Sample sentences for writing task 1

Sample sentences for writing task 1 1 Describing information 1 1 Writing introduction The table line graph bar chart column chart pie chart shows illustrates describes the percentage ofthe numb.Sample sentences for writing task 1 1 Describing information 1 1 Writing introduction The table line graph bar chart column chart pie chart shows illustrates describes the percentage ofthe numb.

Sample sentences for writing task 1

- The USA and Japan both had 10% of the unemployed people

- The USA and Japan accounted for 10% of the unemployed people

- 10% of the unemployed people were from the USA and Japan

- There were 10% of the unemployed people in the USA and Japan

- the profit of France remained steady / stable/ constant at 10%

- the profit of France rose / increased/ grew up/ went up/ by 10% / from 10% to 20%

- the profit of France fell/ decreased/ went down/ declined/ dropped by 10% / from 20% to 10%

1.3 Expressing changes in data: (Trend)

- The number of the unemployed increased/ rose/ went up suddenly / rapidly/ dramatically/ sharply/ significantly/ slightly/ steadily/ gradually/ slowly from … to…

- The number of the unemployed decreased/ fell/ went down/ dropped suddenly / rapidly/ dramatically/ sharply/ significantly/ slightly/ steadily/ gradually/ slowly from … to…

- There was a sudden / rapid/ dramatic/ sharp/ significant/ slight/ steady/ gradual/ slow increase / rise/ climb in the number of the unemployed from ….to…

- There was a sudden / rapid / dramatic/ sharp / significant / slight / steady/ gradual / slow decrease/ fall / drop in the number of the unemployed from ….to…

- The number of the unemployed people fluctuated between ……… and…

- There was a fluctuation in the number of the unemployed people between …and…

- There was little/ no change in the number of the unemployed people from….to…

- The figures peaked/ reached the peak/ reached the highest point at 20% in December

- The data bottomed out/ reached the bottom/ reached the lowest point at 10% in Dec

1.4 Comparing data

- the percentage of profit in France doubled from May to June

- the percentage of profit in France increased three –fold/ four – fold from May to June

- France made twice/ three times/ four times the percentage of profit in May than in June

- the USA and Japan had the largest percentage/ number of the unemployed people (75%)

- The USA had almost/ nearly/ about one quarter of/ a third of/ a half of/ three quarter of the total number of the unemployed people

- The USA had almost/ nearly/ about one quarter of/ a half of/ three quarter of /twice/ three times as many the unemployed people as Japan

- The USA had almost/ nearly/ about as many as Japan

- The USA had nearly/ about / exactly/ the same number of the unemployed people as Japan

- There were more unemployed people in the USA than those in Japan (10% and 6%

- More/ fewer/ female students (10%) than males (6%) chose online games

- In comparison to the female students (6%), the males (10%) chose more online games

2 Describing process:

- The diagram illustrates/ shows the process of clean energy production from coal

- The diagram illustrates/ shows how clean energy is produced from coal The first stage is to prepare coal ………

The next stage is to produce energy ………

- The diagram illustrates/ shows the structure of a fire extinguisher and its operation The a fireextinguisher consists of ………., which is

In order for a fire extinguisher to work, first………

- First………then/ next/ after that/……… Finally,

- After/ before………

Sample writing task 1Describing data (one chart)

The bar graph describes the consumption of meat per person each year in kilograms in USAbetween the years 1950 and 2000 As can be clearly seen that there was a fluctuation in the figure ofBeef during five decades In 1950, this number was approximately 30 kg and increased slightly to over

35 kg in 1960 After that it rose to a peak at nearly 50 kg by 1970 then continued its downward trendmore gradually to 40 kg by 2000

However, the consumption of poultry went up gradually from 1950 to 2000 In fact, this numberwas only less than 15 kg in 1950 By 1960, it rose slightly but later increased dramatically to well under

30 kg After it maintained the same level between 1970 and 1980 which was followed by a swift growth

in the last two decades, it reached the highest peak of around 50 kg by 2000 Overall, the graph reflects

the differences between beef and poultry consumption during the period 1950-2000

Writing task 1

You should write 20 minutes for this task.

The chart below shows the amount of leisure time enjoyed by men and women

of different employment status.

Write a report for a university lecturer describing the information shown below.

