Responses

50 Latest Responses IELTS Topics

The diagrams below show UK students' responses to the question of to what extent would they describe themselves as financially organised. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

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The pie charts below show responses by teachers of foreign languages in Britain to a survey concerning why their students are learning a foreign language. The first chart shows the main reason for learning a foreign language. The second chart shows how many teachers felt that there has been a recent change in the reason. Write a report for a university lecturer describing the information below.

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The chart below shows three different age groups and their responses when asked which technology they would find it hard to give up.

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The diagrams below show UK students' responses to the question of to what extent would they describe themselves as financially organized. Summarize the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words. Very organised % All students 21 Age up to 22 years 18 Age 23-25 years 26 Age over 26 years 35

table

Study the table below that shows the results of a survey of 200 adolescents and their parents. Then compare the first paragraphs of two different responses to the survey and answer questions 1-2. 1 Which response do you think is more satisfactory? Why? 2 Why do you think the writer of Response 2 has chosen to include certain supporting details and not others?

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The pie charts illustrate visitors' responses to a survey about customer service at the Parkway Hotel in 2005 and in 2010.

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The given charts describe responses of undergraduate and postgraduate students to a questionnaire about a university library. Summarise the information by selecting and reporting the main features and make comparisons where relevant.

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The given charts describe responses of undergraduate and postgraduate students to a questionnaire about a university library.

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