IELTS WRITING TASK 1 ACADEMIC
Many students get a far lower score than they’re capable of achieving simply because they either don’t know how to plan their Task 1 essay or they think that planning takes up time that is better spent writing the essay.
If you plan your essay before you start writing, you will already know what you’re going to say and won’t need to keep stopping to think about the next idea. This means that you will be able to write much faster than if you don’t have a plan. This will make your task a lot easier and lead to a far better essay, and a happy examiner.
You only need to spend 5 minutes on the planning stage. That leaves 15 minutes to write and check your essay.
How To Plan a Task 1 Essay
You can use the same basic structure for all IELTS Academic Writing Task 1 questions. Ideally, your essay should have 4 paragraphs:
Paragraph 1 – Introduction
Paragraph 2 – Overview
Paragraph 3 – 1st main feature
Paragraph 4 – 2nd main feature
You are only required to write 150 words. You won’t score extra marks for writing a longer essay. It’s what you write that gains you marks.
With only 20 minutes allowed for the task, it’s important that you don’t try to include too many details. Having an essay structure to work with will help you with this. Aim for quality in your essay, not quantity – the right information written in a logical order.
--------------------------------------
There are 5 steps to writing a good essay for IELTS Academic Writing Task 1:
> Analyse the question
Every question consists of:
- A brief description of the graphic
- The instruction
- The graphic – chart, graph, table, etc.
Identify:
- Several keywords to be paraphrased
- Time period: Is the data from the past, the present or the future? Often it will be two or all three of these. This is very important to note because it will determine what tense or tenses you should use.
- Special features of the illustration:
For a bar chart with a timeline, known as a dynamic bar chart. Alternatively, a bar chart may be static with the data coming from one point in time. For this type of graphic, you would need to compare whatever different variables are shown.
Table: The key to understanding them is to use the clues given in the title, the row and column headings and the units of measurement.
Pie chart: They always show percentages or proportions.
Process diagram
1) linear or a cyclical process?
A linear process starts and finishes at different places. identify where the process start and end, what the raw material is, what the finished product at the end of the process is.
A cyclical process is a process that goes back to the beginning and repeats over and over again, such as the life cycle of a frog.
2) How many steps are there to the process? Can the process be easily broken down into stages?
In the brick-making graphic, for example, there are three stages: a). Creating the bricks from clay, b). Manufacturing the finished product by drying and firing, c). Packaging and delivery
In the life cycle graphic, there are also three distinct stages where the frog is at different stages of development – egg, juvenile, adult.
> Identify the main features
1. Select the main features.
2. Write about the main features.
3. Compare the main features.
You’ll notice that each part of the task refers to the ‘main features’ of the graphic. You do not have to write about everything. A key skill you must learn is how to quickly pick out the features.
Another point to note is that you are not required to give your opinion as you would for many Task 2 essays. This is a common mistake which will lose you marks. Only write about what you can see in the graphic.
Remember, IELTS is an English exam designed to test your language skills, not your mathematics ability. No complicated calculations are required. The graphics are just a way of presenting information using numbers and diagrams. Your job is to convert the information into a written form. That’s all you have to do.
Two general trends in this graphic are:
Main feature 2: the number of women studying part-time increases steadily but for men, it fluctuates.
The general trends you select will be the starting point for your essay. You will then go on to add more detail.
> Write an introduction
In the introduction, you should simply paraphrase the question, that is, say the same thing in a different way. You can do this by using synonyms and changing the sentence structure.
Introduction: The bar graph illustrates how many male and female students were studying full-time and part-time in Britain during the years 1970/1, 1980/1 and 1990/1.
> Write an overview
In the second paragraph, you should report the main features you can see in the graph, giving only general information. The detail comes later in the essay. You should also make any clear comparisons you spot.
This is where you write about the general trends. Here are the ones we picked out above.
Main feature 1: the overall number of students in full-time education increases.
Main feature 2: the number of women studying part-time increases steadily but for men, it fluctuates.
Now form these ideas into two or three sentences with a total of around 40 words. State the information simply using synonyms where possible. No elaborate vocabulary or grammar structures are required, just the appropriate words and correct verb tenses. For example:
Overview: Overall, the number of students in full-time education increased over this time. With regard to part-time education, there was a steady increase in women choosing to study part-time but for men, the level fluctuated.
> Write the details paragraphs
Paragraphs 3 and 4 are where you include more detailed information about the data in the graph. In paragraph 3, you should give evidence to support your first main idea.
