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 Preparation (2-5) minutes

◦ Study information
◦ Interpret
◦ Note trends

 Writing Essay (15 minutes)

◦ Structure
◦ Answer the question
◦ Coherence
◦ Vocabulary and sentence structure

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 Task types:
◦ Graphs

 Data is presented in the form of a graph and has to be described in

detail to someone academic who cannot see the graph.
 The colored highlighted areas show information which is necessary for
the written details these consist of headings, titles and the data line
itself.
 In this graph there is a time period from 1979 to 2004 and shows
fluctuations which are called trends.

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◦ Tables

 In this table the data information has a trend to increase or

decrease but the most interesting data is in the restaurant
section where the percentage rises then falls which is
contrary to the other data sets.
 The exam will look for the candidates ability to spot unusual
trends and general trends.

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 Diagram

◦ The candidate will have to describe in detail how

something works and present the information in a
logical and structured fashion.
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 Process

◦ Here the candidate must explain in the correct

order the refining process and using the
appropriate sequential language e.g. first, second,
next, after, eventually, finally

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 Students need to think of each paragraph as a
little container which holds specific
information.

 Here the introduction paragraph is reserved

for paraphrased information given in the
question and data, no data description is
presented in this paragraph.

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 Paragraph two is used to describe the main
information that has the most weight or an
obvious given trend.
 Paragraph three discusses average
information and data grouped together.
 The final paragraph which is optional
generalizes the information from the previous
paragraphs.

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 If Task One requires 150 words in
approximately 20 minutes then in reality
these paragraphs require only about
◦ 40 words
◦ and 5 minutes per paragraph
◦ (8 words per minute).

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 This is an example of a typical Task One
question. Example:

◦ The charts below give information on the amount of

carbon dioxide released into the atmosphere in
1990 and 2000 by the three different countries of
Jambia, Shirzig and Thain.

◦ You should write a report for a university lecturer

describing the information shown below.

 (The chart is on the next page.)

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 Students have very little time to waste with
this exercise so they first need to underline
and collect the data ideas.

◦ Activity:
 Make a list of keywords.
 Remove words which cannot be paraphrased
e.g. carbon dioxide, Jambia, Shirzig etc.
 Then, elicit paraphrasing for the remaining words.

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 Glossary of words used for instruction in
questions

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 Sample answer 54 words:

◦ The charts compare the amount of carbon dioxide

emitted into the atmosphere from the three
countries of Jambia, Shirzig and Thain and is
measured in 000’s of metric tons for the years
1990 and 2000. Also the included pie chart shows
the three former countries emissions in relation to
the rest of the world.

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 Once students can readily manipulate the given text
for the introduction they need to look at the data in
the chart in order to pick out the most important
figures or trend and make comparisons ready for
reporting main trends and data for paragraph 2.

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 The trend in the chart is quite clear in that
the larger bars in the chart saw a downward
movement, whilst the two smaller bar pairs
show an upward trend over the period.

 Therefore a comparison can be made with

this important information and all the data
information added to give a clear idea of what
is happening in the chart.

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 VOCABULARY FOR BAR CHART AND LINE GRAPH
 Below are some useful words for describing words of movement and amount in charts
and graphs.

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 TRENDS

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 VERBS OF MOVEMENT

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 NOUNS OF MOVEMENT

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 ADJECTIVE + FALL

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 Exercise:

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 VOCABULARY FOR PIE CHART

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 WRITING A PROCESS
 Grammar and vocabulary

◦ You will receive a higher mark if your writing uses a range of structures
and vocabulary correctly rather than a limited number.
◦ If the flow chart is simple and linear then you may be able to link the
stages together by simply using some of the following transition signals.

 To begin with
 First of all
 First
 Secondly, thirdly, etc
 Then
 Next
 After that
 Finally

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 If the process is more complex, as in the
example above, then you may need to also
use these words

◦ Alternatively
◦ Otherwise
◦ In addition
◦ At the same time
◦ Concurrently

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 Finally, group or add any information which
is general and too small to discuss in depth
and any additional information.
 In paragraph one we are using the question
information to show the ability to paraphrase
and recognize key information.
 In paragraph two the main trend and
important information is used to describe the
data and give it meaning.

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 The third paragraph might look something
like this.
◦ Sample 41 words

 In addition to the previous, a pie chart gives global

information relating total emissions for the world and
shows that Jambia produces 34%, Shirzig 7% and Thain
only 4%. The balance of the other countries produce
55% of the emissions collectively.

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 The conclusion for Task One is not a
necessity if all the information has been
properly evaluated and discussed. However,
if the essay is short and the topic allows for a
conclusion then it is appropriate.

◦ Sample of conclusion
 Carbon dioxide emissions are a well known problem,
much of which is directly attributable to our modern
lifestyle and it is very apparent from the chart that the
country of Jambia is a major contributor.

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 Exercise 4

◦ Write a suitable general conclusion without using

any of the data.

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 Correction Marking Sheet

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 THE END

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