IELTS|Upper-Intermediate|3. Getting a qualification

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Read the statements about current trends in education. Speculate about the causes of these changes and/or their consequences for a modern society

1. In today’s dynamic classrooms, the teaching and learning process is becoming more nuanced, more seamless, and it flows back and forth from students to teachers.

2. Literacy rates among youth are the test of an educational system, and the overall trend is positive, thanks to the expansion of educational opportunities.

3. In today’s global economy, it has become a basic requirement to have cross-cultural skills and perspectives. An increasingly popular way to achieve this is by completing a Master of Education overseas.

4. In the coming years, many commentators predict that there will be increased demand for highly skilled people.

Match the visuals A-D with the statements 1-4

A. Pie chart

B. Bar chart

C. Line graph

D. Process diagram

Exam information

Table1_IELTS|Upper-Int|L3

🔗More information

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Look at the IELTS Writing Task 1 and complete the introductory sentence using the words from the list

The graph below shows the number of university graduates in Canada from 2002 to 2016.

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


Look at the line graph. Then read the list below and choose four statements which describe the main features of the graph

Read the continuation of the sample writing and underline the sentences that describe the main features

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Draw two vertical lines on the graph to show how the information in paragraph 3 is grouped

Use 🔗Page Marker

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Read the paragraphs 2-4 and answer the questions after the text

2 Graduate numbers rose during the 14 years and reached their highest levels in 2016, but there were always more female than male graduates. In 2002, the difference was less marked, with just over 70,000 males and about 100,000 females. However, by 2016 there had been more significant growth in female numbers. That year, they rose to 149,000, compared to just 90,000 males. Thus the gap between the number of male and female graduates had widened.

3 A more detailed look at the graph reveals that the overall growth in numbers, was not always steady, between 2002 and 2004, there was a slight increase. That was followed by a period of about five years, when numbers fell, then flattened out at just over 73,000 for men and 103,000 for women. After 2012, however, graduate numbers saw their strongest growth rate, and this was well above the increases that had been seen in the early 2000s.

4 Clearly, there were similar trends for male and female graduates over this period, but the number of women graduating increased at a higher rate than the number of men.


1. What is the difference in focus between the second and the third paragraphs?

2. What is the purpose of the last paragraph?

3. What phrases does the writer use in the second paragraph to mean:

a) ‘not as great’?

b) ‘stronger’?

4. What verb is used to describe the changing size of the gap between men and women?

5. What phrase is used to introduce a close analysis of the graph?

6. What verb is used to mean ‘didn’t change’?

7. What phrase is used with data to mean ‘a little more than’?

8. What adjective is used that means ‘small’?

Read the sentences and choose the correct option

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1. We can make comparisons using superlatives in combination with the numerals the second the third the fourth, etc. ‘The chart shows that the second most important reason for emigrating is work’.

2. To express a big difference between the largest, most important, etc., we use by far, much: ‘Getting useful qualifications is by far the most important reason for studying abroad’.

3. To say something is a little less than the largest, most important, etc., we use nearly, almost, not quite: ‘It is not quite the oldest university in the country’.

4. To say something is part of a group of the largest, most important, etc., we use one of / among: ‘The Komodo dragon is among the largest reptiles in the world’.

Note: we use least with amounts, but lowest with numbers: ‘The 60-75 age group ate the least amount of food. Men in their 70s engaged in the lowest number of calls’.


Complete the summary of the graph by writing the correct forms of the verbs in the box

Past Simple / Past Perfect / Present Perfect

We use the Past Simple Tense to describe:

1. an action or a state that happened at a specific time in the past: ‘At the time of the American Declaration of Independence, the United States consisted of just 13 states’.

2. things that happened over a period of time in the past, but not now: ‘The number of overseas students in Canadian universities rose between 2008 and 2011’.

3. actions or events that happened one after the other: ‘They dug the foundations, then they built the walls and finally they put on the roof’.

We use the Present Perfect Tense to describe:

1. a past event that has a result in the present: ‘Scientific research has led to the discovery of an important new antibiotic’.

2. something that started in the past and is completed by now: ‘The authorities have worked on this project for six months (and they’ve just finished working on it)’.

