IELTS Practice
Tests / Test 07 / Writing

Writing prompts — Test 07

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Academic Task 1 Bar chart Comparison over time
You should spend about 20 minutes on this task. Write at least 150 words.

The chart below shows the percentage of household waste that was recycled in four European countries in 2010 and 2020.

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

Household waste recycled — four European countries, 2010 vs 2020
Percentage of total household waste
0 20 40 60 80 100 % recycled Germany 60 68 Netherlands 52 62 France 30 43 Spain 22 35 2010 2020
Source: European Environment Agency, adapted

What this task is really asking

A comparison-over-time chart with four subjects and two time points — one of the most common Task 1 configurations.

What the examiner is looking for

  • An overview of the main features — not paragraph-by-paragraph description, but a synthesised statement. Examiners specifically flag its absence.
  • Selective reporting, not every single figure. Group the countries into higher and lower performers, note the pattern, then give supporting numbers.
  • Comparison, not just description. "France was at 30%" is description. "France's rate was less than half of Germany's" is comparison — this is what the task asks for.

What you should NOT do

  • Do not give an opinion, explanation, or reason for the data. This is Task 1 — no "because" claims about why Germany recycles more.
  • Do not describe the chart as a chart ("The X axis shows…"). Describe what the chart shows.
  • Do not copy the prompt sentence word-for-word in your introduction. Paraphrase.

Suggested structure

Four paragraphs, roughly 150–170 words. Overview second — that placement is deliberate, not accidental.

Paragraph 1 · Introduction (25–35 words)
Paraphrase the prompt
Rewrite the task in your own words. Say what the chart shows, who it covers, and when. One or two sentences maximum.
Paragraph 2 · Overview (30–40 words)
The two biggest patterns, no numbers
First: recycling rates rose in every country between 2010 and 2020. Second: a clear north–south divide — Germany and the Netherlands are significantly ahead of France and Spain in both years. Start with Overall, or It is clear that…
Paragraph 3 · Detail 1 (45–55 words)
The higher-performing pair
Germany (60% → 68%) and Netherlands (52% → 62%). Give the numbers, note the 8-point and 10-point increases. Compare the two — Germany was and remains the leader.
Paragraph 4 · Detail 2 (45–55 words)
The lower-performing pair, with the biggest change
France (30% → 43%) and Spain (22% → 35%). Both increased by 13 points — the largest change of any country. Note that even with growth, Spain in 2020 (35%) still trailed Germany in 2010 (60%).

Useful vocabulary

Chart-description vocabulary — the words that separate a Band 6 from a Band 7 answer.

Verbs of change (upward)
rise / rosemost flexible, safest choice
increase / growneutral, well-known
climbslightly more visual
reachuse with a specific figure: reached 68%
more than doubleuse for Spain (22 → 35 is not double, don't use here)
overtake / surpassonly if one crosses above another
Nouns of change
a rise / an increaseplain
growthworks well: "modest growth in France"
an upward trendoverview-friendly
a jump / a leaponly for sharp changes
Describing size of change
substantial / significantlarge, e.g. 13-point jumps
marginal / slighttiny — nothing here fits
modest / moderateGermany's 8-point rise
dramatic / sharpsave for very sharp changes
Comparison language
whereas / whilecontrast within a sentence
compared with / todirect comparison
by contrast / in contrastsentence-initial contrast
similarly / likewiseuse when countries follow the same pattern
x times higher/lower thanSpain was almost three times lower than Germany
a gap of X percentage pointsprecise; avoid "%" for gaps

Useful grammar

Four structures that examiners specifically credit under Grammatical Range and Accuracy for Task 1.

1 · Past simple + specific time expressions
This chart is historical (2010 and 2020), so past simple is the default. Use with clear time markers.
USE In 2010, Germany recycled 60% of its household waste, rising to 68% a decade later.
2 · "-ing" clauses for consequence
A neat way to attach a second action to a main clause — examiners like this because it shows sentence-length variety.
USE France's rate rose from 30% to 43%, overtaking the Netherlands' 2010 figure.
3 · Passive voice for the source
Doesn't fit everywhere, but works when talking about the practice itself rather than the country.
USE By 2020, more than two-thirds of household waste was being recycled in Germany.
4 · Comparative structures with modifiers
"Higher than" alone is basic. Modify it: significantly, marginally, twice as, almost half as.
USE Spain's 2020 figure was still substantially lower than Germany's 2010 figure.
USE The Netherlands recycled almost as much as Germany in both years.

