One of the things we get asked about the most by our students is prepositions for dealing with writing task 1. Our first class on describing data provides some rules about how to use prepositions in writing task 1.
This class provides an exercise to help you analyse data and structure your report and a practice activity which will test your ability to use prepositions. As always, let us know what you think and leave your ideas in the comments section at the end.
Below is a typical IELTS Academic Task 1 graph that we are expected to summarise.
We will look at a model answer for this task in Exercise 2. First, let's look at what you already know about how to answer a task like this.
|The two sets of data reveal the percentage of people visiting different types of attractions in two separate years in the UK. Overall, 1999 had a far higher number of tourists than 1981 and the most popular type of attraction in both years was museums and galleries while wildlife parks and zoos remained the least popular.|
|The most visited type of attraction in both years was museums and galleries. In 1981 the figure stood at % of visitors and there was a significant gap of % between visitors to this type of attraction and the second most popular, which was theme parks at %. However, the percentage of visitors to museums was % less in 1999 than in 1981 standing at only % and so the difference in the percentage of visitors to museums and theme parks stood at only % as % of people visited theme parks in that year.|
|In both 1981 and 1999 the least popular type of attraction was wildlife parks and zoos with % and % of visitors respectively. It is important to note that percentage of visitors more than doubled for this type of attraction. In contrast, the percentage of people visiting historic houses and monuments was the same in both years.|
We can see that the details of these pie charts have been separated into 1) the two most popular and 2) the two least popular tourist attractions. An alternative way to structure this task is to divide the details into 1) year 1981 and 2) year 1999.
When you write, you must decide how you want to separate your detail paragraphs.
Exercise 3 | Important Vocabulary
The most visited type of attraction in both years was museums and galleries. In 1981 the figure stood at 48% of visitors and there was a significant gap of 16% between visitors to this type of attraction and the second most popular, which was theme parks at 32%. However, the percentage of visitors to museums was 10% less in 1999 than in 1981 standing at only 38% and so the difference in the percentage of visitors to museums and theme parks stood at only 1% as 37% of people visited theme parks in that year.
In both 1981 and 1999 the least popular type of attraction was wildlife parks and zoos with 4% and 9% of visitors respectively. It is important to note that percentage of visitors more than doubled for this type of attraction. In contrast, the percentage of people visiting historic houses and monuments was the same in both years.
|places that toursits like to visit|
|the number/amount was...|
|a word that introduces a contrast|
|a big difference|
|two times as many|
|a phrase which introduces a contrast|
We often find that students find it difficult knowing what prepositions (in/on/at/by etc) to use when referring to data. Luckily we have a class to help you with that:
Prepositions to go with statistics and data
Today’s post will:
- Help you to analyze bar charts.
- Provide you with useful linking phrases for contrasting data.
- Test your ability to contrast data.
- Provide some useful vocabulary for talking about age groups.
- Give you a graph to write about and the option to receive some feedback on your writing.
First we must understand the graph. It is very important that we do this before we begin writing. Test how well you understand the graph with the true or false interactive questions below.
Our Grammar and Vocabulary Notes
- in comparison with
- compared with
- age group
- age bracket
- if you are signed up to a group, then you are a member of the group.
- a broader range
- a wider range
For more on task 1, learn how to use vocabulary for data and figures here.
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About The IELTS Test
Academic Writing Task 1
Academic Writing Task 2
Cause And Effect
Coherence And Cohesion
Complete The Notes
Complete The Table
Frequently Asked Questions
General Training Reading
General Writing Task 1
General Writing Task 2
Listening Section 1
Listening Section 2
Listening Section 3
Listening Section 4
Problem Solution Essay
Speaking Part 1
Speaking Part 2
Speaking Part 3
True / False / Not Given