In this post, we will look at a Writing Task 1 Academic table essay example from the IELTS writing task 1 Academic Test. Students often ask if the questions are repeated year after year and the answer is no, but the type of chart, graph or table can be.
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.
If you would like to learn how to structure a charts, graphs, table essay please click the button below >
Take a look at the IELTS Writing Task 1 Academic essay example below >>
*This table question and answer were provided by a student. IELTS Achieve did not design this question*
The table illustrates the comparative statistics about the seven hindrances encountered by students from two different elementary schools in 2005 and 2015. The units of measurement are in percentage.
Overall, The survey started in the year 2005 which revealed that not following instructions had the highest fraction while poor reading ability received the lowest percentage in students from school A. Difficulty concentrating in lessons garnered the topmost proportion, while problems in spelling obtained the lowest section in children from school B. After 10 years, handwriting took the top spot in school A, whereas both concentration difficulties and verbal expression got the top spot in school B.
On the one hand, in the year 2005, not following instructions acquired the highest proportion with 40% from school A followed by problems in concentration, troubles in verbal expressions and lacking listening skills with 40% and both 35% respectively, whereas poor reading ability got the lowest percentage. In school B, having a hard time concentrating is the topmost problem with 15 % followed by verbal expression obstacles, poor listening skills and problems in reading with 14%, 11% and 8% accordingly.
On the other hand, after 10 years, trouble with handwriting got the highest number with 28% from school A. Just trailing behind were spelling struggles and weak reading ability with 25% and 23% correspondingly. In school B both problems in verbal expression of ideas and concentration lessons shared the top spot with 15% next to it are lacking in listening skills and weak reading ability with 10% and 9% respectively.
Finally, not following instructions and concentration difficulties received the lowest in school A with both 18% whereas poor reading ability obtained the lowest number with only 9% in school B.
Word count – 286 / Band score 8
*This is a little long for a writing task 1 essay – do you think some of the information could have been edited? What would you have cut out of the essay? Answer in the comments below*
- Task Achievement – The answer provides a paraphrased question, to begin with, followed by an overview that gives the reader key information.
- Coherence and Cohesion – The answer has been divided into clear logical paragraphs.
- Lexical Resource – There is evidence of paraphrasing, synonyms and some less common words.
- Grammatical Range and Accuracy – The answer has no grammatical errors. The sentences are mainly made up of multiple clauses and have a variety of structures.
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1 thought on “IELTS Writing Task 1 – Table Essay Example 3”
The table compares the percentage of children facing educational problems in 7 different aspects in two primary schools in the years 2005 and 2015.
Overall, the problems faced by the students increased over the period in school B, while it decreased in school A except for reading ability. Out of both the schools, school A had the highest percentage of problems.
In terms of school A, 42% of students had trouble following instructions and 40% found it difficult to concentrate in lessons in 2005. These figures then significantly dropped to 18% in both areas by the final year. Listening skills and verbal expression of ideas was a problem for 35% of the school initially, which decreased by roughly 15% by 2015. One third of the school found it difficult with spellings at the beginning but this declined slightly to 25% in 2015. The percentage of handwriting as a problem remained the same throughout. However, reading ability increased by 1% in 10 years.
On the other hand, in school B problems with following instructions and spellings doubled over the period. Listening skills, verbal expression of ideas and reading ability all increased by 1%, whereas concentration in lessons and handwriting remained constant over the time frame.