雅思图表作文

一、Writing about Graphs: Overview Before you Begin

Underline key words. Write related words – turn nouns into verbs, verbs into nouns, adjectives into adverbs, etc. Write opposite words, similar words, synonyms, etc.

Circle and highlight the graph. Use arrows. Make notes. Circle the biggest, the smallest. stable or unchanging parts, sudden increases, etc. Identify trends. A trend is the overall idea of the graph ∙ what is happening/what happened

∙ the main change over time

∙ the most noticeable thing about the graph

∙ the pattern over time

∙ the pattern for different places or groups or people.

Most IELTS graphs will have two trends, or there will be two graphs with a trend in each. You could write about the two trends in two separate paragraphs. Make sure you have identified the trends in the graph. If you don’t, you can’t get IELTS Band 6.

While you Write: Layout

Introduction

∙ First sentence: Describe the graph. You can use some slightly different words or word forms from those on the question paper, but be careful to give the full information. Start “The graph shows“ ∙ Second sentence: This gives the trend or trends. You can put two trends in this sentence or only one – you could keep the other one for the conclusion. Start “Overall, „”

Paragraph 1: Trend 1

∙ Start with a sentence with no number. “City size increased sharply over the period.” “The most obvious trend in the graph is that women are having fewer babies.” “Oil production has increased slightly in all the countries in the graph”

∙ Follow this sentence with an example (sentence with number) and perhaps another example (another sentence with number). Keep alternating.

Paragraph 2: Trend 2

∙ Start with a sentence with no number. “City size increased sharply over the period.”

∙ Give an example (sentence with number) and perhaps another example (Sentence with number)

Conclusion

∙ Finish by repeating the main trends, or identify a second trend. Use different vocabulary.

∙ Don’t have any numbers in the conclusion (you could use words like “most”, “the majority” “a minority”, “a small number”). ∙ Don’t give an opinion.

While You Write: Some Don’ts

∙ Don’t describe the X and Y axis. Give the information.

∙ Don’t write about everythingon the graph. Pick the biggest, the smallest, the main points, the main trends. Group similar things together

∙ Don’t write about the line or the bar: ““Instead, write about the idea. “The number of people going to work by train increased gradually.” “Oil production shot up in 1965”

∙ Make sure you write about the idea. Don’t use shorthand: “.” “” Instead, write about the real data: “The number of men at university fell dramatically,” “The percentage of female students getting a degree rose suddenly.”

∙ Don’t use “I feel”, “as I have written,” “as you can see,” etc. Keep it academic. In IELTS, you can give your opinions in Task

2. In Task 1 (writing about a graph or visual data) you just report what you see.

∙ Don’t start sentences with But, So, Also, And, For, Since, Because, Although

∙ Do you really need four paragraphs in IELTS Task 1? No! (You definitely need them for Task 2). But it’s good to think about four paragraphs. It will help you to organize your writing. So go ahead and write four paragraphs, or at least three (intro, body, conclusion). Word Length and Sentence Length

Make sure you have 150 words. You should have some short sentences (about 6-10 words) and some long ones (12-18) words, but your average should be about 12 or 13 words per sentence.

A sentence without a number will usually be short. Use a mix – a sentence without a number followed by a sentence or two with a number.

二、Graphs: Main Idea

One of the most important things to do is get the main idea of the graph. First, identify the main features of the graph. What is happening? What are the biggest numbers? If it is a time graph , what are the biggest changes? What are the trends?

Use a Pen!

Ideally you need to find one main idea and, if possible, one or two more smaller ideas.

∙ Don’t have too much information

∙ Don’t analyze or explain everything in the graph

∙ Don’t go from left to right, explaining everything. Instead pick the main ideas.

∙ Use the biggest and next biggest – don’t mention everything in between.

∙ Don’t mention the small or unimportant stuff

∙ Pick an idea and find information that supports it

Study the graph below. Print it out. Write on it. Circle the important points – beginnings, endings, sudden changes, low points, high points,

trends, averages, differences between lines, differences over time.

The graph shows US sports players’ salaries in dollars.

In 1970, baseballers earned $125,000 a year, footballers’ salaries averaged $99,000 a year, and basketball players earned about $43,000 annually.

