مــوضــوع مـتــجــدد ، IELTS Writing Tesk1

الجميع ..

يسعدكم ربي ..

الرايتنق في الآيلتس يحتوي على جزئين ، الأول منهم عادةً يطلبون منك تصف رسم بيانيً ، أو بار تشارت أو جدول أو نادراً جداً يطلبون منك تصف Diagram ، نجي للتكنيك للإجابة ..

http://www.mbt3th.us/vb/imgcache/2/17550alsh3er.jpgتم تصغير هذه الصورة تلقائياً. اضغط هنا لرؤية حجم الصورة الطبيعي.طول وعرض الصورة الطبيعي878x475 وحجمها 63KB.http://www.mbt3th.us/vb/imgcache/2/17551alsh3er.jpg

وبصورة عامة ابدأ كما هو مثل ماهو موضح في الصورة ..

وراح نأخذ طريقة حل كل سؤال على حدة بإذن الله ..

كل التقدير ..

Describing Graphs for The IELTS Academic Task 1 Writing

What you need to do here is factually describe the graphs. You don't need to analyse the data, For example you don't need to give reasons for why figures are high or low. Sometimes, when there is more than 1 graph, there is a relationship between the two and you can bring in some comparison but more than this is not necessary. In the same way, no specialised knowledge of your own is needed or wanted nor your opinions.

Remember the function of many graphs is to describe a trend so be sure that you describe the trends. A trend is how values change generally over time and it is important to describe the changes along with some of the individual values. We will look at trends a bit later under line graphs.

One important issue with The IELTS Academic Task 1 Writing is how much detail to include in your report. This depends really on how much detail there is in the question. If there is only 1 graph and it doesn't have much numerical data in it, then you will be expected to include all or nearly all of the numerical detail. If, however, you have 2 graphs, both of which are very complicated with lots of values, you will not be expected to include everything as you only have 150 words to do the job. What you will have to do is to include a selection of what you feel is the most important and significant detail that needs to be included to accurately describe the graph.

You must always have some numerical detail though.

في الحالة هذي المطلوب منك تصف البيانات فقط ولا تحللها ، يعني اشرح اللي تشوفه فقط ولا تفكر انك تستنتج من وين جت البيانات أو العوامل المؤثرة أو الأسباب أو معلومات خارجية من ثقافتك العامة وتراهم يزعلون لو جبت معلومة من برا القراف..
وبصراحة هي بإختصار ..
لابد انك تشرح القراف لشخص مابعد شاف القراف نفسه ، ومن كلامك لابد انه يتصور القراف الحقيقي ، يعني كأنك تشرح القراف لأعمى ..
يعني اللي قدامك اشرحه ولاتجتهد أبد ..
وموشرط يكون شرحك بالأرقام يعني ممكن تجيب أرقام وتشرح بعض التريندات من دون أرقام ..
وراح نأخذ العديد من الأمثلة على هذا بإذن الله ..

Bar Charts for The IELTS Academic Task 1 Writing

Hopefully you will have described the title of the bar chart in your introduction so you can go straight into the description. Basically, with a bar chart, you need to describe the bars and their values. When describing a bar chart you first have to decide in what order to describe the bars, highest value to lowest value or lowest value to highest value. It may be a mixture of this. If there are very many bars, you can sometimes group together for description 1 or 2 or 3 bars which have similar or the same values. If there are very many and you can't group them, then just describe the ones that are the most significant


Pie Charts for The IELTS Academic Task 1 Writing

Pie charts are relatively straightforward as they only usually have a few sections though this is not always the case. You need to describe the segments and their values. If there are very many then just describe the ones that are the most significant. The values are often expressed in percentages but not always so be careful what scale you are using.

Tables Charts for The IELTS Academic Task 1 Writing

These can sometimes be tricky as they provide a lot of information and it is often awkward and difficult to describe every piece of information. You have to decide and describe the values and sections that are the most significant.


وعادةً يقولون أفضل طريقة للحل هي كالآتي ..

Introduction

Change the title by your own words

يعني سوي بارافريسس للعنوان ، فكل كلمة في العنوان غيرها للسينونم حقهاواذكرها في المقدمة على الشكل الآتي..

