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Describing A Graph
This task will require you to interpret a diagram or table, and present the information in your
own words.  The writing skills needed for this task are:
 Organise, present and possibly compare data
e.g. money people spend on different forms of entertainment.
 Describe stages of a procedure or process
e.g. the stages of human evolution
 Describe on object or event or series of events
e.g. How the water cycle works
 Explain how something works
e.g. How a car engine works

You must respond appropriately in terms of:

 Register - formality and politeness;
e.g. no short forms (don’t, can’t)
 Organisation - clear and logical
 Style - academic;
e.g. no rhetorical questions, no exclamations, no extreme opinions, use tentative
expressions such as "this appears to be" or "this is probably due to'
 Content - relevant and complete

Bear in mind these points:

 Task Fulfillment – answer the question completely
 Coherence – use sequencing words e.g. Firstly, Secondly, Finally
 Cohesion – using anaphoric reference e.g. "this", "it", "he", "and", "but" and
synonyms
 Vocabulary – use a wide range, appropriate and academic
 Sentence Structure – be concise but not simplistic e.g. correct use of relative clauses.

Vocabulary to describe graphs & bar charts

1. Vocabulary to describe rise

Verb Noun
to rise (rose-risen) a rise
to increase an increase
to go up (went-gone)  
2. Vocabulary to describe fall

Verb Noun
to fall (fell-fallen) a fall
to decrease a decrease
to go down (went-gone)  
to drop a drop
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to decline a decline
3. Vocabulary to describe rise/fall and no change

Verb Noun Meaning

to fluctuate a fluctuation go up and down
to vary variation go up and down
to hold steady   no change
to remain stable   no change

Sentence Structures

Using verbs: Using nouns:

 Unemployment rose.  There was a rise in unemployment.
 Inflation fell.  There was a fall in inflation.
 The exchange rate fluctuated   There was a fluctuation in the exchange rate.
 
  Don't forget the preposition "in"!

Try to use the sentence structure with "there is/was" etc - it has more words and will
help you reach the word limit!

Adjectives & Adverbs

You can use the nouns and verbs above in many ways by adding adjectives and
adverbs to describe them more accurately. Use an adjective with a noun and an
adverb with a verb.
Adjective Adverb Meaning
dramatic dramatically quick and sudden
sharp sharply quick and sudden
gradual gradually slow and steady
steady steadily  
slight slightly small change
marginal marginally small change - not important
significant significantly important change

Examples:
1. Unemployment rose dramatically  = verb + adverb structure.
2. There was a dramatic rise in unemployment = adjective + noun structure.
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Practise your Task One Vocabulary
Now make your own sentences to practise Task One language. Use the typical Task One
subjects below:
o unemployment
o sales
o inflation
o the exchange rate
o prices
o the number of + countable noun
o the amount of + uncountable noun

The graph below shows the different modes of commuter transport used in London in
1960, 1980 and 2000.
 

Commuter Transport in London

Write a report for a university lecturer describing the information shown. You should
write at least 150 words.

Preparation for Task 1

Practise with a partner:

 Identify the main trends for each mode.

 Identify any large increases or decreases.
 Are there any clear and consistent directions?
 Does anything seem particularly significant?
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 Are there any clear relationships between modes or percentages?

Model answer for Task 1

Model answer
The graph shows the changing patterns in commuting by train, car, tube or bus for
commuters  in London in the years 1960, 1980 and 2000.  

The number of people using trains at first rose from just under 20% in 1960 to about 26% in
1980, but then fell back to about 23% in 2000. 

Use of the tube has been relatively stable, falling from around 27% of commuters in 1960 to
22% in 1980, but climbing back to reach 25% by 2000.  

On the other hand, the use of cars increased steadily from just over 5% in 1960 to 23% in
1980, reaching almost 40% by 2000, whereas the popularity of buses has declined since 1960,
falling from just under 35% in 1960 to 27% in 1980 and only 15% in 2000. 

The graph indicates the growing use of cars for commuting to work between 1960 - 2000, and
the corresponding decline in the popularity of buses from being the most popular mode of
transport in 1960 to the least popular in 2000.

The text above given in the model answer consists of 174 words in 5 paragraphs which
describe the data in the chart.  These 5 paragraphs can be further analysed as
comprising:

 Introduction
 Figures on the use of trains
 Figures on the use of the tube
 Figures on the use of cars and buses
 Conclusion

Task 1: Introduction

The introductory paragraph states the main purpose of the chart, written in paraphrase
using the writer's own words.

Introduction: paragraph 1
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The graph shows the the changing patterns in travelling to work by train, car, tube or bus for
commuters  in London in the years 1960, 1980 and 2000.  

Task 1: Trains

The second paragraph describes the data for the use of trains given in the chart, written
in the writer's own words.

Trains: paragraph 2

The number of people using trains at first rose from just under 20% in 1960 to about 26% in
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1980, but then fell back to about 23% in 2000. 

Task 1: the Tube

The third paragraph describes the data for the use of the tube given in the chart, written
in the writer's own words.