Main ideas

∙ All salaries increased

∙ Big differences between 1970 and 2000 for all sports

∙ Basketball was biggest in 2000, followed by baseball

∙ In 1970, basketball was the lowest, baseball was the highest ∙ There was a sudden rise beginning in 1980

∙ There was another sharp rise for all sports in 1990

∙ Salaries in football began to level off or even fall from 1995 onwards

三、Graphs: Grouping Information

Sometimes there is just too much information in a graph. You may need to group information. Grouping information means putting two or three similar or related things together.

This makes it easier for the reader to understand. It is also less work for you, because you can put more than one piece of information in a sentence.

For example, you might be able to divide a list into three groups. Often there is one group at the top, one in the middle, and one at the bottom. Look at the graph below, which shows the number of Internet users in

European countries in 2000.

Possible groups could be

∙ Top:Finland, Sweden, Netherlands, and Denmark (about 40 users per hundred)

∙ Group 2:Germany, Austria, UK (about 20 to 25 users per hundred) ∙ Group 3:Ireland, Belgium, France and Italy (14-16 users)

∙ Group 4:Spain, Portugal, Greece (less than 10% Internet users)

四、Graphs: Vocabulary

You need to know some special vocabulary for graphs.

In the IELTS exam, you have to write only 150 words, so show how much vocabulary you know. You don’t need to repeat the same words! Movement (Verbs): Up

∙ Rose

∙ Went up

∙ Increased

∙

∙

∙

∙ Grew Shot up Surged Rocketed

Movement (Verbs): Down

∙

∙

∙

∙

∙

∙

∙

∙ Fell Declined Dropped Decreased Sank Went down Plunged Plummeted

Prepositions

∙

∙

∙

∙

∙ Between 1995 and 2000 From 1995 to 2000 Sales rose from 200 to 250 Sales fell to 150 in March Sales fell by 50%

Adverbs and intensifiers

∙

∙

∙

∙

∙

∙

∙

∙

∙ slightly a little a lot sharply suddenly steeply gradually gently steadily

No Movement: (Verbs with Adjectives, Verbs)

∙

∙

∙

∙

∙

∙ remained steady were unchanged did not change remained constant remained stable stabilized

Tops and Bottoms

∙

∙

∙

∙

∙

∙ reached a peak peaked reached their highest level fell to a low sank to a trough reached a bottom

Passengers at a London Underground Station

The graph shows the fluctuation in the number of people at a London underground station over the course of a day.

The busiest time of the day is in the morning. There is a sharp increase between 06:00 a nd 08:00, with 400 people using the station at 8 o’clock. After this the numbers drop quickly to less than 200 at 10 o’clock. Between 11 am and 3 pm the number rises, with a plateau of just under 300 people using the station.

In the afternoon, numbers decline , with less than 100 using the station at 4 pm. There is then a rapid rise to a peak of 380 at 6pm. After 7 pm, numbers fall significantly, with only a slight increase again at 8pm, tailing off after 9 pm.

Overall , the graph shows that the station is most crowded in the early morning and early evening periods.

Vocabulary Tips

∙ Don’t repeat verbs

∙ Before you start to write, make a list of synonyms (words with the same meaning)

∙ See how many ways you can rephrase the title of the graph. Use one in the introduction and another in the conclusion with the same meaning

∙ Be careful with prepositions. They can make a big difference in meaning. For example, “rose by”is very different from “rose to.” Learn your verbs with the preposition that goes with them.

五．Graphs: The Vocabulary of Numbers

There are some special words for numbers, fractions and percentages. Look at the following table which shows a number in different years

the above table using numbers , fractions or percentages:

∙ The number went up by 600, from 1200 to 800. (Number)

∙ The number went up by half, from 1200 to 1800. (Fraction) ∙ The figure went up by 50%, from 1200 to 1800. Percentage)

Percentage)

and “times:”

The number doubled between 1992 and 1994.

The number trebled between 1994 and 1996.

The figure quadrupled from 1996 to 1998

There was a twofold increase between 1992 and 1994.

The figure went up sixfold between 1992 and 1996.

The figure in 1996 was three times the 1992 figure.

∙ Between 1992 and 1994, the figure fell by one-fifth.

∙ Between 1994 and 1996, the number dropped by a half.

