Visual Book

Visuals
WRITINGABOUTGRAPHS,
TABLESAND
DIAGRAMS
Gabi Duigu

@ Gabi Duigu 2001
All rights reserved
Publishedby Academic English Press
9/13 Armstrong Street
Cammeray NSf 2062
Australia
Ph:0294376330
email:g.duigu@unsw.edu.au
Distributedby:
Melting PotPress
10GraftonStreet
ChippendaleNS( 2008
Australia
Ph: (5r) 29212 1882
Fax:0292111868
email:books@elt.com.au
rsBN0-9578996-0-2

.::li::::i;; ::..::l::..::. ::::::l:
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l:l:::l::::::l.l.l: |||::ltl lf::::r:::a:a:t:t::.t:
.:.......:.......:..............
Part1
t. The Purposeof GraphsandTables .. .. .. .2
Part2
2. WritingaboutGraphsandThbles ......9
2.1 WritingtheIntroduction ......10
2.2 TimeExpressions .......13
2.3 Expressionsof Measurement . . . .15
Part3
3. TritingtheReport ......25
3.1 Contrast.... ...,.25
3.2 Tiends ......32
3.3 Correlations ......35
Part4
4. Usingthe Right sryle. . . . .39
4.1 Modifiers ...39
4.2 Usingthe CorrectSryleandAvoidingErrors . . .48
Part5
5. Diagrams ...55
5.1 VocabularyandGrammar ......55
5.2 Usingagoodsryle. ......56
AnswerK"y.. ...59

With thanks to Maryanne Sheafor making the book possible,and for her
enduring patienceand encouragement.
Many of the graphsand tablesin this book arebasedon visualsfrom various
issuesof the UNESCO Courier, to which very worthwhile publication grateful
acknowledgmentis made.

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lntroductionand Overview
Many books exist that areguidesto academicwriting for native speakers.There are
alsoa number for non-native speakers.Of these,quite a few dealwith the useof
graphs,tablesand other visuals.However, they normally explain how to insertor use
thesevisualsto make your work more interestingand easyto understand.They do
not usually explain how to write about thesevisual aids.
The primary purposeof this book is to help you with the Writing Thsk I of the
IELIS Academic test. Howevet becauseit attempts to dealwith the language
required in a systematicway, you may find that much of the information it contains
could be usefulto you later during your studies,if you everneed to usegraphs,
tablesor the like in your work. So perhapsyou should not give the book away as
soon asyou havepassedyour IELIS.
)i()K)K)t()K
In order to write about visuals,asrequired in IELIS Academic
'Writing
Thsk 1, it is
necessaryto understand what to write, aswell asltotl to write it. The first sectionof
this book thereforebeginswith a discussionabout the main purposeand featuresof
graphs,tablesand other visuals,and providesexercisesto practiseidenti$'ing these
correctly.
The later sections then go on to dealwith the languagerequired to write about
them. There arevocabularylists, explanationsabout meaning and grammar, and
exercises.There is alsoan Answer Key, and model answersare provided, so that the
book can be usedfor self-studyaswell asclass-roomuse.

2 Visuals:WritingaboutGraphs,Tablesand Diagrams
Sincemost of the IELTS AcademicWriting Thsk 1 questionsdealwith graphsand
rables,and sincethey require specificinterpretation and writing conyentions,we will
first focuson these.
A Note on terminology: The IELIS Handbook mentions diagramsand tables.
Clearly this includesgraphs(the most common visual usedin Writing Task 1)
under diagrams.Other books talk about visualsto coverall of these.Youdo
not need to worry about this asthe label is usually given in the introduction to
the taskand you can simply usethe sameword in your answer.
1. ThePurposeof Graphsand Tables
In order to know how to do something properly, it is necessaryto understandthe
parposeof that thing.
tWeactually need to know two things:
a) the purposeof using graphsand tables;and
b) the purposeof utriting about the graphsand tablesthat havebeen used.
Wewill dealwith the first one first.
1.1UsingGraphsandTables
TASK1
'Which
of the following statements do you think best describe the purpose of
providing graphs and tables in an academic text?
a) to explain what is in the t€xt in a different way
b) to provide information which is additional to that provided in the text
c) to make it easierto understandthe conceptsby using a visual rather than
by just using words
d) to give an overviewor an impressionor a summary
e) to provide more exactdetailsthan is desirablein the text
rc Answer Key

Visuals:WritingaboutGraphs,Tablesand Diagrams 3
1.2 Writingabout Graphsand Tables
In real life, the text usually comesfrst, and the graph or table is added to support
the text. In fact, most books that adviseon writing, explain how to usegraphsor
tablesto illustrate the words more cleady.However, in IELTS the reverseoccurs-
you are given the graph, table or diagram and must supply the words.
Note that the first of theseis the most common task found in the Test,and the one
we are dealinewith now
TASK2.
(zhich of the following do you think best describes the purpose of writing
about graphs and tables (in real academic writing)?
a) to explain what is in the graph or table in a different way which makes it
easierto understand
b) to give exactlythe sameinformation in words, in order to emphasiseit
c) to expandon what is in the graph or table by giving additional explanations
about the reasonsetc.
d) to draw attention to the most important asp€ctsof the information shown
in the graph or table.
tc Ansuter Ke!
In Thsk 1 candidatesareaskedto look at a diagram or table,and to presentthe
information in their own words. Depending on the type of input and the task
suggested,candidatesareassessedon their abiliry to:
r organise, present and possibly compare data
.describe the stagesofa processor procedure
.describe an object or event or sequenceofevents
. explain how something works
IELTS Handbooh, 1999

Visuals:WritingaboutGraphs,Tablesand Diagrams
1.3 Understandingthe Purpose
TASK3.
Look at the following graph and the descriptions given underneath, and decide
which one is the most suitable. Try to explain why you think so.
AverageAnnualUrbanGrowthRates
a) Thisgdph showsthe auerageannualurban groluth rate of 5 continentsfrom 1970
to 2025. According to thegraph,Africa had about 5o/oauerageannual urban groutth
rate in 1970 and ouer4%oauerageannual urban grozuthrate in 1995 and in 2025
the auerageannual urban grou.tthrate is expectedto bejust ouer3o/o.For Asia the
auerageannual urban groutth rate wasjust ouer3o/oin 1970 and 1995 and it utas
expectedto beabout 2o/oin 2025. In Europe,by contrast,tlte auerageannual urban
groutth rat€ wasonly about 1.5% in 1970 and it went down to about 0.5o/oin
1995, and in 2025 it utill be lessthan 0.2o/o.In Latin America tlte auerageannual
urban groutth rate utentfrom just under 4o/oin 1970 tojust ouer2%oin 1995 and it
tuill probably bejust ouer 1o/oin 2025. In North America the auerageannual urban
groluth rAteuAsabout 1o/oin 1970 and 1995 and is ffiPectedto staytlte samein 2025.
b) Looking at thegraph laecdn seethat urban {ouath hashappenedon all 5
continentssince1970 and that it is expectedto continue right up to 2025. The most
dramatic grouth is in Africa, Asia and Latin America, becAusetbesecontinentshaue
experiencedthe mostdeuelopmentand industrialisation since1970, while Europeand
North America showlessincreaseprobably becausetheyalreadystartedbeing more
urbanised.In deuelopingcountriesmary)peoplefom the countrytsideare attrdcted t0
the citiesto loohfor u,,orhand betteropportunitiesin heahh and education,but this
rapid urbanisation is causingmanyproblemsand needsto beconnolled.
Asia Europe Latin North
America America
ltsto-ts
T--l 1995-2000
ffiil 2020-2025