The Tube: paragraph 3

Use of the tube has been relatively stable, falling from around 27% of commuters in 1960 to
22% in 1980, but climbing back to reach 25% by 2000.  

Task 1: Cars and buses

The fourth paragraph describes the data for the use of cars and buses given in the chart,
written in the writer's own words.

Cars and buses: paragraph 4

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On the other hand, the use of cars increased steadily from just over 5% in 1960 to 23% in
1980, reaching almost 40% by 2000, whereas the popularity of buses has declined since 1960,
falling from just under 35% in 1960 to 27% in 1980 and only 15% in 2000. 

Task 1: Conclusion

The concluding paragraph summarises the main findings of the chart, written in the
writer's own words.

Conclusion: paragraph 5

The graph indicates the growing use of cars for commuting to work between 1960 - 2000, and
the corresponding decline in the popularity of buses from being the most popular mode of
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transport in 1960 to the least popular in 2000.

The main writing skills performed in Task 1 are:

 Describing numerical data

 Identifying differences and similarities

 Comparing and contrasting

 Identifying and describing trends

Vocabulary to describe pie charts

1.Vocabulary to describe amounts Exam tips
You need to learn different ways to express
10% a tenth amounts.  If you cannot express information in a
variety of ways, your writing will become
20% a fifth repetitive (the same words repeated too often).
25% a quarter This is bad style in English and will lower your
33% a third IELTS mark. You should try to use a few different
styles and not simply copy the expressions in the
50% half question.
75% three quarters
95% the vast majority/almost Notice that you need "a" with fractions except
all with "half", "three quarters", "two thirds"....
100% all
The amounts are not usually as clear as this. Have a look at how to express other
percentages:

22% slightly more than a fifth

These expressions are also a lot more words,
31% slightly less than a third
which brings you closer to your word target.
60% more than half
 
2. Practice Exercise
The pie chart shows the contents of the average British dustbin. Work through the gap-fill
exercise below it to practise Task One language.
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The pie chart reveals what the average Briton throws away. From the information shown, we
can see that ....................................of the rubbish is paper waste, while plastic accounts
for .......................... Food waste is the next biggest category, accounting
for ................................... Glass makes up ............of the contents of the average British
dustbin, and metal and cloth make up the remaining percentage - 7% and 5% respectively.

Answer:
The pie chart reveals what the average Briton throws away. From the information shown, we
can see that exactly a third of the rubbish is paper waste, while plastic accounts for slightly
more than a quarter. Food waste is the next biggest category, accounting for slightly less than
a fifth. Glass makes up a tenth of the contents of the average British dustbin, and metal and
cloth make up the remaining percentage - 7% and 5% respectively.

Describing tables
When describing tables, you can often use a lot of the same
language you studied for graphs. Tables can sometimes be Exam tips
confusing because you can read them from left to right or A useful first sentence for many
top to bottom. It is a good idea to put a circle around the Task 1 questions is: "The pie
facts you want to describe at the beginning when you are chart (or graph or table etc.)
planning and make a few notes about the most important shows/illustrates...."
numbers.

Practise Exercise One

The table below shows which courses students chose to study at a language school in London.
The information in the table covers the years 1997, 1998 and 1999. Look at the table and
choose the facts that you think will be interesting to describe:
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Total General Exam Holiday Study+Work

Year
Students English Courses Courses Courses
1997 400 150 60 150 40
1998 500 150 80 200 70
1999 350 140 80 50 80

Answer these questions to help you think about the It is very important to keep your
table: answer as organised as possible.
When did the school have the greatest number of It is often a good idea to spend
students? two or three minutes planning
Which was the most popular course and in what year? the order of your answer to
Which course has the greatest fluctuation in student make sure it is well-organised.
numbers?
Which courses are increasing in popularity? Make sure you describe the
Which course has the steadiest student numbers? facts correctly in Task 1
questions. If you describe the
facts inaccurately, you will lose
marks. Do not write your
opinion - just describe the
information.

Answers
When did the school have the greatest number of students? 1998
Which was the most popular course and in what year? Holiday Courses in 1998
Which course has the greatest fluctuation in student numbers? Holiday Courses
Which courses are increasing in popularity? Exam Courses & Study+Work Courses
Which course has the steadiest student numbers? General English
 
Answers
The table shows which courses students chose at a London language school in the years 1997,
1998 and 1999. 
It can be seen that 1998 was a good year for the school, with the highest total number of
students (500). However, the following year student numbers fell to below their 1997 level. 
 The number of students enrolling on General English Courses remained steady over the
period shown on the graph, but the popularity of Holiday Courses fluctuated dramatically,
peaking at 200 students in 1998, but dropping to 50 students in 1999. Interestingly, these
courses were the most popular in 1998, but the least popular the following year.
Study+Work Courses were the least popular option in 1997, but they became more popular,
with 70 and 80 students enrolling in 1998 and 1999 respectively. Study+Work Courses
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increased in popularity over the period: the table shows that the number of students enrolling
on these courses doubled.