In this instance, the data will be numbers of students in the respective time periods. In other graphics, it might be percentages, age, monetary value or some other unit of measurement.
Don’t forget to make comparisons when relevant.
Main feature 1: the overall number of students in full-time education increases.
Paragraph 3: Between the academic periods 1970/1 and 1990/1, the figures for men studying full-time grew in steady increments, beginning at 100,000 in 1970/1 and rising to nearly 300,000 in 1990/1. For women, the numbers had also risen to around 300,000 by 1990/1 on an increasing trend. Notably, however, the figure for females in full-time education in 1970/1 was roughly half that of men, showing a greater take-up than men between 1970/1 and 1980/1.
Main feature 2: the number of women studying part-time increases steadily but for men, it fluctuates.
Paragraph 4: A different pattern is shown for part-time education. The graph reveals a steady increase in women engaged in part-time study, rising from 750,000 in 1970/1 to 1,000,000 by 1990/1. For men, on the other hand, the figure fluctuated. From 1,000,000 in 1970/1, they had dropped by almost 200,000 by 1980/1 but recovered slightly in numbers by 1990/1. Over the whole time period, the trend between men and women in part-time education reversed, with male students being greater in number in 1970/1 and female students taking pole position by 1990/1.
The bar graph illustrates how many male and female students were studying full-time and part-time in Britain during the years 1970/1, 1980/1 and 1990/1.
Overall, the number of students in full-time education increased over this time. With regard to part-time education, there was a steady increase in women choosing to study part-time but for men, the level fluctuated.
Between the academic periods 1970/1 and 1990/1, the figures for men studying full-time grew in steady increments, beginning at 100,000 in 1970/1 and rising to nearly 300,000 in 1990/1. For women, the numbers had also risen to around 300,000 by 1990/1 on an increasing trend. Notably, however, the figure for females in full-time education in 1970/1 was roughly half that of men, showing a greater take-up than men between 1970/1 and 1980/1.
Paragraph 4: A different pattern is shown for part-time education. The graph reveals a steady increase in women engaged in part-time study, rising from 750,000 in 1970/1 to 1,000,000 by 1990/1. For men, on the other hand, the figure fluctuated. From 1,000,000 in 1970/1, they had dropped by almost 200,000 by 1980/1 but recovered slightly in numbers by 1990/1. Over the whole time period, the trend between men and women in part-time education reversed, with male students being greater in number in 1970/1 and female students taking pole position by 1990/1.
This sample essay is well over the minimum word limit so you can see that you don’t have space to include very much detail at all. That’s why it is essential to select just a couple of main features to write about.
We’ve covered a lot in this lesson. Please don’t feel overwhelmed. Once you start using what you’ve learnt to practice answering IELTS Academic Writing Task 1 questions, you’ll soon be able to plan your essay in 5 minutes.
--------------------------------------
The 7 Question Types
Notably, bar charts quite often do not show changes over time and could indicate different values within one month or year. As with line graphs, you should look for the highest and lowest values, comparing big differences and focusing on the most significant parts rather than describing all data points
Our practice graphic is a dynamic bar chart. That is, it includes a timeline giving data from several different points in time.
So, for this question, we need to identify the main trends (that is, the general developments or changes in situation) in the three key sectors of the Indian economy – agriculture, industry and service – between 1960 and 2000.
Alternatively, a bar chart may be static with the data coming from one point in time, as in the example below. For this graphic, we would need to compare the different variables, that is, the different leisure activities favoured by Canadian boys and girls.
All you are looking for are the main features. These will usually be the easiest things to spot. As we’ve just seen, the type of key features will depend on whether the bar chart is dynamic or static.
There will be lots of information in the graphic to help you identify them. Here are some useful questions to ask?- What information do the 2 axes give?
- Is it dynamic or static?
- What are the units of measurements?
- What are the time periods?
- What can you learn from the title and any labels?
- What is the most obvious trend?
- Are there any notable similarities?
Main feature 1: The contribution of the agricultural sector dropped steadily.
Main feature 2: The contribution of the service sector increased each decade.
Main feature 3: Industry remained static from 1980 to 2000.
Question: The bar chart below shows the sector contributions to India’s gross domestic product from 1960 to 2000.
Introduction (Paragraph 1): The bar graph illustrates the relative percentage contributions made by the agricultural, industrial and service sectors to the Indian economy between 1960 and 2000.
Ideally, key words such as ‘sector’ and ‘contributions’ should be replaced by synonyms but there aren’t any obvious words that could be used instead so it’s fine to repeat them. It’s important that your language sounds natural so never try to force in synonyms that don’t quite fit.