'The .... shows what, where, when'

تكتب في الفراغ الأول نوعية سؤالك يعني اما جدول أو قراف أو بار تشارت ، والفراغ الثاني اكتب ايش يظهر لنا اللي هو what ، وبعدها في أي دولة اللي هو where وبالأخير وقت الأحداث اللي في القراف اللي هو when

Main body

في المين بدي تقدر تستخدم طريقتين سهلة وحدة فعلية والثانية اسمية

Noun: There + Be + a + adj + NOUN + in (what) + in (where) from ..... to

Verb: The (what) + VERB + Adj + from ..... to ..... + in (where) + when

Conclusion

Overall, ...... the easist points you can see + WITHOUT any details

You should spend about 20 minutes on this task.
The diagrams below show the growth in population in Australia in 2001.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
You should write at least 150 words.



Population growth in Australia - 2001

http://www.mbt3th.us/vb/imgcache/2/18028alsh3er.jpg


Sample Answer
(Time taken: approx. 15 minutes)

The top two pie graphs show that there was only a very slight increase in the Australian population in 2001. The increase came fairly equally from both a natural birth increase and immigrants moving to the country with the former being slightly more than the latter.
The bottom pie chart shows a breakdown of the countries from which the immigrants came. With a contribution of 34%, North and West Europe easily make up the largest portion of immigrants to Australia. The next largest contributors are Asia and South and East Europe – with contributions of 23% and 21% respectively. Not surprisingly given its geographical location, New Zealand is next making up 9% of the immigration total with the Americas only one percent less in their contribution at 8%. The least significant contribution comes from North Africa and the Middle East with 5%.
Without the large contribution of the European continent (55%) Australia’s population would have been significantly reduced. Given its proximity to Australia, perhaps Asia and New Zealand will continue to play a major part in the growth of the Australian population.

__________________

Why this answer would score well

• good use of describing words (eg. slight increase, largest portion)
• good use of academic words (eg. proximity, significant)
• good logical flow of ideas
• approximately 180 words (a little extra is good)
• spelling and punctuation are good

Analysing Paragraph 1:

The top two pie graphs show that there was only a very slight increase in the Australian population in 2001. The increase came fairly equally from both a natural birth increase and immigrants moving to the country with the former being slightly more than the latter.

Notes:

· The subject of the question (population growth in Australia) is addressed - not simply restated. It is written about using different words than those mentioned in the question.

· The introduction provides a specific detail about the subject (there was only a slight increase).

· Two of the three graphs are appropriately addressed

good use of comparative structures (eg. former and latter)

Analysing Paragraph 2:

The bottom pie chart shows a breakdown of the countries from which the immigrants came. With a contribution of 34%, North and West Europe easily make up the largest portion of immigrants to Australia. The next largest contributors are Asia and South and East Europe – with contributions of 23% and 21% respectively. Not surprisingly given its geographical location, New Zealand is next making up 9% of the immigration total with the Americas only one percent less in their contribution at 8%. The least significant contribution comes from North Africa and the Middle East with 5%.

Notes:

· The major aspects/trends have been identified and written about in different ways. (eg. with a contribution, the next largest contributors, least significant contribution)

The trends have been presented in an organised manner. Similar statistics have been grouped together and clear reference has been given to the order of the statistics (i.e. first, second, third, etc.)

Analysing Paragraph 3:

Without the large contribution of the European continent (55%) Australia’s population would have been significantly reduced. Given its proximity to Australia, perhaps Asia and New Zealand will continue to play a major part in the growth of the Australian population.

Notes:

A very brief conclusion is given which comments upon a key aspect of the graphs. It discusses a consequence of one of the significant trends in the data (ie. the very slight increase in the Australian population).

How I developed this answer
(Time Taken: 3-4 minutes)

Step 1: Understand the question and the subject material

I read the question carefully and studied the subject material.
I then took the following summary notes on the test booklet:

• key words: growth, population, Australia, 2001
• top two charts = contributors to population growth
• 3rd pie chart = immigrants

I then started formulating my introduction.