Visuals:Writingabout Graphs,Tablesand Diagrams
) Thegraph shou,,sthat since1970 therehasbeenconsiderableurban grotuth in all 5
continentspresented and that this trend is expectedto continueat leastuntil2025.
Houteuer,the ratefor eacltcontinent ltas not beentlte same.Thedeuelopingcounnies
of Afica, Asia and Latin America experiencedtlte mostdramatic growth ratesin
1975, with Afica hauing around 5o/oPer Annum, Latin Americajust ouer4%oand
Asia ouer3o/o. In 1995 theseratesdeneasedtojust ouer4o/oin Afica and doun to
about 2o/ofor Latin Anterica, but Asia remainedtlte same.Thisgrouth rate is
expectedto decreaseby about 1% for all threecontinentsbjt theyear 2025.
Mennuthile North America is expectedto maintain its groutth rate of 1o/op.a. ouerthe
entireperiod, tahile Europe,hauing startedtheperiod at about 1.5o/ogrowth rate is
expectedto reducethis to only about 2% by2025.
a Ansuer Ke!
1500
/
Million Tons
Paper&
Carboard21%
Plastic8%
Metal 6%
Glass8%
t Pork
a Beef/Buffalo
u Poultry,.a(40
30
20
't0
0
-ta
.---'-+/R . A '
. . , . 8 '
F-.:::--.ts_+
HouseholdWaste1999
High-incomecountries95.1=-
Middleincome counldies4.7 -
Low-incomecounti reso.z
/
1.4UnderstandingdifferenttypesofGraphsandTables
7e now need to look more closelyat what graphsand tablesshow,and the
differencesberweenthem.
a)
'What
features do the following graphs have in common?
CigaretteConsumptionin China WorldMeatProduction,1950- 90
billions:
2000
1950 1960 1970 1980 1990
b) Vhat features do the following graphs have in common? How are they
different from the previous ones?
Percentageof distributionof Internet-connected
computers,byincomeof countlies,July1999
Food& Garden
Materials46%
Other'l l%

c)
'What
about these graphs?
Percentaqe of all children
5 - 14 yea-rswho work 1995
World
Africa
tuia
LatinAmerica
& Caribbean
Oceania
AnnualWaterConsumption:Europe
ffieoys
Icitlt
150
120
Thousands9o
of Litres
(percapita)6o
30
o
d)
'What
kind of information do the following tables provide? How does this
differ from the graphs?
Internet-connectedcomputers
worldwide,1981-1999
1987 28,174
1988 s6,000
'1989 159.000
1990 313,000
'1991 617,000
1992 1,136,000
1993 2,056,000
1994 3,864,000
r09s 6,642,000
1996 12,881,000
1997 19,5r+0,000
1998 36,739,000
1999 56.218,000
Thelargestnumberofforeignstudentsbycountry
oforigin,inthe50majorhostcountries:1995
China 115,87'l
Korea.Republicof 69,736
Japan 62,324
Germany 45,432
Greece 43,941
Malaysia 41,159
lndia 39,626
Turkey 37,629
Italy 36,515
Morocco 34,908
France 32,411
Canada 28.280
United States 27,749
a Ansuer Ke!
Understanding graphs and rablesinvolves understanding the following details:
1. X/hatis the information or data in the graph or table abo:ut?[ This
infarrnation is norma$t suppheA uith ilte graplt or tabla,J
2" r$fhat are the units of rneasufemeflt used?
3. {hat is the area(place)involved ?
4. f,hat is the time-scaleinvolved ?
5. What is the purpose of the graph or table?
1950 1960 1970 1980
',I990
2000

Let us look at the graphsand tablesshown aboveonce more, and answerthe
following questions:
1.
'What
arethe units of measurementused?
2.'W-hatis the area(place)involved ?
3. Vhat is the time-scaleinvolved ?
4. What is the purposeof the graph or table?
After examining the graphsand tablesaboveyou will havenoticed the following:
In the caseof a line graph, the horizontal and vertical axesprovide most of the
information. Usually trends over a specificperiod of time areshown in this way.
A bar graph showsthe samekind of information but with the units presentedas
barsor columns.Another kind of bar graph (alsocalleda histogram) may show
numerical distributions rather than changes.
Pie graphs show proportions, normally representedaspercentages.
Thbles give detailed data and may be used to display changes over time or they may
show distributions of variablesaccording to place,or rype.They usually require
more interpretation than graphsdo.
1.4.1Wedge-shapedGraphs
There is one kind of graph that can causeconfusion becauseit appearsto combine
the featuresof both the pie chart or the bar graph and line graph. Look at these
graphsand answerthe questionsthat follow.
TASK4
WorldCarbonEmissionsfromFossilFuelBurningbyEconomicRegion
MillionTons
7000
6000
s000
4000
3000
2000
1000
1990 1990

l. tVhat was the amount of emissionsfrom industrial countries in 1950?
2.'What was the amount of emissionsfrom developing countries in 1950?
3. How much did the Former Eastern Bloc countries emit in 1980?
WorldSpendingonAdvertisingfrom1985- 2000
(in5USmillions)
: :Total
,,::,:::,:,:::NorthAmerica
ffi rrrop"
ffi Asia/lacific
I utinAmerica
33-olO90
c282,OOO
242,000
.r9l,ooo
1124ooo
Il
J€4sog,,i:
4. Did the European countries spend more or lessthan the Asia/Pacific ones on
advertising in 1985?
5. Did the Latin American countries spend more or lessthan the European
onesin 2000?
a Ansuter Ke!
1.4.2CombinedGraphs
It is is very common to find two or more graphspresentedtogether.This is usually
done to show either a comparison, or a more complicatedcorrelation than can be
shown in one graph.
A correlation is the way two setsof factsarerelatedto eachother.The relationship
may be a changeover a period of time, or it may be a possiblecauseand effect link.
There is a sectiondealingwith Correlations in more detail, starting on page35.

Writingabout Graphsand Tables
This sectionis going ro dealwith selectingthe right approachand sryle,learning to
usethe appropriatevocabulary,and becoming awareof the grammar relatedto this
vocabulary.
The languageof graphsand tablesis divided, for convenience, into:
introductory expressions
time expressions
terms of measurement
In Part 3 we will deal with:
expressionsof comparison and contrast
expressionsfor trends
correlations
To usethis languagecorrectly,it is necessaryto keep the following points in mind:
1. You must know the exactmeaning and usageof the terms
2. You must know the collocationsof the terms: i.e. you must know which
expressionsgo together,and which arenever found in combination
3. You must know the grammaticalfeaturesof the terms
4. YOUMUST CAREENOUGHTO BEACCURATE

?arningl From the lis* that follow in this.::.rio:l do NOT, in.your own.
writing, useanf expressionsyou areunfarniliarwith. Only usethe termsthat
you know,and makesureyou know them correctly.Only selectedexamplesare
givenhere.Ir is essentialfor you to haveat leastoneof the following ESL
dictionaries,which will giveyou mor€examples:
Oxford Advancedfrarner"s Dictionary
Longman Dictionary of ContemporaryEnglish
Collins CoBuild Dictionary
CambridgeDictionaryof InternationalEnglish
2.1 Writingthe Introduction
Often the hardestpart of writing anything is writing the introduction. If you havea
good technique for this, then the restof the task is usually lessdifficult.
The first thing to note is that writing about visualsis not the sameaswriting an
essay.This m€ansthree things in particular:
1. You are not asked to discuss the information, but generally to
'iwite
a
report describing" the information.
2. It is not necessaryto write an introduction like in an essayfor this writing
task You are writing a report, which means that you do not begin with a
broad general statement about the topic.
3. You do not need to write a conclusion which gives any kind of opinion
about the significance of the information.
So how do you begin?There are threesteps.
Step l: Identify the main idea behind the graph or table.This will be the focus
ofyour first sentence.
Step 2: Consider the detailsof what is being shown -the units of measurement
and the time frame - and decidehow much you need to include.
Steps1 and 2 involve understandingthe visual.This was discussedin Part 1.
Step 3: Consider the languageto use-the introductory expressions,the tenses
of the verbs,the correct expressionsof time and I or measurementetc.
For Step3 this sectionshould help you.

2.1,1 Whatintroductoryexpressionsto use
There arethree possibleways to start.
One is to refer to the visual directly (e.g. Thisgraph shousthepopuktion ofAlia in
the20th centur!.)Howeve! this method is not advisable,sincethe instructions in
the IELIS testwill normally give you just this information. If you copy directly
from the paperyou arewasting time, sincethe examinercannot assessyour English
from a copied sentence.
The secondway is to refer directly to the main messageconveyedby the visual (e.g.
Tlterewasa sharp increasein thepopulation ofAlia in the20th century.)This way is
perfectly acceptable,and showsthat you areable to recognisethe main concept or
m€ssagethat the graph or table shows.
The third way combines the two (e.g. Thegraph shoutstbat thereutasa sharpincrease
in thepopulation ofAlia in the20th century.)This is also acceptable,and is often
usedasa convenientway to start. In order to usethis method, it is necessaryto use
a few fixed expressions,which refer to the text itself, like thosebelow.
2.1.2IntroductoryExpressions
The graph / table shows / indicates / illustrates / reveals/ represents
It is clear from the graph / table
It can be seenfrom the graph / table
As the graph / table shows,
As can be seenfrom the graph I table,
As is shown by the graph / table,
As is illustrated by the graph / table,
From the graph / table it is clear
Notice that it is bestto avoid using personalpronouns. Insteadof saying Wecansee
fom thegraph....it is better to usethe passiveor impersonalconstructions,asabove.
Do not forget that the secondway is alsovery acceptable(i.e., not referring to the
text directly at all). There will be more examplesof this in the following pages.
Most of the above expressionscan be followed by a clausestarting with that.
Severalof the aboveexpressionscan be followed by a noun or noun phrase.
Severalof the aboveexpressionsmust be followed by a main clause.
Tiy to identi$' which is which by doing the next exercise.

