Describing-graphs-1.pdf

Step 1 (a) Is this ‘static data’ or ‘movement data’? What are the timescales? The difference is that static data shows 1 timescale only, while movement data shows a number of different timescales. For example, a static data chart may show the population of 5 different cities in DESCRIBING GRAPHS - APPROACHING THE TASK 2002, Step and 1: you need to compare A movement data chart would show the 5 cities in 2002 IDENTIFYING TYPEthe OFnumbers. DATA and 2012, and you need to compare the changes in the situation from one timescale to the other. What kind of data does/ do the chart(s)/ graph(s) show? Example Chart 1 (below) an example of the static data: between the kind of data each of them shows. Study the two following is graphs and identify difference

It is essential to be clear about this difference, because the way that you write about the data will be different. In a static chart, you will compare the sizes and proportions of the figures. In a movement chart, you will also compare the changes in the figures over time. Remember that in Task 1 data, the information could be all static, or all movement, or occasionally a combination of both. This book youof lots of examples Example Chart 2 (below) is angives example movement data:of describing both static and movement data. The next point to be sure about in Step 1 of our process is: Step 1 (b)

What do the 2 axes show? Is there a timescale on one axis? (eg years, months, hours etc) If there is a timescale, is this showing the past, present, future; or a combination?

What units are shown? (eg 000 of people, or degrees centigrade, or prices in $ etc) Be clear about any ‘multiples’ in the figures (eg “000 people” or “millions of tonnes.”) To this, look at of Example 3 below: Question: kind data does the following table show? It isillustrate essential toWhat be clear about thisChart difference, because the way that you write about the data will be Electricity used (megawatts or and mw)proportions in a typicalofhospital different. In a static chart, you will compare the sizes the figures. In a movement chart, you will also compare the changes in the figures over time. Remember that in Task 1 data, the information could be all static, or all movement, or occasionally a combination of both. This book gives you lots of examples of describing both static and movement data. The next point to be sure about in Step 1 of our process is: Step 1 (b) What do the 2 axes show? Is there a timescale on oneTHE axis? (eg years, months, hours etc) 2: GROUPING DATA This isSTEP a movement chart (because the timescale shows 7 different days.) No year (eg 2012 etc) is If there is a timescale, is this showing the past, or aThe combination? theuse datathe present simple shown,2.1. so Grouping you should to present, describefuture; the data. axes are days of the week and 5 separate countries. The units shown are electricity megawatts (but not in thousands or millions.) What units are shown? (eg 000 of people, or degrees centigrade, or prices in $ etc) Remember that any the information about the timescale(s), the axes or and the unitsofmay be located on the Be clear about ‘multiples’ in the figures (eg “000 people” “millions tonnes.”) chart itself, orthis, it may a caption, and/or contained in the Task description. Check everywhere! To illustrate lookbeatin Example Chart 3 below: Remember that in the Electricity IELTS test, used you can of course or write your on the test paper as you wish. We (megawatts mw) in anotes typical hospital recommend using a red pen to highlight and make notes on the test paper as you are thinking at 1 this

chart 3 again and ask yourself which countries have a similar pattern in their use of electricity? Are any of the countries very different? Electricity used (megawatts or mw) in a typical hospital

