Y-axis. One variable is shown on the X axis and another one is on Y-axis. The data can be of two or more components over some years or in some quantity etc.

How to Write a Bar Chart Essay?

There are particularly three stages in writing a bar chart:-

• Planning stage
• Writing stage
• Re-reading stage

Stage 1 ( Take 2 to 3 minutes)

Planning stage.

Two tasks have to be done in the planning stage. As we know, a report of 150 words is to be written in approximately a time period of 20 minutes and it should not take more than 20 minutes. The planning stage requires at least two to three minutes of planning. One work that has to be done in the planning stage is analyzing the question and the other work is to identify the main features .

• Analyzing the question -It means the question has to be read and it should be understood. Analyze the two components given which can be anything like years or sales, companies or sales, etc.

For example-

The graph below shows the percentage of part-time workers in each country of the United Kingdom in 1980 and 2010.

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

So here, in this question, two components are percentages and countries. The data is represented for two years. The green-colored bars are for 1980 and a blue one for 2010.

The percentage is of part-time workers. (Part-time workers can also be written as spare time workers)

• Identifying the key features- Key means important or regarding majors or minors of the graph. After reading and understanding the question, recognize the special characteristics of the components. For example- in the above graph

1. Wales had the highest count of part-time workers in both years.

2. The proportion of part-time workers in Scotland almost doubled over the time period of 3 decades.

3. The rate of working capital as part-time in the UK increased over the period except for the country of Northern Ireland.

Stage 2 (Take 15 to 16 minutes)

Writing stage.

The writing part is divided into paragraphs which are an introduction, overview, Body paragraphs 1 and 2.

• Introduction- The question is to be rewritten in starting of the report but in a rephrased manner using synonyms. It is highly required to write

Name of the illustration that is, a bar graph or bar chart

What it shows , is, the percentage of workers

Years that is, 1980 and 2010

• Overview-  The overview is a conclusion paragraph which can be after the introduction or at the end of the report. It should include one key feature of the whole report. For example- in the above graph, Wales had the highest count of part-time workers in both years.

The rate of working capital as part-time in the UK increased over the period except for the country of Northern Ireland.

• Body paragraphs 1 and 2- These paragraphs from the body of the report. Each and every figure is needed to be presented here along with the mentioned years and countries. All the identified key features are to be explained here, depending upon the need of the paragraphs. It can be one or two but not more than two.

1. Remember that it is not essential to write about each and every bar. You can just write it by mentioning the key features only.

2. Don’t forget to mention the percentages which is an important variable of the graph here.

3. Take care of the years mentioned and write the correct one against the correct country name.

Final Sample Answer of Above Example

The bar chart shows the percentage of people who have part-time jobs in the countries of the United Kingdom, both in 1980 and in 2010.

Overall, The rate of working capital as part-time in the UK increased over the period except for the country of Northern Ireland.

In 1980, 25% of people in England worked part-time. The only country with a greater percentage of part-time workers was Wales, with around 33% working part-time. Both countries saw an increase in the percentage of people working part-time in 2010. In England, the percentage rose to over 30%, and in Wales, the percentage rose to just over 35%.

Scotland had the smallest percentage of part-time workers in 1980, with just over ten percent. However, this rose to almost 20% in 2010 which is a large increase. Lastly, Northern Ireland was the only country that had a decreasing percentage of part-time workers. In 1980, it had around 15% of people in part-time work. This decreased by a couple of percent in 2010.

Stage 3 (Take 2 minutes)

Rereading stage.

The proof Reading stage is a very crucial stage and it should take two minutes at least after your writing. In this stage, you have to read and take out the mistakes if any, about what you have written above.

• Take out any of the mistakes In grammar parts or spelling.
• Take out the mistake of tenses if any verb is written in the wrong tense.
• Ensure that all the key features have been responded to and the task is complete.
• Check out the word limit also which is 150 words.

