The graph below shows the use of four different ways to communicate by people in four age groups in the UK in 2011.

Practice this IELTS Writing Task 1 question on IELTSX. The graph below shows the use of four different ways to communicate by people in four age groups in the UK in 2011.

Use Four Different Ways Communicate Four Age Groups UK 2011 - 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.

IELTS Writing Task 1 chart for Use Four Different Ways Communicate Four Age Groups UK 2011
Chart supplied with the IELTS Writing Task 1 question: Use Four Different Ways Communicate Four Age Groups UK 2011

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 6 ยท 157 words.

The given line graph compares four different ways to communicate between four different age breckets in the UK in 2011.

From an overall perspective, it is apparent that communicating by developing technological devices (mobile phone, internet) is more popular among young generations.One significant note is old communicating ways (post, telephone) are more popular between elderly ones.

People under 18 most prefer communicating by the internet showing almost 50% and at least 30% for 18-35 aged ones.Internet is the most underrted way among 60+ aged people showing particularly 5%.Mobile phone is equally popular between under 18 and 18-35 age breckets at 30%, decreasing significantly when it comes to 36-60 and 60+ ones showing particularly 20% and 10%,respectively.

Post is the most unpopular way among the youngest generation and the second most popular among 60+ at 30%.

Communicating by telephone experience an upward trajectory from the youngest to the oldest ones and hits a high of 45% among 60+.

Examiner feedback

The response successfully identifies the primary trends and provides a clear overview of the data. To reach a higher band, focus on reducing spelling errors and improving grammatical precision, particularly regarding tense and subject-verb agreement. Additionally, making more direct comparisons between the data points rather than listing them would strengthen the analysis.

Task Achievement - 6

- The response addresses all requirements of the task and provides a clear overview identifying the main trends. - Key features are highlighted, such as the popularity of technology for the young and traditional methods for the elderly. - Data is provided to support descriptions, although the grouping of 'under 18' and '18-35' for the internet could be more precise regarding the specific figures.

Coherence & Cohesion - 6

- Information is organized logically by grouping types of communication methods together. - Paragraphing is used appropriately to separate the overview and detailed data. - Cohesive devices like 'From an overall perspective' and 'One significant note' are used, though some transitions are mechanical or repetitive.

Lexical Resource - 6

- Vocabulary is adequate for the task, with attempts to use synonyms like 'age brackets' and 'elderly ones'. - There are spelling errors ('breckets' instead of 'brackets', 'underrted' instead of 'underrated') that do not impede communication but affect precision. - Some word choices are slightly informal or unnatural for an academic report (e.g., 'underrated' in a data context).

Grammatical Range & Accuracy - 6

- A mix of simple and complex sentence forms is attempted, such as 'decreasing significantly when it comes to...'. - There are several grammatical errors, including subject-verb agreement (e.g., 'telephone experience' should be 'experienced') and article usage. - Punctuation is generally acceptable but lacks the variety and control needed for higher bands.

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