The answer is that we can group France andinJapan together, How many groups of data can you identify the above table? because their pattern is similar (their electricity figures fluctuate the whole week.) 2.2. Identifying trends &during exceptions a common patternand shared by a group. We canTrend: also group Canada Russia together, because they have a similar pattern (their electricity a group/ antowards element which behaves differently from the trend(s). igures Exception: rise considerably the weekend.) Question: How many exceptions can youitidentify from the above Argentina is different fromtrends theseand 2 groups, because declines towards thetable? weekend. 2.3. Select the main features using figures This is a classic example of grouping data together. It’s essential for you to be aware that all IELTS Question: Which figure(s) do you choose to describe the above table? Task 1 data Tasks include this concept of groups, because the examiner wants to see that you can STEP 3: WRITING THE RESPONSE dentify groups, trends and exceptions. 3.1. Paraphrase the introduction sentence This takes us to the next step: Study the following examples: Step 2 Example (b) Identify trends and exceptions 1: "Thehave first graph below the weight tonnes) of fruitthe produced a farm during each month 2013, show. When you decided onshows the groups of (in data, identify trendsbyand exceptions that the in groups A trendand means a pattern which is of common shared by a graph group. An the exception a group or an also the amount (in tonnes) fertilizeror used. The second shows volume ofisrainfall in each elementmonth which differently from the trend (s.) (inbehaves millimetres.)" Look atParaphrased: Example chart 4 below, and ask yourself the Step 1 and Step 2 (a) questions: The given charts/ charts give data regarding the tonnage of fruit produced in a farm per month in 2013, the fertilizer used and the monthly rainfall in the same year. Example 2: "The table shows data about the average length of time (in minutes) that people of different ages spend in a consultation with family doctors in a number of countries." Paraphrased: The selected chart gives information about the typical time that patients spend with doctors in various countries, split by age groups. 3.2. Write the body paragraphs: Explain the group trends, give selected figures/ numbers, compare groups and explain exceptions.



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SAMPLE 1 The graph show data for annual sales revenue or turnover for three outdoor clothing companies from 2004 to 2014. Summarize the information by selecting and reporting the main features, and make comparisons where Trend Graphs & Charts relevant.

ocus on trend graphs & charts . • • • Bradly Outdoor Wear

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Ngan Hoa (IELTS: 8.5, Writing: 8.0) k, we recommend your writingannual task as profits follows:earned from sales by three outdoor Illustratedthat in you the structure line graph is trend-graph/chart information concerning clothing factories over a courseFunction of 10 years, starting from 2004. Overall, while Bradley witnessed a period of decline in gross/ net turnover, Hiking Kit underwent a decade of significant sales growth, and Ski and Snow Wear, despite losing its first rank, showed a rather steady performance in sales. Appropos Bradley Outdoor Wear’s sales figures, this company suffered a period of significant loss of revenue over the years. Starting at two million dollars in 2004, Bradley Outdoor Wear’s turnover stabilized at an answer for the example question: at this rate until 2000, followed by a dramatic downturn, hitting a trough at $0.6 million by the end of the surveyed time frame. By contrast, Hiking Kit registered a sharp rise during the same period. Ranking third from the outset, ws information relating to how much money three its outdoor companies generated from sales over this company’s sales figure inched way clothing to eclipse Ski and Snow Wear at the topa position with recorded/ eriod from 2004 to 2014. reported/ registered data of $3.4 million, a rise of $2 million generated. ng trend is that of the sales growth of Hiking Kit. In 2004, the company had the lowest turnover, while in 2014 n this area. significant was rate of decline in figure turnoverfor of Bradly Outdoor Wear. At the outset, it InSimilarly the meantime, thethecorresponding Ski and Snow Wear was comparatively stable. This highest level of turnover, but ended in last place, having suffered a significant drop in sales revenue. Ski and factory’s turnover, despite a peak of $3.5 million in 2006, stabilized at a rate of approximately $3 million the other hand, enjoyed fairly steady sales revenue, though it did drop from first position in 2004 to second end of 2014. over the course of ten years. ook at the performance (205 words) of the individual companies and starting with Hiking Kit, in 2004 it had a turnover of $1 .5 million. From then on, sales revenue rose steadily until 2006. It then remained quite flat until 2008, SAMPLE 2: year (NGAN HA - CHUYEN LAM SON) $3.4 million was generated. began steadily increasing by year again until, in 2014, approximately TheOutdoo given line reflects the trend inthe annual profit generated/ earned from sales rd to Bradly Wear,graph this company's figures were most disappointing. In 2004, it generated aroundby three outdoor clothing nover. For the next two ars, the company registered a slight increase before turnover flattened out in 2007. firms over a decade from 2004 to 2014. urnover fell, with the sharpe fall in 20 I 0. By the end of 2014, turnover had decreased to around $ I million. Overall, Hiking Kit went through a decade of significant sales growth, while Bradley witnessed a period of and Snow Wear has performe · ly consistently. In 2004, it generated around $3 million in turnover. E steadily in for gross/ two years adually back Snow to just under million inlosing 2014. its first rank, showed over rosedecline netbefo turnover, andfalling Ski and Wear,$3despite a rather steady performance in sales. > -, of the period, the Closer investigation in Hiking Kit reveals that from as low as $1.50 million at the beginning C re .c company’s turnover quickly rose by $0.50 million to surpass the sales figure for Bradly Outdoor Wear shortly C: l..,