So in the above discussion, it is clear that identification of the key features is very important here. Once you have identified what you have to write, it makes it easier for you to write. The writing of the overview part and the body paragraphs get simpler after this recognition of the important key features. Following are some example questions in which the key features are mentioned for your reference.

The chart shows components of GDP in the UK from 1992 to 2000.

Summarize the information by selecting and reporting the main features and making comparisons where relevant.

Key features

• Overall, the GDP rate of the service industry Escalated throughout the time whereas it showed fluctuations for the IT industry..
• The GDP rate from the IT industry had always been more than the GDP rate of the service industry.
• The GDP contribution of the IT industry escalated at a higher rate than an increase in the GDP rates of the service industry.
• Both the industries showed a peak GDP rate in the year 2000.

The graph gives information about the age of the population of Iceland between 1990 and 2020.

• The percentage of the young population aged 25 to 54 is highest And increasing in all the years.
• The population aged 0 to 24 had Declined over the period of three decades.
• The middle-aged population of Iceland has remained constant in all the years, that is, approximately 10% to 13%.

The chart below shows the proportion of male and female students studying six art-related subjects at a UK university in 2011.

• Interest in the subject of English language and literature was highest among both genders in the year 2011.
• The least   count of Females had opted for philosophy subject whereas, among males, history and archaeology subject was least likable.
• A high difference in the count of boys and girls can be seen in philosophy subject.
• Approximately the same count of men and women opted for communication and media subjects.

The chart below gives the distribution of worldwide car sharing schemes (%) in 2008 and 2016.

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

Here, for different years, two different Body paragraphs can be formed.

• The highest percentage of Europeans opted for the worldwide car-sharing scheme in the year 2008 whereas South Americans showed the least interest which was almost negligible.
• After a period of 8 years, North America had the highest count of people opting for a worldwide car-sharing scheme.
• But the situation was constant in the case of South America which had the least percentage of car sharers in 2016 too.

I hope the above article brings the clarity of identification of the key features in detail and it makes you feel confident of writing bar graph in an appropriate manner.

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The state of AI in early 2024: Gen AI adoption spikes and starts to generate value

If 2023 was the year the world discovered generative AI (gen AI) , 2024 is the year organizations truly began using—and deriving business value from—this new technology. In the latest McKinsey Global Survey  on AI, 65 percent of respondents report that their organizations are regularly using gen AI, nearly double the percentage from our previous survey just ten months ago. Respondents’ expectations for gen AI’s impact remain as high as they were last year , with three-quarters predicting that gen AI will lead to significant or disruptive change in their industries in the years ahead.

About the authors

This article is a collaborative effort by Alex Singla , Alexander Sukharevsky , Lareina Yee , and Michael Chui , with Bryce Hall , representing views from QuantumBlack, AI by McKinsey, and McKinsey Digital.

Organizations are already seeing material benefits from gen AI use, reporting both cost decreases and revenue jumps in the business units deploying the technology. The survey also provides insights into the kinds of risks presented by gen AI—most notably, inaccuracy—as well as the emerging practices of top performers to mitigate those challenges and capture value.

AI adoption surges

Interest in generative AI has also brightened the spotlight on a broader set of AI capabilities. For the past six years, AI adoption by respondents’ organizations has hovered at about 50 percent. This year, the survey finds that adoption has jumped to 72 percent (Exhibit 1). And the interest is truly global in scope. Our 2023 survey found that AI adoption did not reach 66 percent in any region; however, this year more than two-thirds of respondents in nearly every region say their organizations are using AI. 1 Organizations based in Central and South America are the exception, with 58 percent of respondents working for organizations based in Central and South America reporting AI adoption. Looking by industry, the biggest increase in adoption can be found in professional services. 2 Includes respondents working for organizations focused on human resources, legal services, management consulting, market research, R&D, tax preparation, and training.

Also, responses suggest that companies are now using AI in more parts of the business. Half of respondents say their organizations have adopted AI in two or more business functions, up from less than a third of respondents in 2023 (Exhibit 2).