3. introducing a past time event. It is then followed by a series of verbs in the past simple: ‘Charlton Heston has died aged 84, a spokesman for his family has said. Heston died on Saturday at his home in Beverly Hills. His wife Lydia, whom he married in 1944, was at his side’.

The Past Perfect Tense is used:

1. to indicate an action or state that took place before another activity or situation in the past: ‘When I got to the lecture theatre, the class had already started’.

Look at the graph and the Writing Task 1. Work out the plan of the summary according to the questions below


Writing Task 1

The graph shows the percentage change in the number of international students graduating from universities in different Canadian provinces between 2011 and 2016.

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

  1. How would you introduce the task?
  2. What are the key features in the information?
  3. How would you highlight the key features?
  4. How would you group the information into paragraphs?
  5. What should be the focus of the concluding paragraph?

Look at the graph, sum up what you have said in Task 1 and write your own introductory paragraph

Exam tips

Writing Task 1

  1. Mind that an introductory paragraph must give the general idea of what the graph shows (this may be one sentence).
  2. Decide on the key features and the important details in the graph.
  3. Support the key features with appropriate figures.
  4. Think over how to group the information into paragraphs, remembering that there are different ways this can be done.
  5. Do not provide your own interpretations, reasons for the information or any information which is not presented in the task.

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Read the piece of writing. Analyse the text using the questions below as a checklist

  1. Does the sample comprise all the necessary parts?
  2. Are the key features supported by relevant minor details?
  3. Have you come across any words or phrases used inappropriately?
  4. Are all the grammar forms used correctly?
  5. Are there any interpretations or irrelevant details in the sample?
  6. Does the overall trend in the concluding paragraph reflect adequately the data on the graph?


In 2011, the proportion of students from other countries who has graduated in Canada ranged from three percent in Ontario to seven percent in New Brunswick. Nova Scotia had the second highest percentage at 6.5. Five years later, the figures for most provinces had widen by two to three percent, with the exception of Alberta. There, figures fell by one percent to just over four percent. A closer look at the chart reveals that significant growth occurred in New Brunswick, where the figures rose from seven to just under 12 percent. However, the bigger increase took place in British Columbia, where the percentage of graduates more than doubled, reaching almost 11 percent in 2016 which may be caused by the government’s immigration policy of that period.

Over this five-year period, some parts of Canada experienced a fluctuation in their proportion of overseas graduates, although New Brunswick remained the province with the highest percentage overall.

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Tick the words and phases depending on what kind of change they mark

Read the task in the green box and do the test after the text

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The table and charts below provide information about the destinations and employment of UK first degree holders.

Look at the table and charts, read the sample summary and identify the main trends presented in the text.

Destinations of UK graduates by academic year (%)

2007 2008 2009 2010
full-time employment 64 62 59 63
part-time employment and study 9 8 8 7
further study only 16 17 18 17
not employed 11 13 15 13

Salary bands for 2009/10 graduates in employment that year


The table and charts show the study and employment choices of UK graduates over a four-year period and the annual salaries of the 2009/10 group in full-time employment.

According to the table, the pattern in graduate destinations altered very little over this period. The largest category, comprising approximately two-thirds of graduates, found full-time jobs, while 7-9 percent opted for a mix of work and further study. Approximately twice this number continued their studies, while the percentage of not working graduates ranged from 11-15 percent.

Among those 2009/10 graduates who were employed in the UK, the majority were earning between £15,000 and £25,000 per year. Female graduates in the £20,000-£25,000 salary band formed the largest group at 32 percent, and a higher percentage of women than men were employed at lower salary levels. However, 14 percent of male graduates earned £25,000-£30,000 a year compared with only 10 percent of females, and this trend continued as salaries rose.

In summary, many first-degree holders secured jobs after graduation. However, women graduates tended to earn less, on average, than their male counterparts.


Read the sample summary again and match the words/phrases with their synonyms:


Write your answer to this Writing task in about 20 minutes. Your answer should be at least 150 words long

Writing Task 1

The graph above shows the percentage change in places where students lived over five decades.

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

Instructions

  1. Read the Exam task carefully. If necessary make use of Exam tips.
  2. Plan what you are going to write about.
  3. See the sample from the previous tasks.
  4. Write the text according to your plan.
  5. Check your writing.
  6. Please use Grammarly to avoid spelling and some grammar mistakes.