You should write at least 150 words

model answer:

The chart illustrates the number of hours of leisure that men and women enjoyed in a typical week in1998-1999, according to gender and employment status Among those employed full-time, men onaverage had fifty hours of leisure, whereas women had approximately thirty-seven hours There were nofigures given for male part-time workers, but female part-timers had forty hours of leisure time Lastly,there were only figures given for housewives (approximately fifty-four hours of leisure)

In the unemployed and retired categories, leisure time showed an increase for both sexes Men enjoyedmore leisure time than women The unemployed and retired men spent over eighty hours, comparedwith seventy hours for women Overall, the chart demonstrates that in the categories for which statistics

on male leisure time were available, men enjoyed at least ten hours of extra leisure time

Describing trend:

The line graph describes the amount of wool price in New Zealand between the years 1980 and

2000 As can be clearly seen that there was a fluctuation in the number of New Zealand wool priceduring two decades In fact, in 1980, this figure was consistently 2 dollars, but later increased slightly toover 2 dollars after a year However, it fell significantly to under 1.5 in 1985 then continued its upwardtrend to reach the peak at 5 dollars in 1987, a threefold growth This number decreased suddenly to 3 inthe early 1990

However, the wool price had little change from 1990 to 2000, except a sharp rise in 1995 Theprice maintained the same level around 3 dollars during four years (1990 - 1994) After that it recoveredsteadily in 1994 with fewer than 4 then continued to go up sharply to over 4.5 in 1995 In the last fiveyears, it fell again to just 3.5 in 1998 and remained constant at the same level in 2000 Overall, thegraph reflects that the number of New Zealand wool price fluctuated during the period reached thehighest peak of over 5 dollars and fell to an all time level of under 1.5

Describing process

The diagram below shows how a central heating system in a house works.

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

The diagram illustrates the operation of a domestic central heating system in a house It consists of atank which is used to store water in the roof: a boiler fuelled by gas or oil; and pipes All these ensure aconstant flow of hot water to the radiators, which have small tubes inside them to help distribute the

In order for the system to work, first, cold water enters the house and is stored in a water storage tank.From there, it flows down to the boiler, located on the ground floor of the house After that, the boilerheats up the water as it passes through it The hot water is then pumped round the house through asystem of pipes and flows into the radiators, located in different rooms The water circulates through theradiators, and this warms each of the rooms Some of the water is directed to the taps to provide hotwater for the house Once the water has been through the pipes and radiators, it is returned to the boiler

to be re-heated and circulated round the house again

Describing two graphs

The two pie charts illustrate the amount of time of each student spending on two levels.Although the rate of Computers in level 2 (11%) is slightly more than that in level 1, with only anincrease of 1%, this number of Physics is zero In addition, while the amount of time spending onChemistry in level 2 is 11%, this figure in level 1 is zero Finally, the sum of time learning onComputers of level 1 and level 2 is 10% and 11% respectively

As can be seen from the two charts, English, Engineering and Math are three subjects of bothlevels which have high amount of time English is the biggest subject in level 1 accounting for 36%,while the figure of level 2 is less 8% than level 1’s number The amount of time learning on Engineering

in level 2 is similar to English’s figure (28%) Math is the second biggest subject in level 1, with 24%,but the figure of level 2 is 2% lower than level 1’s number Following is the number of hours learning

on Engineering in level 1, with 20% Overall, the charts reflect the differences of time learning on eachsubject of two levels

Describing two graphs

The two graphs describe the amount of expenditure on health and education in UAE between

1985 and 1993, and the trend of infant mortality and life expectancy As can be shown from the linegraph, the number of life expectancy increased gradually from 60 years in 1970 to over 70 years in

1992, whereas the figure of infant mortality plunged over the period In fact, this number fell steeplyfrom 70 per 1000 births to 20 per 1000 births, a huge decrease of over 70%

As can be seen clearly from the bar chart, the expenditure on both sections (health andeducation) had a dramatic increase during the period In 1985, this number of health was only under8% but later went up gradually to 10% in 1993 In comparison, the rate of education category was agreat deal more than that of health section In fact, this figure was consistently around 10% in 1985.After that it rose sharply to approximately 14% by 1990 then continued its upward trend more slightly tounder 15% by 1993 Overall, the charts reflect the differences about the percentage between health andeducation, life expectancy and infant mortality

Task 1: You should spend about 20 minutes on this task.

The diagram below shows the typical stages of consumer goods manufacturing, including the process by which information is fed back to earlier stages to enable adjustment.

Write a report for a university lecturer describing the process shown.

You should write at least 150 words

Sample answer:

Most consumer goods go through a series of stages before they emerge as finished products ready for sale.

Raw materials and manufactured components comprise the initial physical input in the

manufacturing process Once obtained, these are stored for later assembly But assembly first depends upon the production planning stage, where it is decided how and in what quantities the stored materials will be processed to create sufficient quantities of finished goods The production planning stage itself follows the requirements of the goods' design stage that proceeds from extensive research After assembly, the products are inspected and tested to maintain quality control l Those units that pass the inspection and testing stages are then packaged, despatched and offered for sale in retail outlets The level of sales, which is the end point of the manufacturing process, helps determine production planning.

A product's design is not only the result of product research, but is also influenced by testing and market research If the testing stage (after assembly and inspection) reveals unacceptable

problems in the finished product, then adjustments will have to be made to the product's design Similarly, market research, which examines the extent and nature of the demand for products, has the role of guiding product design to suit consumer demands which may change with time Market research, while influenced by product sales, also serves to foster future sales by devising suitable advertising for the goods.

Thus the reality of consumer goods manufacturing goes well beyond a simple linear production process.