Future frontiers: Navigating the next wave of tech innovations

Join Lareina Yee and Roger Roberts on Tuesday, July 30, at 12:30 p.m. EDT/6:30 p.m. CET as they discuss the future of these technological trends, the factors that will fuel their growth, and strategies for investing in them through 2024 and beyond.

Gen AI adoption is most common in the functions where it can create the most value

Most respondents now report that their organizations—and they as individuals—are using gen AI. Sixty-five percent of respondents say their organizations are regularly using gen AI in at least one business function, up from one-third last year. The average organization using gen AI is doing so in two functions, most often in marketing and sales and in product and service development—two functions in which previous research  determined that gen AI adoption could generate the most value 3 “ The economic potential of generative AI: The next productivity frontier ,” McKinsey, June 14, 2023. —as well as in IT (Exhibit 3). The biggest increase from 2023 is found in marketing and sales, where reported adoption has more than doubled. Yet across functions, only two use cases, both within marketing and sales, are reported by 15 percent or more of respondents.

Gen AI also is weaving its way into respondents’ personal lives. Compared with 2023, respondents are much more likely to be using gen AI at work and even more likely to be using gen AI both at work and in their personal lives (Exhibit 4). The survey finds upticks in gen AI use across all regions, with the largest increases in Asia–Pacific and Greater China. Respondents at the highest seniority levels, meanwhile, show larger jumps in the use of gen Al tools for work and outside of work compared with their midlevel-management peers. Looking at specific industries, respondents working in energy and materials and in professional services report the largest increase in gen AI use.

Investments in gen AI and analytical AI are beginning to create value

The latest survey also shows how different industries are budgeting for gen AI. Responses suggest that, in many industries, organizations are about equally as likely to be investing more than 5 percent of their digital budgets in gen AI as they are in nongenerative, analytical-AI solutions (Exhibit 5). Yet in most industries, larger shares of respondents report that their organizations spend more than 20 percent on analytical AI than on gen AI. Looking ahead, most respondents—67 percent—expect their organizations to invest more in AI over the next three years.

Where are those investments paying off? For the first time, our latest survey explored the value created by gen AI use by business function. The function in which the largest share of respondents report seeing cost decreases is human resources. Respondents most commonly report meaningful revenue increases (of more than 5 percent) in supply chain and inventory management (Exhibit 6). For analytical AI, respondents most often report seeing cost benefits in service operations—in line with what we found last year —as well as meaningful revenue increases from AI use in marketing and sales.

Inaccuracy: The most recognized and experienced risk of gen AI use

As businesses begin to see the benefits of gen AI, they’re also recognizing the diverse risks associated with the technology. These can range from data management risks such as data privacy, bias, or intellectual property (IP) infringement to model management risks, which tend to focus on inaccurate output or lack of explainability. A third big risk category is security and incorrect use.

Respondents to the latest survey are more likely than they were last year to say their organizations consider inaccuracy and IP infringement to be relevant to their use of gen AI, and about half continue to view cybersecurity as a risk (Exhibit 7).

Conversely, respondents are less likely than they were last year to say their organizations consider workforce and labor displacement to be relevant risks and are not increasing efforts to mitigate them.

In fact, inaccuracy— which can affect use cases across the gen AI value chain , ranging from customer journeys and summarization to coding and creative content—is the only risk that respondents are significantly more likely than last year to say their organizations are actively working to mitigate.

Some organizations have already experienced negative consequences from the use of gen AI, with 44 percent of respondents saying their organizations have experienced at least one consequence (Exhibit 8). Respondents most often report inaccuracy as a risk that has affected their organizations, followed by cybersecurity and explainability.

Our previous research has found that there are several elements of governance that can help in scaling gen AI use responsibly, yet few respondents report having these risk-related practices in place. 4 “ Implementing generative AI with speed and safety ,” McKinsey Quarterly , March 13, 2024. For example, just 18 percent say their organizations have an enterprise-wide council or board with the authority to make decisions involving responsible AI governance, and only one-third say gen AI risk awareness and risk mitigation controls are required skill sets for technical talent.

