DOL Knowledge base_ Task 1

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📘 KNOWLEDGE BASE – IELTS WRITING TASK

Dạng Graphs with Trend (1T1C)

Dạng này thường sẽ có sự thay đổi qua các mốc thời gian (tối thiểu 2 mốc)

A. Bố cục bài viết (introduction + overview + body 1 + body 2)

I. Introduction:

a. Paraphrasing bằng cách Đổi ngữ pháp

The chart shows NP ⇔ The [specific chart] illustrates [paraphrase NP]

Paraphrase NP
The number of … => how many S - V	the number of cars sold each year how many cars were sold each year
The amount of … => how much S - V	The amount of water used by households decreased => How much water households used
The percentage of … => The proportion of N (+ Ving/V3ed)	The percentage of students in online courses => The proportion of students attending online courses
The proportion of … => The percentage of N (+ Ving/V3ed)	The percentage of participants in different physical activities => the proportion of people participating in different physical activities

*Note: show ⇔ illustrate là đẹp. Có khá nhiều động từ được candidates dùng phổ biến nhưng examiner đánh giá là sai connotation.

Quãng thời gian: year-year => over a X-year period, starting from …

Ví dụ: The chart shows the number of cars made in three countries from 2003-2009.

=> The statistics illustrate how many cars were made in three countries over a 6-year period, starting from 2003.

b . Adding more details to the introduction

Đôi khi thông tin trên câu giới thiệu ở đề không cover đủ nội dung được truyền tải trong charts => ở những trường hợp này thì người viết cần analyse biểu đồ một tí để có thể specify thêm các thông tin như sau:

What: đôi khi phần thông tin sau động từ “show” trên đề chưa thật sự đầy đủ hoặc rõ ràng để thể hiện được thông tin biểu đồ muốn truyền tải => cần nhìn kĩ vào biểu đồ để xác định what is being described và thêm vào
When: đôi khi đề omit thông tin thời gian => nhìn vào biểu đồ add thêm thông tin về thời gian nếu có
Where: có những nơi nào được include => có thể dùng namely để add thêm vào
(vd: … in three countries, namely Japan, Malaysia, and Vietnam)

Nếu người viết bổ sung thông tin hợp lý thì có cơ hội improve cột TA

The table shows the number of foreign visitors (in millions) to 7 countries.

Country visited	Total	From the UK	From the USA
Australia	3	0.3	0.3
Canada	18	0.6	12
France	53	7.4	0.1
Ireland	4	2.4	0.4
Italy	20	1.2	1.6
Mexico	7	0.1	5.5
Thailand	6	0.3	0.3

=> The table illustrates how many foreigners visited 7 different countries and details the number of those coming from the UK and the US.

(Có thể thấy được câu giới thiệu của đề chưa làm rõ được thông tin của 2 cột from the UK and from the USA nên ta có thể add thông tin này vào)

II. Overview:

cần bao gồm đủ 2 thông tin sau, có thể theo bất kì thứ tự nào.

General trend: group các trend tổng quan của tất cả category lại (trend tổng = nhìn điểm đầu điểm cuối để quyết định là declining/increasing trend). Thường sẽ có những trường hợp nhỏ sau:
Tất cả mọi nhóm đều tăng/giảm
Tất cả mọi nhóm đều tăng/giảm ngoại trừ A.
A và B tăng, trong khi C và D giảm.
General comparison: mô tả nhóm có dữ liệu lớn nhất
A đứng nhất xuyên suốt giai đoạn
A đứng nhất trong khoảng thời gian … sau đó bị thay thế bởi B.
A đứng nhất hầu hết giai đoạn ngoại trừ năm … khi mà B đứng nhất.

Nếu học sinh viết đủ thì khen. Nếu học sinh thiếu một trong 2 thì cần bổ sung theo logic.

Ví dụ 1:

[Image omitted during docx/pptx conversion]

Trend: Tất cả đều giảm ngoại trừ Transport

Compare: Food đứng nhất ban đầu => lúc sau bị thay thế bởi Transport

Ví dụ 2:

	2003	2006	2009
Argentina	145,930	413,062	512,247
Australia	430,658	331,256	212,647
Thailand	784,770	1,119,283	950,258

Trend: Argentina and Thailand witnessed ascending trends in the number of automobiles produced whereas the opposite was the case in Australia.

Compare:Thailand produced the highest quantity of automobiles throughout the time shown.

Body 1: Detailed comparison

(Tập trung so sánh chi tiết ở mốc thời gian đầu tiên. Từ nối dùng đầu đoạn có thể là At the beginning of the period, )

High to low: logic so sánh sắp xếp dữ liệu đi từ lớn hơn sang nhỏ hơn
Compare: đa dạng cách so sánh
Toán trừ: The figure for A stood at 80, exceeding/surpassing that for B by 40M.
Toán chia: The figure for A stood at 80, twice as high as that for B.
Structure: The figure for A stood at 80, while that for B was considerably lower at 40M.

*(*note: nếu dữ liệu là % thì cần phải cẩn thận vì đôi khi làm toán trừ/chia với % sẽ ko make sense)

Group dữ liệu: khi các dữ liệu còn lại nhỏ + gần bằng nhau (The figures for the remaining categories varied slightly, ranging from … to …) (note: thường chỉ dùng ở bài có quá nhiều dữ liệu)

AI tuyệt đối KHÔNG đề nghị thêm thông tin mô tả Trend ở Body 1 (vì Trend sẽ được mô tả ở thân bài 2)

Ví dụ:

The number of visitors to 5 tourist European attractions
	The British museum	The Rijksmuseum	Amusement parks	Zoos	The National Aquatic Centre
year	millions	millions	millions	millions	millions
1981	2.98	2.44	7.50	1.01	3.85
1991	3.75	3.50	6.80	1.00	3.35
2001	4.30	4.28	7.01	1.01	3.21

Body 1:

In 1981, 7.5 million (M) people went to amusement parks, which was nearly double the figure for the National Aquatic Centre. This is followed by the British museum and the Rijksmuseum, as they received nearly 3M and 2.44M visitors respectively. In the last place were zoos, with approximately 1M people choosing to go there.

(Body 1 tập trung vào so sánh các dữ liệu ở mốc thời gian đầu tiên, không cần mô tả trend)

Body 2: Detailed Trend

(Tập trung mô tả trend thay đổi trong những năm còn lại)

Mô tả trend chi tiết:
Degree: thêm adverb/adjective để mô tả tăng/giảm MẠNH hay NHẸ (vd: increased dramatically, a slight increase, …) + kèm DATA/TIME
Mention các điểm: peak, trough, reversals, end points, fluctuations. (line graph thì càng phải mô tả kĩ) + đi kèm theo là DATA cụ thể
Dùng linking words để compare các trend (similarly, in contrast, …)

Ví dụ:

The number of visitors to 5 tourist European attractions
	The British museum	The Rijksmuseum	Amusement parks	Zoos	The National Aquatic Centre
year	millions	millions	millions	millions	millions
1981	2.98	2.44	7.50	1.01	3.85
1991	3.75	3.50	6.80	1.00	3.35
2001	4.30	4.28	7.01	1.01	3.21

Body 2:

Thereafter, the number of people opting for amusement parks hit a low of 6.8M in 1991 before increasing slightly to just over 7M people in 2001. Regarding the National Aquatic Centre, the trend was also downward, as this attraction ended the period with 3.21M visitors. In contrast, the two aforementioned museums experienced an increase in the number of visitors in all times given, with figures in 2001 being around 4.3M each. Finally, the number of people visiting zoos remained relatively unchanged at around 1M.

(Có thể thấy ở Body 2 này chúng ta tập trung mô tả Trend cho từng category)

B. SAMPLE

SAMPLE 1

The line graph shows the percentage of spending in a European country from 1960 to 2000.

[Image omitted during docx/pptx conversion]

(Short description: The line graph illustrates the percentage of spending on five categories (Food, Leisure, Clothing, Transport, and Energy) in a European country from 1960 to 2000. The data shows a significant decline in spending on Food, which started at around 33% in 1960 and has dropped to approximately 14% by 2000. Leisure spending also decreases but at a slower rate, from 20% in 1960 to about 12% in 2000. Transport expenditure rose steadily from 9% in 1960 to 15% in 2000, surpassing Leisure by 2000. Clothing spending showed a gradual decline throughout the period, dropping from 10% at the start to 5% at the end. Energy experienced the lowest percentage among all categories, dipping from 5% in 1960 to 2% in 2000.)

Sample:

The line graph compares how money was spent on five different categories in a particular country in Europe over the course of 40 years, starting from 1960.

Overall, a downward trend could be seen in all areas of spending except transportation expenses which experienced an upswing. Among these categories of expenditure, food spending accounted for the largest portion/share of the total expenses in almost all years but was later overtaken by transport expenditure at the end of the surveyed period.

In 1960, by far the largest area of expenditure was food, as a third of the total budget was allocated to this purpose. This was followed by spending on leisure activities, at 20%, double the figures for clothing and transport, and quadruple that for energy.

Thereafter, food expenditure witnessed a significant decrease, ending the period with around 14%. Having a similar pattern, spending on leisure, clothing and energy all dropped to 12%, 5% and 2% in 2000 respectively. In contrast, the proportion of money allotted to transport registered a considerable increase to a peak of 15% in 2000, surpassing the figures for leisure and food in 1990 and in 2000 in turn.

SAMPLE 2

The chart shows the number of cars made in three countries from 2003-2009.

	2003	2006	2009
Argentina	145,930	413,062	512,247
Australia	430,658	331,256	212,647
Thailand	784,770	1,119,283	950,258

The table presents information on car manufacturing across three countries over the course of 6 years, starting from 2003.

Overall, Argentina and Thailand witnessed ascending trends in the number of automobiles produced whereas the opposite was the case in Australia. Among the three countries, Thailand manufactured the highest quantity of automobiles throughout the time shown.

Thailand started the period with roughly 785,000 cars, making it the top car-producing country at that time. In the same year, Australia produced roughly 430,000 cars, which was three times as many as the figure for Argentina.

Thereafter, the number of cars made in Thailand increased to an all-time high of slightly above 1,100,000 in 2006 before a moderate reduction of 160,000 units was recorded in 2009. Meanwhile, the figure for Australia nearly halved, as it ended the period with around 210,000 units. In contrast, the quantity of automobiles that originated from Argentina grew exponentially to approximately half a million in the final year, surpassing that of Australia in 2006.

(166 words)

SAMPLE 3

The table below shows the changes in the number of visitors (in millions) to 5 tourist European attractions from 1981 to 2001.

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

The number of visitors to 5 tourist European attractions
	The British museum	The Rijksmuseum	Amusement parks	Zoos	The National Aquatic Centre
year	millions	millions	millions	millions	millions
1981	2.98	2.44	7.50	1.01	3.85
1991	3.75	3.50	6.80	1.00	3.35
2001	4.30	4.28	7.01	1.01	3.21

The statistics illustrate how many visitors were welcomed by five different tourist attractions in Europe over a 20-year period, starting from 1981.

Overall, while the number of visitors to the British museum and the Rijksmuseum witnessed an upward trend, the opposite movement can be seen in those for amusement parks and The National Aquatic Centre. Among these destinations, amusement parks attracted the highest number of visitors during the entire period.

Dạng Graphs without Trend

Dạng này thường sẽ có sự thay đổi qua các mốc thời gian (tối thiểu 2 mốc)

I. Bố cục bài viết

Introduction:

a. Paraphrasing bằng cách Đổi ngữ pháp

The chart shows NP ⇔ The [specific chart] illustrates [paraphrase NP]

Paraphrase NP
The number of … => how many S - V	the number of cars sold each year how many cars were sold each year
The amount of … => how much S - V	The amount of water used by households decreased => How much water households used
The percentage of … => The proportion of N (+ Ving/V3ed)	The percentage of students in online courses => The proportion of students attending online courses
The proportion of … => The percentage of N (+ Ving/V3ed)	The percentage of participants in different physical activities => the proportion of people participating in different physical activities

*Note: show ⇔ illustrate là đẹp. Có khá nhiều động từ được candidates dùng phổ biến nhưng examiner đánh giá là sai connotation.

Ví dụ: The chart shows the number of cars made in three countries in 2003.

=> The statistics illustrate how many cars were made in three countries in 2003.

b . Adding more details to the introduction

What: đôi khi phần thông tin sau động từ “show” trên đề chưa thật sự đầy đủ hoặc rõ ràng để thể hiện được thông tin biểu đồ muốn truyền tải => cần nhìn kĩ vào biểu đồ để xác định what is being described và thêm vào
When: đôi khi đề omit thông tin thời gian => nhìn vào biểu đồ add thêm thông tin về thời gian nếu có
Where: có những nơi nào được include => có thể dùng namely để add thêm vào
(vd: … in three countries, namely Japan, Malaysia, and Vietnam)

Nếu người viết bổ sung thông tin hợp lý thì có cơ hội improve cột TA

The table shows the number of foreign visitors (in millions) to 7 countries.

Country visited	Total	From the UK	From the USA
Australia	3	0.3	0.3
Canada	18	0.6	12
France	53	7.4	0.1
Ireland	4	2.4	0.4
Italy	20	1.2	1.6
Mexico	7	0.1	5.5
Thailand	6	0.3	0.3

=> The table illustrates how many foreigners visited 7 different countries and details the number of those coming from the UK and the US.

(Có thể thấy được câu giới thiệu của đề chưa làm rõ được thông tin của 2 cột from the UK and from the USA nên ta có thể add thông tin này vào)

Overview:

Thường dạng này sẽ cần học sinh thỏa mãn 2 khía cạnh so sánh

General comparison 1: So sánh A và B (…)
General comparison 2: So sánh X và Y và Z (…)

Quy tắc:

So sánh 2 nhóm => So sánh hơn A > B // B > A
So sánh 3 nhóm trở lên => So sánh nhất (cao nhất + nếu được thì mention thêm thấp nhất, không thì chỉ cần ưu tiên cao nhất)

Ví dụ:

[Image omitted during docx/pptx conversion]

General comparison 1: So sánh France và UK => so sánh chi tiêu 2 nước ở các hạng mục => expenditure on consumer goods in the UK was generally higher than in France, with the exception of computers and perfume
General comparison 2: So sánh 5 items => chỉ ra item đứng nhất => car spending was the largest area of expenses in both countries

Vậy ta có overview đầy đủ như sau:

Overall, what stands out from the graph is that expenditure on consumer goods in the UK was generally higher than in France, with the exception of computers and perfume. In addition, car spending was the largest area of expenses in both countries.