Step 2: Identify Trends

For ease of comparison, I focused on describing the top two graphs together. I noticed the ‘Total Population’ graph showed a small increase and that the two factors affecting that increase were basically the same.

The third graph is the one I focused on because it had the most information. Very quickly, I noted that Europe was a big contributor to the Australian population. Because of its close location to Australia, Asia and New Zealand were also significant contributors.

I took the following summary notes on the test booklet:

• N & W Europe – largest
• Asia, S & E. Europe – 2nd and 3rd
• NZ – neighbour; America – similar contribution
• least significant – N. Africa & Mid. East

Step 3: Decide on Conclusions and Outcomes

This is a very important part of my answer because it shows the examiner how well I have understood the graphs in the question. In reviewing my notes I could see that if Europe played a major part in the growth of the Australian population. Additionally, I focused on the geographical location of Australia’s neighbours and saw their contribution as significant.

I took the following summary notes on the test booklet:

• Europe major contributors
• Asia & NZ neighbours

Step 4: Plan and write your answer

Before I started writing I reviewed my notes and made sure my ideas were correct. I re-read all the titles and sub-titles on the graphs to make sure I was correctly addressing the question. I asked myself, “Have I mentioned the key trends from the graphs”? After checking again, I felt confident that I had.

As I began writing my introduction, I was very careful NOT to repeat the same wording in the question. Using my notes on the paper, I wrote my answer making edits constantly (I write my answers using a pencil). I tried to vary the length of the sentences – some short, some longer. Once I had mentioned all the points in complete sentences, I left myself 2 minutes to ‘proof read’ or correct any spelling or punctuation errors.

You should spend about 20 minutes on this task.
The table below shows the most popular types of holiday activities amongst British senior high school students in 2003.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

You should write at least 150 words.

http://www.mbt3th.us/vb/imgcache/2/18867alsh3er.jpg

Sample Answer
(Time taken: approx. 15 minutes)

The table highlights popular holiday activities in 2003 amongst 108 female and 97 male senior high school students in Britain. It reveals some significant differences and similarities between the two groups.
Of the statistics, 'playing sports' showed the greatest disparity with the number of males (31) being almost four times the number of females (8). Next, in terms of contrast were the activities of 'reading' and 'shopping'. In both activities, the number of females (16 and 22) at least doubled the number of males (8 and 9). While not being as dramatically different as the previous examples, there were marked differences between females (25) and males (15) in the activity of 'sleeping/resting'. These activities represented the most significant differences.
There were, however some similarities amongst the two groups. In the areas of 'self-education' and 'gardening', both males (5 and 6) and females (6 and 4) were surprisingly similar. Not surprisingly, 'movie watching' was also a similar area of interest with slightly more females (27) interested than males (23).
Generally, the results indicate that males prefer more physically demanding, outdoor activities whereas the females seem to prefer activities that are less strenuous.
(191 words)

Why this answer would score well• good use of describing words (eg. dramatically different, doubled, similar)
• good use of academic words (eg. marked differences, significant, strenuous, physically demanding)
• good logical flows
• approximately 190 words (a little extra is good)
• spelling and punctuation are good
Analysing Paragraph 1:
The table highlights popular holiday activities in 2003 amongst 108 female and 97 male senior high school students in Britain. It reveals some significant differences and similarities between the two groups.

Notes:
• The subject of the question (holiday activities amongst British high school students) is written using a slightly different combination of words from the question - not simply restated.
• The number of participants in the survey is given.
• The reader is introduced to information which will follow (significant differences and similarities).
Analysing Paragraph 2:
Of the statistics, 'playing sports' showed the greatest disparity with the number of males (31) being almost four times the number of females (8). Next, in terms of contrast were the activities of reading and shopping. In both activities, the number of females (16 and 22) at least doubled the number of males (8 and 9). While not being as dramatically different as the previous examples, there were marked differences between females (25) and males (15) in the activity of sleeping/resting. These activities represented the most significant differences.

