How to write IELTS Task 1 Academic ‘Dynamic Graphs’

There are 3 main types of diagrams in Writing Task 1 Academic:
a.) Dynamic graphs <– we’re talking about this one
b.) Static graphs
c.) Diagrams (Maps, Processes) 

In this post I will show you how to write about dynamic graphs.

If you want to practise the grammar and vocabulary of Dynamic Graphs, my 19-page workbook can help you make fewer mistakes and write longer, high-band sentences, click here to learn more

 

Want expert feedback on your own IELTS Task 1 Dynamic Essays?

The essay structure for every type of Task 1 is basically the same. 

Structure: Task 1 – Academic
4 paragraphs
1.) Summary / Introduction
2.) Overview
3.) Body 1
4.) Body 2

What are dynamic graphs?

Dynamic graphs are graphs, charts or tables that contain data in 2 or more time periods. 

For example:

The data is measured in 5 time periods – every 10 years from 1967 to 2007.

In this graph the data is measured in 3 time periods – every 5 years from 2005 to 2015. 

In this graph, the data is measured in 2 time periods. In 2005 and in 2015.

In contrast, this is a Static graph because there is only data in one time period. In fact, there is no time period mentioned. In this case, you should approach the graph as a static graph.

Looking for more graph examples? My IELTS Writing Task 1 Workbook for Dynamic Graphs features 16 custom-made graphs and tables to help you practise the specific language and grammar for this type of task. 

 

1.) Dynamic Summary / Introduction

The introduction paragraph in Task 1 only needs to be 1 or 2 sentences. In your introduction, you should present the main purpose of the graph to the reader in your own words. This means paraphrasing the official IELTS diagram description if you can. 

Here is a sentence-making structure that presents the purpose of a dynamic graph.

​– The graph presents data (paraphrased)	​– Who or Where	​– When did it happen?
The bar graph shows … The pie graph illustrates … The line graph explains … The bar graph reveals Data: ​the rate of obesity the number of passengers the amount of international students the amount of calories consumed (by …)	Who:in 4 different age groups among people aged 18 to 29 with an international airline by / among Americans and/or Where:from 3 different countries at a British university in the United States in different regions of the world	… over 20 years. … over 2 decades. … over a 20-year period. … over a 20-year time span. … between 1990 and 2010. … from 1990 to 2010

Dynamic Tasks show data in 2 or more time periods and in English grammar time should come at the start or at the end of a sentence. 

Here are some examples that use the table above: 

The chart below shows the number of international students at a British University over a period of time.

• The line graph illustrates the amount of international students + from different continents + at a UK university + across a 30-year time period.
• The line graph explains the number of students from overseas + at a university in the UK + over a 30-year time span.
• The line graph shows how many students + from Asia, Africa, Europe and North American attended + a British university + from 1995 to 2015.

Here are some more examples with dynamic graph example: 

The table shows the obesity rate in one country over a period of time.

• The line graph illustrates the rate of obesity + among 4 age groups + over 34 years.
• The line graph shows obesity rates + between 18 to 74 year olds + over a 34-year time span.
• The line graph outlines the percentage of obese people + in 4 different age groups + between 1971 and 2005.

You try! – Write an introduction sentence for this dynamic task. Use the table above to help you.

The table shows average calorie intake in the United States over a period of time. 

 

2.) Dynamic Graph Overview

The purpose of the overview paragraph is to give a short summary of the main features. Since dynamic graphs feature data over many years, the main overall features are usually changes. These changes include the most notable increases or decreases over a time period. 

Importantly, you should describe these changes in words – do not use any numbers or data points from the graph. 

So don’t say: “There was a [50%] increase”   Say: “The numbers rose [by half].”

Or, don’t say: “The numbers rose from [1,000 to 2,000].   Say: “The number [doubled].” 

Or you can simply say [how much] the number increased or decreased by:

• “The number increased [a little / slightly]

• “The number increased [a lot / significantly / notably]

​Notable increases:	​Notable decreases:	​Contrasts / Other features:
​- “Overall, we can see that the number of people taking the bus to work increased significantly.” – “Overall, we can see that Asian students doubled over the time period.”	​- “Overall, we can see that the sales of Japanese cars fell by more than half over the 20-year period.” – “Overall, we can see that employment levels decreased steadily throughout the 3 decades in the graph.”	​- , while the number of European students stayed roughly the same.” – Meanwhile, obesity levels seemed to stabilise among 18-29 year-olds in the final years of the graph.”

Let’s see some examples using the same Task 1 graphs from earlier: 

The chart below shows the number of international students at a British University over a period of time.

Main features: 

• Increases: Asia, North America
• Decreases: none
• Contrasts / Other features: Europe, Africa

– Overall, we can see that enrollments by students from Asian countries doubled throughout the time period, while North American students also grew. However, student numbers from Europe and Africa remained relatively consistent over the 2 decades. 

– Overall, we can see that the number of Asian students at the university enjoyed steady, significant growth over the 20 years, with North American attendance also increasing in the last 5 years of the graph. Meanwhile, both European and African student numbers remained steady throughout the time period.

Here’s another example:

Take a look at the graphic and complete the task. The table shows the obesity rate in one country over a period of time.