In the second paragraph, you should report the main features you can see in the graph, giving only general information. The detail comes later in the essay. You should also make any clear comparisons you spot.
This is where we write about the general trends. Here are the ones we picked out above.
Main feature 1: The contribution of the agricultural sector dropped steadily.
Main feature 2: The contribution of the service sector increased each decade.
Main feature 3: Industry remained static from 1980 to 2000.
Overview (Paragraph 2): Over the whole time period, the significance of agriculture declined steadily while services grew in importance decade by decade. A different patterned emerged for industry, which initially showed a slowly increasing percentage but then plateaued from 1980 onwards.
Paragraphs 3 and 4 of your IELTS bar chart essay are where you include more detailed information about the data in the graphic. In paragraph 3, you should give evidence to support your first 1 or 2 key features. Don’t forget to make comparisons when relevant.
Main feature 1: The contribution of the agricultural sector dropped steadily.
Main feature 2: The contribution of the service sector increased each decade.
Paragraph 3: In 1960, agriculture contributed by far the highest percentage of GDP, peaking at 62%, but it then dropped in steady increments to a low of 12% in 2000. The service sector, on the other hand, had a relatively minor impact on the economy in 1960. This situation changed gradually at first, then its percentage contribution jumped from 28% to 43% between 1980 and 1990. By 2000 it matched the high point reached by agriculture in 1960, showing a reversal in the overall trend.
For the fourth and final paragraph, you do the same thing for your remaining feature/s. We have one main feature left to write about.
Main feature 3: Industry remained static from 1980 to 2000.
Paragraph 4: Industry remained a steady contributor to India’s wealth throughout the period. As a sector, it grew marginally from 16% in 1960 to exactly a quarter in 1980 then remained static for the next two decades, maintaining a constant share of the overall GDP.
Finished Essay
The bar graph illustrates the relative percentage contributions made by the agricultural, industrial and service sectors to the Indian economy between 1960 and 2000.
Over the whole time period, the significance of agriculture declined steadily while services grew in importance decade by decade. A different patterned emerged for industry, which initially showed a slowly increasing percentage but then plateaued from 1980 onwards.
In 1960, agriculture contributed by far the highest percentage of GDP, peaking at 62%, but it then dropped in steady increments to a low of 12% in 2000. The service sector, on the other hand, had a relatively minor impact on the economy in 1960. This situation changed gradually at first, then its percentage contribution jumped from 28% to 43% between 1980 and 1990. By 2000 it matched the high point reached by agriculture in 1960, showing a reversal in the overall trend.
Industry remained a steady contributor to India’s wealth throughout the period. As a sector, it grew marginally from 16% in 1960 to exactly a quarter in 1980 then remained static for the next two decades, maintaining a constant share of the overall GDP.
The important thing is to identify the key idea, then recognise and compare (if appropriate) the most important parts. Most notably, line graphs show changes over time.
Question: The graph below shows radio and television audiences throughout the day in 1992.
Introduction (Paragraph 1): The line graph illustrates the proportion of people in the UK who watched TV and listened to the radio over 24 hours from October to December 1992.
Overview (Paragraph 2): Overall, a significantly greater percentage of the TV audience watched in the evening while radio had the most listeners in the morning. Over the course of each day and night, more people watched TV than listened to the radio.
Main feature 1: The peak time for TV audiences is in the evening (8 pm).
Paragraph 3: Less than 10% of people watched TV between 1 am and 12 noon but at 4 pm this figure increased rapidly, reaching a peak of almost half the population at 8 pm. After this, the graph records a sharp decline in viewers, reaching a low of only a tiny percentage by 3 am.
Main feature 2: The peak time for radio audiences is in the morning (8 am).
Paragraph 4: Radio, on the other hand, shows a very different trend. The most popular time for listeners to be tuned in was just after 8 am when around 27% of the population was listening. After a brief peak, the numbers dropped steadily to barely 2%, apart from fluctuations at around 4 pm and 10.30 pm. The percentage of listeners remained low overnight before beginning a rapid ascent from 6 am to the 8 am high.
Finished Essay
The line graph illustrates the proportion of people in the UK who watched TV and listened to the radio over 24 hours from October to December 1992.
Overall, a significantly greater percentage of the TV audience watched in the evening while radio had the most listeners in the morning. Over the course of each day and night, more people watched TV than listened to the radio.