Body Paragraphs: Detailed comparison

a. Tìm logic chia thân bài, có thể theo 2 options sau:

Option 1: gom những nhóm có similar pattern với nhau

Bd1: Xét những category mà France hơn UK
Bd2: Xét những category mà UK hơn France

Option 2: Theo thứ hạng

Bd1: Xét những areas of spending cao nhất
Bd2: Xét những areas of spending còn lại

b. Các quy tắc Detailed Comparison

High to low: logic so sánh đi từ lớn hơn sang nhỏ hơn
Compare: đa dạng cách so sánh
Toán trừ: The figure for A stood at 80, exceeding/surpassing that for B by 40M.
Toán chia: The figure for A stood at 80, twice as high as that for B.
Structure: The figure for A stood at 80, while that for B was considerably lower at 40M.

*(*note: nếu dữ liệu là % thì cần phải cẩn thận vì đôi khi làm toán trừ/chia với % sẽ ko make sense)

Group dữ liệu: khi các dữ liệu còn lại nhỏ + gần bằng nhau (The figures for the remaining categories varied slightly, ranging from … to …) (note: thường chỉ dùng ở bài có quá nhiều dữ liệu)

SAMPLE 1

[Image omitted during docx/pptx conversion]

(Short explanation: The bar chart compares the expenditure of France and the UK on five categories of consumer goods in 2010, measured in pounds sterling. Overall, the UK spent more on Cars, Books, and Cameras, while France spent more on Perfume and Computers. In addition, both countries spent more money on cars compared to other products.

Cars: The UK spent approximately £450,000, while France spent around £400,000.
Computers: France spent about £375,000, slightly more than the UK, which spent around £350,000.
Books: The UK had a significantly higher expenditure, spending approximately £410,000, compared to France’s £300,000.
Perfume: France spent more on perfume, with an expenditure of around £200,000, while the UK spent approximately £150,000.
Cameras: The UK spent the most on cameras, reaching around £350,000, whereas France spent significantly less, at approximately £150,000.)

Sample:

The chart illustrates the amount of money that people in France and the UK spent on five different groups of products in 2010.

Overall, expenditure on consumer goods in the UK was generally higher than in France, with the exception of computers and perfume. In addition, both countries spent more money on cars compared to other products.

Regarding spending on computers and perfume, French people spent roughly 375,000 pounds sterling on the former while the figure for the latter was considerably lower, at around 200000 pounds sterling. Meanwhile, the amount of money British people allocated to these items were comparatively lower, at approximately 350000 and 150000 pounds sterling.

Concerning the remaining categories, British people spent about 450,000 pounds sterling on cars, which was 50000 pounds sterling higher than the figure for France. Similarly, the British spent more on books than the French, with respective figures being 410000 and 300000 pounds sterling. The difference between the two countries was much larger for camera expenses, as this item received around 350000 pounds sterling from the British, double the figure for France.

SAMPLE 2

The bar chart below shows tea and coffee consumption in 2015.

[Image omitted during docx/pptx conversion]

(Short explanation: The bar chart illustrates the per capita consumption of tea and coffee (in kilograms) across six countries in 2015. Overall, coffee consumption is higher than tea in most countries, except for Russia and Turkey, where tea consumption is more prominent. Canada and the US have the highest coffee consumption, while Turkey leads in tea consumption.

Australia: Tea consumption is around 1 kg per person, while coffee consumption is significantly higher, at approximately 3 kg per person.
Canada: Coffee is the dominant beverage, with consumption reaching 6.25 kg per person, whereas tea consumption is only about 1 kg per person.
New Zealand: Coffee consumption stands at 3.75 kg per person, while tea consumption is around 1.25 kg per person.
Russia: Tea consumption is about 2.5 kg per person, higher than coffee, which is approximately 1.5 kg per person.
Turkey: The highest tea consumption is observed in Turkey, at 5 kg per person, whereas coffee consumption is relatively low, around 2 kg per person.
UK: Both tea and coffee consumption are equal, with each at around 3 kg per person.
US: Coffee consumption is significantly higher, at around 5.5 kg per person, while tea consumption is very low, at approximately 0.5 kg per person.)

Sample:

The bar chart compares how much tea and coffee were consumed per person in kilograms in seven particular countries in the year 2015.

Overall, the UK is the only place where tea and coffee were equally consumed. In the other countries, coffee was preferred to tea, except for Turkey and Russia where people drank more tea than coffee.

In Canada, average coffee consumption was around 6.25kg per capita, the highest value among all countries listed, which was more than six times as high as the amount of tea consumed. The figures for the US were relatively similar, but less pronounced, with 5.5kg of coffee versus 0.5kg of tea per person. The differences in consumption of both commodities were much less significant in New Zealand (3.75kg of coffee to 1.25kg of tea) and in Australia (3kg of coffee to 1kg of tea).

In contrast, Turks consumed the highest amount of tea, at 5kg per capita, compared to 2kg of coffee. Having a similar consumption pattern, Russians consumed 2.5kg of tea but 1.5kg of coffee. Finally, in the UK, there were the same amounts of coffee and tea consumed, at 3kg per person. (197 words).

Band 8.5

Dạng Mixed Graphs

Dạng này thường sẽ có sự thay đổi qua các mốc thời gian (tối thiểu 2 mốc)

I. Bố cục bài viết

Introduction:

a. Paraphrasing bằng cách Đổi ngữ pháp

The chart shows NP ⇔ The [specific chart] illustrates [paraphrase NP]

Paraphrase NP
The number of … => how many S - V	the number of cars sold each year how many cars were sold each year
The amount of … => how much S - V	The amount of water used by households decreased => How much water households used
The percentage of … => The proportion of N (+ Ving/V3ed)	The percentage of students in online courses => The proportion of students attending online courses
The proportion of … => The percentage of N (+ Ving/V3ed)	The percentage of participants in different physical activities => the proportion of people participating in different physical activities

*Note: show ⇔ illustrate là đẹp. Có khá nhiều động từ được candidates dùng phổ biến nhưng examiner đánh giá là sai connotation.

Quãng thời gian: year-year => over a X-year period, starting from …

Ví dụ: The chart shows the number of cars made in three countries from 2003-2009.

=> The statistics illustrate how many cars were made in three countries over a 6-year period, starting from 2003.

b . Adding more details to the introduction

What: đôi khi phần thông tin sau động từ “show” trên đề chưa thật sự đầy đủ hoặc rõ ràng để thể hiện được thông tin biểu đồ muốn truyền tải => cần nhìn kĩ vào biểu đồ để xác định what is being described và thêm vào
When: đôi khi đề omit thông tin thời gian => nhìn vào biểu đồ add thêm thông tin về thời gian nếu có
Where: có những nơi nào được include => có thể dùng namely để add thêm vào
(vd: … in three countries, namely Japan, Malaysia, and Vietnam)

Nếu người viết bổ sung thông tin hợp lý thì có cơ hội improve cột TA

The table shows the number of foreign visitors (in millions) to 7 countries.

Country visited	Total	From the UK	From the USA
Australia	3	0.3	0.3
Canada	18	0.6	12
France	53	7.4	0.1
Ireland	4	2.4	0.4
Italy	20	1.2	1.6
Mexico	7	0.1	5.5
Thailand	6	0.3	0.3

=> The table illustrates how many foreigners visited 7 different countries and details the number of those coming from the UK and the US.

(Có thể thấy được câu giới thiệu của đề chưa làm rõ được thông tin của 2 cột from the UK and from the USA nên ta có thể add thông tin này vào)

Overview:

Chart 1: tùy purpose
Chart 2: tùy purpose

Quy tắc: Tùy purpose mà áp dụng quy tắc sau

Trend: Group general trend
Compare: compare 2 nhóm thì so sánh hơn // compare 3 nhóm trở lên => So sánh nhất (cao nhất + nếu được thì mention thêm thấp nhất)

Body 1: Mô tả chi tiết Chart 1 = tùy purpose

Body 2: Mô tả chi tiết Chart 2 = tùy purpose

Tùy purpose mà áp dụng các quy tắc Detailed Trend/Comparison

a/ Detailed comparison

High to low: logic so sánh đi từ lớn hơn sang nhỏ hơn
Compare: đa dạng cách so sánh
Toán trừ: The figure for A stood at 80, exceeding/surpassing that for B by 40M.
Toán chia: The figure for A stood at 80, twice as high as that for B.
Structure: The figure for A stood at 80, while that for B was considerably lower at 40M.

*(*note: nếu dữ liệu là % thì cần phải cẩn thận vì đôi khi làm toán trừ/chia với % sẽ ko make sense)

Group dữ liệu: khi các dữ liệu còn lại nhỏ + gần bằng nhau (The figures for the remaining categories varied slightly, ranging from … to …) (note: thường chỉ dùng ở bài có quá nhiều dữ liệu)

b/ Detailed Trend

Mô tả trend chi tiết:
Degree: thêm adverb/adjective để mô tả tăng/giảm MẠNH hay NHẸ (vd: increased dramatically, a slight increase, …) + kèm DATA/TIME
Mention các điểm: peak, trough, reversals, end points, fluctuations. (line graph thì càng phải mô tả kĩ)
Dùng linking words để compare các trend (similarly, in contrast, …)

SAMPLE 1

The charts below show reasons for travel and the main issues for the travelling public in the US in 2009.

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

[Image omitted during docx/pptx conversion]

(short explanation: The two charts provide information on the reasons for travel and the main issues faced by travelers in the US in 2009. The data suggests that most travel was work-related, and the most prominent concern among travelers was the cost of commuting.

Reasons for Travel:

The most common reason for travel was commuting to and from work, accounting for 49% of trips.
19% of travel was due to personal reasons.
Shopping was another significant reason, making up 16% of trips.
Social and recreational activities contributed to 10% of travel.
The least common reason was visiting friends or relatives, at only 6%.

Main Issues for the Traveling Public:

The most significant issue was the price of travel, affecting 36% of travelers.
Safety concerns were the second most common issue, cited by 19% of respondents.
Aggressive drivers were reported as a problem by 17% of travelers.
Highway congestion affected 14% of travelers.
Access to public transport was a concern for 8% of the traveling public.
The least reported issue was space for pedestrians, mentioned by 6% of respondents.)

Sample:

The bar chart gives information about why American residents travelled and the pie chart shows what travel problems they experienced in the year 2009.

Overall, the principal reason why Americans travelled in 2009 was to commute to and from work. In the same year, the primary concern of Americans, regarding the trips they made, was the cost of travelling.

With regard to why people travelled, nearly half of the trips made by Americans in 2009 were for the purpose of commuting. By contrast, only 6% of trips were visits to friends or relatives, and one in ten trips were for social or recreational reasons. Shopping was cited as the reason for 16% of all travels, while unspecified ‘personal reasons’ accounted for the remaining 19%.

Looking at the issues people had while travelling, price was the key consideration for 36% of American travellers, which was nearly double the proportions of those citing safety and those who were concerned about aggressive driving. This was followed by highway congestion, with 14% of respondents regarding it as their main concern, which was approximately twice as high as the figures for access to public transport or space for pedestrians.

SAMPLE 2

The pictures show information about average income and spending on food and clothes by an average family in a city in the UK.

INCOME

	2010	2013
Income	29000	25000
Spending on food and clothes	14000	15000

SPENDING ON FOOD AND CLOTHES

[Image omitted during docx/pptx conversion]

(Short explanation:

Income and Spending Trends:

The table shows the average income and spending on food and clothes for a family in a UK city in 2010 and 2013.

The income decreased from £29,000 in 2010 to £25,000 in 2013, a reduction of £4,000.
Despite the decrease in income, spending on food and clothes increased from £14,000 in 2010 to £15,000 in 2013.

Spending Distribution on Food and Clothes:

The pie charts illustrate how the expenditure was distributed among different categories in 2010 and 2013.

2010:

Meat and fish had the highest proportion of spending (29%).
Fruits and vegetables accounted for 26%.
Other food made up 18%.
Clothes contributed 15%.
Dairy products had the lowest share, at 12%.

2013:

The proportion of spending on fruits and vegetables increased to 30%, becoming the largest category.
Meat and fish spending dropped significantly to 23%.
Dairy products increased slightly to 16%.
Other food remained unchanged at 18%.
Clothes spending decreased to 13%.)

Sample:

The table illustrates how much an average household in a UK city earned and allocated their earnings to food and clothes in 2010 and 2013, while the pie charts detail the percentages of different spending categories.

Overall, although the average income experienced a downward shift, expenses witnessed the opposite trend. Additionally, they spared significantly more money for purchasing food than clothing.

In 2010, on average a British family earned 29,000 pounds, nearly half of which were allocated to food and clothes. Over the next 3 years, although their earnings declined by 4000 pounds, their expenditure increased by 1,000 pounds.

Regarding their detailed spending/Regarding different categories of spending, meat and fish received the highest portion of budget in 2010, accounting for almost a third, followed by fruits and vegetables with 26%. Another 30% of total money was spent on dairy products and other food, leaving clothing with only 15% of the total budget. In 2013, spending on fruits and vegetables rose by 4%, overtaking the dominant position of meat and fish which dropped to 23%. Meanwhile, clothes expenditure fell by 2% while there was a 4% increase in spending on dairy products and the figure for other food remained unchanged.

Dạng Process

I. Dạng đề:

Dạng process thể hiện một quá trình bao gồm nhiều bước nhỏ. Process có thể là:

Linear và man-made: thường biểu đồ theo dạng thẳng (có điểm đầu và điểm kết thúc) và liên quan đến con người (ví dụ như quá trình sản xuất chocolate)
Circular và natural: thường biểu đồ theo dạng vòng tròn + mô tả các chu trình trong tự nhiên mang tính tuần hoàn (ví dụ như vòng đời con bướm)

II. Kiến thức dạy // Approach

a. Bố cục bài viết: cần có các phần chính như sau

Introduction: Paraphrase đúng và đủ đề

Overview: Giới thiệu những key features từ process. Phần này bắt đầu bởi từ nối Overall, …

Body Paragraph 1: mô tả chi tiết các bước

Body Paragraph 2: mô tả chi tiết các bước

(tùy bài mà học sinh có thể bổ sung thêm 1 body paragraph nữa)

b. Cách paraphrase introduction.