Notes:
• This paragraph focuses on the differences between the males and females.
• The trends are organised in a logical ranking from greatest to smallest difference.
• One group of similar differences has been grouped (reading and shopping).
Analysing Paragraph 3:
There were, however some similarities amongst the two groups. In the areas of self-education and gardening, both males (5 and 6) and females (6 and 4) were surprisingly similar. Not surprisingly, movie watching was also a similar area of interest with slightly more females (27) interested than males (23).

Notes:
• This paragraph focuses upon the similarities between the males and females.
• The trends are organised in a logical ranking from greatest to smallest similarity.
• A comment ('not surprisingly') is added to reflect the popularity of movies amongst young people.

Analysing Paragraph 4:
Generally, the results indicate that males prefer more physically demanding, outdoor activities whereas the females seem to prefer activities that are less strenuous.

Notes:
• This paragraph gives a logical conclusion which is clearly based upon the data from the table.
• 'Generally' is a good word to use in the conclusion because there are some exceptions in the analysis (ie. although most females do not participate in playing sports, some (8) do).

How I developed this answer
(Time Taken: 3-4 minutes)
Step 1: Understand the question and the subject material
I read the question carefully and studied the subject material.
• I underlined the following key words in the question: popular holiday activities, British senior high school students, 2003.
I would write the following summary notes on the test booklet:
• 108 females/97 males
• similarities & differences
I then started formulating my introduction.

Step 2: Identify Trends
Because there were seven (7) categories, I focused on locating the similarities and differences within them (this makes my answer easier to write!). I looked carefully for trends and immediately noticed that playing sports and reading and shopping were very different between females and males. The numbers for sleeping and resting were also quite different.
I also noticed that self-education and gardening were very similar amongst males and females. Watching movies was also quite similar (females slightly greater in number).
Once I had organised the group of information I knew writing the answer would be easy!
I made the following summary notes on the table on the test booklet:

Step 3: Decide on Conclusions and Outcomes
I studied the groups I made (in step 2) carefully and it became obvious to me that boys liked physically demanding activities (playing sports) and women preferred less physically demanding activities (reading).
I would write the following summary notes on the test booklet:
• generally - males more physically demanding
- females less physically demanding

Step 4: Plan and write your answer
Before I started writing I reviewed my notes and made sure that I had logically grouped my answers and that they made sense. I re-read all the titles on the table and made sure that the information I had written in my notes was correct. I asked myself, "Have I mentioned the key trends from the table"? After checking again, I felt confident that I had.
As I began writing my introduction, I was very careful NOT to repeat the same wording in the question. Using my notes on the paper, I wrote my answer making edits constantly (I write my answers using a pencil). I tried to vary the length of the sentences - some short, some longer. I also was careful not to make any unsupported statements (I used the word 'generally'). I knew my answer would be made up of 4 paragraphs - introduction, similarities, differences and conclusion. Once I had mentioned all the points in complete sentences, I left myself 2 minutes to look for any spelling or punctuation errors.

You should spend about 20 minutes on this task.
The table below shows The diagram below shows how the English city Bristol deals with water pollution.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

You should write at least 150 words.

http://www.mbt3th.us/vb/imgcache/2/19613alsh3er.jpg

Sample Answer
(Time taken: approx. 15 minutes)

The diagram shows the flow of clean and dirty water throughout the city of Bristol. Initially, the process begins with fresh water, fit for human consumption. As soon as it is used by humans, it becomes dirty and flows to three (3) separate destinations: rivers and streams, sewage treatment plants and the ocean.
The diagram shows that rivers and streams receive a mixture of clean and dirty water. The water which has been used by humans is the dirty water and the clean water flows from sewage treatment plants. The diagram also shows that dirty water is dumped into the ocean via rivers and streams. Thus the ocean receives an input of dirty water from rivers/streams and water used directly by humans.
Some of the dirty water flowing in rivers and streams does not end up in the oceans, it flows to reservoirs or goes directly to a water treatment plant. This water is then recycled and made ready for human use.
The flow of dirty water from two different sources into the ocean may have a negative effect upon the marine life in the area.

