IELTS Reports (Basic to Band 9): Tables – Fair Trade Coffee and Bananas

T1 Tables - Fair Trade

The tables above show sales of fair trade coffee and bananas in five countries in Europe in 1999 and 2004.  Write a report of at least 150 words summarising the main details and making comparisons where relevant.

THINGS TO REMEMBER

(1) This example has two tables with 20 data points. You will not have enough time to write about everything. Therefore, spend some time before you write to work out what are the key details i.e. similarities, differences, highs, and lows.

(2) Make sure you do NOT simply list the figures e.g “In 1999, …was…, but in 2004,…was…” Try to make comparisons “the highest” “the biggest drop” “at a similar level to…” “three times higher than…” etc.

(3) Think of a clear way to organise your report. In this example, it makes sense to have two body paragraphs: one for banana sales and one for coffee sales.

(4) You MUST include an overview that tells the reader the main details (without any specific data/numbers). Try to think about things like, “What is the biggest overall?” “What is the smallest?” “Did any have big changes over the two years?” “Do all countries have similar spending patterns or are they different?” etc.

NOTE – The following contains two sample answers: a simple one and an advanced one. The simple one has important vocabulary, such as synonyms and linking words, included in bold. The advanced version is written at a Band 9 level.

Fair Trade Coffee

SAMPLE ANSWER ONE (Basic)

T1 Tables - Fair Trade

The tables above show sales of fair trade coffee and bananas in five countries in Europe in 1999 and 2004.  Write a report of at least 150 words summarising the main details and making comparisons where relevant.

The tables present sales data for fair trade coffee and bananas in five European nations in two years: 1999 and 2004.

Overall, it can be seen that coffee sales increased in all countries between 1999 and 2004. On the other hand, while sales of bananas climbed in three of the countries, they fell in Belgium and Sweden.

In 1999, Switzerland had the most coffee sales, with a figure of 3 million euros. Moreover, by 2004, this number had doubled to 6 million. However, in 2004, the UK was the country with the highest level of coffee sales at 20 million euros, which was a massive increase from 1.5 million in 1999. The remaining countries had similar coffee sales to the UK in 1999, but only had increases of a few hundred thousand euros over the next five years.

As for the sale of bananas, this time the UK was the biggest buyer in both years and it sales also grew by three times from 15 million to 47 million euros. Switzerland and Denmark also had significant growth in sales, climbing from 1 million to 5.5 million and from 0.6 million to 4 million. Finally, sales of bananas in Belgium and Sweden declined by about a half from around 2 million to around 1 million euros.  (194 words)

Fair Trade Banana

SAMPLE ANSWER TWO (Advanced)

T1 Tables - Fair Trade

The tables above show sales of fair trade coffee and bananas in five countries in Europe in 1999 and 2004.  Write a report of at least 150 words summarising the main details and making comparisons where relevant.

The tables provide a comparison of sales figures for fair trade coffee and bananas in five European countries between 1999 and 2004.

A brief analysis of the tables reveals that coffee sales grew in all countries over the five-year period, with the UK having the most notable growth. Banana sales were more chaotic with three countries experiencing a rise in sales, while the other two witnessed a drop.

In terms of coffee sales, the biggest purchaser in 1999 was Switzerland, with sales of three million euros, which had doubled to 6 million by 2004. However, the most substantial increase was in the UK where coffee sales soared from 1.5 million to 20 million. The remainder of the countries – Denmark, Belgium, and Sweden – had comparable figures to the UK in 1999, but these numbers rose at a much slower rate than the UK, with each reporting a boost in sales of a few hundred thousand euros.