Linkers & discourse markers

Chart-writing needs specific families of linkers. Vary them within these families — don't repeat one linker three times.

To signal the overview
Overall It is clear that The most striking feature What stands out
To introduce detail
Looking at the higher end Turning to As for Focusing on Regarding
To compare / contrast
whereas while in contrast by comparison on the other hand
To add similar cases
similarly likewise in the same way as with equally
To sequence time
by 2020 over the decade a decade later during this period between the two years
To give figures
at with reaching rising to a figure of

Common pitfalls for this prompt

The specific traps this bar chart sets. Each has cost thousands of test-takers a band.

1 · Missing the overview, or hiding it in the introduction

Examiners look for the overview as a distinct statement, usually paragraph 2. If yours is buried inside paragraph 1 as a subordinate clause, they may not credit it. Start it explicitly: Overall, or It is clear that….

WATCH Confusing percentage points with percentage change.

France's recycling rose by 43%.
France's recycling rose by 13 percentage points, from 30% to 43%.
2 · Using "significantly" for the wrong-sized change

An 8-point rise (Germany) is modest, not significant. Reserve significant / substantial / dramatic for the 13-point jumps and the four-country comparison.

3 · Explaining why

Do not add reasons: "Germany recycles more because of strict laws" is not asked and can lower your Task Achievement score. Report the data. That is all.

4 · Copying the prompt sentence in your introduction

Copied words don't count toward your 150. Paraphrase every content word.

The chart below shows the percentage of household waste that was recycled…
The bar chart illustrates recycling rates for domestic waste in four European nations, comparing figures for 2010 with those a decade later.
Suggestions Click any panel to reveal. You can open several at once and compare.
Academic Task 2 Discussion + opinion Education
You should spend about 40 minutes on this task. Write at least 250 words.

Some people believe that universities should focus mainly on preparing students for the world of work and specific careers. Others argue that the primary purpose of university education is to develop academic knowledge, regardless of its practical application.

Discuss both views and give your own opinion.

Give reasons for your answer and include any relevant examples from your own knowledge or experience.

What this task is really asking

A "discuss both views" question — not the same as "to what extent do you agree." Miss the difference and you lose Task Response marks.

The three things this task demands

  • Discuss both views fairly. Not a token sentence for the view you disagree with. Both sides need a full paragraph with reasons and examples.
  • Give your own opinion clearly. Your position must be stated in the introduction AND reinforced in the conclusion. A hidden or wavering opinion loses marks.
  • Reasons and examples. Every claim needs a because-clause or an example. Bare assertions ("universities should teach skills") are Band 5 material.

How to position yourself

  • Middle-ground opinions score well — you don't need to pick one side and defend it absolutely. "Both have merit but the balance should tilt toward X because…" is a Band 7+ move.
  • State your opinion in the intro. Don't build up to a reveal.

Suggested structure

Four paragraphs, 260–290 words. The two body paragraphs mirror each other so the reader can follow the argument.

Paragraph 1 · Introduction (45–55 words)
Paraphrase → state both views → give your position
Sentence 1: paraphrase the topic. Sentence 2: acknowledge both views exist. Sentence 3: your position, e.g. "While vocational training has clear value, this essay argues that universities should prioritise academic depth because…"
Paragraph 2 · Career-preparation view (75–90 words)
Present the view you find less convincing
Topic sentence: "There are legitimate reasons why many argue…" Give two reasons (graduate employability, tuition costs). Give one example (e.g. specialised STEM programmes). Do not attack this view yet.
Paragraph 3 · Academic-knowledge view (85–95 words)
Present the view you endorse — with more weight
Topic sentence should signal your alignment: "However, a stronger case can be made for academic breadth." Give two reasons (adaptability across careers, foundational thinking skills). Give one example (e.g. a philosophy graduate entering tech). This paragraph is slightly longer — that's your opinion showing.
Paragraph 4 · Conclusion (35–45 words)
Restate your position with a small forward-looking note
Do not introduce new arguments. Restate: both views have merit; academic depth serves students better in the long run. End with a nuance (e.g. "the ideal university balances the two, with the balance tipped toward the intellectual.")

