3 نمونه سوالات رایتینگ آیلتس آکادمیک- Task 1
نمونه سوالات رایتینگ آیلتس آکادمیک- Task 1 به همراه پاسخ.
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نمونه سوالات رایتینگ آیلتس آکادمیک-نمونه سوال شماره 1
پاسخ سوال شماره 1
The two pie charts compare the percentages of energy generated from six different sources in a country in 1985 and 2004.
Overall, after 17 years, oil was still the dominant source for energy production despite a significant decrease in its proportion. Conversely, this country became more dependent on natural gas, coal and renewable sources. In 1985, over half of energy was produced from oil — the most popular source, and this figure exactly quadrupled that of natural gas with only 13%. Meanwhile, nuclear power was the second most used source, providing nearly a quarter of the total energy volume. However, after nearly two decades, while the use of two major sources in 1985 decreased markedly to 39% for oil and a modest 8% for nuclear power, that of natural gas saw a 10% increase.
Regarding other sources, the amount energy produced from coal accounted for a negligible percentage of 8% in 1985, and then experienced a nearly threefold rise to 22%, making coal the third largest source in 2003. Renewable sources and hydro power each contributed an insignificant 4% to the total power generation in 2003, after a fourfold rise and a stability in the uses of the former and the later respectively compared to the initial figures.
نمونه سوالات رایتینگ آیلتس آکادمیک-نمونه سوال شماره 2
پاسخ سوال شماره 2
The given two tables indicate the average amount of time which both full-time and part-time employees worked in three distinctive European nations in the year of 2002 compared to the average number of hours dedicated to jobs of European citizens.
Overall, the tables point out that men, regardless of their types of jobs, usually spent more hours working than women. The Greek employees appeared to be the most career-devoted ones while UK citizens enjoyed shorter working time.
The longest working time was observed in Greece where female workers worked 39.9 hours on an average, around 2.6 hours less than their male counterparts. This amount was noticeably higher than the European average figure of 39.2 hours for females and 40.4 hours for males, in contrast to the other two nations with shorter working time. Dutch women and men allocated an equal amount of time — 38 hours – for work, 1 hour and 1.5 hours longer than their UK counterparts.
With regard to part-time jobs, citizens in the three listed nations devoted smaller and comparable amounts of time to their career compared to the European average. The Greek stilled worked hardest, with 29.3 hours spent by women and 30 hours by men, slightly longer than the figures for UK citizens. It is interesting that only in the Netherlands were females more committed to their part-time jobs (with 29.2 hours) than their male counterparts with less than one hour in difference.
نمونه سوالات رایتینگ آیلتس آکادمیک-نمونه سوال شماره 3
پاسخ سوال شماره 3
The given charts give information about the number of students at university in the UK from 1991 to 2001, government spending and the types of family economic background they came from in 1991. The bar chart and the line graph illustrate the number of students and financial support each received from the government in the UK between 1991 and 2001, and the pie chart shows their family financial situations in 1991.
Overall, while there were increasingly more university students in the UK over the given period, they received dramatically less governmental support, with a sudden subsidy cut between 1993 and 1995. In 1991, a majority of UK students came from middle-income families.
Of the total student numbers in the UK, in 1991 there were about 1.1 million people pursuing college education in the UK. This figure then rose significantly by 400,000 in 1993, followed by a slight increase to around 1,6 million in 1995 and 1,65 million in 1997 before peaking at 2,1 million in the next two years. By 2001, the number had registered a minimal fall to 2 million. In contrast, experiencing a reverse trend, student grants offered by the government plummeted from more than 6,500 pounds in the first surveyed year to around 4,900 pounds in 1995. Since then, each student was provided with an unchanged amount of 4,800 pounds annually till 2001.
As far as family’s financial background of students in 1991 is concerned, the proportion of students belonging to the middle-income class was 62%, being nearly eight fold that of those living in low-income households and twofold that of those hailing from wealthy families.