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after 2 years. From then on, this clothing firm continued to earn a steady increase in turnover, exceeding Ski and Snow Wear’s in 2012, ending the surveyed period as the company with the highest annual sales figure of 3.5 million. The remaining clothing firms both experienced decline, but with varying degrees and slight variations. Notwithstanding its initial highest rank at $3.00 million and a fitful rise by $0.50 million in the first 2 years, sales revenue of Ski and Snow Wear gradually fell to below its original level after an 8-year period. Finally, starting at the second rank $2.00 million was Bradly Outdoor Wear, whose overall trend in turnover largely resembled that of Ski and Snow Wear’s. However, the reduction in sales revenue of Bradly company gathered pace in the last 5 years, eventually ending the decade at as low as $0.50 million. (245 words) The bar chart below shows CO2 emissions for different forms of transport in the European Union. The pie chart shows the percentage of European Union funds being spent on different forms of transport. Write a report for a university lecturer, summarizing the main features and make comparison where relevant. You should write at least 150 words.



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SAMPLE 1 (NGAN HOA – CSP) The bar chart, combined with the pie chart, provide an overview of the transportation system in the EU in terms of carbon dioxide emissions and funding allocated to different modes of transport. Overall, it can be clearly observed that airborne transport system is a major carbon emitter, as reflected in the bar chart. Meanwhile, the most substantial amount of European funding was injected into road improvement. As illustrated in the bar chart, air travel tops the chart as the major source of carbon dioxide, with each passenger generating a total of 375 grams per kilometer. Passenger cars rank second, amounting to a proportion of 130 grams of CO2 per passenger-km, doubling the corresponding figures for buses. By comparison, coaches, maritime and railway account for a rather minuscule share of CO2 emission, with data recorded hovering at or below 50grams per passenger-km. The pie chart reveals the priority placed by the EU on improving road infrastructure, whose financial transfusion tops the list with well over half of the total funding allotted. Railways are also an item of significant expenditure, receiving just under one third of the capital resources, being three times as high as the proportion allocated to public transport. Other remaining modes of transport are also on the list, albeit constituting an insignificant combined share of 7% of the total expenditure. (221 words) SAMPLE 2 The bar chart compares the amount of CO2 emitted/ produced by passengers using different forms of transport per kilometer, with the pie chart providing a breakdown as to how much EU budget is allocated to selected modes of transport. Overall, airplanes and cars are the biggest carbon dioxide emitters in the European Union; meanwhile, roads account for the most substantial amount of funding whereas a negligibly tiny amount of European expenditure is allocated to air travel. As illustrated in the bar chart, air travel tops the chart as the primary source of CO2 emission, with each passenger producing a total of 375 grams per kilometer. Passenger cars come second, producing an amount of 130 grams of CO2 per passenger/ kilometer, doubling the corresponding figure by buses. In stark contrast,

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coaches, maritime and railway produce a rather minuscule amount of CO2, each with data recorded hovering at or below 50 grams per passenger/ kilometer The pie chart reveals EU’s first financial priority given to road improvement, accounting for well over half of the total budget. Railway come second, receiving just under one third of the EU funding, (being) three times as high as the amount allotted to public transport. The remaining modes/ forms of transport constitute/ account for a rather insignificant share of the total, with combined data of 7 percent. (220 words)