With respect to the sale of bananas, the UK had the highest amount in both years, tripling its sales from 15 million euros in 1999 to 47 million in 2004. Banana purchases in Switzerland also underwent considerable growth, with a rise from 1 million to 5.5 milion euros. Furthermore, Denmark’s banana sales showed a similar pattern to Switzerland’s, growing from 0.6 million euros to 4 million. Finally, in 2004, banana sales in Belgium and Sweden were about 1 million euros in 2004, which was approximately half the level they had been in 1999. (228 words)

YOU MAY FIND SOME OF THE FOLLOWING RELATED LINKS USEFUL

Band 9.0 Reports: Tables – Renewable Energy (Real Test 2017)

IELTS Writing Reports: Tables – Working Hours

Band 9 Reports: Tables – Poverty

IELTS Essays (Basic to Band 9): Discuss – Junk Food

Sweets for kids

Scientists agree that many people eat too much junk food and it is damaging their health. Some people think that this problem can be solved by educating people, while others believe that education will not work. Discuss both views and give your own opinion.

THINGS TO REMEMBER

(1) Make sure you discuss BOTH sides. Aim for TWO ideas for each side, but you must have at least ONE for each.

(2) You can give your opinion in the CONCLUSION. In the introduction, you can just say you’re going to look at both sides before making a decision.

(3) Try to add some synonyms for the words you will frequently use (e.g. “junk food”), but only use them if you are sure it is a good replacement. For example, “fast food” is not necessarily a replacement for “junk food”.

NOTE – The following contains two sample essays: a simple one and an advanced one. The simple one has some linking vocabulary and useful terms included in bold. The advanced one is written at a Band 9 level.
Junk Food 1
SAMPLE ANSWER ONE (Simple)

Scientists agree that many people eat too much junk food and it is damaging their health. Some people think that this problem can be solved by educating people, while others believe that education will not work. Discuss both views and give your own opinion.

It is certainly true that people nowadays eat a lot of junk food and eating too much of this can be harmful to our health. While some believe that education can solve this problem, a significant number of people believe that education will not be effective.

People who support educating people about the dangers of junk food think that if fast food eaters knew exactly what they were eating, they would stop or at least reduce how much they eat. Junk food is available everywhere and is often cheap and marketed in an attractive way, so it seems like a good choice for consumers. However, people often do not know about the high levels of sugar, fat, and other things that are added to junk food to make it last longer and taste better. If they were educated about this, like smokers are about smoking, then they would be likely to eat less junk food or stop completely.

On the other hand, those who believe education will not work argue that people already know that junk food is not good for them, but they still keep eating it. No one believes that a candy bar is healthier than a piece of fruit. Moreover, warning labels on other harmful products, like cigarettes, are usually ignored because the product is so addictive.

Overall, it seems that education is part of the answer but not the whole one. Most people know that junk food is not good for us, but they continue to eat it. Therefore, apart from educating people, other solutions are needed, like higher taxes on junk food. (267 words)

Junk Food 3

SAMPLE ANSWER TWO (Advanced)

Scientists agree that many people eat too much junk food and it is damaging their health. Some people think that this problem can be solved by educating people, while others believe that education will not work. Discuss both views and give your own opinion.

There is currently a consensus among scientists that excessive consumption of junk food has disastrous consequences for our health. To overcome this, many believe that education is key, but others argue that attempting to educate people is futile. The following discussion will look at both sides of the issue before attempting to reach a conclusion on the effectiveness of education in relation to curbing the effects of junk food.

Advocates of education state that if people truly knew what substances they were putting into their bodies and the deleterious effects those substances have, they would immediately cut down on junk food, or even eliminate it from their diet. Because junk food is often presented in bright packaging and appealing names, it is necessary to address this imbalance by making people aware of what the ‘food’ they are eating consists of.

However, those who believe education is doomed to fail state that most consumers are already fully aware of the dangers of junk food, but continue to eat it because they are addicted or because they simply do not care about the risks. For example, cigarette smokers regularly ignore the warning labels on cigarette packs even though smoking is probably more dangerous than eating junk food.