∙ The figure in 1998 was one-tenth the 1992 total.

六、Graphs: Types of Graphs

You are likely to meet only two types of graphs in IELTS or other intermediate English tests – time and comparison graphs. (Sometimes you can get both in the same test!)

∙ In time graphs you have to describe changes over time.

∙ In comparison graphs you have to compare different items – countries, people, products, places, etc.

The vocabulary for each kind of graph is different:

∙ In time graphs you use time vocab to describe change: rose, fell, declined, shot up, increased, remained steady, etc.

∙ In comparison graphs you compare: twice as much as, more than, less than, the same amount, both X and Y have the same figure, etc.

Time Graphs

Here is a time graph.

You have to compare different methods of transport used in the US over the last century – train, bus and air.

You could start with

∙ train (because it is the oldest method)

∙ by air (because it is the biggest method of public transport today.) ∙ However, don’t start with bus because it is very small and not the main idea

The main trend with rail transport is that it rose to a peak in the 1920s and 1930s and then declined.

The main trend with air is that it started late, in the 1960s, but it has shot up to become by far the biggest carrier of passengers. Comparison Graphs

Here is a comparison graph.

You have to compare the amount of water used for domestic, agricultural and industrial purposes.

There are two ways to write about this graph:

∙ by country (make groups, e.g. Saudi Arabia and Oman, which have mainly agricultural use, then Bahrain and Kuwait which have mainly domestic use, etc)

∙ by use (Agriculture, then Domestic, then Industrial.)

If you decide to write by describing use , you could start with Agriculture because it is the biggest user. Group together Saudi Arabia and Oman as the top users, and then group UAE and Qatar as the middle group of users, using 60% of water for agriculture. Finally mention Bahrain and Kuwait. Your second paragraph should be about Domestic use, the use of water in the home, because it is the second biggest use. Start with Kuwait and Bahrain (grouped together) (more than 50%) and then write about Qatar and the UAE.

More Stuff!

∙ You can find a lot (a LOT!) more on comparison graphs and time graphs at the Abu Dhabi Men’s College writing website.These two symbols –

and – are used there to indicate time graphs and comparison graphs.

Models 1

GoldSales:

Dubai Gold Sales

The line graph shows estimated sales of gold in Dubai for 12 months in 2002 in millions of dirhams. There were two main seasons for gold sales.

The main season for sales is in the December to May period. Sales were consistently above 200 million dirhams per month, rising sharply to a peak of 350 million dirhams in March. However, for the next four months, sales declined steadily, reaching an annual low of 120 million dirhams in July.

In August, there was a sudden increase . Sales almost doubled , rising from 120 million dirhams in July to 210 million dirhams in August. This was followed by a drop in September, back to the July figure.

From September to October, sales recovered , from 120 to 180 million. In October and November, sales r emained steady, and there was a small increase in December to 190 million dirhams.

In conclusion, the main sales period is in the early part of the year, slumping in the summer, except for a sudden increase in August.

Model2

Dubai Tourism, 1990-1994

The graph shows the numbers of tourists in hundreds of thousands visiting Dubai between 1990 and 1994. There are several features in the graph. First of all, the total number of tourists increased rapidly between 1990 and 1994. In 1990 there was a total of 450,000 tourists in Dubai. This rose sharply to 625,000 in 1991, an increase of more than 30%, and rose slightly again to just under 700,000 in 1992. In the following two years, the number of visitors started to pick up again and reached 1 million in

1994. This was more than double the figure for 1990.

The second trend is that there was a huge increase in the number of tourists from Russia. In 1990, Russian tourists comprised only 20,000 or less than 5% of visitors. This number shot up to 50,000 in 1991 and doubled again to more than 100,000 in 1992. Between 1992 and 1994, the number trebled , from 110,000 to 330,000. This meant that Russian tourists made up one-third , or 33%, of Dubai’s 1 million visitors in 1994. In comparison , the number of tourists from other countries increased only slightly , from 550,000 in 1991 to 580,000 in 1994.

In conclusion, although the number of tourists from all countries is increasing, Russian tourists are becoming more and more important for the tourism industry in Dubai.

Model 3

Fish Catches

North American Fish Catches

The graph shows changes in fish catches for the US and Canada over the last 30 years.