Bringing gen AI capabilities to bear

The latest survey also sought to understand how, and how quickly, organizations are deploying these new gen AI tools. We have found three archetypes for implementing gen AI solutions : takers use off-the-shelf, publicly available solutions; shapers customize those tools with proprietary data and systems; and makers develop their own foundation models from scratch. 5 “ Technology’s generational moment with generative AI: A CIO and CTO guide ,” McKinsey, July 11, 2023. Across most industries, the survey results suggest that organizations are finding off-the-shelf offerings applicable to their business needs—though many are pursuing opportunities to customize models or even develop their own (Exhibit 9). About half of reported gen AI uses within respondents’ business functions are utilizing off-the-shelf, publicly available models or tools, with little or no customization. Respondents in energy and materials, technology, and media and telecommunications are more likely to report significant customization or tuning of publicly available models or developing their own proprietary models to address specific business needs.

Respondents most often report that their organizations required one to four months from the start of a project to put gen AI into production, though the time it takes varies by business function (Exhibit 10). It also depends upon the approach for acquiring those capabilities. Not surprisingly, reported uses of highly customized or proprietary models are 1.5 times more likely than off-the-shelf, publicly available models to take five months or more to implement.

Gen AI high performers are excelling despite facing challenges

Gen AI is a new technology, and organizations are still early in the journey of pursuing its opportunities and scaling it across functions. So it’s little surprise that only a small subset of respondents (46 out of 876) report that a meaningful share of their organizations’ EBIT can be attributed to their deployment of gen AI. Still, these gen AI leaders are worth examining closely. These, after all, are the early movers, who already attribute more than 10 percent of their organizations’ EBIT to their use of gen AI. Forty-two percent of these high performers say more than 20 percent of their EBIT is attributable to their use of nongenerative, analytical AI, and they span industries and regions—though most are at organizations with less than $1 billion in annual revenue. The AI-related practices at these organizations can offer guidance to those looking to create value from gen AI adoption at their own organizations.

To start, gen AI high performers are using gen AI in more business functions—an average of three functions, while others average two. They, like other organizations, are most likely to use gen AI in marketing and sales and product or service development, but they’re much more likely than others to use gen AI solutions in risk, legal, and compliance; in strategy and corporate finance; and in supply chain and inventory management. They’re more than three times as likely as others to be using gen AI in activities ranging from processing of accounting documents and risk assessment to R&D testing and pricing and promotions. While, overall, about half of reported gen AI applications within business functions are utilizing publicly available models or tools, gen AI high performers are less likely to use those off-the-shelf options than to either implement significantly customized versions of those tools or to develop their own proprietary foundation models.

What else are these high performers doing differently? For one thing, they are paying more attention to gen-AI-related risks. Perhaps because they are further along on their journeys, they are more likely than others to say their organizations have experienced every negative consequence from gen AI we asked about, from cybersecurity and personal privacy to explainability and IP infringement. Given that, they are more likely than others to report that their organizations consider those risks, as well as regulatory compliance, environmental impacts, and political stability, to be relevant to their gen AI use, and they say they take steps to mitigate more risks than others do.

Gen AI high performers are also much more likely to say their organizations follow a set of risk-related best practices (Exhibit 11). For example, they are nearly twice as likely as others to involve the legal function and embed risk reviews early on in the development of gen AI solutions—that is, to “ shift left .” They’re also much more likely than others to employ a wide range of other best practices, from strategy-related practices to those related to scaling.

In addition to experiencing the risks of gen AI adoption, high performers have encountered other challenges that can serve as warnings to others (Exhibit 12). Seventy percent say they have experienced difficulties with data, including defining processes for data governance, developing the ability to quickly integrate data into AI models, and an insufficient amount of training data, highlighting the essential role that data play in capturing value. High performers are also more likely than others to report experiencing challenges with their operating models, such as implementing agile ways of working and effective sprint performance management.