Main features: 

• Increases: every group – 30-44 and 45-64 grew the most continuously
• Decreases: none
• Contrasts / Other features: 18-29 and 65-74 didn’t change after 1999

– Overall, we can see that every single age group saw an increase in obesity to some extent, with 30-44 year-olds and 45-64 years-olds both increasing continuously and reaching more than double by the end of the time period. Meanwhile, those within the 18-29 and 65-74 age groups also experienced significant rises, though at least their rates seemed to level off from 1999 onwards.   

– Overall, we can see that there was a notable increase in obesity among all age groups in the graph. In particular, 18-29 year-olds saw a three-fold rise over the time period, though at least the trend somewhat stabilised after 1999. Meanwhile, those aged 30-44 and 45-64 experience a more than two-fold increase throughout the time period. Lastly, the eldest age range, the 65-74 year-olds, jumped by a similar amount, but they too levelled off from 1999 onwards.

You try! – Write an overview paragraph for this dynamic task. Use the table above to help you. The main features have been highlighted for you.

The table shows average calorie intake in the United States over a period of time. 

Main features: 

• Increases: total, grains, added fat the most || added sugar, fruit, meat, eggs and nuts slightly
• Decreases: dairy, vegetable decreased minimally
• Contrasts / Other features: none

 

3.) Body Paragraphs

Next are the Body paragraphs of your Task 1 report. You can write 2 or 3 Body paragraphs. 

Body paragraphs describe the main features in detail, including specific numbers from the graph. The data and features in the body paragraph should be similar in some way. 

For example, you should describe the increasing categories together in 1 body paragraph. Then write about the decreasing / contrasting categories in a new body paragraph. 

I usually use my overview paragraph to guide the structure of my body paragraphs. 

Here is the complete example of Task 1 dynamic graphs from before:

Introduction: The line graph illustrates the amount of international students from different continents at a UK university across a 30-year time period. 

Overview: Overall, we can see that enrollments by students from Asian countries doubled throughout the time period, while North American students also grew. However, student numbers from Europe and Africa remained relatively consistent over the 2 decades. 

Body 1: (increases together) 

In regards to the rising number of enrollments, the number of Asian students at the university is the most striking. In 1995, their numbers were 60, before growing consistently to around 90 in 2005 and eventually reaching 120 by 2015. Meanwhile, though the first half of the time period didn’t show an increase among North American students, in 2010 there was a notable jump in their numbers, rising from 40 to around 70 by 2015. 

Body 2: (Other / Contrasts together)

Concerning the other two continents however, there were few changes. The amount of African students remained unchanged apart from a slight surge in 2010, rising to around 30, before returning to 20 as it had been in all other years. Likewise, European students fluctuated steadily between approximately 50 and 55 across the entire 20-year time span.

Introduction: The line graph outlines the percentage of obese people in 4 different age groups between 1971 and 2005.

Overview: Overall, we can see that there was a notable increase in obesity among all age groups in the graph. In particular, 18-29 year-olds saw a three-fold rise over the time period, though at least the trend somewhat stabilised after 1999. Meanwhile, those aged 30-44 and 45-64 experience a more than two-fold increase throughout the time period. Lastly, the eldest age range, the 65-74 year-olds, jumped by a similar amount, but they too levelled off from 1999 onwards.  

Body 1: (biggest increase) 

Starting with 18-29 year olds, their overall increase in obesity was the most dramatic, despite still being the lowest among all age groups. In 1971, their obesity rate was only around 7 or 8%, but from 1976 there was a sharp increase, rising from 8% to almost 25% by 2001. After this, the rate remained at around 25% from the remainder of the graph. 

Body 2: (more increases, but new paragraph because Body 1 is already quite long) 

In contrast, not only did 30-44 year-olds and 45-64 years-olds see a huge rise in obesity rates, their numbers continued to climb even after 2001. In the case of the 30-44 age group, their rates doubled from 15 to 30 by 2001, but then climbed once again to 35% by 2005. Likewise, 45-64 year-olds leapt from around 17% to 35% in 2003, before the rate rose even higher to 40% by the end of the graph. 

Body 3: (least eventful category – new paragraph because Body 2 is already long) 

Finally, the oldest group in the graph, 65-74 year-olds, also saw a steep rise in obesity, but followed a similar pattern to the 18-29 years old in the latter part of the time period. They began at around 17%, and rose to just over 35% by 1999. However, similarly to the youngest group, their rates stabilised at that number and did not increase or decrease in the remaining 6 years. 

You try! – Write the body paragraphs for this dynamic task. Use the examples above to help you.

The table shows average calorie intake in the United States over a period of time. 

Introduction: The table reveals the average amount of calories consumed + by Americans + between 1970 and 2010. 

Overview: Overall, we can see that the total calorie intake rose, with almost all food groups accounting for a higher calorie total by the end of the 40-year period. The most significant increases were by grains and added fat, while added sugar, fruit, meats, nuts and eggs also contributed, although to a lesser extent. The two exceptions were the dairy and vegetable food groups, whose contributions had dropped by 2010. 

There you go! A high-band approach, several examples and a reliable framework for you to use in your own IELTS Writing test. 

Again, if you want to practise more dynamic graph vocabulary and grammar, there are 19 pages of custom-made graphs, exercises and examples to help you improve your writing skills. Click here to learn more!

 

 

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