12 Visuals:WritingaboutGraphs,Iablesand Diagrams
TASK5:
Make all the possible matches between the expressionsin the table on the left
with those on the right:
o Answer KeJt
'Warnings:
1. Avoid using the phrase: accordingto thegraph. This is becausethe phrase
accordingto generallymeans that the information comes from another person or
source,and not from our own knowledge.(For example,Accordingto tlte
Handbook,lou cannot take the exdmmoretltan oncein threemonths. According to
myfriend, the essayquestionaas not too dfficuh.)
In the caseof a graph or table that is shown, the information is there right in
front of you, ,h."*rir.r, and.alsothe reader,and so you can both
'knoJ
it. That
is, it doesnot come from another source.
2. Note that the expressionsascAnbeseenfromthegraphor asis shotttn/
illustratedby the tabledo not contain the dummy subiectir. Avoid these
expressionsif you think you aregoing to forget this unusualgrammar'
3. The word preserutrsis bestavoided, since it requires a sophisticated
summarising noun ro follow. For example: ThegrdPhpres€ntsan oueruiewof the
population gotath of Alia in the last20 years.
1.The graphshows/ indicates I a) that thepopulationofAlia greu',
2. It is clearfrom the table I i" the20th centur!
3. It can be seenfrom the graph I O1tltt groutth in the sizeof the
4. As the tableshows, I populationofAlia
5. As can be seenfrom the graph, I c) thePoPulation ofAlia grew in the
6. As is shown/illustratedby thegraph,| 20th century
7. From the graph it is clear

TASK6
Which is the best
the following?
introductory sentencefor a description of this graph from
WorldMeatProduction,1950- 90
MillionTons
80
70
60
50
40
30
20
l 0
0
.4 Sheep/Goats
1950 1960 1970 1980
',1990
./
/ . n
o
,,,
,r
,,r
Potk
a Beef/Buffalo
E Poultry
ts-q
t r
. - -. , a '
e-.,:::- €. -- - E
a) This graph sltotasthe changesin world rneatProduction betueen 1950 and
1990.
b) From thisgraph we cAnseethat mostmeatProduction is a lot higher in 1990
than in 1950.
c) Between1950 and 1990 meatproduction in the world rosesignifcantly for all
hinds of meat excePtsheepand goat meat.
d) Thegraplt shoutsthat in 1950 production ofpoulny and sheepand goat meat
was lessthan 5 million tons,uthileproduction ofpork and beefand buffalo
1n€Atuas around 20 million tons.
rc Ansuter Ke!
fu you can seein the aboveexercise,you can start your description with a time
phrasein somecases:
Betuteen1950 and 1990productionrosesignificant[t...
Even if you do not begin your sentenc€with a time expression,in many cas€s,
particularly thoseinvolving line graphs,the time frame is given and is an important
elemenrof the visual and will need to be mentioned. For this reasonit is important
that you know how to usethe common expressionsof time, and that you revise
them from any normal grammar book if they causeyou difficulties.
Here arethe common ones:
2.2TimeExpressions
in for
between -and
during
before
from-to/until
after

in:
In 1999... In the 20th century... In the first ten years...
tlterewasa significant increasein production
for:
For the first six months... For twenry years...
the number of employesremainedthesame.
during:
During the first six months... During the first half of this century...
During the remainder of the year...
production wasslouing down, while imports increased.
from-to/until:
From August tol until November... From 1950 to 1960...
tltere wasno changein energl use.
between -and:
Berween1950and 1960...
tltereuas no changein the rate offuel consumption.
before I after:
Before 1960 the number remainedsmall,6u afrcr 1965 t/tereutasa suddenincrease.
around / about:
Around / about l9B0 therewasa changein the number offemalepart-time employees.
byt
By the late 19th century the rural workforcehad declinedsignificantQ.
at:
At the end of the last century tltereutasa sharpincreasein manufacturing.
since:
Since the 19th century therehasbeena steadyd.ecline.
Orher usefulexpressionsare:
(in) the period from - to
(in) the oeriod between and
in the first/last three months of the year
over the period - to
over the next years/ decades/quarter ofa century etc.
over a ten year period
throughout the 19th century
from that time on
after that
then
in the 1980s

Note that you can refer to a decade as the 1980setc. There is no apostrophe
before the s.
2.2.1Usingthe righttenses.
It is important to selectthe correct tenses.Points to remember:
a) For most visualsa specifictime in the pastwill be given and you will need to
usethe past simple tense.If two things took placeat the sametime, you may
usethe past continuous tensefor one of them. (Ylhilepoulny production uas
rising during thisperiod, tltereutasno changein mutton production).
b) If you usesinceor recent(ly)it means that you are referring to events that have
come up to the present.That meansusing the present perfect tense. ( The useof
tlte Internet hasrisenenormouslysincethe 1990s.)
c) flith by you will often need to usethe pastperfect or the future perfect tense.
($t the end of the centur! tlte rate of urbanisation had doubled.)
TASK7
Look again at the graph ofVorld Meat Production (in Tirsk 6) and complete
the following statements with a suitable expression of time:
1. Theproduction of sheepand goat meat remainedalmost unchanged
2. theproductionofpork rosesharply.
3. Pouhryproductionincreasedslowly
rosedramatically.
4. Beefand bffilo productionexperiencedsteadygrouth
and
a Answer Ke!
2.3 Expressionsof Measurement
Sincegraphsand tablesshow measurements,it is necessaryfor you to havea
knowledgeof the most common terms usedto describequantiry and related
expressions,and, asalways,to know how to usethem CORRECTLY. The followins
listsare there to act asa reminder for you of nouns that you areprobably aheady
familiar with, and to show you the verbsthat they areassociatedwith, and the
rypical phrasesusedto describevisual aids.

2.3.1Quantities
amount
figure
the total quantity
the whole of the
the majority
the maximum
quanuty
the total
the total number
the whole amount
the greatest amount
the minimum
It is bestto usearTount and quantity for uncountable nouns, although both are
used for countable nouns aswell, particularly quantity. However, num'ber can
generallybe safelyusedfor all countable nouns.
Theamount ofproduction increasedin the last20 years'
The number of carson the roadsincreasedin the last20 yearl
However, you cannot say*The quantit! ofproduction increased.
This is becausequantity is only usedfor items that can actually be measuredor
counted (e.g.iron ore, shares,weapons),not for abstractterms. Sinceamount canbe
used more widely (e.g. the Amount of utealth/ experience/ waste)it is generally safer
to usethis word if you are not certain.
For number you must of coursehavea plural, countable noun following: the number
of cars;tlte number of unemployedpeople.
There is some confusion about whether the verb following thesephrasesshould be
in the singularor plural. Strictly speaking,it should be singular,becausethe noun
number is itself singular, so we should say: The number of carsbas increased.The
number of unenployedpeopleltas drcreased.
But you may alsocome acrossthis kind of sentence: Thereare a numberofpeople
taholtaue ashedfor this book.This is becausein this casewe are thinking about the
peoplerather than the number.
Thewordf.gure refersto the actual number itself, not the thing that the number
refersro: While tlte number of Internet usersu)Asonly 2.6 million in 1990, thisf.gure
ltas morethan doubledin the last tuo years.
Note the combinations given in the table above(e.g.the total amounr)' A more
simple and idiomatic way of expressing the whole/ total amount is to sayall of theor
the utholeof the. However, note that all of the can be usedwith both countable and
uncountable nouns (e.g. all of thepopulation; all of thepeople),while the utholeof the
can only be usedwith uncountable nouns (e.g.the wholeof thepopulation; the
uhole of theproduction for that year). It is clearly saferto useall of the.
number
the total amount
all of the
the full amount
the greatest number

Visuals:WritingaboutGraphs,Tablesand Diagrams '17
Warning! A common error is to omit the after expressionsIike all.of or tlte
.
whoh of Do not write Vll ofpopulation; "the taholeof energt used.k must be:
All of thepopulation; the utholeof the energyused.
Remember also that many is used for countable nouns, while a great deal a/should
be usedfor uncountable nouns. (For uncountable nouns a lot of canbe used
informally, but it should be avoidedin formal writing.) Here is a summary of the
points made above.The expressionsin bracketsare the lesscommon ones:
07ith countable nouns With uncountable nouns
(amount)
(quantity)
number
all of the
many
(a lot o0
amount
(quantiry)
the whole (of the)
a greatdeal of
(a lot of)
2.3.2OtherMeasurements
(i) range rate
€xtent scale
Percent percentage
level
ProPortion
degree
ratio
(ii) length weight distance height
altitude area volume size
frequency duration
The words in set (ii) above(and the adjectivesrelatedto someof them) arevery
restrictedin use,and you will be unlikely to need them in the IELIS Academic
WritingTask 1. If you need them in universirywork, you will certainly know their
meaningsand use.
However,most of the words in set (i) arevery widely usedbecausethey refer to
changeof to the relationship of something to something else,and that is what
graphsand tablesare usually designedto show.Theseterms, however,can present
difficulties in usase.