The given bar chart offers an overview of the gender distribution in the number male and female research students enrolling in/ studying across a range of disciplines at a UK university in 2009. Overall, with the exception of veterinary medicine, science-related subject tended to be male-dominated while female research students had a more significance presence in fields related to medicine and life sciences/ while the opposite was true when it comes to fields related to medicine and life sciences. Specifically, men outnumbered their counterparts in subjects related to the study of inanimate objects and materials: physics, astronomy, and geology. The gender gap was the most noticeable in physics, where/ in which there were five times as many men as women/ in which the former/ men exceeded the latter/ women by five to one. Similarly but less strikingly, astronomy and geology recorded less noticeable gaps in the number of male/ female research students (90 and 75, respectively). However, men and women were more equally distributed/ represented in subjects related to the study of living things, namely biology and medicine. In biology, women almost equaled men, with data recorded 220 versus 240. Similarly, the difference in the number of male and female research students in medicine was merely 50. Veterinary medicine was the only discipline in which more women than men studied/ enrolled, but the gender gap was marginal. (200 words)



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SAMPLE TASK

The given bar chart offers an overview of the gender distribution in the number male and female teachers working in/ employed across a range of educational institutions in the UK in 2010. Overall, with the exception of college, lower educational levels tended to be female-dominated while male teachers had a more significance presence in higher and more academic settings and private training institutes/ while the opposite was true when it comes to fields related to higher and more academic settings and private training institutes. Lower educational levels witnessed the clear/ complete dominance of women in their teaching staff, though with varying degrees. The most striking feature was seen in Nursery where/ in which female teachers took up/ accounted for an overwhelming majority of the total workforce (95%). Similarly but less strikingly, primary female teachers outnumbered their (male) counterparts by nine to one. When it comes to secondary levels, however, women still surpassed men, but the gap was significantly reduced/ marginal, with data recorded 55% and 45%, respectively. (Similarly but less strikingly, at primary school, female teachers outnumbered their (male) counterparts by nine to one. When it comes to secondary levels, however, the former still surpassed the latter, but the gap was significantly reduced/ marginal, with data recorded/ registered/ reported 55% and 45%, respectively.) With regards to higher educational levels and private training institutions, the gender pattern was (totally) reversed. Noticeably, male professors took up just/ well under two thirds of the total tertiary population education/ nearly twice as many male professors were employed as females. Likewise, more than half of teaching staff working/ employed in private educational institutions were males/ male/ men. College was the only educational setting in which the two genders were equally distributed/ presented/ The only educational setting in which the two genders were evenly distributed/ presented was college.



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PRACTICE Task 1: The charts show data from a 2015 survey on the reasons why people take part in sports. The first chart outlines the overall findings of the survey. The other two charts show the finding by gender. Summarize the information by selecting and reporting the main features, and make comparisons where relevant. You should write at least150 words.

Comparative Charts Charts Task I - Comparative We will will now now focus on on comparative comparative charts. charts. mparative Charts We focus

Survey of of Reasons Reasons for for Sports Sports Participation Participation:: Survey Overall Results Results Overall Survey of Reasons for Sports Participation : This question differs from questions about a trend graph This question differs from questions about a trend graph on comparative charts. Overall Results

To compete••••• To compete••••• improve skil ls•••••••• To spendtim ewithfriends•••••••••• improve skil ls•••••••• control weightJI••••••••••• To spendtim ewithfriends•••••••••• control weightJI••••••••••• Torelax•••••••••••• Toimprove fit ness••••••••••••••• Torelax•••••••••••• Toimprove fit ness•••••••••••••••

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In this w you your task as Task 2. The table belowthat shows the number of students livingwriting in the Fancyland In this book, book, wee recommend recommend that you structure structure your comparative-chart comparative-chart writing task as follows: follows:

gaining teacher training qualifications in two academic years of 2013-2014 and 2014-2015, and the proportion of male qualifiers. Function Function ommend that you structure your comparative-chart writing task as follows: Summarize the information by selecting and reporting the main features, and make comparisons where Function relevant. You should write at least150 words. Now, look an for :: Now, let's let's look at at an answer answer for the the example example question Initial Teacher Training (ITT)question qualifications obtained 2013-2014 and 2014-2015, Fancyland