Nhiệm vụ của học sinh là paraphrase đầy đủ đề, không cần thêm thông tin nào khác. AI tuyệt đối không đề nghị học sinh thêm thông tin hoặc cụ thể các bước

Thường hạn chế dùng synonym nếu không chắc chắn => Thay vào đó ta paraphrase bằng cách đổi ngữ pháp

Ví dụ đúng: The process shows the production of chocolate. => The diagram presents how chocolate is made. (đổi noun phrase “the production of chocolate” thành “how chocolate is made”

Ví dụ sai: The process shows the production of orange juice. => The diagram presents how orange juice is made, commencing from oranges being harvested, through a series of processing steps, culminating in final products being distributed to retail outlets.

(Lý do sai: phần dẫn cụ thể “commencing from oranges being harvested, through a series of processing steps, culminating in final products being distributed to retail outlets” không cần thiết ở introduction vì sẽ được trình bày ở phần Overview)

Các synonym học sinh được dùng (nếu học sinh sử dụng đúng thì tuyệt đối không được chấm sai)

The diagram = The graphic = The image = The illustration
Show = illustrate = display = give information on = provide information on = depict
Manufacture = make = produce The manufacture/manufacturing = the making = the production

c. Cách viết Overview

Người viết cần khái quát 2 phần thông tin sau:

Process có nhiều bước không? Bao nhiêu bước?
Những bước chính là gì?
Nêu bước đầu
Gom nhóm các bước giữa
Nêu bước cuối

Ví dụ:

Overall, the process consists of multiple/five stages, from oranges being harvested, through a series of processing steps, to final products being distributed to retail outlets.

Hoặc

Overall, the process consists of multiple/five stages, from oranges being harvested, followed by a series of processing steps, to final products being distributed to retail outlets.

Cấu trúc dạy cho HS:

Overall, the process consists of … stages/steps, from [bước đầu], followed by a series of processing steps, to [bước cuối].

Hoặc

Overall, the process consists of … stages/steps, commencing from [bước đầu] and culminating in [bước cuối].

Hoặc

Overall, the process consists of … stages/steps, from [bước đầu], through various … steps, to [bước cuối].

[bước đầu] và [bước cuối] sử dụng parallel structures, chọn từ các options sau:

Ving
Noun
Noun Phrase
N + Ving
N + being V3ed.

Ví dụ:

=> Overall, the process consists of multiple/five stages, from harvesting oranges, through a series of processing steps, to distributing final products to retail outlets.

=> Overall, the process consists of multiple/five stages, from oranges, through a series of processing steps, to final products.

=> Overall, the process consists of multiple/five stages, from oranges being harvested, through a series of processing steps, to final products being distributed to retail outlets.

Học sinh được phép sử dụng 1 trong những loại ngữ pháp trên. Nếu sử dụng đúng thì tuyệt đối không được đề nghị chỉnh sửa.

Lưu ý: trong quá khứ AI thường gạch bỏ cấu trúc “N being V3ed” (ví dụ: oranges being harvested) => Cấu trúc này hoàn toàn đúng. Nếu học sinh sử dụng đúng thì tuyệt đối không thay đổi.

d. Cách viết Body Paragraph 1 và 2

LOGIC viết 4 tiêu chí

Task Achievement:

Học sinh cần fully describe tất cả các bước + nhắc tất cả các chi tiết được chú thích và vẽ trong từng bước
Đôi khi có thể thêm thông tin common sense vào (không quá nhiều, không thêm kiến thức chuyên gia vào)

Ví dụ 1:

Thông tin trong hình: the vegetables are kept in a fridge.
Thông tin common sense có thể thêm: the vegetables are kept in a fridge in order to keep them fresh. (common sense có thể hiểu được chức năng của fridge là để keep fresh)
Thông tin sai không nên thêm: the vegetables are kept in a fridge at a temperature of 5 degree celsius so that bacteria cannot grow. (bacteria cannot grow không phải là thông tin common sense do cần có kiến thức chuyên môn mới biết được)

Ví dụ 2:

Thông tin trong hình: the mixer combine oil, water, and flour.
Thông tin common sense có thể thêm: the mixer combine oil, water, and flour into a mixture called dough (common sense có thể hiểu được khi trộn 3 thành phần lại sẽ ra hỗn hợp dough)

Coherence and Cohesion: sử dụng đa dạng công cụ liên kết, gồm:

Mô hình 1: A => B. [Linking words], C.
Mô hình 2: A => B. B => C. (dùng referencing để nhắc lại câu trước. Ví dụ: The flour is mixed with oil and spices. The mixture is then put into an oven. => The mixture là từ để nhắc lại thông tin câu trước)
Mô hình 3: Complex structure ( check xem học sinh có dùng những cấu trúc cho phép liên kết các stage/step hay không. Ví dụ như After, Before, Once …)

Lexical Resource: cần sử dụng topic-specific vocabulary để paraphrase

Grammar:

Sử dụng đúng passive voice
Không được phụ thuộc 100% vào Passive voice. Cần kèm 1 - 2 câu active voice khi viết bài
Sử dụng đa dạng cấu trúc câu phức để liên kết các step

III. Đưa nhận xét và cải thiện

Bạn cần đưa nhận xét và cải thiện cho các phần sau

Câu Introduction: Paraphrase the introduction.

Kiểm tra xem người viết có paraphrase đủ thông tin trong đề hay không => nếu không thì cần bổ sung
Kiểm tra xem người viết có sử dụng những cách paraphrase đã học hay không => nếu không thì gợi ý

Suggest một câu Rewrite mẫu (nhớ sử dụng các công cụ paraphrase đã được nhắc đến ở phần trước)

Overview: Kiểm tra xem câu này có báo cáo đủ key features theo các quy tắc đã nêu hay không => nếu thiếu thì cần bổ sung

Body paragraph 1 và 2: Kiểm tra theo LOGIC viết 4 tiêu chí đã nêu ở phần d mục II

SAMPLE THAM KHẢO

SAMPLE 1

The diagram below shows how instant noodles are manufactured.

[Image omitted during docx/pptx conversion]

(Short explanation:

Manufacturing Process of Instant Noodles

Step 1: Flour is delivered to the factory by trucks and stored in large silos.

Step 2: The flour is transferred to a mixer, where it is combined with water and oil to form dough.

Step 3: The dough is then flattened into sheets by passing through a series of rollers.

Step 4: The dough sheets are cut into thin strips, which will later be shaped into noodle discs.

Step 5: The thin dough strips are molded into circular noodle discs.

Step 6: The noodle discs go through a cooking process where they are fried in hot oil and then dried to maintain their shape.

Step 7: The cooked and dried noodle discs are placed into individual cups, along with dried vegetables and spices.

Step 8: Finally, the cups are sealed and labeled, making them ready for distribution and sale.)

Sample:

The graphic displays the steps involved in the manufacture of instant noodle cups. Overall, the process of making instant noodles involves five ingredients and consists of eight stages, from flour being delivered and stored in silos, through various processing steps, to final products being put into individual packages.

The eight-stage process begins when flour is unloaded from lorries and stored in silos. The flour, together with water and oil, is added to a mixer which helps combine the three ingredients into dough. The resulting mixture is then stretched into sheets by rollers before being transferred to a conveyor belt. The sheets subsequently travel through a slitter, thereby being cut into thin strips which are in turn moulded into a disc-like shape. After that, the noodle discs undergo a cooking phase in which they are dipped in a bath filled with hot oil so that they can be fried, which helps to maintain the shape.

After the fried noodle discs are let dry, they are put into individual cups, along with sachets/packets/packs of dried vegetables and spices. Finally, labels are added to the cups which are sealed after that. The end products are now ready to leave the factory and dispatched to where they can be consumed. (205 words) TA8-9 CC8 LR8-9 GRA9 Band 8.5

SAMPLE 2

The diagram gives information about the process of making carbonated drinks.

[Image omitted during docx/pptx conversion]

(Short explanation:

The diagram illustrates the five-stage process involved in manufacturing carbonated beverages, from water purification to final packaging and distribution to supermarkets.

Stage 1: Water Cleaning

The process begins with raw water being sourced from households. It passes through a filter to remove impurities before entering a tank, where softeners and chemicals are added for further purification. The treated water is then pumped into the next stage.

Stage 2: Heating, Evaporation, and Carbonation

The purified water is heated using electric heaters, causing it to evaporate. The steam then passes through a cooling pipe, where it condenses back into liquid form. At this point, carbon dioxide is injected into the container, producing carbonated water.

Stage 3: Mixing

The carbonated water is transferred into a large mixing tank, where additional ingredients are incorporated. These include coloring, syrup, and flavoring agents, which are added through separate pipes. The mixture is thoroughly blended before moving to the next stage.

Stage 4: Filtering and Filling

The mixture is filtered again to ensure consistency before being filled into either bottles or cans.

Stage 5: Packaging and Distribution

The filled containers are packed into cardboard boxes and loaded onto trucks for delivery to supermarkets, where they become available for consumers.)

Sample:

The diagram illustrates how carbonated beverages are manufactured. Overall, the production of carbonated drinks comprises five stages, from raw water being sourced from households, through various processing steps, to final products being dispatched to supermarkets.

The five-step process begins when water from households flows into a piping system and is purified through a filter before travelling to a tanker where chemicals and softeners are added to remove impurities or undesirable substances. The cleaned water is then pumped into another tanker where it is brought to a high temperature by electrical power. The heat starts to make the water evaporate, following which the vapor subsequently condenses into sterilised water in a cooling pipe. After that, the water travels to another container in which carbon dioxide is added.

Once the carbonation is complete, the carbonated water is transferred to a bigger tank in which it is mixed with colourants added through a pipe on the left, syrup in the middle and flavouring agents on the right. After these ingredients are homogeneously mixed, the resulting mixture is filtered again before being bottled and canned. The final products are packed in cardboard boxes, which are loaded onto lorries to be delivered to retailers.

SAMPLE 3

[Image omitted during docx/pptx conversion]

(Short explanation:

Step-by-Step Process of Orange Juice Production

Step 1: Fresh oranges are harvested and transported by truck to a factory.

Step 2: The oranges are thoroughly washed to remove dirt, pesticides, and other contaminants.

Step 3: The cleaned oranges are then transferred via a conveyor belt to an extraction machine, which separates the fresh juice from the solid waste.

Step 4: The extracted fresh juice follows two different paths:

One portion is immediately packaged into cartons and transported to retail shops for direct consumption.
The other portion is loaded onto refrigerator trucks and transported to another factory for further processing.

Step 5: At the second factory, the juice undergoes an evaporation process where excess water is removed, resulting in concentrated orange juice.

Step 6: The concentrated juice is then canned and stored in warehouses for future distribution.

Step 7: When needed, the concentrated juice is sent to another factory, where it is mixed with water to restore its original consistency.

Step 8: The reconstituted juice is packaged into cartons and prepared for delivery.

Step 9: The final packaged juice is distributed to shops, where it becomes available for consumers.)

Sample:

The diagram illustrates how orange juice is manufactured.

Overall, this juice production line comprises various stages, from ingredients being delivered to a factory, through various processing steps, to final products being dispatched to retail shops.

The process begins when fresh oranges are collected and delivered to a factory, where they will be washed to remove dirt and pesticides. Next, the cleaned oranges are moved on a conveyor belt and into an extracting machine, which separates the fresh juice from the waste solid. While the latter is used as cattle feed, the former is either filled into cartons and shipped to shops, or loaded onto refrigerator trucks and sent to a different factory for further processing.

Upon arrival, the juice enters an evaporation process in which a designated machine helps excess water evaporate, leaving concentrated orange juice. The concentrate is then canned and the resulting cans are placed in storage units. When needed, the cans are transported to one final factory, inside which the orange concentrate is diluted with water to produce juice, before it is packaged into individual boxes, whichare now ready to be delivered to retail facilities.

SAMPLE 4

[Image omitted during docx/pptx conversion]

(Short explanation:

Step-by-Step Process of Aluminium Can Recycling

Step 1: Used aluminium cans are disposed of in recycling bins by consumers.

Step 2: The collected cans are transported by recycling trucks to a recycling facility.

Step 3: At the facility, the cans go through a cleaning process to remove any contaminants.

Step 4: The cleaned cans are then sorted, shredded into smaller pieces, and compressed to make them easier to process.

Step 5: The shredded aluminium is subjected to high temperatures in a furnace, where it is melted down into liquid form.

Step 6: The molten aluminium is poured into molds and rolled into thin sheets, with a thickness ranging from 2.5 mm to 6 mm.

Step 7: These aluminium sheets are used to manufacture new beverage cans, which are then reintroduced into the market.

Step 8: In the UK, approximately 74% of aluminium cans are successfully recycled and reused.)

Sample:

The picture highlights the stages involved in the recycling process of aluminium cans.

Overall, this process comprises seven distinct steps, starting with the collection of used aluminium cans and culminating in the sale of recycled cans.

Initially, used cans are collected in recycling bins before being transported to a recycling facility, where they are cleaned thoroughly to remove any impurities or contaminants. Next, the cleaned cans are sorted to ensure that the chosen cans are suitable for recycling and to separate them from other waste materials. Once sorted, the cans are shredded into smaller pieces and then crushed in a designated machine to reduce their size and make them easier to process for the upcoming melting stage.

During the melting process, the resulting products are subjected to high temperatures, which turns them into a molten liquid. This liquid aluminum is then poured into molds to form sheets of around 2.5 to 6 millimeters in thickness, which are subsequently made into new beverage cans. Notably, in the UK, three-quarters of all aluminium cans are recycled.

Dạng MAPS

I. Dạng đề:

Dạng Maps có thể phân dạng như sau:

1 Map: đơn thuần là mô tả
2 Maps trở lên: mục tiêu chính là Compare để chỉ ra sự khác biệt/sự thay đổi

II. Kiến thức dạy // Approach

a. Bố cục bài viết: cần có các phần chính như sau

Introduction: Paraphrase đúng và đủ đề

Overview: Giới thiệu những key features từ map. Phần này bắt đầu bởi từ nối Overall, …

Body Paragraph 1: mô tả chi tiết các feature

Body Paragraph 2: mô tả chi tiết các feature

(tùy bài mà học sinh có thể bổ sung thêm 1 body paragraph nữa)

b. Cách paraphrase introduction.

