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Key comparison language is demonstrated through trends over time, highest/lowest sales or population shares, overall patterns, and specific data points with accurate figures and percentages, aiming for Band 9-style structure and vocabulary 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Cambridge IELTS book 10.  \nThe tables below give information about sales of Fairtrade*-labelled coffee and bananas in 1999 and 2004 in five European countries.  \nThe tables show the amount of money spent on Fairtrade coffee and bananas in two separate years in the UK, Switzerland, Denmark, Belgium and Sweden.  \nIt is clear that sales of Fairtrade coffee rose in all five European countries from 1999 to 2004, but sales of Fairtrade bananas only went up in three out of the five countries. Overall, the UK saw by far the highest levels of spending on the two products.  \nIn 1999, Switzerland had the highest sales of Fairtrade coffee, at €3 million, while revenue from Fairtrade bananas was highest in the UK, at €15 million. By 2004, however, sales of Fairtrade coffee in the UK had risen to €20 million, and this was over three times higher than Switzerland’s sales figure for Fairtrade coffee in that year. The year 2004 also saw dramatic increases in the money spent on Fairtrade bananas in the UK and Switzerland, with revenues rising by €32 million and €4.5 million respectively.  \nSales of the two Fairtrade products were far lower in Denmark, Belgium and Sweden. Small increases in sales of Fairtrade coffee can be seen, but revenue remained at €2 million or below in all three countries in both years. Finally, it is noticeable that the money spent on Fairtrade bananas actually fell in Belgium and Sweden.  \nNote:  \nThis report is a bit longer (216 words) than necessary, but I think it's a useful model answer in terms of its structure and the language used.  \nIELTS Writing Task 1: 'school buildings' answer  \nHere's my full answer for the task below.  \nThe diagrams below show the site of a school in 2004 and the plan for changes to the school site in 2024.  \n(Source: Official IELTS Practice Materials 2)  \nThe two pictures compare the layout of a school as it was in the year 2004 with a proposed site design for the year 2024.  \nIt is clear that the main change for 2024 involves the addition of a new school building. The school will then be able to accommodate a considerably larger number of students.  \nIn 2004, there were 600 pupils attending the school, and the two school buildings were separated by a path running from the main entrance to the sports field. By 2024, it is expected that there will be 1000 pupils, and a third building will have been constructed. Furthermore, the plan is to join the two original buildings together, creating a shorter path that links the buildings only.  \nAs the third building and a second car park will be built on the site of the original sports field, anew, smaller sports field will need to be laid. A new road will also be built from the main entrance to the second car park. Finally, no changes will be made to the main entrance and original car park.  \n(183 words, band 9)  \nIELTS Writing Task 1: 'age distribution' answer  \nHere's my full report for the question below. I found this one difficult, so don't worry if you did too!  \nThe charts below compare the age structure of the populations of France and India in 1984.  \nThe two charts compare the populations of France and India in terms of age distribution by gender in the year 1984.  \nIt is clear that the population of India was younger than that of France in 1984, with a noticeably larger proportion of people aged under 20. France, on the other hand, had a significantly larger percentage of elderly inhabitants.  \nIn India, close to 14% of people were aged 5 or under, and each five-year age bracket above this contained an increasingly smaller proportion of the population. France’s population, by contrast, was more evenly distributed across the age ranges, with similar figures (around 7% to 8% of all people) for each five-year cohort between the ages of 0 and 40. Somewhere between 10% and 15% of all French people were aged 70 or older, but the equivalent figure for","cbCaipke7jAUwdpL","https://ap.wps.com/l/cbCaipke7jAUwdpL","pdf",1409331,"English","# IELTS Writing Task 1: table\n## Fairtrade coffee and bananas (1999 vs 2004)\n# IELTS Writing Task 1: school buildings\n## Site in 2004 vs planned changes in 2024\n# IELTS Writing Task 1: age distribution\n## France and India population structure in 1984\n# IELTS Writing Task 1: pie chart\n## Dangerous waste disposal in three countries","[{\"question\":\"What kind of questions are these IELTS Writing Task 1 examples preparing for?\",\"answer\":\"They prepare for IELTS Writing Task 1 tasks that require describing and comparing visual information such as tables, diagrams, age-distribution charts, and pie charts.\"},{\"question\":\"How does the model language handle comparisons across countries or years?\",\"answer\":\"It highlights overall trends first, then supports them with specific details like highest and lowest values, changes over time, and clear contrasts between countries.\"},{\"question\":\"What structural approach is emphasized in the provided answers?\",\"answer\":\"The answers group information into paragraphs, using an introduction describing what the visuals show, followed by key comparisons, close details, and an overall summary consistent with high-band structure.\"}]","IELTS Writing Task 1 - table - model answers | PDF",1790838881,151]