Sample writing task 2

Topic: Living in an apartment instead of a university dormitory has advantages and disadvantages Discuss some of the advantages and disadvantages of apartment living.

When a person decides to enter a university away from home, he or she must also consider livingaccommodations Although most universities offer student dormitories, students frequently opt to live in

an apartment While there are many advantages to apartment living, there are also many disadvantages.Before a student decides to live in an apartment, all the aspects of that kind of accommodation should bereviewed

Living in an apartment has many advantages First, students can choose to live in a quietneighborhood A quiet neighborhood is conducive to studying Away from the distractions of campuslife, students can be more serious about their studies Second, apartment life allows students to be moreindependent For example, they can cook whatever they want to eat and have their meals whenever theywant them Third, students can often find apartments that are cheaper than the fee for room and board in

a dormitory

However, living in an apartment also has disadvantages Being away from campus life can makestudents feel isolated Another disadvantage is that apartments close to campus are usually expensive,and those farther away are not within walking distance Therefore, transportation must be considered.Finally, students who live in apartments must cook their own meals, shop for food, perhaps carry theirlaundry to a Laundromat, and clean their entire apartment – not just their room

Even though there are many advantages to apartment living, I would prefer to live in theuniversity dormitory for the following reasons First, I will be new at the university and meeting peoplewill be easier in a dormitory setting Second, I won’t have to worry about purchasing and cooking food

or cleaning up afterwards Consequently, I will have more time for my studies Finally, I will be withinwalking distance of my classes and the university library In conclusion, living on campus is moreadvantageous for me than living in an apartment

To what extend do you agree? Maintaining Death sentence?

1 How would you feel if a loved one were killed? Would you want retribution, or would having the

killer in prison be enough? This question has been asked many times, but people are not in agreement about the ultimate punishment We all know that it is wrong to take a human life, but if our government does the killing, is it still a crime? Some people say that the

government doesn't have the right to end someone's life However, a majority of the people approve of the view that capital punishment should be preserved

2 It could be argued that allowing the death penalty is for the sake of punishment itself Criminals who

commit serious crimes should be separated from society The punishment will depend on the degree of

the crime Capital punishment, the most severe form of punishment, ends criminals' lives It seemsreasonable that this severe punishment be reserved for those who commit the most serious crimes

3 Most people agree that preserving capital punishment is also financial The government doesn't have

to spend a lot of money on criminals Next to capital punishment, the most severe punishment is a life

sentence in prison, where the government has to take care of criminals until they die naturally These

criminals do not work, but they receive free housing and food It is unfair to use tax dollars for such apurpose

4 Many people state that continuing the use of the death penalty is based on the purpose of government.

If the government has legitimate power to make, judge, and carry out the laws, it should also have the

power to decide if criminals should die Capital punishment is like any other sentence If one believesthat the government has the right to charge a fine or put criminals into jail, then the government mustalso have the same power to decide the fate of a prisoner's life

5 The opponents of capital punishment might say that nobody has the right to decide who should die,

including the government However, when the government sends soldiers into war, in some way, it isdeciding those soldiers' fate; some will live and some will be killed As long as the government has aright to send its citizens to a battlefield, it has a right to put criminals to death

6 Therefore, there are many good reasons to maintain capital punishment Certainly not every criminal

should be put to death Capital punishment will be viewed as the harshest form of punishment If no

punishment can reform a murderer, then capital punishment is the best thing that can be done for that

person and for society

Topic: It is sometimes argued that because tertiary education is a greater benefit to the individual than to the society, students should pay full fees, others think that society gain more benefits

Discuss both of these views

As the modern world is becoming increasing complex, and knowledge is becoming more andmore specialized, there is no doubt that tertiary education is necessary both for the whole society and forindividuals who want to ensure that they have a good profession The question of who benefits more isimportant to society and government in deciding who should be expected to pay for the costs is debated

There is no doubt that the whole society benefits In all developing countries, there has been astrong effort to raise the educational level of the society by putting as much money as possible intoproviding educational institutions Universities and colleges are, however, expensive to run Because ofthis, it is felt that such countries are held back in all forms of development Without enough educatedprofessionals such as doctors, teachers, dentists and engineers, developing countries cannot move ahead.Governments in such countries provide scholarships, or free education, to as many students as they canafford because they realize that the whole country will benefit Many developed countries also try tooffer free tertiary education because they want a highly educated population

However, there is also a strong argument that individuals benefit so much from tertiary educationthat they should be expected to pay for it Doctors, lawyers and engineers have some of the highestincomes in most societies People argue that the government, and the tax payer, should not pay forstudents who will later earn more than anyone else Moreover, most students come from the middleclasses, and their parents can afford to pay for their fees There are, of course, some students who cannotafford to pay This problem can be overcome by a system like the one that is being used in Australia, forexample, the government gives the students a loan to pay for their fees, and later, when they are earning

a good salary, they repay this loan

It is probably impossible to decide whether the individual or the society benefits more fromtertiary education, but since both benefit, the costs should probably be paid for by both equally