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TThe he charts charts illustrate illustrate the the results results of of aa 2015 2015 survey survey into into the the reasons reasons whY, whY, people people partake partake inin sports. sports. The The ov ov Certificate 24.405 17,420 6,980 28.6 as men separately. as are are the the results results for forPostgraduate men and and women women separately.in Education the results of a 2015 survey into the reasons whY, people partake in sports. The ov men andPrincipally, women separately. itit isis evident that majority of improving tt eir as pa Bachelor Education andcited other degrees 6,440on 14.4 and evident that the theof majority of people people cited improving eir fitness fitness 7,525 as the the main main motiv motiv on for for 1,085 pa aa ·ng ·ng inin sport, sport, and Principally, this for both both men men and and women. women. Other Other popular popular reasons reasons for for doing doing sports sports for for both both genders genders ere ere to to relax relax this was was true true for nt that the majority of people cited teaching improving tqualifications eir fitness as theobtained main motiv the onfindings for pa 31,945 afor·ng in sport, andwomen slight variations in for both me and agement purposes. Although there 2014-2015 Total 23.8 were slight variations in answers, answers, the findings both me24,335 and women7,610 agement purposes. Although there were h men and women. Other popular reasons for doing sports for both genders ere to relax were slight variations answers, the findings for both and women lthough there Specifically, in of reasons why men do just over 80% cited fitness ain The Specifically, in terms terms of the thein reasons why men do sports, sports, justme over 80% cited improving improving their17,415 fitness as as the the6,485 ain rr on. on.27.1 The figfigPostgraduate Certificate in Education 23,900 their ure ure for for women women was was closer closer to to 90o/o. 90o/o. The The second second most most popular popular reason reason for for doing doing sports sports with with men men was was to to un un ind ind aa dd relax, relax, wwith ith of the reasons why men do sports, just over 80% cited improving their fitness as the was ainthe r third on. The figroughly 65% of in the survey saying this. In contrast, relaxation most popular re women do roughly 65% of respondents respondents in the survey saying this. In contrast, relaxation was the third most popular re women do Bachelor ofreason Education andsports otherwith degrees 6,920 1,125 14.5 closer tosports, 90o/o. The figure second most popular for doing men was to un 8,045 ind a d relax, w ith sports, the the figure being being slightly slightly more more than than 70%. 70%. ondents in the survey saying this. In contrast, relaxation was the third most popular re women do ng slightly than70% 70%. of W ith over 70% of respondents respondents giving giving this this reason, reason, weight weight control control was was the the second second most most common common motivation motivation for for dd Wmore ith over among women.. Fewer Fewer than than 60% 60% of of men men cited cited the the same same motivation, motivation, making making itit the the third third most most popular popular choice choice for forthat thatgg among women espondents this reason, weight control was the secondconcerned most common their motivation for d than men. giving 8 suggest may suggest that that women women in in general general are are slightly slightly more more concerned about about their appearance appearance than men. may er than 60% of men cited the same motivation, making it the third most popular choice for that g of and (just under 60%) they do A men in general arenumber slightly more concerned about their appearance than men. number of men men and women women (just under 60%) said said they do sports sports to to spend spend quality quality ttime ime with with friends, friends, making making this this the the A similar similar for both genders. The proportion-of men who cared about improving their sports skills was around fourth most common reason fourth most common reason for both genders. The proportion-of men who cared about improving their sports skills was around

Sports Sportsand andactivities activities Task 3: The bar chart the number ofabout heat-related illnesses suffered by high school students per 6 6Look atshows thethe infom1ation below heat-related illness in sports activities Look at infom1ation below about heat-related illness in sports activities answer thethe questions. and questions. and 100,000 sports events inanswer Central US states. The line graph shows the average temperatures for one year in bar chart shows thethe number of of heat-related illnesses suffered byby high The number heat-related illnesses suffered high The bar chart shows a central US state.school students per 100 000 sports events in central US states. The line graph school students per 100 000 sports events in central US states. The line graph shows thethe average temperatures forfor one year a central USUS state. shows average temperatures one year in a central state. Summarize the information by selecting and reporting thein main features, and make comparisons where a aCan you seesee any similarities in in pattern? Can you any similarities pattern? relevant. b bWhat kind of of link between thethe two sets of of information does this suggest? Technique What kind link between two sets information does this suggest? Technique c cleast150 Are there any areas that dodo notnot link in in thethe way you might expect? Are there any areas that link way you might expect? You should write at words. When youyou have to to When have

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