The graph below shows the changes in car ownership in European households between 1971 and 2001.

Changes in car ownership in European households between 1971 and 2001 - IELTS Writing Task 1

You should spend about 20 minutes on this task.

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

Write at least 150 words.

A student's answer to this task, and the feedback on it

Written by an IELTSX user under exam conditions and published unedited and anonymously. Band 7 · 211 words.

The table compares the percentage of households in Europe that owned one, two, or three or more cars in 1971, 1981, 1991 and 2001.

Overall, car ownership increased considerably over the 30-year period. The proportion of households with no more than one car generally declined, while ownership of two or more vehicles became increasingly common. By 2001, households with multiple cars accounted for a much larger share than at the beginning of the period.

In 1971, the vast majority of households either had no car or owned just one vehicle. Approximately 50% of households had one car, while around 30% did not own a car at all. Only about 15% possessed two cars, and a very small proportion, roughly 5%, had three or more. Over the next two decades, one-car ownership remained relatively common, although its proportion gradually fell.

By 2001, the percentage of households without a car had dropped significantly, to around 15%. At the same time, the share owning two cars had risen to approximately 25%, while households with three or more vehicles increased to around 15%. Although one-car households were still the largest group, their proportion had fallen to roughly 45%. Overall, the figures show a clear long-term shift towards higher levels of car ownership among European households.

Examiner feedback

The response provides a clear and well-structured overview of the data, accurately highlighting the main trends in car ownership over the 30-year period. Minor issues such as misidentifying the graph as a table and minor data approximations prevent a higher score, but the execution remains strong.

Task Achievement - 7

- The response covers all key features of the graph adequately and presents a clear overview. - Data are accurately selected and supported with appropriate figures. - The task is successfully fulfilled, though it misidentifies the graph as a table in the introduction.

Coherence & Cohesion - 7

- Information and ideas are logically organised with a clear progression throughout. - Paragraphing is used effectively to separate the overview and body details. - A range of cohesive devices is used accurately.

Lexical Resource - 7

- A sufficient range of vocabulary is used to convey precise meanings about trends and data. - Good use of lexical items such as 'proportion', 'vast majority', and 'gradually fell'. - Minor error in the introduction by referring to the graph as a table.

Grammatical Range & Accuracy - 7

- A variety of complex structures is used with flexibility and accuracy. - Grammar and punctuation are generally well controlled with frequent error-free sentences. - Sentence forms show good variety between simple and complex clauses.

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