Thường hạn chế dùng synonym nếu không chắc chắn => Thay vào đó ta paraphrase bằng cách đổi ngữ pháp

Ví dụ: the plan of developing a new city => how a new city is planned

Các synonym học sinh được dùng (nếu học sinh sử dụng đúng thì tuyệt đối không được chấm sai)

The diagram = The graphic = The image = The illustration
Show = illustrate = display = give information on = provide information on = depict
Manufacture = make = produce The manufacture/manufacturing = the making = the production

C. Cách viết Overview

Người viết cần khái quát những thông tin sau:

Maps có những sự khác biệt/sự thay đổi tổng quan như thế nào
Những sự khác biệt/thay đổi chính là gì?
Kiểm tra các features như facilities, transport infrastructure, size, population …

Ví dụ:

Overall, the town will undergo various transformations, most notably with improvements in transport infrastructure and the addition of more facilities serving residential and shopping purposes.

Cấu trúc dạy cho HS:

Overall, [Subject] has witnessed several transformations, most notably with [main changes]

Hoặc

Overall, there have been several changes in [Subject], the most noticeable/significant/important of which are [main changes]

[main changes] = bao gồm sự thay đổi về các features như:

Facilities (đa phần các dạng maps đều có)
Road infrastructure (có thể có, có thể không)
Other features (có thể có, có thể không)

Học sinh cần đánh giá tổng quan biểu đồ và categorise lại thông tin theo 3 nhóm trên chứ không được liệt kê

Ví dụ:

North: xây thêm houses, streets
South: xây thêm houses, shops

=> Tổng hợp lại main changes bao gồm transport infrastructure và facilities serving residential and shopping purposes.

Từ đó học sinh có thể viết:

Overall, the town will undergo various transformations, most notably with improvements in transport infrastructure and the addition of more facilities serving residential and shopping purposes.
Overall, there have been several changes in Felixstone, the most notable of which are more facilities serving residential and tourist purposes.

Học sinh được phép sử dụng 1 trong những loại cấu trúc trên. Nếu sử dụng đúng thì tuyệt đối không được đề nghị chỉnh sửa.

NOTE: Overview chỉ giới thiệu tổng quan, không được mô tả chi tiết các features ở phía bắc và phía nam của biểu đồ. AI tuyệt đối không gợi ý viết lại quá chi tiết và liệt kê tất cả các thông tin trong bài.

Ví dụ kiểu viết sai: Overall, the town will undergo various transformations. Changes in the Northern Section. The main road running east to west divides the town into two sections. In 1967, the northern area contained a high street with two rows of shops on either side. By 2001, the left-hand side had more shops added, while the right-hand row had been converted into apartments. Additionally, the farmland located to the east of the high street was replaced by a hotel with new leisure facilities, including a swimming pool and tennis courts. Meanwhile, the golf course on the western side of the town remained unchanged.

Changes in the Southern Section. The southern part, which was previously dominated by dunes, a marina, a pier, and a fish market, saw major transformations. By 2001, four wind turbines had been installed along the waterfront, replacing some grassland and dunes. A hotel, which had already existed near the dunes in 1967, was expanded with a car park. The café, which was present in 1967, remained untouched.

Another notable change was the removal of the marina, pier, and fish market, which were replaced by a public and private beach. The introduction of these beaches indicated an increased focus on tourism and recreational activities.

(ví dụ này sai vì đã đi quá sâu vào chi tiết)

D. Cách viết Body Paragraph 1 và 2

LOGIC viết 4 tiêu chí

Task Achievement:

Học sinh cần fully describe tất cả các features + nhắc tất cả các chi tiết được chú thích và vẽ trong từng bước
Mô tả kĩ sự thay đổi/Sự khác biệt nếu có
Đảm bảo không bỏ sót bất kì features nào

Coherence and Cohesion: sử dụng đa dạng công cụ liên kết, gồm:

Mô hình 1: A => B. [Linking words], C.
Mô hình 2: A => B. B => C. (dùng referencing để nhắc lại câu trước. Ví dụ: The house is located to the right of the hospital. Next to this hospital is a church. => this hospital là từ để nhắc lại thông tin câu trước)
Mô hình 3: Complex structure ( check xem học sinh có dùng những cấu trúc cho phép liên kết các thông tin lại hay không)

Lexical Resource: cần sử dụng topic-specific vocabulary để paraphrase

Grammar:

Sử dụng đúng thì (Past, Present Perfect, Present, Future …)
Sử dụng đa dạng cấu trúc câu phức để liên kết các thông tin

III. Đưa nhận xét và cải thiện

Bạn cần đưa nhận xét và cải thiện cho các phần sau

Câu Introduction: Paraphrase the introduction.

Kiểm tra xem người viết có paraphrase đủ thông tin trong đề hay không => nếu không thì cần bổ sung
Kiểm tra xem người viết có sử dụng những cách paraphrase đã học hay không => nếu không thì gợi ý

Suggest một câu Rewrite mẫu (nhớ sử dụng các công cụ paraphrase đã được nhắc đến ở phần trước)

Overview: Kiểm tra xem câu này có báo cáo đủ key features theo các quy tắc đã nêu hay không => nếu thiếu thì cần bổ sung

Body paragraph 1 và 2: Kiểm tra theo LOGIC viết 4 tiêu chí đã nêu ở phần D mục II

SAMPLE THAM KHẢO

SAMPLE 1

The two maps below show an island, before and after the construction of some tourist facilities.

[Image omitted during docx/pptx conversion]

The maps display how an island changed with the addition of tourist infrastructure. Overall, this underdeveloped island was turned into a tourist resort, complete with lodging, a restaurant and other facilities to accommodate visitors.

From the maps we can see that the island measures about 250 metres in length and 60-80 in width, resembling a rough rectangle. In its original state, the island was barren and uninhabited as it had no buildings, no infrastructure and its only features were a few scattered palm trees and an untouched beach.

The second map indicates the construction of significant tourist facilities, making the island now accessible via a pier in the southern bay, which accommodates sailboats. From this pier, there are vehicle tracks leading to the reception and the restaurant, on either side of which are separate areas of accommodation consisting of bungalows erected in circular patterns and connected by footpaths. In the westernmost section of the island, the beach now offers a swimming area whereas the opposite part of the island remains relatively unchanged. (172 words) Band 8.5-9.0

SAMPLE 2

The diagrams below show changes in Felixstone in the UK between 1967 and 2001.

[Image omitted during docx/pptx conversion]

(Short explanation:

The diagrams illustrate the transformation of Felixstone, UK, over a period of 34 years from 1967 to 2001. Overall, the town underwent significant modernization, with new facilities introduced for both residents and tourists, while some older structures were removed or repurposed.

Changes in the Northern Section

The main road running east to west divides the town into two sections. In 1967, the northern area contained a high street with two rows of shops on either side. By 2001, the left-hand side had more shops added, while the right-hand row had been converted into apartments. Additionally, the farmland located to the east of the high street was replaced by a hotel with new leisure facilities, including a swimming pool and tennis courts. Meanwhile, the golf course on the western side of the town remained unchanged.

Changes in the Southern Section

The southern part, which was previously dominated by dunes, a marina, a pier, and a fish market, saw major transformations. By 2001, four wind turbines had been installed along the waterfront, replacing some grassland and dunes. A hotel, which had already existed near the dunes in 1967, was expanded with a car park. The café, which was present in 1967, remained untouched.

Another notable change was the removal of the marina, pier, and fish market, which were replaced by a public and private beach. The introduction of these beaches indicated an increased focus on tourism and recreational activities.)

SAMPLE

The diagrams set out the development of Felixstone over a period from 1967 to 2001. Overall, the town became more developed, with the addition of more facilities serving residential and touristic purposes.

The maps indicate a main road running from west to east and separating the town into two sections. Regarding the northern part, in 1967, there was a high street, each side of which was a separate row of adjacent shops but after 34 years, more shops had been erected in the left-side row while the right-hand one had been replaced by a row of apartments. Next to this residential area, what once was farmland had been turned into a hotel equipped with amenities such as a swimming pool and tennis courts. No changes had been made to the golf course near the remaining shops.

Concerning the changes in the south, four wind turbines had been installed on the town’s waterfront, near some sand dunes and a grassland. Lying near the dunes was a hotel which had a car park added in 2001 while the nearby cafe remained untouched. Further developments were the opening of a public and a private beach, which necessitated the demolition of a marina, a pier and a fish market in turn.

Language phần Graphs dạy cho Học Sinh

Đọc file language sau. Sử dụng những cấu trúc trong file này để chữa lỗi và gợi ý cải thiện câu cho học sinh

I. Language for writing the introduction

Cấu trúc: [Subject] + [Verb] + [what the chart represents] + [time]

Học sinh được chọn từ các lựa chọn sau:

[Subject]: The chart, The [specific chart], The statistics

[Verb]: show, illustrate, demonstrate, provide information on/about, compare, present, depict

[what the chart represents]: học sinh phải paraphrase đề bài. Học sinh có thể tham khảo paraphrase theo cách sau:

Paraphrase NP
The number of … => how many S - V	the number of cars sold each year how many cars were sold each year
The amount of … => how much S - V	The amount of water used by households decreased => How much water households used
The percentage of … => The proportion of N (+ Ving/V3ed)	The percentage of students in online courses => The proportion of students attending online courses
The proportion of … => The percentage of N (+ Ving/V3ed)	The percentage of participants in different physical activities => the proportion of people participating in different physical activities

[time]

1 năm/tháng: dùng “in …”
Quãng thời gian: year-year => over a X-year period, starting/commencing/beginning from … (ví dụ 1990-2000 => over a 10-year period, starting from 1990. AI lưu ý là chỉ cần dẫn năm đầu, không cần dẫn năm cuối)

Ví dụ introduction hoàn chỉnh:

The chart shows the number of cars made in three countries from 2003-2009.

=> The statistics illustrate how many cars were made in three countries over a 6-year period, starting from 2003.

II. Language for writing the overview

Trend:

What is notable from the chart is that all [categories] witnessed an upward/a downward trend
What is notable from the chart is that all [categories] witnessed an upward/a downward trend with the exception of [A].
What is notable from the chart is that all [categories] witnessed an upward/a downward trend except [A].
What is notable from the chart is that A and B witnessed an upward/a downward trend whereas CD exhibited a contrasting pattern.

Compare:

Among all the [categories], A is the most [adj] during the entire surveyed period.
Among all the [categories], A held the top spot during the entire surveyed period.
Among all the [categories], A is the most [adj] at the beginning of the period but was then replaced by B at the end.
Among all the [categories], A held the top spot at the start; however, this position belonged to B at the end of the period.
Among all the [categories], A held the top spot during almost the entire surveyed period except [year/period] when B took the leading position.
What is notable from the chart is that all categories had more A than B.
While [X and Y] had more A than B, the reverse pattern could be observed in the remaining groups (except V which had equal numbers)
Among all the [categories], X had the highest figures for both A and B.
Among all the [categories], X had the highest number/amount/percentage of A whereas the highest figure for B belonged to Y.

Ví dụ:

Overall, all five countries witnessed an ascending trend in the number of arrivals, with France experiencing the biggest increase. Among the five, the USA and France emerged as the most common destinations, attracting the highest number of international tourists in 2010.

Overall, the consumption of China and the Middle East would witness an upward trend while the opposite would be the case for the USA as well as Western Europe and Japan. Among the four, the US would remain the largest market for oil.

Overall, the US and Western Europe & Japan (WEJ) are expected to register a descending trend while China and the Middle East will take the opposite direction. Among these four, the USA is predicted remain as the top oil-consuming market.

Overall, the electricity consumption of country B, C and D experienced an increasing trend while the figure for country A witnessed a considerable decrease and that for country E fluctuated mildly. Of the five countries, although country A consumed the highest amount of electricity, country B overtook it in the second half of the period.

Overall, Argentina and Thailand witnessed an ascending trend in the number of automobiles produced whereas the opposite was the case in Australia. Among the three countries, Thailand dominated the automobile industry throughout the time shown.

Overall, broadband is more popular than dial-up in the US and Japan while the opposite is the case for the UK and India. In addition, Australia was the only country where both methods share the same proportions of subscribers and India has the lowest percentage of people with household Internet access.

Overall, all countries produced more electrical power than they consumed, with the exception of Germany where the pattern was reversed. Among the ten, China and the US were by far the biggest producers and consumers.

Overall, according to the outcome of the survey, sport was the most favourite subject in school A. Meanwhile, the majority of students in school B stated that they enjoyed craft and drawing the most.

III. Language of Comparison (sử dụng cho Body Paragraph).

Đối với nhóm này, học sinh được dạy 2 nhóm cấu trúc.

a. Nhóm [Data],[Comparison]

Nhóm cấu trúc này có 2 phần, được ngăn ra bởi dấu phẩy. Phần đầu được dùng để giới thiệu dữ liệu của một category, phần sau được dùng để thực hiện các phép so sánh (so sánh nhất, so sánh hơn, so sánh bằng)

Phần đầu [Data]	Phần sau [Comparison]
Cấu trúc kinh điển: The number/amount/percentage/proportion of A is/stands at [data] Sau đó, ta sẽ đa dạng hóa cấu trúc bằng cách thay đổi chủ ngữ - Chọn Data làm chủ ngữ - Chọn A làm chủ ngữ - Chọn There làm chủ ngữ Ví dụ: The number of students choosing English is 30 => 30 students chose to learn English => English was chosen by 30 students => There are 30 students who chose English	So sánh nhất , (which is) the highest figure among the categories. , making it the [superlative comparison] , solidifying its position as the the leading/top [category] , establishing it as the the leading/top [category]
So sánh hơn , (which is) [x] higher than the figure for B. , surpassing/exceeding the figure for B by [x]. , (which is) [x] times as high as the figure for B. , (which is) double/triple/quadruple the figure for B. , while the figure for B is significantly/slightly lower at [dataB]
So sánh bằng , (which is) similar to/equal to/the same as the figure for B.

Ví dụ:

Nếu muốn so sánh số lượng học sinh chọn môn tiếng Anh (30) với những môn khác, ta có thể viết:

So sánh nhất:

=> The number of students choosing English is 30, which is the highest figure among the categories.

=> 30 students chose to learn English, making it the most popular subject.

=> English was chosen by 30 students, solidifying its position as the leading choice.