About the research

The online survey was in the field from February 22 to March 5, 2024, and garnered responses from 1,363 participants representing the full range of regions, industries, company sizes, functional specialties, and tenures. Of those respondents, 981 said their organizations had adopted AI in at least one business function, and 878 said their organizations were regularly using gen AI in at least one function. To adjust for differences in response rates, the data are weighted by the contribution of each respondent’s nation to global GDP.

Alex Singla and Alexander Sukharevsky  are global coleaders of QuantumBlack, AI by McKinsey, and senior partners in McKinsey’s Chicago and London offices, respectively; Lareina Yee  is a senior partner in the Bay Area office, where Michael Chui , a McKinsey Global Institute partner, is a partner; and Bryce Hall  is an associate partner in the Washington, DC, office.

They wish to thank Kaitlin Noe, Larry Kanter, Mallika Jhamb, and Shinjini Srivastava for their contributions to this work.

This article was edited by Heather Hanselman, a senior editor in McKinsey’s Atlanta office.

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Harris’ struggles with immigration policy expose political vulnerabilities

Sergio Martínez-Beltrán

Jasmine Garsd

A look at Vice President Kamala Harris’ record on immigration

Vice President Kamala Harris, center, along with Department of Homeland Security Secretary, Alejandro Mayorkas, Rep. Veronica Escobar, a Democrat from Texas, and Sen. Dick Durbin, a Democrat from Illinois, tour a U.S. Customs and Border Protection facility in El Paso, Texas, U.S., in June 2021. Bloomberg/via Getty Images hide caption

As Vice President Kamala Harris works to secure the presidential nomination of the Democratic Party next month, her role on immigration policy is now in the spotlight.

Minutes after the President Joe Biden announced he was dropping out of the race and was endorsing Harris, Republicans started attacking her record on immigration and border policy.

“Joe Biden has now endorsed and fully supports his ‘Borders Czar’ Kamala Harris to be the Democrat candidate for president,” Gov. Greg Abbott, R-Texas, posted on X . “I think I will need to triple the border wall, razor wire barriers and National Guard on the border.”

Conservatives have often referred to Harris as the Biden administration’s "Border Czar," incorrectly claiming she was tasked with repairing the border.

“Kamala had one job,” said Nikki Haley earlier this month at the Republican National Convention. “One job. And that was to fix the border. Now imagine her in charge of the entire country.”

In reality, that was not Harris’ job.

She was tasked by Biden in 2021 to examine the root causes of migration from Central America, including poverty, violence, and corruption. At that time, unauthorized migration came primarily from Mexico and Central America.

She was never tapped to head immigration policy, which is the responsibility of Homeland Security Secretary Alejandro Mayorkas, who oversees all agencies in charge of the enforcement of immigration laws.

Three years later, this role could be Harris’ Achilles' heel. Her role in pushing for Biden’s immigration proposals have disenchanted Democrats and immigrant rights groups.

“I do think there is an opportunity here for Vice President Harris to have a more hopeful message around immigration than even the Biden administration has had in the past,” said Adriel Orozco, a senior policy counsel with the American Immigration Council.

Biden’s policy proposals have included severely restricting most asylum claims at the border and expediting the removal of unauthorized migrants, something immigrant rights groups have opposed.

Suyapa Portillo, a professor of Chicano/a-Latino/a Transnational Studies at Pitzer College, says Harris should try to separate herself from the Biden administration’s “slow move towards immigration reform,” and from the message of deterrence that “represents that conservatism from the Biden administration and the Democratic Party — the old guard.”

Vice President Kamala Harris speaks from the South Lawn of the White House in Washington on Monday during an event with NCAA college athletes. This was her first public appearance since President Joe Biden endorsed her to be the next presidential nominee of the Democratic Party. Susan Walsh/AP hide caption

A changed immigration landscape

If Harris secures the presidential nomination, she will be facing a very different immigration landscape than back in 2021, when she was tasked with addressing its root causes.