(186 words)

Why this answer would score well

· the description of the process has been well organised and flows logically

· all aspects of the process in the diagram have been covered

· the concluding paragraph offers an educated and clear potential outcome of the process

· the words used are well chosen and accurate

· approximately 180 words (a little extra is good)

· spelling and punctuation are good

Analysing Paragraph 1:

The diagram shows the flow of clean and dirty water throughout the city of Bristol. Initially, the process begins with fresh water, fit for human consumption. As soon as it is used by humans, it becomes dirty and flows to three (3) separate destinations: rivers and streams, sewage treatment plants and the ocean.

Notes:

· The subject is clearly stated with words different to those used in the question.

· The introduction very clearly and accurately deals with the first part of the process.

· The word 'consumption' is a good academic word.

· good use of transitional phrases (eg: initially, as soon as)

Analysing Paragraph 2:

The diagram shows that rivers and streams receive a mixture of clean and dirty water. The water which has been used by humans is the dirty water and the clean water flows from sewage treatment plants. The diagram also shows that dirty water is dumped into the ocean via rivers and streams. Thus the ocean receives an input of dirty water from rivers/streams and water used directly by humans.

Notes:

· The major aspects of the next part of the process are accurately addressed.

· The whole process from fresh water to oceans (the right side of the diagram) has been discussed in this paragraph.

· The clean and dirty water has been accurately described.

· A summary comment about the input of water into oceans is a good one.

Analysing Paragraph 3:

Some of the dirty water flowing in rivers and streams does not end up in the oceans, it flows to reservoirs or goes directly to a water treatment plant. This water is then recycled and made ready for human use.

Notes:

· The last part of the answer deals with the remaining two process (the left side of the diagram) which nicely rounds off the whole process.

· The ideas flow well from the previous paragraph.

Analysing Paragraph 4:

The flow of dirty water from two different sources into the ocean may have a negative effect upon the marine life in the area.

Notes:

· This final, short paragraph gives an accurate outcome statement concerning the whole process. This demonstrates to the reader/examiner a full understanding of the implications of the diagram.

How I developed this answer

(Time Taken: 3-4 minutes)

Step 1: Understand the question and the subject material

I read the question carefully and studied the subject material.

· I underlined the following key words in the question: diagram, Bristol, water pollution.

I would circle/underline the following aspects of the diagram on the test booklet:

· clean water/dirty water

· direction of arrows

· beginning and ending of the process

I then started formulating my introduction.

Step 2: Identify Processes

I decided to divide the diagram into two parts - the first half I identified as beginning with fresh water and ending at the ocean. The second half I decided included the reservoir and water treatment plant. I decided to start with the right half of the diagram [Note: if you are able to, group information - this demonstrates to the examiner that you have clearly understood the information in the diagram]. I noticed that the process split into three sections - rivers and streams, sewage and ocean. I also noticed the outputs were either clean or dirty water.

I noticed that rivers receive input from two sources - clean and dirty water and in addition to water used by humans, outputs dirty water into the oceans.

The second or left half of the diagram is the 'recycled part'. Water flows either directly to reservoirs or water treatment plants. Either way, it ends up as recycled, fresh water.

I would make the following summary notes on the diagram on the test booklet:

· 2 groups

· reservoir & water treatment plant

· the others

Step 3: Decide on Conclusions and Outcomes

Although a short part of the answer, this shows the examiner the degree to which I have understood the diagram. Looking at the diagram I could see that there was one major problem - the flow of dirty water into the ocean. I therefore determined to make mention of this in my conclusion.

I would write the following summary notes on the test booklet:

· dirty water » oceans = danger to marine life!

Step 4: Plan and write your answer

Before I started writing I reviewed my notes and made sure that I had logically grouped my answers and that they made sense. I noticed a logical grouping of two sections - the left and right sides of the diagram. I re-read all the parts of the diagram and made sure that the information I had written in my notes was correct. I asked myself, "Have I mentioned all aspects of the diagram"? After checking again, I felt confident that I had. [Note: you won't always be able to comment on all aspects of a diagram - there may be too much information. Then you must group like-information]

As I began writing my introduction, I was very careful NOT to repeat the same wording in the question. Using my notes on the test booklet paper, I wrote my answer making edits constantly (I wrote my answers using a pencil). I tried to vary the length of the sentences - some shorter, some longer. I decided to divide my response into 4 paragraphs: introduction, first part of the diagram (right side), second half of the diagram (left side) and a concluding observation/statement. Once I had mentioned all the points in complete sentences, I left myself 2 minutes to look for any spelling or punctuation errors.