Exam tips

Writing Task 1

  1. Mind that an introductory paragraph must give the general idea of what the graph shows (this may be one sentence).
  2. Decide on the key features and the important details in the graph.
  3. Support the key features with appropriate figures.
  4. Think over how to group the information into paragraphs, remembering that there are different ways this can be done.
  5. Do not provide your own interpretations, reasons for the information or any information which is not presented in the task.

Useful language

  • a current figure
  • a dramatic increase
  • to drop
  • to fall gradually
  • to fluctuate
  • to remain stable
  • to stagnate
  • a steady growth
  • to flatten out
  • to reach a peak

Writing Task 1

Summary

  • Current trends in education
  • Describing trends
  • Tertiary education
  • Identifying the main trends
  • Grouping the information
  • Providing supporting details
  • Education statistics
  • Seeking a university abroad
  • Getting cross-cultural experience
  • Describing changes
  • Degree holders' employment
  • Types of student accomodation
  • Describing changes
  • Degree holders\' employment
  • Types of student acommodation
  • Seeking a university abroad
  1. 1. IELTS|Upper-Intermediate|1. Being a high achiever
  2. 2. IELTS|Upper-Intermediate|2. University life
  3. 3. IELTS|Upper-Intermediate|3. Getting a qualification
  4. 4. IELTS|Upper-Intermediate|4. Career plans
  5. 5. IELTS|Upper-Intermediate|Revise and Check 1
  6. 6. IELTS|Upper-Intermediate|5. Perceiving colours
  7. 7. IELTS|Upper-Intermediate|6. The art of colour
  8. 8. IELTS|Upper-Intermediate|7. The best colour
  9. 9. IELTS|Upper-Intermediate|8. Adding colour
  10. 10. IELTS|Upper-Intermediate|Revise and Check 2
  11. 11. IELTS|Upper-Intermediate|9. In therapy
  12. 12. IELTS|Upper-Intermediate|10. Placebo effect
  13. 13. IELTS|Upper-Intermediate|11. Changing life expectancy
  14. 14. IELTS|Upper-Intermediate|12. Leading a healthy life
  15. 15. IELTS|Upper-Intermediate|Revise and Check 3
  16. 16. IELTS|Upper-Intermediate|13. Works of art
  17. 17. IELTS|Upper-Intermediate|14. Aboriginal art
  18. 18. IELTS|Upper-Intermediate|15. Being good at arts
  19. 19. IELTS|Upper-Intermediate|16. What is a masterpiece?
  20. 20. IELTS|Upper-Intermediate|Revise and Check 4
  21. 21. IELTS|Upper-Intermediate|17. Collecting fossils
  22. 22. IELTS|Upper-Intermediate|18. Evolution and survival
  23. 23. IELTS|Upper-Intermediate|19. The Earth's interior
  24. 24. IELTS|Upper-Intermediate|20. A valuable possession
  25. 25. IELTS|Upper-Intermediate|Revise and Check 5
  26. 26. IELTS|Upper-Intermediate|21. The role of technology
  27. 27. IELTS|Upper-Intermediate|22. Film making and technology
  28. 28. IELTS|Upper-Intermediate|23. The impact of IT on society
  29. 29. IELTS|Upper-Intermediate|24. Number one website
  30. 30. IELTS|Upper-Intermediate|Revise and Check 6
  31. 31. IELTS|Upper-Intermediate|25. Environmental issues
  32. 32. IELTS|Upper-Intermediate|26. Wildlife wonders
  33. 33. IELTS|Upper-Intermediate|27. Endangered species
  34. 34. IELTS|Upper-Intermediate|28. A symbol of a nation
  35. 35. IELTS|Upper-Intermediate|Revise and Check 7
  36. 36. IELTS|Upper-Intermediate|29. Exploring space
  37. 37. IELTS|Upper-Intermediate|30. Observing the stars
  38. 38. IELTS|Upper-Intermediate|31. Space tourism prospects
  39. 39. IELTS|Upper-Intermediate|32. Extraterrestrial phenomena
  40. 40. IELTS|Upper-Intermediate|Revise and Check 8
  41. 41. IELTS|Upper-Intermediate|Exam Part 1
  42. 42. IELTS|Upper-Intermediate|Exam Part 2