2.3.3Usage
Rnte is defined in the Longman Dictionary of Contemporary English as:
a quantity such as aalae, cost, or speed,measured hy its relation to sonxe
other am.ount,
The Cambridge International Dictionary givesthis definition:
a leuel of speedwith uhich sometbing happensor changes,or the number
of times it happens or changesutithin a particuhr period.
So we can talk about the rate of grouth, or, more commonly, the groutth rate of the
population; the birth rate; unemPloyment rate; diuorce rate etc.These are all
measurementsconsideredin relation to the restof the population, or involving
changesover time.
Leuelindicates lteigbt, as in the leuel of utater in a gl.ass,but it also has the meaning
of amount. The Oxford Advanced Learner'sDictionary definesit as:
a point or ltosition on a scaleof quantity, strengtlt, ualue etc.
Collins Cobuild English LanguageDictionary givesthis definition:
the am.ount of something at a particuhr time;
Thus we can talk about rhe leuel of production| the leuel of expenditure; and also
the leuel of unemployment.
In all the examplesgiven above, the word leuel could be replacedby the word rate.
(i.e. the rate ofproduction; tbe rate of expenditure; the rate of unemltloyment (or the
unemplolment rate).In most casesit is probably safer,therefore,to usethe word
rateunless you especiallywant to refer to a particular point, rather than to make a
comparison.
If you think of leuel6eing representedby a bar graph, and rate by a line graph, it is
easierto remember that leuelgoeswith the verb rise and rate goeswith the verb
increase.(Go to the sectionon Tiends for further examples.)
Most of the other words in the list are not quite so common, and you should not
usethem unlessyou areconfident that you know them well. However, another very
common and important term rspercentage.flhile percent means lircrallyfor euery
hundred the word percentageis used more broadly to meanproltortion. Thus we can
saythat thepercentage/ proportion of uomen in the utorhforcehas risen.
The term proportion is alsousedto comparetwo things:
Theproportion of utomen to men in the uorffirce increased.

2.3.4 RelatedVerbs
be make up consist of
constitute comprise amount to
equal account for represent
include record reach
stand at become
The verbsthat show changearegiven in the next section- Tiends.
2.3.5Usage
It is usually correct to usesome form of the verb to be. However, it is not good to
keeprepeatingthe sameverb. On the other hand, it is saferto usethe sameverb
repeatedlyand correctly than to use anyof the other onesincorrectly.It is therefore
bestto learn to useat leasttwo or threeof the expressionsaboveaccurately.Your
ESL dictionary will give you more examples,but here aresome:
The number of unemployedutas10% of thepopulation.
Thepercentageof uomen in the u.,orkforceuas higher than in t/tepreuiousyear.
Womenmadc up / constituted a signifcant Percentdgeof the uorkforce.
Foodand garden materials *comltrisenearlyhalf of all householdwaste.
Paperand cardboardamounted to 2lo/o of the total householdLuaste.
Thepopulation ofAlia stood at 21 million at the turn of the centur!.
Fossilfuel emissionsaccountfor the majority ofgreenhousega;es.
The consumption offossil fuels reached the highestleuelsin recentlears.
*Note: It is difficult to use comprisecorrectly, since it has several related
meanings, and can also be used in the passive.It is best to avoid using this
word, unless you are very confident. Check your ESL Dictionary for examples.
2.3.6 MathematicalExpressions
half n. halve vb. double n. / vb.
triple n. treble vb. threefold adj.
quartern. / vb multiply vb. divide vb.
averagead1.I vb I n. total adj. / vb. partial adj.
equal adj. / n.. fraction n.

2.3.7Phrases
Note especially the use of the prepositions at, in and,uith in some of the
following, and try to learn these phrases, as they are very useful:
production roseat a rate of 20o/oper yar / per annum / p.a.
consumptionstoodat tlte sameleuelin thefollouing decade
the annual increaseuas in / uithin the rangeof 10o/oand 20o/o
production increased/ decreasedby 20o/o
tbe inneasetaasuer! signifcant, at 50o/o
X wasthe largestproducer, u.,ith45o/oof the total production
tlte number remainedsteadyat 300 for tl'tenextyear
Exportsdoubled,to reaclt80o/oof imports in 1990
Therezueretltreetimesas many usersAsin thepreuiousledr
The number of usersincreasedf.uefold
TASK8
Graphs and tables often refer to common situations, and certain nouns often
occur. Test yourself to seeif you know how to use some of them by making all
the possible matches between the words in the first column and those in the
second.
number I population
amounr I GDP
size I employeesl l
degree I unemployment
quantiry | literary
rate I production
level I growth
arms sales
clgar€tt€consumptlon
smokers
income / expenditure
years
a AnsuterKe!
Warning: Becarefulto usem€asurementtermsto avoidmistakeslike the
Following:
"In thepast 10yearsthecarsrose
insreadof;
In thepast10yearsthenumberof carsrose.

2.3.8 RelatedAQjectivesand Adverbs
The expressionsof amount should be modified with suitableadjectivesand adverbs:
CommonAdjectives:
Thesearesomeof the more common adjectives,with examplesof appropriate
collocations:
high / low: a high / lotapercentage
large: a largenumber
greau a great number
significant: a signifcant number / percentage/ amount
considerable: a considrrableamount / increase
substantial: a substantialincrease/ decrease
major: a major increase/ decrease
remarkable: a remarkableincrease
steady: a steadydecrease
widespreadz the widespreadconsumption
2.6.2CommonAdverbials:
Adverbsand adverbialphrasesarealsowidely usedto modi$' adjectivesor numbers
in order to expressprecisemeaning. Here aresomeexamples:
overz ouer20o/o
under: under 5000
just over / under: just ouer/ under 50 000 people
around / about: around/ about 50o/o
approximat ely: approximately 25 %
slightly: slightly moretltan half; slightly ouer40o/o
marginally: a marginalfi smallerpercentage
significantly signifcantlyfewer u)omen
close to: closeto half
considerably: considerablymoreexPorts
substantially, substantiallylesstrffic
almost: almost exactlytwice as many
NOTE: Many of the aboveadjectivesand adverbials,aswell asothers, arelisted
under Tiends.

TASK9
Fill the gaps in the following description of the table by selecting any
appropriate expression from those given. Note that more than one choice may
be correct!
TypesofWasteattheUniversityof NSWin 1996
yoof total
Auditarea Wastetype twastestream
Outsideeatingareas
Insidebuildings A4paper-usedononeside )
A4paper-usedon bothsides l
otherpaper
cardboard
compostablematerial
: 3096
: 40%
Skips(building
wastecontainers)
comoostablematerials
cardboardandpaper
ferrousmetal
22o/o
7o/o
520h
6%
30h
40%
15%
9o/o
30%
27o/o
30Vo
3%
3Vo
FoodOutlets ; cardboard
compostablemateriali compostaDte mar
plasticpackaging
glass
ferrousmetal
Of all thewastereportedin the UNSWsurueyin 1966,it wasfound that
uaspaperwhicb2 52o/oof the utastefound
in buildings. Both in outsideeatingareasand in skips 3 of tuaste
4 compostablematerials,uhich 5 40o/oof the
total. Consideringthe 6
clearthatT
of wastecollectedin the uniuersity, it is
could berecycledor re-usedin someuay.
1. a) the krgest amount b) thegreatestproportion c) the majority
d) the biggestnumber
2. a) made up b) included c) accountedfor d) utas
3. a) the mostsignifcant proportion b) most c) the highestleuel
d) thegreatestpercentage.
4. a) consistedof b) uas c) amounted to d) accountedfor
5. a) represented b) utas c) accountedfor d) stoodat
6. a) u.,holepercentage b) total dmount t) f"ll number d) majority
7. a) the majority b)practically all of it c) nearly the u.,holeAmount
d) mostof it