WRITING TASK 1

You should spend about 20 minutes on this task.

The graph below shows the four leading types of farming produce in Mitchford city between 1970-2000 .

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

You should write at least 150 words.

Main produce in Mitchford – 1970 to 2000

http://www.mbt3th.us/vb/imgcache/2/19614alsh3er.jpg

Writing Lab 4, Task 1:

Sample Answer

(Time taken: approx. 15 minutes)

The line graph shows the amount of money generated from cotton, corn, wheat and sugar in the city of Mitchford from 1970 to 2000.

In the 1970s, the four types of produce were quite similar in terms of their economic contribution to the city. In fact, wheat remained a solid performer from 1970 to 2000 at around $45,000. Likewise, corn remained a fairly stable producer of income hovering around $30,000 in the 1970s, increasing gradually to a high of around $40,000 and then gradually declining to around $30,000 in 2000. Sugar experienced some significant growth from 1970 (around $25,000) to the mid 1990s (around $45,000) and remained at this approximate level to 2000. Cotton showed the greatest fluctuation moving from around $20,000 in the 1970s and mid 1980s to a peak of $90,000 in the 1990s. It declined as quickly as it rose falling back to 20,000 in 2000.

The information clearly shows that in the 1990s, cotton was a huge contributor to the Mitchford economy with the other 3 types of produce providing a consistent and steady income over the 30 year period.

(185 words)

Why this answer would score well

· good use of describing words (eg. "huge contributor", "consistent and steady" )

· good use of academic words (eg. likewise, significant growth, declined...quickly, a peak of, stable producer, fluctuation)

· good logical flow of information

· approximately 185 words (a little extra is good)

· good spelling and punctuation

Analysing Paragraph 1:

The line graph shows the amount of money generated from cotton, corn, wheat and sugar in the city of Mitchford from 1970 to 2000.

Notes:

· The subject of the question (farming produce) is written using a slightly different combination of words from the question (ie it the wording from the question is not simply restated).

· The 4 different types of produce are mentioned.

· The introduction covers all key areas:

- where (Mitchford),

- when (1970-2000),

- what (types of produce),

- how much (money).

Analysing Paragraph 2:

In the 1970s, the four types of produce were quite similar in terms of their economic contribution to the city. In fact, wheat remained a solid performer from 1970 to 2000 at around $45,000. Likewise, corn remained a fairly stable producer of income hovering around $30,000 in the 1970s, increasing gradually to a high of around $40,000 and then gradually declining to around $30,000 in 2000. Sugar experienced some significant growth from 1970 (around $25,000) to the mid 1990s (around $45,000) and remained at this approximate level to 2000. Cotton showed the greatest fluctuation moving from around $20,000 in the 1970s and mid 1980s to a peak of $90,000 in the 1990s. It declined as quickly as it rose falling back to 20,000 in 2000.

Notes:

· This paragraph focuses on clear, accurate descriptions of all 4 types of produce.

· The trends are organised in a logical way - from smallest change to largest change:

1. wheat

2. corn

3. sugar

4. cotton

· Organising the information in a clear way shows the examiner that you really understand the data you are analysing.

· Because it can be difficult to determine exact numbers on a line graph, totals are sometime expressed as "around" or "approximately" (eg: around $45,000).

Analysing Paragraph 3:

The information clearly shows that in the 1990s, cotton was a huge contributor to the Mitchford economy with the other 3 types of produce providing a consistent and steady income over the 30 year period.

Notes:

· This paragraph gives a logical conclusion which is clearly based upon the data from the table.

· The reader's attention is again specifically drawn to the 'two groups':

1. wheat, sugar, corn

2. cotton

· The information is accurate and brief.

How I developed this answer

(Time Taken: 3-4 minutes)

Step 1: Understand the question and the subject material

I read the question carefully and studied the subject material.

· I underlined the following key words in the question: 4 leading types, farming produce, Mitchford city, 1970-2000.

