Analysis of graphs

Tips, vocabulary and structures

START

Analysing graphs

Activities

Types of graphs

Examples

Structures

Vocabulary

Tips

INDEX

types of graphs

More on graphs

1. Before writing about the detailed figures, give an overview of what the graphs or charts represent. 2. Say precisely what the data refers to. There is a difference between, for example, a user spending 57% of their time on games and a user spending 57% of their tablet time on games. (You can write % or per cent, but be consistent.) 3. You don’t need to describe all the information in the diagrams. Select the most important things. 4. Don’t repeat vocabulary. Use different words and phrases with the same or similar meanings, e.g. playing games = gaming. 5. Use similarly, in the same way or also to show similarities. 6. Use however, in contrast, but, while or instead to show differences

TIPS

Comparing graphs

1. Change the words in the question to introduce your answer, e.g. This graph shows = This graph illustrates. 2. The second paragraph should give an overview of the main points the graph shows (imagine you’re describing the results to someone who can’t see the graph). 3. The following paragraphs should describe the main patterns or trends in more detail. 4. Use precise vocabulary like steadily declined and a sharp increase to describe trends. Use linking expressions like while and in contrast to make comparisons. 5. The question asks you only to ‘Summarise the information’. Don’t give reasons why these trends might have occurred, or your personal preferences on the topic.

Line Graphs

1. If you are doing an exam task, read the instructions and make sure you write according to the word and time limits. 2. Start by saying what the charts show. In an exam, change the words in the question to write the first sentence of your answer, e.g. These charts show = These charts illustrate. The second paragraph should provide an overview of the key features of the information. 3. The other paragraphs should describe the patterns or trends in more detail. However, only select the most important ones to write about, and don't write about your own ideas. 4. Use linking words and a range of vocabulary to describe what you see in the charts. (You can write % or per cent, but be consistent.) 5. Be careful to use the correct tenses to describe the time periods shown.

Describing graphs (general)

Example: The pie charts provide information on the proportion of males and females working in agricultural sector.

The graph/table/pie chart/bar chart/diagram ... gives information about/on ... provides information about/on ... shows ... illustrates ... compares ... explains why ... describes ... draws the conclusion of (a survey) ...

How to introduce the analysis of a graph?

a fluctuation (of) a variation (in) Example: a fluctuation of prices

a fall (in) a decrease (in) a decline (in) a dip (in) Example: a fall in prices

Nouns

Vocabulary

Sesiones de aprendizaje / 02

a rise (of) an increase (of) a growth (of) a peak (of) a surge (of) Example: a rise of prices

Vocabulary

to fluctuate to vary

to fall to decrease to decline to dip to dive to plunge Large falls: to plummet

to rise to increase to surge to grow to peak Large rises: to rocket to soar to leap (->leapt)

Verbs

Vocabulary

Sesiones de aprendizaje / 02

Vocabulary

Evaluation

Analysis

This seems to suggest that… This is possibly because of… This is (clearly) due to… One reason for this could be… An evaluation of this data suggests / provides evidence for / highlights… To provide evidence to my previous point the graph highlights… Overall, this highlights the significance of… Therefore, this provides evidence that…

Useful structures

Overall summary: Overall, there is / has been… / Generally, there is… What you can see is… / From the graph we can see… I’d like to focus your attention on… If you look at this…, you’ll see / notice / understand A key significant area is … / Two key significant areas are… An important point is… / Two important points I’d like to illustrate are… What is interesting here is… An interesting observation is… An analysis of the graph illustrates… Looking at ….

Useful structures

Language phrases to help describe the graph

The graph from (source) shows/ illustrates (title)… The y-axis is… and the x-axis is… Overall, GDP has remained… between… I’d like to focus your attention on two key significant areas. (Analysis) The first one is ………. (explain data) (Evaluation) This is/was possibly because of …. (Analysis) The second one is ……. (explain data) (Evaluation) This is / was clearly due to ………… Overall, this graph highlights the evidence that… A future prediction is that……

Language phrases to help describe the graph

Writing task

You should spend about 20 minutes on this task. The line graph below shows changes in the amount and type of fast food consumed by Australian teenagers from 1975 to 2000. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words.

Example

Introduce the graph

You need to begin with one or two sentences that state what the writing task shows. To do this, paraphrase the title of the graph, making sure you put in a time frame if there is one. Here is an example for the above line graph: The line graph compares the fast food consumption of teenagers in Australia between 1975 and 2000, a period of 25 years. You can see this says the same thing as the title, but in a different way.

Introduce the graph

Give an overview

You also need to state what the main trend or trends in the graph are. Don’t give detail such as data here – you are just looking for something that describes what is happening overall. One thing that stands out in this graph is that one type of fast food fell over the period, whilst the other two increased, so this would be a good overview. Here is an example: Overall, the consumption of fish and chips declined over the period, whereas the amount of pizza and hamburgers that were eaten increased. This covers the main changes that took place over the whole period. You may sometimes see this overview as a conclusion. It does not matter if you put it in the conclusion or the introduction when you do a writing task, but you should provide an overview in one of these places.

Give an Overview

You can now give more specific detail in the body paragraphs. When you give the detail in your body paragraphs in your writing task, you must make reference to the data. The key to organizing your body paragraphs for a writing task is to group data together where there are patterns. To do this you need to identify any similarities and differences. Look at the graph – what things are similar and what things are different? As we have already identified in the overview, the consumption of fish and chips declined over the period, whereas the amount of pizza and hamburgers that were eaten increased. So it is clear that pizza and hamburgers were following a similar pattern, but fish and chips were different. On this basis, you can use these as your ‘groups’, and focus one paragraph on fish and chip and the other one on pizza and hamburgers. Here is an example of the first paragraph: In 1975, the most popular fast food with Australian teenagers was fish and chips, being eaten 100 times a year. This was far higher than Pizza and hamburgers, which were consumed approximately 5 times a year. However, apart from a brief rise again from 1980 to 1985, the consumption of fish and chips gradually declined over the 25 year timescale to finish at just under 40.

Give the details

Give the Details I

Give the details

As you can see, the focus is on fish and chips. This does not mean you should not mention the other two foods, as you should still make comparisons of the data as the questions asks. The second body then focuses on the other foods: In sharp contrast to this, teenagers ate the other two fast foods at much higher levels. Pizza consumption increased gradually until it overtook the consumption of fish and chips in 1990. It then levelled off from 1995 to 2000. The biggest rise was seen in hamburgers as the occasions they were eaten increased sharply throughout the 1970’s and 1980’s, exceeding that of fish and chips in 1985. It finished at the same level that fish and chips began, with consumption at 100 times a year.

Give the details II

Full model answer

The line graph compares the fast food consumption of teenagers in Australia between 1975 and 2000, a period of 25 years. Overall, the consumption of fish and chips declined over the period, whereas the amount of pizza and hamburgers that were eaten increased. In 1975, the most popular fast food with Australian teenagers was fish and chips, being eaten 100 times a year. This was far higher than Pizza and hamburgers, which were consumed approximately 5 times a year. However, apart from a brief rise again from 1980 to 1985, the consumption of fish and chips gradually declined over the 25 year timescale to finish at just under 40. In sharp contrast to this, teenagers ate the other two fast foods at much higher levels. Pizza consumption increased gradually until it overtook the consumption of fish and chips in 1990. It then levelled off from 1995 to 2000. The biggest rise was seen in hamburgers as the occasions they were eaten increased sharply throughout the 1970’s and 1980’s, exceeding that of fish and chips in 1985. It finished at the same level that fish and chips began, with consumption at 100 times a year. (194 words)

Full Model Answer