The most significant feature is that fish catches have declined drastically in both the US and Canada since the mid-1980s. Although Canadian production is much lower, its echoes US figures, declining or increasing at the same rate.

Between 1972 and 1977, US fish catches averaged between 2.5 and 2.75 million tonnes per year, while Canadian landings fluctuated between 800,000 and 1.1 million tonnes. In 1997, however, there was a big increase in fish caught in the US, and this rise continued up to a peak of 5.5 million tonnes in 1987. During the same period, Canada’s catch increased from 1 million tonnes to 1.5 million tonnes, an increase of 50%.

From 1987 onwards, there was a sudden decline in both countries. US figures tumbled to 4 million tonnes in 1995, a drop of 28%, and Canadian catches plunged to 0.5 million tonnes, a drop of 66%. In the following four years, US catches fluctuated around the 4 million tonne mark, while Canadian catches rose very slightly.

In general, both Canadian and the much larger US catch have declined dramatically since their peak in the mid-1980s.

Model 4

Fertility Rates

The chart shows striking changes in the fertility rate of women in six Gulf countries – Saudi Arabia, the UAE, Oman, Qatar, Kuwait and Bahrain between 1990 and 2000.

In the ten year period , there was a decline in the number of births per woman in all countries. The biggest declines were in two countries which had low fertility rates at the start of the decade, Bahrain and the UAE. Fertility rates vary greatly between the six countries. Oman and Saudi Arabia had the highest rates, with over seven births per woman in 1990. This compared with around 4 births per woman in Bahrain and the UAE, and just 3.75 in Kuwait

By 2000, the rate had fallen below three births per woman in Kuwait, Bahrain and the UAE, with a drop of over 25% in a decade in the UAE. However, in Saudi Arabia and Oman, the rates fell by just 20%, from 7.0 to 5.5. In summary, there were major decreases in birth rates in all countries, but some countries in the region have double the fertility rate of others. Model 5

Oil Production

Oil Production Capacity

The graph shows Oil Production Capacity in millions of barrels per day for selected Gulf countries. There are several features in this graph. The most significant feature is that oil production will increase sharply in almost all the countries shown. Kuwait and Iraq are both expected to double their output between 1990 and 2010, with Kuwait’s production rising from 1.8 million barrels per day (bpd) in 1990 to 3.8 in 2010. Iran will also increase its output by a slightly smaller amount . After remaining steady at 2.5 million bpd from 1990 to 2000, the UAE’s output is expected to approach 4.0 million bpd in 2010. Only Qatar’s production is predicted to fall, 0.8 million bpd after a slight rise in 2000. However, the greatest increase will be from Saudi Arabia. In 1990, its output capacity at 8.5 million bpd exceeded the combined production of Iran, Iraq and Kuwait. This lead is expected to continue with a 75% increase in production to 14.5 million bpd 2010.

In summary, while most of the countries are expected to show increases, Saudi Arabia will maintain and strengthen its position as the major producer.

Model 6

Graphs: HCT Graduates

Higher College Graduates

The chart shows male and female graduates from the Higher Colleges of Technology colleges in the UAE.

The most outstanding feature of the graph is female graduates outnumber males in all the colleges. For example, in Dubai, there are 30% more women graduates than men. There are also large differences in Al Ain and in Ras Al Khaimah. However, the number of men and women is almost equal in the colleges in Abu Dhabi.

There are also big differences in the sizes of the colleges. Ras Al Khaimah has less than 300 students altogether, while Abu Dhabi has about 600 and Dubai has almost 1000

In summary, women outnumber men in all the colleges, and there are significant differences in the sizes of the colleges.

Model 7

Taiwan Internet Use

Internet Usage in Taiwan by Age

The graph shows changes in the age profile of Internet users in Taiwan between 1998 and 2000.

The main users of the Internet in Taiwan are young adults between 16 and 30 years old. In 1998, they accounted for more than half of all users. In 1999 the number dropped slightly to 45%, but even in 2000 they were the biggest group.

The second biggest group of users is aged between 31 and 50. They made up 41% in 1998, falling slightly to 37% in 2000. When combined with the 16-30 age group, over 94% of users in 1998 were between 16 and 50. However this number is dropping steadily as more children and older users log on. In 1999, the number of children online quadrupled from 2% to 8%, and it continued to increase in 2000. There were similar increases for older users, rising from 4% in 1998 to 10% in 2000.