Last year, unauthorized crossings at the U.S.-Mexico border hit an all-time high. In December 2023, the number of encounters reached nearly 250,000, according to U.S. Customs and Border Protection.

For the last four months, the number of migrants trying to cross illegally has dramatically dropped. That’s due in part due to Mexico’s enforcement, and Biden’s policies, which include severely restricting most asylum claims at the border .

But migration has diversified in the last few years. There is an unprecedented crisis of global displacement. When Harris was elected in 2020, 90% of immigration hailed from Mexico and Central America, according to an analysis by the Migration Policy Institute .

In 2023, only 49 percent of the encounters were with migrants from those four countries.

Today, immigrants arriving at the US Mexico border are fleeing from the crisis in Venezuela, the war in Ukraine and cartel violence in Ecuador, just to name a few.

A mixed track record

Harris’ record on immigration has been marred by policy blunders.

Her first international trip as vice president made clear her approach on immigration: addressing root causes to stop illegal migration.

In the summer of 2021, she traveled to Guatemala to meet with then-President Alejandro Giammattei. In a speech, she said that the Biden administration was committed to helping Guatemalans find “hope at home.”

But she also warned prospective migrants.

“I want to be clear to folks in this region who are thinking about making that dangerous trek to the United States-Mexico border,” Harris said. “Do not come. Do not come.”

Those three words: Do not come, were seen by many as a blunder . Latino advocates criticized the statement as paternalistic and tone-deaf, given the violent crises rattling the region.

For many immigrant advocates, that statement continues to haunt Harris’ candidacy.

“She needs to separate from Biden,” Portillo says. “She needs to speak to TPS holders and DACA holders for a plan for legalization, and a border plan that does not include throwing children in jail.”

But Harris has maintained that deterrence is essential: last year she announced $950 million in pledges from private companies to support Central American communities.

Judith Browne Dianis, the executive director of the D.C.-based civil rights organization Advancement Project, says Harris will now have to explain how she would tackle immigration if she were elected president.

“Is it a humanitarian response, or is there a criminalization response?” Dianis says. “We don’t need more criminalization. We don’t need a border wall. We need to get to the root causes. We need to make sure that people are taken care of.”

Criticism from GOP for not visiting the border enough

In early June 2021, Harris came under fire for not visiting the border. In an interview with NBC News , she was asked about Republican critiques.

“And I haven’t been to Europe,” Harris fired back. “I mean, I don’t understand the point that you are making.”

Her response was criticized by conservatives as disconnected and flippant towards border communities and agencies which have felt overwhelmed by the influx of migrants in recent years.

Harris’ first trip to the border came later that month, to El Paso, Texas. At a press conference there, she stated that migration “cannot be reduced to a political issue. We’re talking about children, we’re talking about families, we are talking about suffering.”

Earlier this year, Harris backed a Biden-endorsed bipartisan bill on border enforcement.

The measure would have added immigration detention beds, increased the number of U.S. Customs and Border Protection personnel and asylum officers, and funded technology to detect fentanyl smuggling at the Southern border. It passed in the Senate but failed to move forward after former President Donald Trump urged House Republicans to kill it.

But for many immigration advocates, Harris is their candidate.

Kerri Talbot, the executive director of the national advocacy organization Immigration Hub, called Harris a “strong defender and champion of American families, including their immigrant family members” in a statement Sunday.

“We have no doubt that she can step up to the challenge, counter Trump and JD Vance’s rhetoric and dark vision for democracy, and protect the progress we’ve made while delivering transformative change for our immigration system,” Talbot said.

Before VP, Harris was already pushing for reform

But Harris involvement with immigration goes way beyond her vice presidency, and her actions show a shift in policies.

When she was the district attorney in San Francisco, she backed a city policy that turned over to federal immigration authorities migrant juveniles suspected of committing a felony. In 2019, Harris’ campaign told CNN “this policy could have been applied more fairly.”

But as California’s attorney general, she had a different stance. In a 2015 interview with CBS Los Angeles, Harris said, “Unfortunately, I know what crime looks like. I know what a criminal looks like who's committing a crime. An undocumented immigrant is not a criminal.”