TASK10
Read the following description of the pie chart given, and underline all the
expressionsof measurement, and put a circle around the verbs. Then write a
description of the graph that follows, using as many of these expressionsasyou
can.
Efectricitygenerationin Australiabyfueltype,1996/97
ffio,tt
ffi Browncoal
I c"'
N Blackcoal
fl Hyd'o
It is clearfom thepie chart that in 1996/7 bfo, thegreatestproportionof electricity
wasgeneratedby oil, at 59o/o.Lesstltan half asmuclt, namely26%o,tuasproduced
from brown coal.Black coaland gastogetheraccountedforanother15% of
generatioru,leauinghydropowerat only 0.3o/o.In other utords,uirtually 100% of
electricirygenerationin Australia at the time camefom fossilfuels, and only the
insignif.cant amount of 0.3o/ocamefom a reneuableenergJtsource.
WorldEnergySources
Coal
23o/o

TASK11
Read the following description of the bar graph given underneath, then cover
the description and try to fill the gaps in the version below. You do not need to
use exacdy the same expressionsas those given, but the meanings and grammar
must be accurate.
TheTenTopRice-producingCountries1999
China:
lndia:
lndonesia:
Bangadesh:
Viet Nam:
Thailand:
Malaysia:
Japan:
Philippines:
USA:
28,293
27,&6
23,240
16,600
12,53'l
10,000
8.r83
Mne of the ten top riceproducing countriesin the world in 1999 tuerein Asia. As
oneutould expect,China wdsthegreatestproducer of rice, u.,ithnearfit193 million
tonnes.It wasfolloutedby India, uthichproduced ouer122 million tonnes,w/tile
the third lnrgestproducer,Indonesia,uAs responsiblefor about onethird of that
Amount, at just ouer46 million tonnes.Bangladesh,Viet Nam and Thailand had
similar leuelsofproduction, i.e. between20 and 30 million tonneseach,while
Malaysia,Japan and the Philippines rangedbetween16 and l0 million tonne*
The only non-Asianproducer on the list, the USA, accountedfor just ouerB
million tonnes.
Nine of the ten toP rice-producingcounties in the utorld in 1999 uere in Asia.
As one would expect,China was of rice,
tonnes.b tuasfollowed by India, which tonnes,uhile the
, Indonesia,utasresponsibhfor , A.tJust
ouer46 m. tonnes.Bangladesh,VietNam and Thailandhadsimilar
, i.e. between20 and 30 million tonn€seac/t,uhile Malaysia,
Japanand thePhilippines tonnes.Theonly non-Asian
8 million tonne;
Thousandsoftons
Droduceron the list, the USA,

. : j j : : : : : : : : : : . . . : : :
: :
: " " : : : : : : : : :
: r : : : ; : i : : : : : : : : : :: : : : . : : : . . . : : : : i : : :
: j::::::::::::::l::.
. .....:......i::: ...:::::..:,::::
' : l j : : : : : : : : : " r r : : : . : . . . : : : . r : :
....:.:::::::::.i:::i.::i:i:::...,,,.:..,........:.-:::
'.:::::t:::::::::::::::::.
t..... :: .:
l::l:l::,1::llll::::l:i::l:l::: ::: t: :l
':::::r... ::i:ili...i:.:::r:. :...::::::::::i
::::j::r::::*:::::::::::.:::::::::::::::::::::,air...:j:.;.:::::,
Writingthe Report
Graphs and tablesaregenerallyintended to show comparisons,contrastsor
correlations.In somecasesa variety of things arecomparedor contrasted,while in
orher casesthe sameitems arecomparedat different times.This is done to show
movement or trends.This sectionwill dealwith comparisonsof different items,
while the next section,on trends,will dealwith changesover time. 7e will then
look at how correlations are usedand interpreted.
3.1 Comparison,Contrastand Correlation
Note that the verb to comParemeansto show both the similaritiesand the
differencesbetween two things, while to contrast meanssimply to revealthe
differences.It is thereforeenough to usecorrlParefor both Purposes.There is,
however,a significant differencein looking at correlations becausethey may show a
relationship betweentwo things happening at the sametime -often a causeand
effect relationship.This will be discussedfurther below.
There are many waysof expressingcomparison.
3.1.1lmplicitContrast
In some casesa conrrastis implied becauseof the way the ideasarejuxtaposed,that
is, placed next to eachother. For example:
Alia is a republic utith a popukrly electedpresident. Betastan is a military
dictatorship.
In this caseit is not necessary,or evendesirable,to usea connector such as
By contrast,becausethe contrastis so obvious.The sryleof writing is improved if
connectorsare not overused,so implicit contrastis worth using at leastfrom time to
time.

3.1.2 Explicitcontrast
Contrast is shown explicitly by using variousparts of speech,particularly
connectors.
The most simple comparisonsareexpressedwith the words:
more less fewer greater
larger smaller higher lower
3.1.3Usage
To usethesecorrectlyyou need to considerthe nouns they are usedwith. Look
againat the common measurementterms we havestudied:
amount number quantity degree
rate level size proportion
Percentage
a greater
larger
smaller
amount
quantiry
size
a greater
higher
lower
degree
rate
level
al greater lnumber
larger I proportron
higher I percentage
smaller
lower
l. More hssandfeuer do not combine with any of the nouns listed above.
2. More, greater,higherand lzssare usedwith uncountable nouns and the singular
verb:
Thereis more / greater / lessgrowth in GNP p.a.in Alia than in Bestastan.
3. More andfewer arefollowed by countable nouns in the plural:
Tltere uteremore / fewer accidentslastlear than tlteyear before.

TASK12
The bar graph below shows the number of television receiversper 1,000
inhabitants in the world in 1970 and 1990.
'W'rite
a report for a university lecturer describing the information shown
below.
Developed counfles
ffi rczo
I rcaT
First consider the following ways of expressing the same idea for an
introductory sentence:
a) In 1970 the number ofW receiuersper 1000 inhabitants in the world zuas
muclt lessthan in 1997.
b) In 1997 tlte number of W receiuersin the utorld uas muclt greaterthan in
1970.
c) Therewerenearlytltreetimesas mdny W receiuersin the uorld in 1997 as
in 1970.
d) Thereuterefar more W receiuersin the utorld in 1997 than in 1970.
e) The outnershipof W receiuersin 1997 utas200o/o(threetime) higher than in
1970.
Which of the above do you think are the best descriptions? Vhy?
Now try to describe the rest of the graph using the most appropriate
expressionsyou can, and avoiding repetition.
a Ansuer Ke!

Similarity can be shown by using:
similarly likewise equally
in the same way the same in a similar way I fashion
both.... and.... aswell as not only... but also
also too like x, y....
as....as.... just asx, y... just asx, so y....
Contrast -which is more common -can be expressedby using:
but while in contrast to
however whereas by contrast
nevertheless although instead of
yet even though aPart from
on the other hand as opposed to except for
unlike
TASK13
Some of the above te conjunctions and are used within sentences,to connect
clauses,while some are connectorsthat are used to join sentences.'lfhich are the
ones that are used to start a new sentence?Some arcltrepositions and must be
followed by nouns. 7hich are these?
rc AnsuterKey
3.1.4OtherPartsof Speech
Contrast can also be shown by using specificverbs,adjectivesand nouns:
Verbs: Adjectives: Nouns:
compare (with / to) compared (with / to) comparison
rn comPansonwlrn
contrast (with) contrasting contrast
ln contrast to
differ (from) different (from) difference (between)
differentiate (between)
distinguish (bemeen) distinct (from) distinction (bemeen)
asdistinct from
resemble same resemblance(to / with)
the sameas
similar (to) similarity (with)
vary (from / between) variation (between)
change (from / to) change (from)

WARNINGI!!
Cornparedandcarnparingareoften usedincorrectly. Look at thesesentences:
Compareduith x,y is morefficient.
Comparingx with y wef.nd that x is moreeficient.
Comparingwith x, y is morefficient.
Two of tlreaboveareceffectand one is incorrect Can you seewhich is which?
Peoplecomparethings(or people).If the activevoiceis used(comparing)then it
mustreferto someonedoingthe comparing-i.e. people.Sowesay:
Comparingx withy wefind that...
Comparingx withy it canbeseen(byus)that,,..
If the personor peopledoing the comparingarenot relevantto the ssntenc€,
then the passiveform (corupared)mustbeused.Sothe first two sentencesare
correct,but not thelastone.
But note also:Co,mparedwith
!: !
^,?"! efficientis grammaticallycomect,but it
is not a verygoodsentencesrylistically..Fora comparisonwithin a sentence,the
useof an explicit expressionof comparisonis not usuallynecessaryand actually
makesthe sentenceclumsy.Suchexpressionsshouldonly beusedin more
complexcomparisons,betweensentences,or longersectionsof text.Vithin a
sentenq€,it is normallyenoughto say:X isworefficient thanjt.