I would write the following summary notes on the test booklet:

· 3 similar - corn, wheat, sugar

· 1 different - cotton

I then started formulating my introduction.

Step 2: Identify Trends

Because there were only four (4) categories, I focused on locating the similarities and differences within them (this makes my answer easier to write!). I looked carefully for trends and immediately noticed that cotton was outstanding. I also noticed that the other farming produce (corn, wheat and sugar) were quite similar in terms of their economic contribution to the city of Mitchford.

Next I looked for differences within corn, wheat and sugar. I noticed that sugar experienced the biggest change, followed by corn and lastly wheat. I then decided I would present the information in a rank from smallest change to biggest change.

To help me better see the differences between the decades, I drew three straight vertical lines from each year.

This divided the graph into 4 sections and made it easier for me to see the differences in each decade.

Step 3: Decide on Conclusions and Outcomes

I knew that my conclusion would need to reinforce my comment about cotton in the 1990s and show how the other produce was stable.

I would write the following summary notes on the test booklet:

· cotton - big influence in 1990s

· corn, wheat, sugar stable contribution

Step 4: Plan and write your answer

Before I started writing I reviewed my notes and made sure that I had logically grouped my ideas and that they made sense. I re-read all the titles on the graph and made sure that the information I had written in my notes was correct. I asked myself, "Have I mentioned the key trends in the graph" and "Is the information logically grouped"? After checking again, I felt confident that I had.

As I began writing my introduction, I was very careful NOT to repeat the same wording in the question. Using my notes on the paper, I wrote my answer making edits constantly (I write my answers using a pencil). I tried to vary the length of the sentences - some short, some longer. I also was careful not to make any unsupported statement (I used the word 'generally'). I made sure I covered the key aspects/major trends of the graph. I divided up my answer into 3 paragraphs - introduction, analysis of graph and conclusion. Once I had mentioned all the points in complete sentences, I left myself 2 minutes to look for any spelling or punctuation errors by reading through the answer slowly.

WRITING TASK 1




You should spend about 20 minutes on this task.


The graphs below show the changes in literacy rates in an African country between 1950 and 2010 .


Summarise the information by selecting and reporting the main features, and make comparisons where relevant.


You should write at least 150 words.

http://www.mbt3th.us/vb/imgcache/2/19615alsh3er.jpg

Writing Lab 5, Task 1:

Sample Answer

The four graphs show the literacy rate changes amongst three age categories from 1950-2010 in an African country.

In 1950, it is clear that the youngest age group (0-20) is the lowest in terms of literacy (around 25%). The next group (21-40) showed a significantly higher percentage than their younger countrymen with the oldest group (41-60) having the highest literacy rate (40%). The 1970 graph indicates a dramatic change in the literacy rates of the 0-20 age group (from around 25% to 50%). The other two age groups also increased but not so dramatically (21-40 to 45% and 41-60 to 50%).

1990 saw continued growth in all three age groups. For the first time, the youngest age group (0-20) led the literacy rates (80%) with 21-40 (around 75%) and 41-60 (around 65%) following behind. 2010 shows that a very healthy improvement in literacy rates across all age groups is expected. Both 0-20 and 21-40 expect a 100% literacy rate with 41-60 showing around 95% - an excellent future result!

The graphs show a continuous, steady upward trend across all three age groups.

اقتباس:

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المشاركة الأصلية كتبت بواسطة الأيلس عذبني

أخوووي لو سمحت حط الموقع مره ثانيه لانه ما ينفتح عندي ..
و السموووحه

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المعذرة على التأخير،،، http://www.mbt3th.us/vb/uploaded/55211_11253045563.pdf


ان شاء الله يشتغل معك الحين،،

محمد...

السلام عليكم

اخوي اول شي يعطيك العافيه وماقصرت


بالنسبه لي عندي اختبار يبي مني المدرس graph descrition ياليت تساعدني في حلها يبيني اوصف الرسم ب125 كلمة وجزاك الله الف خير لأني بصراحه مضغوط حيل ومو فاهمها وشكرا ....


Internet Usage in Taiwan by Age Group, 1998-2000