Useful vocabulary

Discussion-essay vocabulary — the words that carry the argument.

Topic-specific — education
vocational trainingskills for a specific job
employabilityability to find work
curriculumwhat is taught
marketable skillsskills employers pay for
intellectual pursuitslearning for its own sake
critical thinkingthe classic academic skill
transferable skillsuseful across jobs
graduate outcomeswhat happens after graduation
tuition feesthe cost of study
return on investmentfinancial framing
civic-minded citizensthe deeper purpose argument
the labour marketwhere jobs happen
Opinion / stance
I would argue thatstrong personal claim
It seems to me thatsofter, still clear
In my viewplain, always safe
There is a strong case forargumentative but neutral
Ultimatelysignals the conclusion of your reasoning
Concession — acknowledging the other side
Admittedly / grantedopens a concession
while it is true thatfull-sentence concession
there is some merit inpolite acknowledgment
despite this / neverthelessflips back to your position

Useful grammar

Discussion essays reward specific structures. Show two or three of these clearly.

1 · Conditional structures for hypothetical reasoning
Type 2 (second conditional) fits discussion essays where you argue about consequences.
USE If universities focused exclusively on employment, they would risk producing graduates who cannot adapt when industries change.
2 · Concession structures (although / while / despite)
The essential move for "discuss both views." Master this or your essay will read as one-sided.
USE While vocational programmes address immediate employment needs, they may leave graduates ill-equipped for career shifts.
3 · Passive voice for depersonalising claims
Softens strong claims — sounds more academic than "I think."
USE It could be argued that a purely vocational education neglects the broader purpose of higher learning.
4 · Complex noun phrases
Compress ideas into fewer words with dense noun phrases — a strong Band 7+ move.
USE The rapid transformation of the labour market makes narrowly-defined training a risky investment.
5 · Cleft sentences for emphasis
Sparingly. One well-placed cleft signals grammatical range.
USE What matters most is not what a graduate knows on day one, but how they learn thereafter.

Linkers & discourse markers

Discussion essays need linkers across five distinct functions. Vary them — repeating "however" three times costs Coherence marks.

Introducing an argument
One argument for this is Proponents claim It is often said that The main reason is
Concession / counter
however nevertheless on the other hand that said even so yet
Adding a reason
moreover furthermore in addition what is more equally important
Giving examples
for instance to take an example a case in point consider the case of as illustrated by
Causal reasoning
as a result consequently this means that for this reason owing to
Signalling your opinion / conclusion
on balance ultimately in the final analysis for these reasons to conclude

Common pitfalls for this prompt

Specific ways this "discuss both views" question trips people up.

1 · Discussing only one view

If your body has three paragraphs on academic depth and one dismissive sentence on career preparation, this is not "discuss both views." It's an opinion essay. Under Task Response, you cap around Band 6.

2 · Hidden opinion

Some writers refuse to commit, hoping neutrality will play safe. The task explicitly asks "give your own opinion." A neutral essay loses Task Response marks.

Both views have their merits and disadvantages.
While both views have merit, I would argue the balance should tilt toward academic depth, for two reasons.
3 · Listing without developing

Three quick reasons with no examples reads as a bullet list. IELTS wants argument: one claim, then why, then for instance. Depth beats breadth.

4 · Made-up statistics

Do not write "studies show that 78% of graduates…" Examiners are trained to spot this. Use general phrasing: "studies consistently suggest…" or specific, verifiable references you actually know.

5 · New arguments in the conclusion

The conclusion restates. It does not introduce. If your best point is in the conclusion, move it up to a body paragraph.

6 · Absolute claims

Universities always, students never, employers completely — absolute quantifiers are almost always wrong and always lose Lexical Resource marks. Hedge: often, tend to, in many cases, generally.

Suggestions Click any panel to reveal. You can open several at once and compare.
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Writing practice is not marked or scored here. Your work stays with you — write on paper, in Word, wherever you prefer. Use the suggestions on the right as a coaching layer while you draft, and return here for the second task when you're ready.