TASK14
Fill in the gaps in the following description,
lists. Try to vary the expressionsyou use, to
using expressionsfrom the above
avoid repetition.
EmploymentPatternsinAlia,1920- 2000
80
70
60
50
40
30
20
10
0
Manufacturing
Professional
Business
Other
Agriculture
1920 1960 2000
In 1920, 75o/oof the labourforce in Alia LuasemPlqtedin agricuhure
only 10o/outorkedin businessand trade.At the sametime
mdnulacturxngsector theprofessionalsectorconstitutedjust 2%oof
the utorkforceeach.Thissituation changedonly uerygradually ouertlte next20 years,
theprofessionalutorkforce,which increasedmoret/tan threefold.
by 1970therehad beena significantchangein thepatternof
emplqtment. the agricubural employeeshad declinedin number
to 40% of the uorkforce, manufacturing emPlolees
professionakhadincreasedtlteirshareto 13o/oand 10% respectiuely.
thebusinesssectordid not increaseuntil 1970. Tltemost
dramatic couldbeseenby1990, uthentheproportionof
agricubural utorhersuas reducedtojust 10o/o the threeotlter maior
sectorshad all inueased to ouer20o/o of the uorhforce.
nj Answer Key
the

Visuals:WitingaboutGraphs,Tablesand Diagrams 31
TASK15
WorldMeatProduction,1950- 90
MillionTons
80
70
60
50
40
30
20
1 0
0
,t Pork
a Beef/Buffalo
4 Poultry
o Sheep/Goats
1950 1960 1970 1980 1990
Worldproduction increasedin all typesof meat sheepand
goatsbetuteen1950 and 1990. Therewasa shw risein theproduction ofporh and
beeJ/bffilomeatupto1980, afierthisporkproduction
increasedmorerdpidb.Pouhryproductionshoweda nend.
Startingfom a lou baseofjust 5 million tons,it increasedrelatiuelyslowlyfor the
first 20 yearsof thereportedperiod. , ortt, that it increasedsharply,
, theuntil by 1990 it hadreachedouer30 million tons.
production of sheepand goat meat remainedsteadyt/trougltout theperiod at around
5 million tons.
rc Answer Kel
/1",'/
ttt-
n , /
- 4 F
n . . . , w '
6......:: -
-$
--- € &.

3.2 Trends:Increaseand Decrease
Graphsas Landscape
Becauseof the appearanceof graphs,the following geographicand descriptive
er<pressionsareoften usedt describegraphs:
Nouns:
peak trough rop bortom
l;l"r*.,
""0 "o::*
highest/lowestpoint/rever
steep(ly) sharp(ly) steady/steadily gentle/gently
dramatic(all)") high low
Verbs:
climb plunge leveloff drop
fall rise mount
Thesetermsaregenerallyusedwith thoseindicatingchange(seebelow).
However,it is advisableto avoidthem unlessyour generallevelof Englishis
quitehigh,andyou areconfidenrthatyou canusethemcorrectly.They can
soundstrangeandexaggeratedwhennot usedin therightway,andit is easyto
avoidthem.
A very common kind of comparison is when one comparessomethingwith itselfi in
other words, one describeschangesover time. Graphs and tablesoften demonstrate
such changes.Graphs often havea time axis,while tablesalsooften show variations
involving time or placeapart from other factors.
NOTE: The noun nendis not to be confusedwith the verb tend although they
havea similar meaning.There is alsothe noun tendcncyjust to confusemarters.
Here are examplesto show you the difference:
Market resedrchersare interestedin identif,ing trmds in consumption.
Thereis a tendencyfor consuTnerstofollout fashions.
Youngpeoplein particular tend tofollou the ktestfashions.

The changesover time normally involve increaseor decreaseof somefactor and so
it is usefulto know a number of expressionsthat have thesemeanings.Here are
someof the most common ones.As usual,it is essentialto know the grammar of
thesewords, and their precisemeaning beforeit is safeto usethem.
3.3.1Verbs
increase go up rise grow
expand double multiply j,t*p
climb gain raise accelerate
develop escalate
decrease go down fall drop
decline reduce shrink lessen
lower contract slow down deplete
diminish level off
remain / stay the same/ unchanged/ steady/ stable/ constant
fluctuate vary
3.3.1.Usage
VARNING: Pleasedo not confusefallwirh ll dawnlThe latter is only used
for physical falls. In other words, a personor a vasecan fall down, but not the
value of the dollar!
Also do not confirsegrout with grott up! Only a person c^n grotl) up to become
an adult, but not a whole populationor an economy!
Note: You must know the verb forms of the irregular verbs in the above Iist: rise;
fall; shrinh.In particular, do not confuse rise (rose;risen) with raise (raised; raised),
The other rwo are:fell; fallcn and shranh; shrunh although you can really forget
about the lastone becauseit is hardly everusedin the pastor presentperfect tense.
Note that arisehasthe sameforms asrise, but a very different meaning!
Rememberthat it is very important to know which verbsaretransitive and which
areintransitive, sinceonly transitiveverbscan be usedin the passive.

TASK16
Mark those verbs in section 3.3.1 which are transitive lvvirthn. and the
intransitive onesintr. Some can be both!
Checkyour Answersin your Letrner's Dictionary.
TASK17
Identi$' which form of the verb should be used in the following:
Note that in those caseswhere the verb can be both transitive and intransitive,
the choice depends on whether the action itself is stressed(intransitive) or
there is the idea that someone was responsible for the action. E.g. The number
of unemployedpeople doubled in the lnst l0 years. But: The out4tut of thefactory
utasdoubled uthen the neu machinery uas installed.
1. The number of worhersin manufacturing increased/ utasincreasedbekueen
1950 and 1960.
2. The totalprofessionalsectorexpandzd / was expandzd tltroughout the last
80 years.
3. The businesssectoralsogreut / tr)ltsgroun afier 1980.
4. The number of manufacturing employeesrose/ utasrisen / raised / was raised
signifcantly betuteen1950 and 1970.
5. The agricubural u.,orhforcehas steadily dzcreased/ has been steadily
dzcreasedouertlte last 80 years.
6. Other kinds of emphyment remained / uere rem.ainedfairly steady
throughout theperiod.
7. The agricuhural utorhforcereduced / uas reduced quite sharply afer 1960.
tc AnswerKe!
3.2.2Nouns
increase acceleration development doubling
expansion gain growth rise
j,r-p decrease decline depletion
diminishing drop fall lessening
lowering downturn fluctuation

TASK18
Note that it is very important to combine nouns and verbs correctly.
Combine as many of the following as is possible:
The number of
The quantity of
The proportion of
The rate of
The levelof
The percentageof
The sizeof
The amount of
(the) workforce
(the) banking sector
(the) workers
(the) consumption
(the) production
employment
rose
fell
increased
dzcreased
dzclined
geu)
expandzd
shranh
dropped
reduced
fluctuated
rc Ansuer Key
3.3Correlations
One of the most interestingways to usegraphsand tablesis to placetwo together
that show a connection, or a correlation.This is often usedin the IELIS
examination. In this caseit is necessaryto understandwhat the link is that connects
the rwo.
Correlationscan often show an indirect causallink. For example,it hasnot been
possibleto saythat smoking caus€sillnessin the sameway that one can saythat a
poison cAusesillness,becausemany peoplesmokewithout becoming ill.
Nevertheless,asthe examplebelow shows,a strong correlation betweensmoking
and death from certain illnessescan show that tobaccois an indirect causeof illness
and death.
Correlationscan alsobe usedto show economic or other activity where there is no
causallink, or where the causeis a separateone (asin the exampleabout tourism
below).Theseareoften interestingbecausethey can indicate trends and perhaps
suggestfuture actionsto be taken. In the IELIS examination it is necessaryto
understandwhy the two visualshavebeenplacedtogether,but you are not expected
to discussthe implications in any detail.