Less than 10% of people watched TV between 1 am and 12 noon but at 4 pm this figure increased rapidly, reaching a peak of almost half the population at 8 pm. After this, the graph records a sharp decline in viewers, reaching a low of only a tiny percentage by 3 am.
Radio, on the other hand, shows a very different trend. The most popular time for listeners to be tuned in was just after 8 am when around 27% of the population was listening. After a brief peak, the numbers dropped steadily to barely 2%, apart from fluctuations at around 4 pm and 10.30 pm. The percentage of listeners remained low overnight before beginning a rapid ascent from 6 am to the 8 am high.
Sometimes you will be given two or more pie charts to compare and sometimes you will be given a pie chart and another kind of data, like a table.
Remember that pie charts are almost always presented as percentages. Approach these carefully by taking a reasonable amount of time to analyse the chart before describing it.
Question: The chart below shows the reasons why people travel to work by bicycle or by car.
Introduction (Paragraph 1): The two pie charts display the key reasons why people choose to either cycle or drive to work by percentage.
There are 3 main features in these IELTS pie charts:
Main feature 1: The largest proportion of people who cycle do so for health and environmental reasons.
Main feature 2: The highest percentage of people who drive do so because it’s comfortable.
Main feature 3: For an almost equal proportion of people, their chosen method is the fastest.
Overview (Paragraph 2): The largest proportion of people who cycle, have made this choice for health and environmental reasons whilst the prime advantage of driving to work is considered to be the comfort of travelling by car. Notably, for an almost equal proportion of people, their chosen method is the fastest.
Main feature 1: The largest proportion of people who cycle do so for health and environmental reasons.
Paragraph 3: Taken together, health and fitness and less pollution are reasons given by over half of all people who prefer travelling by bike. Each represents a 30% portion which is double the next most popular reason which is a lack of parking issues at 15%.
Main feature 2: The highest percentage of people who drive do so because it’s comfortable.
Main feature 3: For an almost equal proportion of people, their chosen method is the fastest.
Paragraph 4: A different set of concerns has affected the decision of those who choose to commute by car. Comfort is by far the most significant factor at 40% of people, but distance to work is a more important concern for just over a fifth of drivers. For 14% of people, a faster journey time is the key factor compared to a figure of 12% of cyclists who find their means of transport quicker.
I just want to say a quick word about verb tense in this sample essay. Since there is no time frame given in the question, you could use either the present simple tense or the past simple tense. I've used the present simple tense. Whichever tense you choose, remember to be consistent throughout your whole essay.
Finished Essay
The two pie charts display the key reasons why people choose to either cycle or drive to work by percentage.
The largest proportion of people who cycle, have made this choice for health and environmental reasons whilst the prime advantage of driving to work is considered to be the comfort of travelling by car. Notably, for an almost equal proportion of people, their chosen method is the fastest.
Taken together, health and fitness and less pollution are reasons given by over half of all people who prefer travelling by bike. Each represents a 30% portion which is double the next most popular reason which is a lack of parking issues at 15%.
A different set of concerns has affected the decision of those who choose to commute by car. Comfort is by far the most significant factor at 40% of people, but distance to work is a more important concern for just over a fifth of drivers. For 14% of people, a faster journey time is the key factor compared to a figure of 12% of cyclists who find their means of transport quicker.
Tables often look simple but pose hidden challenges. For one thing, most IELTS task 1 tables contain far more information than other kinds of chart, so it is tempting to include more figures in your description. However, keep in mind that you should not cram your essay full of numbers.
Tables require you to think a lot more to draw comparisons. Whereas a bar chart will be easy in terms of finding the highest and lowest value, it is possible to overlook these in a table.
The key to understanding it is to use the clues given in the title, the row and column headings and the units of measurement.
For example, the title of the table tells us that it shows changes in world population from 1950 to projected levels in 2050.
The world is divided into regions (Africa, Asia, etc.) and data is given for three specific years – 1950, 2000 and projected data for 2050. This is a clue that we will need to use past, present and futures tenses in our essay.
In the first table, the units of measurement are billions of people and in the second table, percentages of the total world population are used.
Don’t look at the numbers in detail at this stage. Instead, focus on general trends. What are the most notable changes in data between 1950 and projected figures for 2050?
Question: The tables below give the distribution of world population in 1950 and 2000, with an estimate of the situation in 2050.
Introduction (Paragraph 1): The table compares changes in worldwide population distribution between the six key regions from 1950 to 2000, with predictions for the year 2050.
Here are the key features we picked out above.
Main feature 1: The only region where the percentage is expected to increase by 2050 is Africa.