=> There are 30 students who chose English, establishing it as the most common option.

So sánh hơn: English 30 vs Japanese 10

=> The number of students choosing English is 30, which is 20 people higher than the figure for Japanese.

=> 30 students chose to learn English, surpassing the figure for Japanese by 20 people.

=> English was chosen by 30 students, which is three times as high as the figure for Japanese.

=> There are 30 students who chose English, triple the figure for Japanese.

=> 30 students chose to learn English, while the figure for Japanese was considerably lower at 10 students.

So sánh hơn: Food spending 31% versus Leisure spending 15%

=> Food spending accounts for 31%, which is 16% higher than the figure for leisure.

=> The percentage of money spent on food is 31%, surpassing the figure for leisure by 16%.

=> 31% of total spending belongs to food, which is around double leisure expenses.

=> There was 31% of total spending that was allocated to food, while leisure expenditure was significantly lower at 15%.

So sánh bằng:

=> The number of students choosing English is 30, similar to the figure for German.

b. Nhóm [Comparison],[Data]

Nhóm cấu trúc này có 2 phần, được ngăn ra bởi dấu phẩy. Phần đầu được dùng dùng để thực hiện các phép so sánh (thường dùng Ranking), phần sau dùng các đuôi cấu trúc ngữ pháp để giới thiệu dữ liệu.

Phần đầu [Comparison]	Phần sau [Data]
1st A emerged as the leading category, A held the highest position, Among the [list of items], in first place was A, Of all the [Ns], securing the top position was A, Middle This was (closely) followed by B (and C), B (and C) (closely) followed behind, Far/Slightly below was/were B (and C), Occupying the second position was B, Last place At the bottom of the list was D, In last place was D, At the bottom of the list came D,	Dẫn 1 số liệu , at [data] , with Noun Phrase (Noun Phrase = N / V + Ving / N + V3ed) , as its figure stood at …
So sánh hơn , at [x] and [y] respectively/in turn. , with respective figures being [x] and [y]. , as their corresponding figures stood at [x] and [y].

Phần đầu [Comparison]

Phần sau [Data]

1st A emerged as the leading category, A held the highest position, Among the [list of items], in first place was A, Of all the [Ns], securing the top position was A, Middle This was (closely) followed by B (and C), B (and C) (closely) followed behind, Far/Slightly below was/were B (and C), Occupying the second position was B, Last place At the bottom of the list was D, In last place was D, At the bottom of the list came D,

Dẫn 1 số liệu , at [data] , with Noun Phrase (Noun Phrase = N / V + Ving / N + V3ed) , as its figure stood at …

So sánh hơn , at [x] and [y] respectively/in turn. , with respective figures being [x] and [y]. , as their corresponding figures stood at [x] and [y].

Ví dụ:

In first place was France, with 90 million visiting this country.

This was followed by Spain and the US, as their respective figures stood at 80M and 70M visitors.

Slightly below were Spain and the US, with respective figures being 80M and 70M visitors.

At the bottom of the list were Australia and Austria, at around 40M each.

At the bottom of the list came Australia and Austria, with 40M each.

c. Kết hợp cấu trúc

Dẫn số liệu A + A hạng 1st, so sánh với B

Ví dụ:

In September, with 12000 patients, hospital A held the top spot, closely followed by hospital B, with 10500 patients.
In September, with 12000 patients, hospital A held the top spot, surpassing the figure for hospital B by 1500 patients.
In September, with 12000 patients, hospital A held the top spot, while the figure for hospital B was slightly lower at 10500 patients.
Ranking C + số liệu C, so sánh với D

Ví dụ:

This was followed by Hospital C, with 9000 patients, double the figure for Hospital D.
Far below was Hospital C, at 9000 patients, which was twice as high as the figure for Hospital D.
Occupying the third position was Hospital C, with 9000 patients, exceeding the figure for Hospital D by 4500 patients.

d. Cấu trúc group figures

The figures for the remaining categories vary slightly, ranging from … to …

For the remaining categories, their figures show marginal differences, spanning from … to …

A, B, and C display minor discrepancies, with figures varying from … to …

Ví dụ:

	…	Malaysia	Singapore	Vietnam
The number of visitors	…	8M	9M	7M

The figures for the remaining categories vary slightly, ranging from 7M to 9M

For the remaining categories, their figures show marginal differences, spanning from 7M to 9M.

Malaysia, Singapore, and Vietnam display minor discrepancies, with figures varying from 7M to 9M.

IV. Language of Trend (Sử dụng cho Body Paragraph)

1. Useful vocabulary

Để mô tả Trend, học sinh có thể chọn 1 trong 2 cách diễn đạt sau: (lưu ý: nếu học sinh viết đúng 1 trong 2 kiểu thì AI tuyệt đối không được chấm sai hoặc đề nghị sửa)

Cách 1: adverb + Verb / Verb + adverb chọn từ các bảng sau

Trend	Verb
tăng	Increase, grow, rise, climb, surge (tăng mạnh), skyrocket (tăng mạnh), soar (tăng mạnh)
giảm	Decrease, decline, drop, fall, plunge (giảm mạnh), plummet (giảm mạnh)
Giữ nguyên	Remain stable, remain unchanged, remain constant, stabilize, level off
Giao động	fluctuate

Mức độ	Adverb
mạnh	Dramatically, sharply, significantly, considerably
Trung bình	moderately, noticeably
Nhẹ	Slightly, marginally, minimally, modestly

Ví dụ Kết hợp:

Dramatically increased // Increased dramatically
Sharply decreased // decreased sharply

Lưu ý về ngoại lệ:

Các Verb trong nhóm “Giữ nguyên” không đi chung với adverb mà đi theo cấu trúc remain + adjective (ví dụ: remain stable)
Các Verb mang nghĩa tăng mạnh (surge, soar) hoặc giảm mạnh (plunge, plummet) sẽ không cần adverb để bổ nghĩa mức độ nữa

Cách 2: Verb + adjective + NOUN . Học được chọn từ bảng sau và tự do tạo thành các kết hợp để diễn đạt trend mình muốn mô tả

Verb	Adjective	NOUN
See, witness, experience, undergo, register, record	Dramatic, sharp, significant, considerable	Increase, growth, rise
moderate, noticeable
Slight, marginal, minimal, modest	Decrease, decline, drop, fall

Ví dụ kết hợp:

See a dramatic increase = Witness a sharp growth = register a significant rise = experience a considerable growth
See a moderate decline = undergo a noticeable decline
Record a slight decline = see a marginal decrease = register a modest drop = witness a minimal fall

2. Some useful structures

a. Cấu trúc mô tả 1 trend

The number of [A] increased/decreased slightly/sharply to [data] in [time]

Ví dụ:

The percentage of people using Facebook decreased considerably to 38% in 2010.
The percentage of money spent on food plunged by 20% in 2010.
[A] witnessed an ascending trend in [subject], …

Ví dụ:

Facebook witnessed a descending trend in the percentage of users, with a sharp decrease to 38% in 2010.
Food expenditure witnessed a significant decrease of 20% in 2010.
[Trend] was recorded/seen in the number of [A], with …

Ví dụ:

A downward shift was recorded in the percentage of Facebook users, with 38% of people using this platform in 2010.
A significant decline of 20% was observed in food expenditure in 2010.
There was [trend] in the number of [A], with …

Ví dụ:

There was a downward shift in the percentage of Facebook users, with a sharp drop to 38% in 2010.
There was a significant decline of 20% in food expenditure in 2010.

b. Cấu trúc mô tả 2 trend

S1V1 but later S2V2

Ví dụ: Food expenditure witnessed a significant decrease of 20% in 2010, but later this figure increased sharply to 50% in 2015.

S1V1, before S2V2.

Ví dụ: Food expenditure witnessed a significant decrease of 20% in 2010, before this figure increased sharply to 50% in 2015.

S1V1, after which S2V2.

Ví dụ: Food expenditure witnessed a significant decrease of 20% in 2010, after which a sharp increase to 50% was recorded in 2015.

S1V1, following which S2V2.

Ví dụ: Food expenditure witnessed a significant decrease of 20% in 2010, following which a sharp increase to 50% was seen in 2015.

S1V1, followed by [trend 2]

Ví dụ: Food expenditure witnessed a significant decrease of 20% in 2010, followed by a sharp increase to 50% in 2015.

SV, despite Noun Phrase.

Ví dụ: Despite a significant decrease of 20% in 2010, food expenditure witnessed a sharp increase to 50% in 2015.

c. Cấu trúc so sánh mức độ trend

Cùng trend: S - V. Having/Following a similar trend/pattern, S - V.

Ví dụ:

Food expenditure witnessed a significant decrease of 20% in 2010. Having a similar trend, transport expenses plummeted to 35% at the end of the period.
Food expenditure witnessed a significant decrease of 20% in 2010. Following a similar pattern, transport expenses plummeted to 35% at the end of the period.
Khác trend: S - V. Having/Following a contrasting trend/pattern, S - V.

Ví dụ:

Food expenditure witnessed a significant decrease of 20% in 2010. Having a contrasting trend, leisure expenses soared to 55% at the end of the period.
Food expenditure witnessed a significant decrease of 20% in 2010. Following a contrasting pattern, leisure expenses soared to 55% at the end of the period.
Cùng trend nhưng khác mức độ:

S - V. [Subject] follow a similar pattern, but less pronounced, …

S - V. [Subject] follow a similar, albeit less significant, trend …

Ví dụ:

The most significant growth was recorded in the UK, as its number doubled to 266.000 workers in 2006. Australia and New Zealand followed similar, albeit less pronounced, trends, with respective figures of 219,000 and 87,000 in 2006.
The most significant growth was recorded in the UK, as its number doubled to 266.000 workers in 2006. Australia and New Zealand followed similar patterns, but less pronounced, with respective figures being 219,000 and 87,000 in 2006.

IV. SAMPLE tham khảo

AI cần tham khảo các language được sử dụng trong các bài sample trong phần này khi chấm và chữa bài cho học sinh

COMBO 1: Graphs With Trend

SAMPLE 1

The graph below gives information about international tourist arrivals in five countries.

[Image omitted during docx/pptx conversion]

Purpose:

Trend
Compare

Overview:

Trend: all => upward (France = biggest increase)
Compare: 1st = US + France at the end

Body 1: Compare - At the start of the period,

1st USA = 70 = 2xFrance
Malaya = 20 = 2xEgypt & Brazil

Body 2: Trend - Thereafter,

USA => increase => a peak of 90 in 2005 => decrease
France => significant increase = USA at the end
Malay, Egypt, Brazil => similar pattern => 50, 20 and 15 million arrivals in 2010

The statistics set out how many international tourist arrivals were welcomed in five different countries over a 15-year period, ending in 2010.

At the start of the period, by far the most popular country was the USA, with about 70 million international arrivals being recorded, which was double the figure for France. Malaysia followed with over 20 million arrivals, surpassing the figures for Egypt and Brazil, both of which welcomed fewer than 10 million arrivals each.

Thereafter, international tourists arrivals in the USA increased gradually to a peak of around 90 million in 2005, after which a slight decrease was recorded at the end of the period. Meanwhile, France registered a significant increase until its figure matched that for the USA in 2010. The remaining countries also followed similar patterns, but less pronounced, with respective figures for Malaysia, Egypt and Brazil being 50, 20 and 15 million arrivals in 2010.

(9979 = 8.5) (190 words)

SAMPLE 2

The graph below shows information about the total oil consumption of four major consumers from 2009 to 2030.

[Image omitted during docx/pptx conversion]

Version 1

The line chart compares how many barrels of oil were consumed daily by four main consumers since 2009 and shows projections for 2030.

In 2009, the United States had by far the highest oil consumption, at 9 million barrels of oil per day (MBPD). Far below were Western Europe and Japan, with 4 MBPD, which was double the figures for China and the Middle East in the same year.

Thereafter, the amount of oil consumed in the US increased, peaking at 10 MBPD in 2015, but predictions show that this number would decrease considerably to 7.5 MBPD in 2030. The trend for oil consumption in Western Europe and Japan would also be downward, ending the period with 2 MBPD. Having an opposite consumption pattern, people in the Middle East would consume more oil, with the estimated figure in 2030 being 3 MBPD. Similarly, the data for China, despite a slight drop forecast between 2025 and 2030, would generally increase, finishing at 3.5 MBPD. (208 words)

Version 2

Purpose: 1t1c

Overview:

Trend: USA + WEJ descending trend // China + ME opposite
Compare: 1st => USA

Body 1: In 2009,

USA by far 1st (9 million barrels per day)
WEJ (4) = double the figures for China and the ME

Body 2: Thereafter

USA increased to a peak of 10 MBPD in 2015 => is predicted to decline to around 7.5 in 2030
Meanwhile, China => witnessed an increase in the first 6 years => is expected to continue this trend to 2025, peaking at 4 before => s;lightly decline to 3.5 in 2030
ME increase => 3 // WEJ => drop to 2 in 2030

The line graph illustrates how four primary consumers consumed oil since 2009 and shows projections for 2030.

In 2009, by far the highest oil consumption belonged to the US, as this country consumed 9 million barrels per day (MBPD). This was followed by WEJ, at 4 MBPD, double the figures for China and the Middle East.

Thereafter, US oil consumption increased to a peak of 10 MBPD in 2015 and predictions show that this figure would decline to around 7.5 MBPD in 2030. Meanwhile, China witnessed a marked growth in the first 6 years and is expected to continue this trend to 2025, peaking at 4 MBPD, after which a slight decline to 3.5 MBPD is estimated in 2030. Finally, it is anticipated that the data for the Middle East would rise to 3 MBPD whereas that for WEJ would drop considerably to 2 MBPD in 2030.

SAMPLE 3

[Image omitted during docx/pptx conversion]

Plan

[Image omitted during docx/pptx conversion]

The line chart illustrates how much energy was consumed in five different countries during the course of 5 years, starting from 2000.

In 2000, the highest amount of electrical power consumed belonged to country A, at 4000 TkWh, 300 TkWh higher than the figure for B and 1500 TkWh higher than that for D. The next place went to country C, with 2000 TkWh, double the consumption of country E.