Harris became U.S. senator from California in 2017.

She was part of a Senate hearing on the Trump administration’s highly controversial separation policy, in which undocumented migrant children were separated from their parents at the U.S.-Mexico border, as a form of immigration deterrence. She questioned Trump officials, and said separating families can cause “irreparable harm.”

In 2019, she and several other Democratic senators reintroduced the Reunite Every Unaccompanied Newborn Infant, Toddler and Other Children Expeditiously (REUNITE) Act , “to expedite the reunification of separated immigrant families and promote humane alternatives for asylum-seeking immigrant families.”

When she ran for president in 2019, Harris unveiled an immigration plan that called for a path to citizenship for recipients of Deferred Action on Childhood Arrivals program, best known as DACA.

That’s similar to what the Biden-Harris campaign promised when they run in 2020. However, none of that has happened during the administration.

IELTS Writing Task 1 – Bar Chart Example Essay 3

There are so many questions written each year, you may find you practice answering various questions on different topics. It is best practice to learn how to answer each one of the various types of writing task 1 questions , from bar charts, line graphs, maps, process etc.

Take a look at the IELTS Writing Task 1 Academic essay example  below >>

Overall, marijuana or hashish claimed the top spot from both genders whereas lysergic acid diethylamide (LSD) and recreational use of medical drugs shared the lowest percentage of both male and female students.

Finally, lysergic acid diethylamide and the use of recreational drugs tied at the lowest spot with only 2% from the female students and around 3.5% from the male students.

We hope you found this post useful in helping you to study for the IELTS Test . If you have any questions please let us know in the comments below or on the Facebook page.

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Chaos and Confusion: Tech Outage Causes Disruptions Worldwide

Airlines, hospitals and people’s computers were affected after CrowdStrike, a cybersecurity company, sent out a flawed software update.

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By Adam Satariano Paul Mozur Kate Conger and Sheera Frenkel

• July 19, 2024

Airlines grounded flights. Operators of 911 lines could not respond to emergencies. Hospitals canceled surgeries. Retailers closed for the day. And the actions all traced back to a batch of bad computer code.

A flawed software update sent out by a little-known cybersecurity company caused chaos and disruption around the world on Friday. The company, CrowdStrike , based in Austin, Texas, makes software used by multinational corporations, government agencies and scores of other organizations to protect against hackers and online intruders.

But when CrowdStrike sent its update on Thursday to its customers that run Microsoft Windows software, computers began to crash.

The fallout, which was immediate and inescapable, highlighted the brittleness of global technology infrastructure. The world has become reliant on Microsoft and a handful of cybersecurity firms like CrowdStrike. So when a single flawed piece of software is released over the internet, it can almost instantly damage countless companies and organizations that depend on the technology as part of everyday business.

“This is a very, very uncomfortable illustration of the fragility of the world’s core internet infrastructure,” said Ciaran Martin, the former chief executive of Britain’s National Cyber Security Center and a professor at the Blavatnik School of Government at Oxford University.

A cyberattack did not cause the widespread outage, but the effects on Friday showed how devastating the damage can be when a main artery of the global technology system is disrupted. It raised broader questions about CrowdStrike’s testing processes and what repercussions such software firms should face when flaws in their code cause major disruptions.

How a Software Update Crashed Computers Around the World

Here’s a visual explanation for how a faulty software update crippled machines.

How the airline cancellations rippled around the world (and across time zones)

Share of canceled flights at 25 airports on Friday

50% of flights

Ai r po r t

Bengalu r u K empeg o wda

Dhaka Shahjalal

Minneapolis-Saint P aul

Stuttga r t

Melbou r ne

Be r lin B r anden b urg

London City

Amsterdam Schiphol

Chicago O'Hare

Raleigh−Durham

B r adl e y

Cha r lotte

Reagan National

Philadelphia

1:20 a.m. ET

CrowdStrike’s stock price so far this year

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