Main feature 2: Europe is expected to have the greatest drop in percentage contribution by 2050.
Main feature 3: The only region showing a fluctuation in percentage contribution over the whole time period is Asia.
Overview (Paragraph 2): The only region where the percentage contribution is expected to increase by 2050 is Africa, while Europe is expected to have the greatest drop in proportion over the same time span. The sole continent showing a fluctuation in percentage contribution over the hundred year period is Asia.
Main feature 1: The only region where the percentage is expected to increase by 2050 is Africa.
Main feature 2: Europe is expected to have the greatest drop in percentage contribution by 2050.
Paragraph 3: From a relatively small percentage contribution of 9% in 1950, the people of Africa are forecast to make up a fifth of the total world population by 2050. This is almost a reversal of the situation for Europe which stood at 22% in 1950 and is expected to continue its steady decline to reach just 7% in 2050.
Main feature 3: The only region showing a fluctuation in percentage contribution over the whole time period is Asia.
Paragraph 4: Another notable trend can be seen in the data for Asia which is the only region to show an increase in proportion contribution over the first fifty years but the prediction of a decline, albeit small, looking forward to 2050. The remaining regions, North America, Latin America and Oceania each make up less than 10% of the total world population and show only minor fluctuations in contribution over the whole time period.
Finished Essay
The table compares changes in worldwide population distribution between the six key regions from 1950 to 2000, with predictions for the year 2050.
Another notable trend can be seen in the data for Asia which is the only region to show an increase in proportion contribution over the first fifty years but the prediction of a decline, albeit small, looking forward to 2050. The remaining regions, North America, Latin America and Oceania each make up less than 10% of the total world population and show only minor fluctuations in contribution over the whole time period.
The most common ones are tables mixed with pie charts. This sort of task can be daunting. Where do you begin in describing such mixed data?
You will have to think carefully and make choices when it comes to grouping information and creating a task 1 structure.
Question: The pie chart 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.
Introduction (Paragraph 1): The pie chart illustrates the primary causes of land deterioration across the globe while the table outlines how three different regions were affected by these damaging factors in the 1990s.
Here are the features we picked out above.
Pie chart: The biggest cause of land degradation worldwide is over-grazing.
Table: Europe had the highest percentage of degraded land.
Overview (Paragraph 2): It is clear from the pie chart that the main reason why farmland becomes less productive is over-grazing. The data in the table reveals that Europe had the highest percentage of degraded land compared to North America and Oceania for the period recorded.
Pie chart: The biggest cause of land degradation worldwide is over-grazing.
Paragraph 3: The pie chart presents two additional key reasons for the decrease in the productivity of agricultural land. These are deforestation and over-cultivation. Although tree clearance is almost as damaging as grazing too many animals, at 30%, it has a 5% lower impact than over-grazing. Excessive cultivation is the least problematic at just over a quarter of the total.
Table: Europe had the highest percentage of degraded land.
Paragraph 4: According to the table, 23% of Europe’s agricultural land was affected by these damaging practices. This was almost double the percentage in Oceania, the next most affected region. North America experienced by far the lowest level of productivity loss with a figure of just 5% of its total agricultural land.
Finished Essay
The pie chart illustrates the primary causes of land deterioration across the globe while the table outlines how three different regions were affected by these damaging factors in the 1990s.
It is clear from the pie chart that the main reason why farmland becomes less productive is over-grazing. The data in the table reveals that Europe had the highest percentage of degraded land compared to North America and Oceania for the period recorded.
The pie chart presents two additional key reasons for the decrease in the productivity of agricultural land. These are deforestation and over-cultivation. Although tree clearance is almost as damaging as grazing too many animals, at 30%, it has a 5% lower impact than over-grazing. Excessive cultivation is the least problematic at just over a quarter of the total.
According to the table, 23% of Europe’s agricultural land was affected by these damaging practices. This was almost double the percentage in Oceania, the next most affected region. North America experienced by far the lowest level of productivity loss with a figure of just 5% of its total agricultural land.
Anyway, this will basically be a visual depiction of some sort of process and you will need to describe it.
- You will need to describe everything.
- Passive voice is important to reflect the fact that we don’t know who or what is doing the actions.
- There is no set language here. The vocabulary will depend 100% on the images shown.
Question:The diagrams below show a structure that is used to generate electricity from wave power.
Introduction (Paragraph 1): The two diagrams illustrate a method of creating electricity from the force of waves using a specifically designed man-made construction.