Thereafter, there was a marked drop to 3200 TkWh in 2004 in the electric energy consumption of country A whereas the amount of electrical power consumed in country B increased considerably to 4200 TkWh in 2004, surpassing that of country A. Likewise, the figures for C and D both underwent an upward shift, finishing at 2700 and 2200 TkWh respectively. Finally, the consumption of country E fluctuated around the vicinity of 1000 TkWh during the entire period.

(202 words)

SAMPLE 4

The line graph shows the percentage of the New Zealand population from 1950 to 2050.

[Image omitted during docx/pptx conversion]

The line graph displays the proportion of people living in New Zealand in terms of different age groups since 1950 and includes a forecast to 2050.

Overall, by 2050, it is expected that the percentage of citizens under 34 years old in this country would witness a downward shift while that of those older than 34 would experience an opposite trend. Among them, the proportion of people falling into the group 35-64 would register the biggest growth and would be the highest at the end of the period.

In 1950, a third of the population in this country belonged to the 15-34-year-old group, and slightly behind them were those whose ages were under 14, at 28%, which was nearly twice as high as the figure for the 35-64s. The oldest group accounted for the lowest percentage, at only 10%.

Thereafter, the percentage of 15-34s underwent wild fluctuations in the first 60 years and then is estimated to decrease to 29% in 2050. The trend for the youngest bracket would be very similar and downward, ending the period at only 10%. In contrast, the figures for the 35-64s and those aged 65+, despite fluctuating mildly in the first half of the period, would increase considerably to nearly 35% and 20% respectively in 2050. (212 words)

TA8 CC8 LR8 GRA8 Band 8.0

SAMPLE 5

July 15th 2017

The chart shows the number of cars made in three countries from 2003-2009.

	2003	2006	2009
Argentina	145,930	413,062	512,247
Australia	430,658	331,256	212,647
Thailand	784,770	1,119,283	950,258

The table presents information on car manufacturing across three countries over the course of 6 years, starting from 2003.

Thereafter, the number of cars made in Thailand increased to an all-time high of slightly above 1,100,000 in 2006 before a mild reduction of 160,000 was recorded in 2009. Meanwhile, the figure for Australia nearly halved, as it ended the period with around 210,000 units. In contrast, the quantity of automobiles that originated from Argentina grew exponentially to approximately half a million in the final year, surpassing that of Australia in 2006.

(166 words)

SAMPLE 6

The graph below shows how people buy music. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

[Image omitted during docx/pptx conversion]

The line graph illustrates trends in music purchasing habits over a period running from 2011 to 2018.

Overall, both digital downloads and physical sales witnessed a downward movement while streaming took the opposite direction. Out of the three, streaming dominated the music industry at the end of the assessed period.

In 2011, by far the most popular purchasing method was buying CDs, with 55% of total sales being physical, which was approximately 20% higher than the figure for downloads. In the same year, streaming music was not common at all, as only 5% of all sales came from this.

Thereafter, CD sales declined drastically, amounting to 25% of all music sales in 2018. Meanwhile, downloads rose to a peak of nearly 45% in 2014 before registering a considerable decrease to 30% in the final year. In contrast, sales generated from streaming services increased to a level of over 40% at the end of the period, overtaking the figures for CDs and downloads in 2016 and 2017 respectively.

(167 words)

SAMPLE 7

The graph shows estimated oil production capacity for several Gulf countries between 1990 and 2010.

Oil Production Capacity, millions of barrels per day (estimated)

[Image omitted during docx/pptx conversion]

The bar chart compares how many barrels of oil six Gulf countries could produce daily over the course of 20 years, starting from 1990.

Overall, daily oil production capacity of these countries witnessed an upward movement except for that of Qatar. Among the six countries, Saudi Arabia registered the biggest growth and maintained its position as the top oil producer throughout the entire period.

In 1990, Saudi Arabia had by far the highest figure, producing about 8.5 million barrels of oils per day (MBPD), while that for Qatar was almost negligible, at around 0.5 MBPD. The values for the remaining countries varied slightly, ranging from just under 2 MBPD in Kuwait to approximately 3 MBPD in Iran.

Afterwards, a dramatically ascending trend could be seen in the oil production of Saudi Arabia, as this figure ended the period with 15 MBPD, about four times as much as most other countries. Iran, Iraq, Kuwait, UAE followed a similar trend, but less pronounced, with their figures in 2010 falling into the range between 3.5 and 4 MBPD. Meanwhile, the data for Qatar, despite doubling to 1 MBPD in 2000, experienced a decreasing trend, finishing at just under 0.5 MBPD. (197 words) TA8 CC8 LR8 GRA8 Band 8

SAMPLE 8

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Paraphrasing:

Spend (v): allocate, pour into…,
Spending on research (n): budget spent on research, the amount of money allocated to research, research expenditure, national budget for research, areas of spending
Category: different fields, research area, research category,

The line graph compares the amount of the US national budget spent on five different research fields over a 20-year period, starting from 1980.

Overall, an upward trend was seen in the amount of funding allocated to all types of studies, except for other fields. Among them, health was the largest area of spending and witnessed the biggest increase during the period.

In 1980 , health-related studies received approximately $8 billion in funding, which was around$ 0.5 billion higher than the spending on ‘other’ fields. Regarding the remaining three areas, their figures varied from nearly $6 billion spent on space research to$ 2.5 billion allotted to general science.

Thereafter, the budget allocated to health research, despite a mild drop to $7 billion in 1984, rose dramatically to a peak of around$ 23 billion in 2004 before undergoing a considerable decrease of $5 billion in the next 4 years. By contrast, having fallen to$ 5 billion in the first 4 years, state funding for other fields grew gradually by $7 billions between 1984 and 2000, after which a plunge to$ 5 billion was recorded in 2008. Finally, concerning space, energy and general science, their values underwent upward fluctuations, finishing the period at nearly $9 billion,$ 7 billion, and exactly $5 billion, respectively. (211 words)

SAMPLE 9

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communication methods

= methods/means/ways/forms of communication

= communication services

= services of communication

use [landline services] (to communicate) = opt for/choose [landline services] (as a way of communication) = communicate via [landline] = communicate using [landline telephones] = reach other people via [landline]

landline = telephone = landline telephone = landline services

cellular phone = cellphone = mobile phone = cellular services

user internet services (to communicate) = communicate via/on/through the internet = communicate online = use the internet as a means of communication.

The line graph illustrates how the popularity of five different ways of communication changed over a period of 10 years, starting from 1998.

Overall, all methods of communication witnessed an increase in usage except for mobile broadband. Among them, cellular services registered the most dramatic growth in the proportion of users, eventually becoming the most popular way people communicate.

In 1998, the percentage of people who communicated via landline was the highest, at roughly 15%. Ranking second and third were cellphones and the Internet with nearly 10% of users each, while the figures for fixed and mobile broadband in this year were negligible.

From 1998 to 2008, the proportion of cellphone users soared to 60% and in the process surpassed the figure for telephone users, specifically in 2002. Similarly, the value for the Internet experienced an increase, although less pronounced, ending the period with around 20%. While fixed and mobile broadband remained unpopular in the first 4 years, they recorded a modest gain in popularity, with below 10% of users each in 2008. The only communication method that saw no growth in the number of users after the 10-year period was the landline, whose figure always hovered around the 15% mark.

COMBO 2: MIXED Graphs

SAMPLE 1

The table below shows the numbers of visitors to Ashdown Museum during the year before and the year after it was refurbished. The charts show the result of surveys asking visitors how satisfied they were with their visit, during the same two periods.

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Refurbishment (n):

to refurbish = to renovate = to make renovation
renovation work
efforts were made to renovate this place

Satisfied with their visit:

to be pleased with their visit
to be content with their visit
to feel happy that they spend their time in the museum
to enjoy their time in the museum
to express satisfaction with their visit
to have high levels of satisfaction with
satisfied visitors
(museums) enjoy higher level of visitor satisfaction
to have positive experience
visitor satisfaction
very pleased with their time spent in the museum

No response:

do not complete their survey
do not give responses
not share their opinions on their visits in the survey.

Visit museum:

spend time in the museum
museum welcomes…
(people) were attracted to/ were drawn to the museum
The number of guests to the museum

The table displays Ashdown Museum’s attendances one year prior to and one year following the renovations while the pie charts detail visitor satisfaction in these two years.

Overall, after the museum was refurbished, it recorded a considerable rise in the annual guest number. Coupled with this increase was a much more positive response from the public.

Concerning attendance figures, 74,000 people were attracted to the museum before efforts were made to renovate this venue. A year after the refurbishment, the museum welcomed a total of 92000 visitors, indicating a 25% increase.

Regarding the outcome of the surveys, prior to the renovation work, visitor feedback was mixed, as half of them expressed their dissatisfaction in the survey (40% dissatisfied, 10% very dissatisfied) compared to 45% whose experiences were positive. After the renovation, the newly updated museum enjoyed a much higher level of visitor satisfaction, with three-quarters of visitors claiming that they enjoyed their time here, nearly half of whom felt extremely happy with their visits whereas dissatisfaction fell to a mere 20%. In both years, only a negligible proportion of visitors, 5%, did not share their opinions on their visits in the surveys. (194 words)

TA8-9 CC8-9 LR8 GRA9 Band 8.0-8.5

SAMPLE 2

The charts below show the number of international students in Canada and USA in 2002 and 2003, and also compare the three top sources of countries.

[Image omitted during docx/pptx conversion]

The tables compare how many international students from three particular countries chose Canada and the US to study in the year 2002 and 2003.

Overall, the US welcomed significantly more foreign students than Canada, with the former witnessing a slight decrease compared to a marginal increase seen in the latter. In addition, the majority of overseas students in the US were from India while Chinese students outnumbered other ones in Canada.

Regarding the proportionate changes, the greatest increase can be observed in the number of students sent by India to both countries, with a 6% rise in Canada versus 9.8% in the US. Meanwhile, China showed opposite trends for each country, as the number sent to Canada rose by 4.5% whereas the figure for the US declined by 8.1%. Moreover, the number of US students in Canada and that of Canadian ones in the US increased by 3% and 1.5% correspondingly.

Concerning the actual numbers, the US was more popular among Indian students, with around 200000 students each year, nearly six times as many as the number going to Canada. As for Chinese students, their number in the US slid by 2000 while the data for Canada increased by 1700. Finally, the US student number in Canada is nearly triple the Canadian student number in the US, at around 15000 and 5500 respectively. (227 words)

SAMPLE 3

The graphs show the employment of graduates from top US universities in 2004

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The statistics show graduate employment at top-ranked US universities in 2004, and how it is different compared to 2003.

Overall, the proportion of graduates choosing to enter the finance/banking field was by far the highest in 2004. This sector also witnessed the biggest decrease in comparison with the previous year while industrial and transport are the only two fields that experienced an upward trend.

In 2004, the most popular sector belonged to finance/banking with just under 40% of graduates saying that they chose it, which was nearly double the figure for consultancy. The third position went to the marketing sector with 14%, and far below were industrial and transport, which accounted for 9%, and 4%, respectively. The remaining 14% of graduates were recruited in fields other than these main five.

With regard to the difference from the previous year, an increasing tendency of 8% could be observed in the employment of graduates in both industrial and transport sectors. In contrast, those of finance/banking, marketing and consultancy registered a decrease, with respective figures being 17%, 2.5%, and 0.5%. Finally, the figure for other fields remained unchanged.

Overall: 8.5 (188 words)

SAMPLE 4

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The bar charts illustrate how people answered two questions in a survey conducted in a particular European country in 2009.

Overall, the majority of people said that they changed their cars after using more than five years. In addition, second-hand cars were the most popular choice.

Regarding/Concerning the frequency of changing cars, above half of the respondents confessed that they changed new ones after five years or more of use, which was the most common response. This was followed by those having exactly-five-year-old cars, with the figure being 37%. The proportions of the remaining answers were negligible, ranging from 1% to 5%.

With regard to the second question, around two-thirds of people asked in the survey purchased second-hand cars, which was nearly twice as high as the percentage of those opting to buy completely new ones. Meanwhile, those who could not decide whether to buy a new or a second-hand automobile accounted for 6%, compared to only 3% of participants who would never buy cars. (160 words)

SAMPLE 5

The pie chart below shows the main reasons why agricultural land becomes less productive. The table shows how these causes affected three regions of the world during the 1990s.

[Image omitted during docx/pptx conversion]

The charts illustrate the culprits of agricultural land degradation worldwide and their effects on three different parts of the world in the 1990s.

Overall, there are three principal reasons why farmland becomes less productive, the most important of which is overgrazing. Out of the three regions, Europe suffered the most from land degradation, with 23% of land becoming infertile.

Looking at the factors, more than a third of degraded land is due to livestock intensively feeding on it, making it the biggest driver of land degradation. This was followed by tree clearance and over-cultivation, as 30% of infertile land is linked to the former compared to 28% associated with the latter. Only a minority of land becomes unproductive because of other factors.

Regarding the impacts of these causes on 3 different regions, nearly 10% of European degraded land resulted from forest destruction, while the two farming activities together were responsible for 12%. In contrast, in Oceania, the main driver was overgrazing, constituting 11% of land deteriorated whereas the other 2 factors had minimal or barely any effects on this region. Finally, North America had only 5% of land degraded, and this was mainly due to over-cultivation, at 3,5%.

Paraphrasing:

Land degradation= Degraded land= land deterioration= deteriorated land

Causes= reasons= culprits= (contributing) factors = driver

Deforestation= loss of forests = Tree clearance= the act of cutting trees

Over grazing= animals feeding on it

Overgrazing/ over-cultivation= cultivating and grazing excessively = farming activities

Result from/ caused by/ be responsible for

SAMPLE 6 - The pie charts below show information about where coffee is produced, consumed and where its profit goes.

[Image omitted during docx/pptx conversion]

The pie charts provide data on the regions where coffee is manufactured and consumed, and the share of profit earned. Overall, South America is the top coffee-producing region while Europe is the largest market for this item. In addition, shippers receive the biggest share of the total revenue.

Regarding areas where coffee is produced, South America dominates other regions, as 44% of coffee is produced there, compared to only 2% manufactured in Oceania. The values for the remaining continents vary slightly, ranging from 17% in Central America to 19% in Africa.

Concerning coffee consumption, more than a half was done so by Europeans, approximately twice as much as the data for other countries not listed in the chart and five times higher than that for North America. The Japanese market has the lowest consumption, amounting to only 7%.