To conclude, it seems that education alone is not enough to counter the harm caused by over-indulging in junk food because an individual’s awareness of the risks is not enough to stop them from purchasing junk food. While education can be helpful, it is necessary to also implement stronger measures, such as raising taxes on junk food or banning the sale to vulnerable groups, like children. (271 words)

YOU MAY FIND SOME OF THE FOLLOWING RELATED LINKS USEFUL

IELTS Real Test Essays: Discuss – History at School

IELTS Essays (Basic to Band 9): Discuss – Children’s Development

BAND 9.0 Essays – Discuss: Sharing of Knowledge

IELTS Reports (Basic to Band 9): Bar Charts – Fiction Book Sales

Book Sales

T1 Bar Charts - Book Sales

The bar chart shows information about fiction book sales from 2006 to 2010. Write a report of at least 150 words summarising the main details and making comparisons where necessary.

THINGS TO REMEMBER

(1) This chart has FIVE things in it and FIVE different years. Therefore, you will not have enough time to write about every little change. Try to group the categories based on biggest, smallest, big changes, no changes, etc. Use this to organise your body.

(2) You MUST include an overview. What are the main things you notice very quickly about the chart? In this example, mystery and romance books are clearly higher than the other three, and all groups seem to fluctuate. You could also say which was the least popular or which had some similarities, but remember you only have 20 minutes to write!

(3) Try to think of some synonyms for the main terms you will be repeating. For example, you can say “romance novels” instead of “romance books”.

(4) Make sure you make comparisons rather than just listing the data.

NOTE – the following contains two sample answers: a simple one and an advanced one. The simple one has some important linking words and synonyms included in bold. The advanced one is written at a Band 9 level.

BOOK AND GRAPH - 3D

T1 Bar Charts - Book Sales

SAMPLE ANSWER ONE (Simple)

The bar chart shows information about fiction book sales from 2006 to 2010. Write a report of at least 150 words summarising the main details and making comparisons where necessary.

The bar chart presents data about sales of different types of fiction books over the period from 2006 to 2010.

Overall, book sales of all kinds of fiction book fluctuated during the period, while romance and mystery books were much more popular than sci-fi, classics, or young adult ones.

The most sold book in 2006 was romance, with sales of around $82 million. Moreover, in the next year this figure went up dramatically to almost $115 million, but then dropped even further in 2008 to just over $70 million. After that, romance books sales climbed steadily to about $83 million by 2010. Mystery books had a similar trend. After climbing from just over $60 million to slightly more than $80 million between 2006 and 2007, mystery sales dropped sharply to just over $50 million in 2008 and then fluctuated slightly around this level.

Sci-fi was the least popular type in all years, with sales figures below $20 million, except for the last year where classics sold less than $10 million. Classics and young adult had similar sales figures in the middle years, although in the first and last year young adult books were approximately twice as popular as classics. (182 words)

T1 Bar Charts - Book Sales

SAMPLE ANSWER TWO (Advanced)

The bar chart shows information about fiction book sales from 2006 to 2010. Write a report of at least 150 words summarising the main details and making comparisons where necessary.

The bar charts illustrates sales information for five categories of fiction books over the five-year period from 2006 to 2010.

Overall, sales of romance and mystery novels far exceeded those of young adult, classics, and sci-fi, although sales of all types experienced fluctuations throughout the duration.

Romance and mystery books both had significant spikes in sales from 2006 to 2007, increasing from $82 million and $61 million to $114 million and $81 million respectively. Similarly, both had major drops in the following year. However, whereas mystery books continued to decline in popularity in 2009, romance novels began to steadily grow in sales and finished the period slightly above its sales in the initial year, while mystery sales in 2010 were slightly under what they had been at the beginning.

At the other end of the scale, sci-fi books were the least popular throughout the period, except for the final year where classics slumped to a low of just $10 million in sales, while sci-fi sales figures were approximately $15 million at this point. Finally, although classics and young adult were about equally popular in the middle years, with sales of around $30 million (2007), $20 million (2008) and $25 million (2009), in 2006 and 2010 the classics were outsold by young adult novels by a ratio of approximately two to one. (201 words)

YOU MAY FIND SOME OF THE FOLLOWING RELATED LINKS USEFUL

IELTS Reports (Basic to Band 9): Bar Chart – Consumer Goods

IELTS Reports (Basic to Band 9): Pie Charts – Energy Sources

IELTS Band 9.0 Writing Task 1: Mixed Task – Land Degradation