This graphic doesn’t contain very much detail. There are only two stages to the process:
Stage 1: Electricity is generated as the wave flows into the structure (Diagram A).
Stage 2: Electricity is also created as the receding wave draws air back down the column (Diagram B).
Overview (Paragraph 2): The structure, consisting of a wave chamber and a tall column containing a turbine, is erected on a steeply sloping coastal cliff or sea wall where it is subject to the movement of the ocean waves.
Stage 1: Electricity is generated as the wave flows into the structure (Diagram A).
Paragraph 3: The first diagram shows how the incoming wave fills a large chamber and forces the air inside this space up the column and through the turbine. The pressure of the air rotates the turbine which generates a current of electricity. The process does not end there for the structure is able to continue producing power as the sea recedes as can be seen in the second diagram.
Stage 2: Electricity is also created as the receding wave draws air back down the column (Diagram B).
Paragraph 4: As the water now flows away from the structure, it draws air back down the column and downwards through the turbine in the same direction as the previous upward flow of air. The turbine continues to turn thus generating even more electricity.
Finished Essay
The diagrams below show a structure that is used to generate electricity from wave power.
The structure, consisting of a wave chamber and a tall column containing a turbine, is erected on a steeply sloping coastal cliff or sea wall where it is subject to the movement of the ocean waves.
The first diagram shows how the incoming wave fills a large chamber and forces the air inside this space up the column and through the turbine. The pressure of the air rotates the turbine which generates a current of electricity. The process does not end there for the structure is able to continue producing power as the sea recedes as can be seen in the second diagram.
As the water now flows away from the structure, it draws air back down the column and downwards through the turbine in the same direction as the previous upward flow of air. The turbine continues to turn thus generating even more electricity.
For maps, we need to have a pretty good vocabulary, as well as highly accurate verb tenses. This latter part is because IELTS maps typically come in pairs, with each map showing a different point in time. If you make a verb tense error, you will convey the wrong meaning.
think about directional language you can use, such as:
- north
- south
- east
- west
- north-east
- north-west
- south-east
- south-west
There are a number of different features we could select such as, the loss of the shops, the disappearance of farmland, the enlargement of the school and the development of the large house into a retirement home.
Many maps will contain far more changes than our sample maps and the changes may be more complex. In such cases, you won’t have time to write about all of them and will need to select just 2 or 3 main features to focus on.
Question: The maps below show the village of Stokeford in 1930 and 2010.
Introduction (Paragraph 1): The two maps illustrate how the village of Stokeford, situated on the east bank of the River Stoke, changed over an 80 year period from 1930 to 2010.
Our maps are quite simple so we’ll list all 4 of the major changes I’ve just identified.
Main feature 1: The farmland has been built on.
Main feature 2: The large house has been converted into a retirement home.
Main feature 3: The school has been enlarged.
Main feature 4: The shops have disappeared.
Overview (Paragraph 2): There was considerable development of the settlement over these years and it was gradually transformed from a small rural village into a largely residential area.
Main feature 1: The farmland has been built on.
Main feature 3: The school has been enlarged.
Paragraph 3: The most notable change is the presence of housing in 2010 on the areas that were farmland back in 1930. New roads were constructed on this land and many residential properties built. In response to the considerable increase in population, the primary school was extended to around double the size of the previous building.
Main feature 2: The large house has been converted into a retirement home.
Main feature 4: The shops have disappeared.
Paragraph 4: Whilst the post office remained as a village amenity, the two shops that can be seen to the north-west of the school in 1930, no longer existed by 2010, having been replaced by houses. There also used to be an extensive property standing in its own large gardens situated to the south-east of the school. At some time between 1930 and 2010, this was extended and converted into a retirement home. This was another significant transformation for the village.
Finished Essay
The two maps illustrate how the village of Stokeford, situated on the east bank of the River Stoke, changed over an 80 year period from 1930 to 2010.
There was considerable development of the settlement over these years and it was gradually transformed from a small rural village into a largely residential area.
The most notable change is the presence of housing in 2010 on the areas that were farmland back in 1930. New roads were constructed on this land and many residential properties built. In response to the considerable increase in population, the primary school was extended to around double the size of the previous building.
Whilst the post office remained as a village amenity, the two shops that can be seen to the north-west of the school in 1930, no longer existed by 2010, having been replaced by houses. There also used to be an extensive property standing in its own large gardens situated to the south-east of the school. At some time between 1930 and 2010, this was extended and converted into a retirement home. This was another significant transformation for the village.
Komentar
Posting Komentar