3.3.1Vocabularyand Usage
There is no specialvocabularyto be usedfor describingcorrelatedgraphsand tables.
There aretwo grammaticalforms which aremore likely to occur in this context: the
superlativesof quantiry such as the greatest number, the louest incidence/
occurrenceetc. and the comparativeform: thegreater the..... thegreater tlte...,etc.
You will find examplesin the model given below.
TASK19
In the following description, underline all the useful expressionsyou can find
and use them in your own description of the correlation of the graphs that
follow.
Tobacco related deaths 1998
Cigareftes
consumeo
percapita,
1995Total Male Female
Africa
TheAmericas
Europe
5outheastAsia
India
WesternPacific
China
125,000
s82,000
I,369,000
580,000
383,000
1,185,000
913,000
I 12,000
413,000
900,000
505,000
332,000
986,000
783,000
13,000
169,000
469.000
75,000
51,000
200,000
130,000
480
1,530
2,080
4't5
't,200
1,945
1,800
Thereis a clearcorrelationbetuteenthe number of cigarettessmokedper capita and
the number of tobaccorelateddeaths.The table sltoutsthat thegreatestconsumptiont
cigarettesin 1995 uAsto befound in Europe, China and theWesternPacifc, and
that eachof theseregionsalsohad b fn the largestnumber of tobaccorelateddeaths
in 1998. Europe, with thegreatestconsumptionper head of cigarettes,nAmelyouer
2000for 1995, alsoexperiencedutellouerI million tobacco-relateddeathsbjt 1995.
The regionu.,iththesecondhighestconsumptionof cigarettesuas theVestern Paczfc,
with nearly2000 per ltead,and it ako recordedthe secondhighestnumber of
tobacco-relateddeaths,namely 1.I 85 rnillion.
In all regionsexceptSoutheastAsia it can beseenthat the higher the consumptionof
cigarettes,the higher the tobacco-relatedmortality rate. It is interesting that in
SoutheastAsia,uith the htuestleuelof cigaretteconsumption,at 415 per capita, the
mortali4t rate LUasashigh asin theAmericAs,namely .58 million, abhough in the
Iatter the consamptionleuelwasnearly tltreetimesashigh. Clenly other heabh or
economicfactors must beinuolued.h is alsointerestingto notethat in eacltcasetlte
number offemale deathswassignifcantly lower than that of males,uhich seemsto be
a reflectionof thefact that in generalfar fewer raomentltan men smoke.

TASK20
Now write a description of the following, using as many suitable constructions
aspossible from the above model.
In the IELIS test the question would typically be expressedas follows:
The graph below shows the rate of women's literacy and population growth in
selectedcountries from 1988 to 2000.
'Write
below.
YemenArabRep.
Afghanistan
Mali
Sudan
Pakistan
Dominican Rep.
Jamaica
SriLanka
Colombia
Thailand
100 80 60 40 20
FemaleLiteracy(70)
012345
PopulationGrowth(06)
rc Answer KeJt
i

Visuals:WritingaboutGraphs,Iablesand Diagrams 38
TASK21
Study the following three graphs showing the top ten countries for W'orld
Tourism and comment on the following in your description of the graphs:
1. The relationship between the top spenders and the top earners.
2.'Which countries made an overall profit on tourism.
3. The relationship between number of visitors and amount of income.
Now treat this as an IELIS'W'riting Task 1.'Write about 150 words in no
more than 20 minures.
The tasks below show the top 10 countries in terms of tourist desdnation,
revenue and spending.'Write a report for a university lecturer describing the
information shown below.
TouristDestinations1998
(arrivalsin millions)
Francefzo unitedstates
spainE+z.z ttaty
unitedstatesf +l.t France
ttatyI:+.e spain
UnitedKingdomIzs.s UnitedKingdom
chinafz+ Germany
Mexicolts.r china
polandI tg.g Austria
canadaftal canada
AustriaI t7.3 Austraria
RevenuefromTourisim
(U55billion)
I:0.+
fzs.t
Zzg.o
fzr.i
!ro.a
I rz.s
ltz.z
I s.r
Ie.o
Tourism:HighestSpendingCountries,1997
(USSbillion)
UnitedStates
Germany
Japan
UnitedKingdom
Italy
France
Canada
Austria
Netherlands
China
Is:
fzt.t
f ro.or
f to.st
!rr.:
Irr
! ro.zr
! ro.rz
5l.5
rc Ansuter Ke!

Usingthe RightStyle
There are a number of featuresof academicwriting that you need to observein
order to write well. Modifiers arevety important for giving your €xactmeaning, and
you also need to know how to avoid informality, redundancy and repetition.
In all academicwriting it is essentialto know how to usemodifiers accurately.This
is one of the most important ways in which you can expressyour €xactunderstanding
of what you arewriting about, and the more accurateyour useof modifiers the
better your writing will be. In writing about graphsand tablesthere area number of
common adjectivesand adverbsthat arevery frequently used.It is generallyNOT
safeto translatethesedirectly from your own language,asthe usagein English is
often quite idiomatic, soyou need to study the following examples.
4.1Modifiers
As you can seefrom the following lists, there area largenumber of modifiers
available.Mostly they are usedin the form of adjectivesand adverbs(although there
arealsoother waysof using them).
There aregenerallymore errorsmade in the useof modifiers than in any other
aspectof Writing Thsk 1, so it is worth your while to study the grammatical
information given below. If it seemstoo much to memoriseall that information,
you should at leastlearn a number of expressionsascomplete phrasesso that you
usethem correctly.Ti'anslatingfrom your own languageinto English will seldom
give good results!

4.1.1AdjectivesShowingAmount,Emphasis,Time
Amount:
small slight limited marginal
minor partial restricted
large great substantial enormous
extensive extreme major numerous
vast widespread
Emphasis:
considerable dramatic maior marked
notable noticeable sharp significant
striking strong substantial insignificant
minor slight consistent moderate
Time:
slow gentle gradual steady
constant fluctuating rapid fast
sudden quick
4.1.2Adverbials
These too can show amount, emphasisand time, but they alsoneed to be classified
accordingto their use. This is becausethere area number of difficulties with using
adverbsand adverbialphrasescorrectly.
Adverbs can modify verbs,adjectivesor other adverbs.However,not all adverbscan
be usedin all theseways.That is one difficulry.
The other difficulry is knowing the correct position for theseexpressionsin relation
to the verbsin a sent€nce.
In the lists below, the adverbsare divided into groups accordingto their meaning
and the way they can be combined with other parts of speech.After eachrelevant
sectionthere is information about where they are placedin relation to the verbsin a
sentence.

Visuals:Writingabout Graphs,Tablesand Diagrams 41
.Adverbs of degree or amount which can be used with verbs and often also in
comparisons. (Many can be usedin adjectiveform.)
For example slightly:
Thepopulation increasedslightly.
Thereutereslightly moredoctorsthan dentists.
Employrnentin indusny increasedslightly more rapidb.
hardly barely scarcely a little
slightly somewhat marginally moderately
partly relatively significantly considerably
substantially particularly exceptionally remarkably
dramatically enormously to some extent mosdy
mainly largely a great deal very much
to a small/ certain/ largel greail considerable extent
Note: Iargelymeansnearly the sameasmaircly,It doesnot rnean the sameasuery,
Note: Avoid using a bit and a lot as they are used only in informal and spoken
English.
The following can only be usedin comparisonsor superlatives:
far by far very much
(fa, mort inhabitants; b fo, thegreatestnumber; uerymuch moreraPid(b) )
Placement: The first three adverbs (hardly, barely starcely)go before the verb:
The number hardly / barely/ scarcelyincreasedin the nextfeu years.
In the caseof verbswith auxiliaries(e.g.the presentperfect tense,the passive),or
with modals (may,could, sltould etc.) they go between the auxiliary or modal and the
main verb: The number of utomenin gouernmenthas hardly (barely, scarcely)
increasedin the lastfeu years.The number is sosmall it can hardfu be considzred.
The rest of the adverbswill eo after the verb (The numbersincreaseda little /
significantly etc.).

In the caseof verbswith auxiliariesor modals,it is possibleto placea few of them
betweenthe auxiliary and the main verb, but it is alwayssaferto placeall of them at
after the verb.
The number of women in the workforceltasincreaseddramatically / signifcantly
etc. in the kst ffty years.
The number of u.,omenin the zuorkforcemay increaseconsiderablyin the next
decade.
.Adverbs which can only be used with verbs. They are indicators of time or of
manner. (The adjectiveforms areequally commonly used.)
For example:steadily:
Thepopulation increasedsteadilyouerthe nextlears.
(There utasa steadyincreasein thepopulation.)
slowly steadily gradually quickly
rapidly suddenly sharply strongly
at a fast / faster / slow / slower rate
Placement:All of these,exceptfor the last phrase,can be placedbeforea verb or
after it:
Thepopuktion increasedsteddib.
Thepopuktion steadilyincreased.
In the caseof sltarply and stronglyit is more common to place them after the verb. In
fact, it is probably simpler to learn to placeall of them after the verb.
In the caseof auxiliary and modal verbs,the sameprinciple applies:either the
adverbsareplacedbetweenthe auxiliary or modal and the main verb, or they can be
placedafter the completeverb:
The number of accidentshassharply declined / bas declined sharply sincethe
neut regulations wereintroduced.
Theamount of unemphyment could sharply increase/ could increasesharply in
tlte next feut years.