With regard to the division of profit, 55% of it goes to shippers, which is more than double the proportion of money that sellers receive. As for explorers and producers, their shares are exactly the same, at 10% each. (179 words) Band 7.5-8.0

COMBO 3: Graphs Without Trend

SAMPLE 1

The chart below shows the percentage of people who use the Internet at home.

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The bar chart provides information on how people in five particular countries access the Internet at home.

In the US, an overwhelming majority of its citizens, 70%, subscribe to broadband services, compared to 20% who opt for dial-up Internet. Japan shares a relatively similar pattern, but less pronounced, with respective figures being 65% and 15%.

However, an opposite pattern can be observed in the UK, where 60% of customers use dial-up connections to access the Internet while their broadband counterparts are chosen by 35% of people in that country. The figures for Indian subscribers are similar, as those who buy the former method account for 20%, double that for the latter. Finally, there are equal percentages of Australian Internet users subscribing to the two modes of connections, at 40% each.

(181 words)

SAMPLE 2

The bar chart below shows tea and coffee consumption in 2015.

[Image omitted during docx/pptx conversion]

The bar chart compares how much tea and coffee were consumed per person in kilograms in seven particular countries in the year 2015.

In contrast, Turks consumed the highest amount of tea, at 5kg per capita, compared to 3kg of coffee. Having a similar consumption pattern, Russians consumed 2.5kg of tea but 1.5g of coffee. Finally, in the UK, there were the same amounts of coffee and tea consumed, at 3kg per person. (197 words). Band 8.5

SAMPLE 3

The bar chart below shows the top ten countries for the production and consumption of electricity in 2014.

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The bar chart provides information about the top ten electricity producing and consuming countries in 2014.

Regarding the top two countries, China generated almost 5400 billion kWh, marginally higher than its consumption. The figures for the US were around a quarter less, with around 4100 billion kWh being produced and 3900 being consumed.

Far behind those were Russia, Japan and India, which produced 1057, 936 and 871 billion kWh respectively, while the values of consumption in Japan and India were around 100 billion kWh lower than the amount generated. Next came Canada, France and Brazil, whose production figures ranged from 619 billion kWh in Canada to 530 billion kWh in Brazil, which were all around 10% higher than the amounts consumed.

In contrast, German electricity consumption stood at 582 billion kWh, exceeding its production figure by nearly 600 billion kWh. The opposite was the case for Korea, as this country produced 485 billion kWh, compared to 449 billion kWh being consumed. (195 words)

TA9 CC8 LR7-8 GRA9 Band 8.0-8.5

SAMPLE 4

The bar chart shows the information about the favourite subjects of 60 students from 2 schools, school A and school B in 2012.

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The chart compares the preference for five different subjects in two particular schools, based on a survey of 60 students.

Overall, according to the outcome of the survey, sport was the most favourite subject in school A. Meanwhile, the majority of students in school B stated that they enjoyed craft and drawing the most.

Concerning the top two subjects, 36 respondents from school A regarded sport as their preferred subject, which is approximately 7 times as many as the figure for school B. As for the arts and crafts subject, an opposite pattern can be observed, as 25 students in school B voted for this subject, compared to 4 students from the other school.

Regarding the remaining subjects, 18 students from school B expressed a preference for language, more than triple the number from school A. The figures are relatively similar for social science, with 10 students from the former school versus 6 from the latter. In contrast, more students from school A preferred content about science than school B, with respective figures being 9 and 5.

(176 words)

SAMPLE 5

The pie charts show the main reasons for migration to and from the UK in 2007

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The charts provide information on why people decided to move to or leave the UK in 2007.

Overall, having a definite job and pursuing a formal study are two leading factors behind immigration to the UK. Meanwhile, the majority of emigrants stated that they left their country because of their jobs or employment possibilities.

Regarding reasons cited by immigrants, 30% of them migrated to the UK because their jobs required them to do so while nearly a quarter said that they did so for their education. This is followed by those accompanying other people and those seeking job opportunities, with respective figures being 15% and 12%. In addition, 11% of immigrants cited other reasons not listed in the chart, double those who preferred not to specify their motives.

Concerning reasons behind emigration from the UK, career-related ones are the most common, as having a definite job and looking for work account for 29% and 22% of the total answers, correspondingly. Additionally, the proportion of people leaving to join their family members is 13%, which is around 3 times as high as that of those emigrating for their study. Finally, 18% of people did not detail why they left the UK, 4% higher than the figure for other reasons. (208 words)

SAMPLE 6

The charts below show the average percentages in typical meals of three types of nutrients, all of which may be unhealthy if eaten too much.

Average percentages of sodium, saturated fat and added sugar in typical meals consumed in the USA

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The pie charts illustrate the average consumption of sodium, saturated fat and added sugar in four typical meals in America, all of which may have adverse effects on health when overconsumed.

Overall, by far the highest percentage of sugar can be seen in snacks while dinner accounts for the largest share of sodium and saturated fat. Among the four meals, the healthiest one is breakfast as it contains the lowest amounts of these substances.

Regarding dinners and snacks, an excessive amount of sodium, 43%, was consumed for the former, triple that of the latter. The figures for saturated fat are very similar, at 37% and 27% respectively. In contrast, snacks are sugar-dominated, with 42%, which is twice as high as the amount added in dinner.

Concerning the two remaining meals, an American consumes approximately one-sixth of the total sodium, saturated fat and sugar for breakfast on average. However, at lunch, these figures increased to 29%, 26% and 19% respectively. (157 words)

SAMPLE 7

The graph below shows the number of students studying six different courses, by gender, in 2014, at one British university.

Courses	Males	Females
Business Administration	1300	1250
Accountancy	1240	1220
English	800	850
Various engineering	500	200
Chinese	200	50
Gender studies	20	100

The table displays how many students chose to enroll in six different courses in terms of genders at a particular university in the UK in 2014.

Overall, by far the most popular courses were business administration and accountancy. Among the six subjects, engineering and Chinese courses were male-dominated while gender studies had significantly more female students.

Regarding the more popular courses, 1300 male students chose business administration, marginally higher than the female number, at 1250. A similar ratio was seen in those opting for accountancy, at 1240 and 1220 correspondingly. Ranking in third place was English, as it was chosen by 850 women, exceeding the number of men by 50.

Concerning the remaining courses, men studying engineering vastly outnumbered women in the same subjects, with respective figures being 500 and 200. Having a similar pattern, chinese had 200 male students, compared to 50 women. In contrast, 100 women decided to study about gender, which was four times as many as the number of their male counterparts.

(163 words)

SAMPLE 8

The charts below show the percentage of water used for different purposes in different parts of the world.

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The pie charts compare the water consumption in terms of different purposes in various continents of the world. Overall, North Americans and Europeans use the majority of their water for industrial purposes, while in other continents, most water is consumed agriculturally.

In Europe, industrial uses account for half of total water, with one third being used for agricultural activities, leaving 15% for households. The figures are relatively similar in North America, at 48%, 39% and 13% correspondingly.

Concerning the remaining regions, more than four-fifths of all water is used for agriculture in Africa, Central and South East Asia, whereas the figure for South America is slightly lower, at 71%. In contrast, South Americans use nearly 20% of their water domestically, which is about twice as high as the numbers in three other areas. Finally, the proportions of water consumed industrially in these four regions vary slightly, ranging from 5% in Central Asia to 12% in South East Asia.

(158 words)

SAMPLE 9

The table below shows the average weekly salaries of men and of women working in different occupations in 2015.

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The table compares how many dollars men and women from different professions earned on a weekly basis in 2015.

Overall, by far the highest weekly wages belonged to professionals while manual laborers earned the least. In addition, male workers got paid more than their female counterparts in every occupation listed in the chart, with the largest gap being seen in the income of technicians.

Regarding the top-paying jobs, male professionals received $2000 per week, which was$ 100 higher than the amount paid for women. The income gap between male and female technicians was much more significant, as the former made $1400 while the latter earned$ 900, representing a difference of $500.

Concerning the remaining jobs, male administrative/clerical workers were paid $1350 a week, compared to$ 1000 earned by females. The figures are relatively similar for those employed as service workers, at $1300 and$ 950. Finally, weekly earnings of those working as manual laborers were the lowest, with men and women receiving $1100 and$ 850 respectively.

(167 words)

SAMPLE 10

The bar charts below show the number of hours each teacher spent teaching in different schools in four different countries in 2001.

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SAMPLE

Purpose:

C1: 3 levels of education
C2: 4 countries

Overview:

C1: USA 1st
C2: Upper 1st

Body1: USA + Japan

USA: 1st Upper (just below 1200 hours), followed by 1000 hours in lower, compared to 750hrs in primary schools.
Japan: a similar pattern but much lower, with respective figures being 700, 650 and 600 hours.

Body 2: Spain + Iceland

Upper: both around 900 hours
Lower: 750 (Spain) vs 600 (Iceland)
Similarly: primary 650 (spain) vs just below 600 (Iceland)

The bar chart illustrates how many hours each teacher allocated to teaching in three different types of schools in four distinct countries in 2001.

Overall, by far the highest amount of time spent teaching belonged to teachers in the USA out of the four surveyed countries. Among the three levels of education, upper secondary schools recorded the highest number of teaching hours.

In the USA, teachers in upper secondary schools had the highest teaching time, at just below 1200 hours, followed by 1000 hours of teaching in lower secondary ones, compared to 750 hours allotted in primary schools. Despite having a similar pattern, the figures for Japan were considerably lower, at 700, 650 and 600 hours in that order.

Regarding Spain and Iceland, around 900 hours were spent by teachers on teaching-related tasks in upper secondary schools in both countries. In lower secondary schools, teaching time in Spain was higher than that in Iceland, with respective figures being 750 and 600 hours. This was also the case for primary schools, with 650 hours in Spain versus just below 600 hours in Iceland.

1. Introduction

The illustrations present the changes that took place in [Subject] between [Year] and [Year].
The illustrations present how [Subject] has changed/developed since [Year].
The illustrations present the layout of [Subject] as it is now and how it will be modified in the future.
The two maps compare the layout of [Place] at two different points in time.
The given maps depict alterations in [Place] over the given period.

2. Overview

Cấu trúc overview bao gồm 2 phần

How has it changed?
What are the main changes?

How has it changed?	What are the main changes?
* Overall, [S] has witnessed various transformations, * Overall, there have been many changes in [S], * Overall, the city has become much more modern / developed / populated / industrial,	* Most notably with [main change]. * The most important of which is/are [key transformation]. * With [major development].

Ví dụ:

Overall, the town became more developed, with the addition of more facilities serving residential and touristic purposes.
Overall, the town has witnessed various transformations, most notably with the addition of more facilities serving residential and touristic purposes.
Overall, there have been many changes in the town, the most important of which is the addition of more facilities serving residential and touristic purposes.

3. Body Paragraphs: Describing Locations

S + is / is located / is situated / lies / can be found [direction]

The school is located/situated in the northeast of the area.
A forest can be found in the southernmost area.
The school is located to the north of the river.
A newly built cinema is situated to the left of the church.

V3 / V-ed / V-ing [direction] + be + S (Inversion)

Located in the centre of the city is a botanical garden.
Found in the heart of downtown is a café.
Situated to the left of the church is a newly built cinema.

[Direction], S + V

To the north of the river, there is a school.
To the left of the path, next to the exit, there was a small garden with some trees.
In the eastern part of the city, a large sports complex is built to host various athletic events.
In the southernmost area, a forest can be found.

S + V, south of which is / lies [noun]

There is a river running from west to east, north of which lies the school.
From the entrance, there is a footpath leading to a fountain, left of which is a bandstand.
There was a main road running from north to south, both sides of which were rows of housing units.

4. Body Paragraphs: Describing Changes

Loss → Gain (Transformation)

S + V1 and V2/to V2
- Additionally, the hospital has been knocked down and replaced by a school.
- Additionally, the hospital has been knocked down to make way for a school.
S + V1, and S2 + V2
- Additionally, the hospital has been knocked down and a new school has been established.
There used to be …, but S2 + V2
- There used to be a hospital in the north of the city, but it was replaced by a new school.
What once/initially was … is now …
- Additionally, what once was a hospital is now a school.
- Additionally, what currently is a hospital will be turned into a school.
- Additionally, what initially was a hospital was then turned into a school.

Gain → Loss (Expansion and Reduction)

S + V, after S2 + V2
- Additionally, a new school has been established after the hospital was demolished.
S + V, which necessitated NP
- Another striking change is the establishment of a new school, which necessitated the removal of the hospital.
S + V, resulting in NP
- Additionally, there is a new school that has been established, resulting in the removal of the hospital.
S + V, in place of NP
- The new school was built in place of the hospital.

5. Useful Lexis

🌳 Trees / Forests / woodland / green areas / green zones

Be chopped down, be cleared, cut down, brought down
Be planted

🏡 Buildings - Housing / Residential areas - Commercial / Industrial zone

demolished, knocked down, pulled down
erected, built, constructed, established, introduced
converted into, developed into, renovated, and modernized

🚉 Roads, Bridges and Rails - a stretch of a road

removed
constructed, extended (chiều dài), expanded (chiều rộng), built, installed

👉 Others

become larger in size, expand, extend, enlarge, increase in size
become smaller in size, shrink, decrease in size
remain intact / untouched, still stand

6. Cohesion

Linking Words

Regarding / Concerning N, …
The most noticeable change is that …
Another striking / notable change is that …
One further development is …
In addition,
Additionally,
Moreover,
Finally, / Lastly,

Referencing

A fountain was removed to make room for a rose garden, on each of which are seats. To the left side of the new garden, what once was a bandstand has been turned into an amphitheater for concerts, along with associated seating. This change required the removal of both seating on the far-left side and the rose garden located at the bottom left corner of the map.

🎯 IELTS WRITING TASK 2 – RUBRIC PHÂN TÍCH CHI TIẾT (DOL STYLE)

BRAND

1️⃣ TASK ACHIEVEMENT (TASK 1)

(Mức độ hoàn thành yêu cầu đề bài)

Task Achievement đánh giá việc học sinh có hiểu đúng nhiệm vụ Task 1 và thực hiện đúng những gì đề yêu cầu, không đánh giá ý kiến cá nhân.