In summary, while adults between 16 and 50 still represent the great majority of Internet users in Taiwan, their share is declining as more children and older users join the web.

Model 8

Arab Computer Use

Computers & Internet in the Arab World

The chart shows striking differences in the level of computer and Internet penetration in the Arab world.

The UAE and Kuwait are by far the most computerized countries, with Lebanon a distant third . The UAE has over 150 computers for every 1000 inhabitants, compared to Kuwait’s 130 and Lebanon’s 60. In contrast , countries such as Egypt, Morocco and Syria have less than 20 computers per 1000 inhabitants.

There are also great differences in Internet use and availability. The UAE has by far the highest proportion of users, with more than one-third of its population using the Internet. Kuwait and Lebanon are second and third again, with 100 users per thousand in Kuwait and 80 in Lebanon. In some countries the number using the Internet is negligible : Saudi Arabia has less than 20 users per thousand, and there are fewer than 5 users per thousand in Syria.

One unusual feature of the graph is that Internet use does not seem to be directly related to the number of computers. In several countries (the UAE, Lebanon, Jordan and Oman), there are more Internet users per thousand people than computers. However, in other countries, such as Kuwait, Saudi Arabia and Syria, the number of Internet users is lower than the number of computers.

In summary, there are major differences between computer use and Internet use in the Arab world, but the UAE clearly leads the area in both number of computers and number of internet users per capita.

Model 9

Coffee Production

Coffee Production

The graph shows coffee exports for the top 12 countries in the world in 2010 and 2011. Overall, the biggest producers by far are Brazil and Vietnam, and there has not been much change in the ranking of the top producers in the last two years.

Almost every country in the graph produced more coffee in 2011 than in 2010. Brazil was the largest producer. It increased exports from 30,000,000 bags in 2010 to almost 35,000,000 in 2011. Vietnam was the second largest producer, and it also increased its output from under 14,000,000 bags to about 17,000,000. Colombia, Indonesia and India exported almost the same amount, at between 6 and 8 million bags, and then a large group of countries including Peru, Guatemala, Honduras, Ethipia, Uganda and Mexico produced about 3 or 4 million bags in both years. Only two countries in the graph exported less in 2011. They were Indonesia and Cote d’Ivoire. In Cote d’Ivoire, production fell by 50%, from 2 million bags to 1 million

Model 10

US Spending

The graphs shows US household spending patterns in 1966 and 1996

US Spending Patterns 1966 – 1996

The piecharts show changes in American spending patterns between 1966 and 1996.

Food and cars made up the two biggest items of expenditure in both years. Together they comprised over half of household spending. Food accounted for 44% of spending in 1966, but this dropped by two thirds to 14% in 1996. However, the outlay on cars doubled, rising from 23% in 1966 to 45% in 1996.

Other areas changed significantly. Spending on eating out doubled,

climbing from 7% to 14%. The proportion of salary spent on computers increased dramatically, up from 1% in 1996 to 10% in 1996. However, as computer expenditure rose, the percentage of outlay on books plunged from 6% to 1%.

Some areas remained relatively unchanged . Americans spent approximately the same amount of salary on petrol and furniture in both years.

In conclusion, increased amounts spent on cars, computers, and eating out were made up for by drops in expenditure on food and books.

1. In 1970, coal production accounted for 46% of US electricity production.

2. Almost a quarter of US electricity in 1970 was produced using natural gas.

3. Hydro-electric power stations made up just over 16% of US power in 1970.

4. Nuclear power supplied less than 2% of US electricity supplies in 1970.

5. The main fuel used to generate electricity in 1970 in the US was coal.

6. Almost half of US electricity in 1970 came from coal.

7. About one-eighth of US electricity came from oil-fired power stations.

8. Gas and coal provided three -quarters of US electricity in 1970.

9. Nuclear power contributed a tiny proportion of US electricity in 1970.

10. Renewable sources of electricity, such as hydroelectric power, made up less than 17% of US electricity in 1970.

11. Gas and oil comprised just over a third of US electric power.

accounted for came comprised less than made up one-eighth proportion supplied three-quarters was was produced