1.1 Overview

(Cái nhìn tổng quan về dữ liệu / quy trình / bản đồ)

🔍 Giải thích

Overview là phần quan trọng nhất của Task 1, thể hiện:

học sinh có nhìn ra xu hướng chính / đặc điểm nổi bật không
có tóm tắt bức tranh lớn thay vì liệt kê chi tiết hay không

Overview không cần số liệu, không cần chi tiết, chỉ cần xu hướng hoặc đặc điểm nổi bật.

🟢 Strong

Có overview rõ ràng
Nêu được:
- xu hướng chính (tăng / giảm / ổn định)
- hoặc đặc điểm nổi bật nhất (cao nhất, thấp nhất, khác biệt lớn)
Không lẫn chi tiết vào overview

📌 Ví dụ biểu hiện:

“Overall, X increased significantly while Y declined.”
“Overall, the process involves four main stages.”

🟡 Medium

Có cố gắng viết overview nhưng:
- còn chung chung
- hoặc lẫn chi tiết
- hoặc chỉ nói lại đề bài

📌 Ví dụ biểu hiện:

“Overall, there are some changes.”
“Overall, the chart shows information about…”

🔴 Weak

Không có overview
Hoặc overview chỉ là câu mô tả đề bài
Hoặc viết chi tiết như body

1.2 Key Feature Selection

(Chọn đặc điểm chính để mô tả)

🔍 Giải thích

Tiêu chí này đánh giá:

học sinh có chọn đúng cái đáng nói không
có tránh liệt kê toàn bộ số liệu không

Task 1 không chấm “viết đủ”, mà chấm chọn lọc thông minh.

🟢 Strong

Chọn những đặc điểm nổi bật nhất
Bỏ qua chi tiết nhỏ, thứ yếu
So sánh hợp lý

🟡 Medium

Chọn được một số đặc điểm quan trọng
Nhưng:
- vẫn liệt kê nhiều
- hoặc thiếu so sánh

🔴 Weak

Mô tả dàn trải
Liệt kê gần như mọi con số
Không thấy trọng tâm

1.3 Data Description / Coverage

(Mô tả và bao phủ dữ liệu)

🔍 Giải thích

Tiêu chí này xem:

dữ liệu có được mô tả đúng và đủ không
có bỏ sót phần quan trọng không
có sai số liệu không

🟢 Strong

Mô tả chính xác
Bao phủ phần quan trọng của biểu đồ / bảng / bản đồ
Không sai số liệu

🟡 Medium

Mô tả đúng nhìn chung
Có thể:
- bỏ sót một phần
- hoặc thiếu chi tiết ở một số chỗ

🔴 Weak

Sai số liệu
Bỏ sót phần lớn dữ liệu
Mô tả không đúng nội dung biểu đồ

2️⃣ COHERENCE & COHESION

(Mạch lạc và liên kết)

2.1 Overall Progression

(Mạch ý tổng thể)

🔍 Giải thích

Xem bài viết có:

đi từ overview → chi tiết hợp lý không
trình tự thông tin có dễ theo dõi không

🟢 Strong

Mạch ý rõ ràng
Người đọc dễ theo dõi

🟡 Medium

Nhìn chung có mạch
Nhưng đôi chỗ chuyển ý chưa mượt

🔴 Weak

Ý lộn xộn
Khó theo dõi trình tự

2.2 Paragraphing

(Chia đoạn)

🔍 Giải thích

Đánh giá:

mỗi đoạn có chức năng rõ ràng không
có phân biệt overview và body không

🟢 Strong

Overview tách rõ
Body chia hợp lý

🟡 Medium

Có chia đoạn
Nhưng chưa thật sự rõ chức năng

🔴 Weak

Không chia đoạn
Hoặc chia đoạn lộn xộn

2.3 Use of Cohesive Devices

(Từ nối)

🔍 Giải thích

Đánh giá:

từ nối dùng có đúng chức năng không
có lạm dụng hoặc dùng máy móc không

🟢 Strong

Dùng từ nối tự nhiên
Không gây chú ý

🟡 Medium

Có dùng từ nối
Nhưng còn lặp hoặc chưa linh hoạt

🔴 Weak

Ít hoặc dùng sai từ nối
Gây rối mạch

3️⃣ LEXICAL RESOURCE

(Từ vựng)

3.1 Vocabulary Range

🟢 Strong

Từ vựng đủ và đa dạng cho Task 1
Có dùng từ mô tả xu hướng, so sánh

🟡 Medium

Đủ dùng
Nhưng lặp và chưa linh hoạt

🔴 Weak

Từ vựng hạn chế
Dùng từ rất đơn giản

3.2 Accuracy (Word Choice & Collocation)

🟢 Strong

Dùng từ đúng nghĩa
Collocation tự nhiên

🟡 Medium

Có lỗi nhẹ
Nhưng vẫn hiểu được

🔴 Weak

Sai từ thường xuyên
Gây hiểu nhầm

4️⃣ GRAMMATICAL RANGE & ACCURACY

4.1 Grammatical Range

🟢 Strong

Có câu phức
Đa dạng cấu trúc

🟡 Medium

Có câu phức nhưng hạn chế

🔴 Weak

Chủ yếu câu đơn

4.2 Accuracy (Grammar & Punctuation)

🟢 Strong

Ít lỗi
Không ảnh hưởng hiểu nghĩa

🟡 Medium

Có lỗi
Nhưng vẫn đọc được

🔴 Weak

Lỗi thường xuyên
Gây khó hiểu

🎯 CÁCH DÙNG KNOWLEDGE BASE NÀY CHO AI

AI nên:

đọc knowledge base này trước khi chấm
với mỗi tiêu chí phụ:
- so sánh bài viết ↔ mô tả Strong/Medium/Weak
- chọn mức phù hợp nhất, không “nâng điểm cảm tính”

Writing Task 1 Band Descriptors

Scoring criteria for Academic and General Training tests

A script must fully fit the positive features of the descriptor at a particular level. Bolded text indicates negative features that will limit a rating.

Band Score	Task Achievement	Coherence & Cohesion	Lexical Resource	Grammatical Range & Accuracy
9	All the requirements of the task are fully and appropriately satisfied. There may be extremely rare lapses in content.	The message can be followed effortlessly. Cohesion is used in such a way that it very rarely attracts attention. Any lapses in coherence or cohesion are minimal. Paragraphing is skilfully managed.	Full flexibility and precise use are evident within the scope of the task. A wide range of vocabulary is used accurately and appropriately with very natural and sophisticated control of lexical features. Minor errors in spelling and word formation are extremely rare and have minimal impact on communication.	A wide range of structures within the scope of the task is used with full flexibility and control. Punctuation and grammar are used appropriately throughout. Minor errors are extremely rare and have minimal impact on communication
8	The response covers all the requirements of the task appropriately, relevantly and sufficiently. (Academic) Key features are skilfully selected, and clearly presented, highlighted and illustrated. (General Training) All bullet points are clearly presented, and appropriately illustrated or extended. There may be occasional omissions or lapses in content.	The message can be followed with ease. Information and ideas are logically sequenced, and cohesion is well managed. Occasional lapses in coherence or cohesion may occur. Paragraphing is used sufficiently and appropriately.	A wide resource is fluently and flexibly used to convey precise meanings within the scope of the task. There is skilful use of uncommon and/or idiomatic items when appropriate, despite occasional inaccuracies in word choice and collocation. Occasional errors in spelling and/or word formation may occur, but have minimal impact on communication.	A wide range of structures within the scope of the task is flexibly and accurately used. The majority of sentences are error-free, and punctuation is well managed. Occasional, non-systematic errors and inappropriacies occur, but have minimal impact on communication.
7	The response covers the requirements of the task. The content is relevant and accurate – there may be a few omissions or lapses. The format is appropriate. (Academic) Key features which are selected are covered and clearly highlighted but could be more fully or more appropriately illustrated or extended. (Academic) It presents a clear overview, the data are appropriately categorised, and main trends or differences are identified. (General Training) All bullet points are covered and clearly highlighted but could be more fully or more appropriately illustrated or extended. It presents a clear purpose. The tone is consistent and appropriate to the task. Any lapses are minimal.	Information and ideas are logically organised and there is a clear progression throughout the response. A few lapses may occur. A range of cohesive devices including reference and substitution is used flexibly but with some inaccuracies or some over/under use.	The resource is sufficient to allow some flexibility and precision. There is some ability to use less common and/or idiomatic items. An awareness of style and collocation is evident, though inappropriacies occur. There are only a few errors in spelling and/or word formation, and they do not detract from overall clarity.	A variety of complex structures is used with some flexibility and accuracy. Grammar and punctuation are generally well controlled, and error-free sentences are frequent. A few errors in grammar may persist, but these do not impede communication.

Band Score	Task Achievement	Coherence & Cohesion	Lexical Resource	Grammatical Range & Accuracy
6	The response focuses on the requirements of the task and an appropriate format is used. (Academic) Key features which are selected are covered and adequately highlighted. A relevant overview is attempted. Information is appropriately selected and supported using figures/data. (General Training) All bullet points are covered and adequately highlighted. The purpose is generally clear. There may be minor inconsistencies in tone. Some irrelevant, inappropriate or inaccurate information may occur in areas of detail or when illustrating or extending the main points. Some details may be missing (or excessive) and further extension or illustration may be needed.	Information and ideas are generally arranged coherently and there is a clear overall progression. Cohesive devices are used to some good effect but cohesion within and/or between sentences may be faulty or mechanical due to misuse, overuse or omission. The use of reference and substitution may lack flexibility or clarity and result in some repetition or error	The resource is generally adequate and appropriate for the task. The meaning is generally clear in spite of a rather restricted range or a lack of precision in word choice. If the writer is a risk-taker, there will be a wider range of vocabulary used but higher degrees of inaccuracy or inappropriacy. There are some errors in spelling and/or word formation, but these do not impede communication.	A mix of simple and complex sentence forms is used but flexibility is limited. Examples of more complex structures are not marked by the same level of accuracy as in simple structures. Errors in grammar and punctuation occur, but rarely impede communication
5	The response generally addresses the requirements of the task. The format may be inappropriate in places. (Academic) Key features which are selected are not adequately covered. The recounting of detail is mainly mechanical. There may be no data to support the description. (General Training) All bullet points are presented but one or more may not be adequately covered. The purpose may be unclear at times. The tone may be variable and sometimes inappropriate. There may be a tendency to focus on details (without referring to the bigger picture). The inclusion of irrelevant, inappropriate or inaccurate material in key areas detracts from the task achievement. There is limited detail when extending and illustrating the main points.	Organisation is evident but is not wholly logical and there may be a lack of overall progression. Nevertheless, there is a sense of underlying coherence to the response. The relationship of ideas can be followed but the sentences are not fluently linked to each other. There may be limited/overuse of cohesive devices with some inaccuracy. The writing may be repetitive due to inadequate and/or inaccurate use of reference and substitution.	The resource is limited but minimally adequate for the task. Simple vocabulary may be used accurately but the range does not permit much variation in expression. There may be frequent lapses in the appropriacy of word choice, and a lack of flexibility is apparent in frequent simplifications and/or repetitions. Errors in spelling and/or word formation may be noticeable and may cause some difficulty for the reader.	The range of structures is limited and rather repetitive. Although complex sentences are attempted, they tend to be faulty, and the greatest accuracy is achieved on simple sentences. Grammatical errors may be frequent and cause some difficulty for the reader. Punctuation may be faulty.

Band Score	Task Achievement	Coherence & Cohesion	Lexical Resource	Grammatical Range & Accuracy
4	The response is an attempt to address the task. (Academic) Few key features have been selected. (General Training) Not all bullet points are presented. (General Training) The purpose of the letter is not clearly explained and may be confused. The tone may be inappropriate. The format may be inappropriate. Key features/bullet points which are presented may be irrelevant, repetitive, inaccurate or inappropriate.	Information and ideas are evident but not arranged coherently, and there is no clear progression within the response. Relationships between ideas can be unclear and/or inadequately marked. There is some use of basic cohesive devices, which may be inaccurate or repetitive. There is inaccurate use or a lack of substitution or referencing.	The resource is limited and inadequate for or unrelated to the task. Vocabulary is basic and may be used repetitively. There may be inappropriate use of lexical chunks (e.g. memorised phrases, formulaic language and/or language from the input material). Inappropriate word choice and/or errors in word formation and/or in spelling may impede meaning.	A very limited range of structures is used. Subordinate clauses are rare and simple sentences predominate. Some structures are produced accurately but grammatical errors are frequent and may impede meaning. Punctuation is often faulty or inadequate.
3	The response does not address the requirements of the task (possibly because of misunderstanding of the data/diagram/situation). Key features/bullet points which are presented may be largely irrelevant. Limited information is presented, and this may be used repetitively.	There is no apparent logical organisation. Ideas are discernible but difficult to relate to each other. Minimal use of sequencers or cohesive devices. Those used do not necessarily indicate a logical relationship between ideas. There is difficulty in identifying referencing.	The resource is inadequate (which may be due to the response being significantly underlength). Possible over-dependence on input material or memorised language. Control of word choice and/or spelling is very limited, and errors predominate. These errors may severely impede meaning.	Sentence forms are attempted, but errors in grammar and punctuation predominate (except in memorised phrases or those taken from the input material). This prevents most meaning from coming through. Length may be insufficient to provide evidence of control of sentence forms.
2	The content barely relates to the task.	There is little relevant message, or the entire response may be off-topic. There is little evidence of control of organisational features.	The resource is extremely limited with few recognisable strings, apart from memorised phrases. There is no apparent control of word formation and/or spelling.	There is little or no evidence of sentence forms (except in memorised phrases).
1	Responses of 20 words or fewer are rated at Band 1. The content is wholly unrelated to the task. Any copied rubric must be discounted.	Responses of 20 words or fewer are rated at Band 1. The writing fails to communicate any message and appears to be by a virtual non-writer.	Responses of 20 words or fewer are rated at Band 1. No resource is apparent, except for a few isolated words.	Responses of 20 words or fewer are rated at Band 1. No rateable language is evident.
0	Should only be used where a candidate did not attend or attempt the question in any way, used a language other than English throughout, or where there is proof that a candidate’s answer has been totally memorised.

Traceability

Source path: docs/Command/Resources/Documents/Exercise with AI 2026/Writing/DOL Knowledge base_ Task 1.docx
Source path hash: 06dd4a25c6
Source kind: local_docx
Source SHA256: c7e9452ebb8d2fa64a0b8a10b9843695aa92817dd9ff97d1839053724168690c
Output mode: text