.Adverbs which can only be used with adjectives or other adverbs, to intensi&'
them or tone them down. They can not be used with verbs or comparativ€s
(unless the verbs are in the adjectival form, i.e. aspresent or past participles (e.g.
bighb increased, hrsbly increasing):
For example,highly:
Tltereutasa highb noticeableincreasein the number of complaints.
The increaseoccurredfairly mpidly.
quite rather falLrly very
highly extremely comparatively relatively
.Adverbials which are used with nouns and expressionsof measurement.
For example: hardly an!; aPproximately:
Thereutashardly any changein the number of readers.
Tltereuere approximately10 million inhabitants.
hardly (any) lessthan about around
approximately practically almost nearly
(just) under (just) over exactly precisely
some (several)* many more than
most (well) under (well) over all
For example:
Hardly o-frfih of the uorkers tooh theirfull holidays.
Nearly all of thepopuktion watcltesteleuision.
Just under a quarter of all energtisproduced by coal.
Note: It is generallynot necessaryto give precisefigureswhen discussinga
graph or table. For exa-mpleinsteadof saying:
The uorld GDP per capita in 1995 was$US 5,990,
it is better to say:
The world GDP per capita in 1995 wasabout / around / nearly $US 6000.
*Nots You are unlikely to need to uset€a€rdlsinceit meansrnoretltan afea
bat not man! ^nd is so imprecise that it is not likely to be usedwhen describing
graphsor tables.

Common Error!
Note that it is a common mistaketo write
*Someof wastecomesfom agriculture.
Sorne,many, mostand a//should generally be usedwithout the word f
Sorneenergtis suppliedhy utind generators.
Most utastecomesfrom indusny.
Many studentsmake this mistahe.
All cauntries ltaae increasedtheir useoffox;lfuets
To usethesewords wirh of it is necessaryto write af thebiecausethe
meaning is that all, rnan! or lnost af a patticular and knoan arnount is / are
being described,and so the definite article is necessary.For example, if we
refer to mostof thestudentsthen it must be clearthat a specificgroup of
studentsis meant.
4.1.3 MakingPredictions.
Occasionallya graphshowing trendspredictswhat may happen in future. In that
caseyou cannot saythat something uillhappen, only that it may or could.
The modals, mAl, might or couldaregenerallytoo vagueand uncertain to be used,
however.
The most common expressionsfor discussingpossiblefuture trendsare:
it ispredicted/ forecast/ expected/ suggested/ likely / probable that...
If theseareused,then the future tenseshould also be used,rather than may or could
becausethe combination would be too weak. In other words, *It ispredicted that the
population may increaseto 6 billion is too uncertain, and should be written as:
It ispredicted that thepopulation utill innease to 6 billion.
Another possiblestructure is:
An increasein thepopulation to 6 billion is expected.

4.1.4ldiomaticPhrases
As we noted at the beginning, it is important to learn complete and common
phrases.The bestway to do this is to collect examplesfrom your generalreading,
and from modelsprovided in this and other similar books. Here area few examples
to help you:
a large percentage (NOT big)
a slight increase (NOT little)
a significant rise (NOT great I big etc.)
remain constant
remain relatively steady etc.
Two of the most common errorsmade by studentswhen using modifiers are
a) using the wrong part of speech(e.g. using adjectivesinsteadof adverbsand vice
versa)and b) using exaggeratedor inappropriate expressions(e.g.describinga slight
increaseasa dramatic one).The next taskswill testyou in both theseareas.
TASK22
Insert the appropriate expressionsfrom the list given below (more than one
may be correct), changing it to the correct part of speechwhere necessary,for
each of the following gaps:
The Useof Emoil in Britoin
Millions
of users:
t 5
45
to
1.The graph shows
a ) a l a n
1994
rise
2o04
in the useof email berween1998 and2004.
rlsen berween1998and2004.
to have increased
b) that email usewould have
c) the number of email users
between 1998 and 2004.
d) the increasein email usebetween 1998 and 2002 tobe
a greatdcal enormous significant

2.In factthe number of adult usershas
doubled in that time.
dramatic nzoretltan significant steadlr
3. After the year 2002 it is expectedthat the growth rate will decline
a bit la.rge significant steady
a AnsuterKe!
TASK23
Select the best words from the list below to enter into the gaps in the
description that follows this graph, changing the parts of speechwhere
necessary.
JoponeseMonioges
100
90
80
7a
o/o 60
EN
40
30
20
t 0
Lovemorrioges
Arrongedmonioges
to 50o/oand by the 1990s tlterezuasAn euen
trend azuayfom ananged marriages, uhich had
lessthan l5o/o.
Tltere wasa changein the typeof maniage commonin
Japan between1950and the1990s.Whilein 1950 thenumberof louemarriages
tuasonly 22%, by1955thenumberofsuchmaniages
ltad increased
more
declined to
about dramatically nearly noticeably rather remarhably
Now replace the words used above with other from the lists that would be just
assuitable.
(You will need a teacher or native speaker to check your work as there are too
many variations possible to put in an Answer Key.)
1950 1960 197Q t98Q 1990 2000

TASK24
Internet-connectedcomputers
worldwide,1981-1999
1981
1982
't983
'1984
1985
'1986
1987
1988
1989
1990
'1991
't992
1993
1994
'1095
't996
1997
1998
1999
213
235
562
1,024
1,961
5,089
28,174
56,000
159.000
313,000
617,000
1,136000
2,0s6,000
3,864,000
6,&2,000
12,881,000
19,540,000
36,739,000
s6.218,000
Supply any suitable expressionsfor the gaps.
The number of Internet-connectedcomputersbasrisen
since1981. Although the number moretltan doubledfom 1981 to 1983, the
fgures at that stagewere small,goingfrom213to552.
Houteuer,astlte rate continued to d.ouble,or €uenmoretltan double in the
following years, tlte grout/t rate ruas. rapid.Onlyafier
1996 uas therea slouterrate of expansionasthegrouth
rate no longerdoubledeacltyear. Neuertlteless,by 1999 the number of Internet-
connectedcomputersin the utorld had risen, uithin a period of lessthan 20 years,
56 million.
rc AnswerKey
,fro* 200 to
Note: Many studentsorreruseand misusemodifiers.Rememberthat not every
noun or verbneedsto be modified,only thosewherethe modifieris really
meaningful.Anothercommonproblemis exaggeration.Sruden$som€times
like to useth€ word.drantatic,for example,evenwhen the changetheyare
describingis not verystrikingat all, and the word signifcant would bemore
surtable.

4.2Usingthe CorrectStyleand Avoiding
CommonErrors.
There area number of common problems with style,vocabularyand grammar that
we will discussin this section.
First therearea number of stylistic errorsto avoid: informaliry narrativestyle,
redundancyand repetition.
4,2.1AvoidingInformality
Here'sa good exampleof what a lot of studentsdo. And what they shouldn't do. A
big number don't realisetheret a problem.
The aboveis a typical exampleof a stylewhich containsa number of informal
usages.Can you identify them?
a) abbreviations: ltere's;shouldn't;don't; there's.Theseshould not be used.Write
here is;shouldnot; do not; tltere is.
b) a ht of :This is a very common, informal expression.For countable nouns, use
many ftuhat manystudentsdo...)and for uncountable nouns usea greatdral of
(thereuas great deal of expansionin the 1990r.
c) a sentencebeginning with And: You should alsoavoid starting sentenceswith
But and So.
d) an incomplete sentence:The last sentenceis not a complete sentence,since
there is no main clause.
e) big is not a formal word: large is. Similarly, Y litth number of studentsshould oe
A small number of students.
An improvement of the above two sentenceswould read: This is a typical exampleof
a stylewhich many studentsuse,and which shouldbeauoided.A large number of
studentsdo not realisethat tltereis a problem.
Can you seethe additional improvements aswell as the corrections?
f) The repetition of d.ois avoided. (Seesectionbelow)
g) The personalpronoun (they)is avoidedand the passiveis used.This is a way of
making the srylemore formal, but you need to be carefulnot to usethe passive
if the result soundsawkward.
h) The weak adjectivegood is replaced by a more exact one: typical.
Note: It is better to be a little informal and correct than to attempt to be very
formal and make bad errors. Remember: walk before you try to run.

4.2.2Avoidinga NarrativeStyle.
A report is not a story and so you should not usea story-telling sryle.Here is an
exampleof what to avoid:
Here are two graphs. Thqt show that there taeremanJtcbangesin the kinds ofjobs
thepeopleofAl;a mostlydid in the last centuryt.In the 1920s mostpeopleworhed.
in agricubure, asfarmers, and tltey continued in this utayfor manltyears.Later,
ltouteuer,a changegradualfu happenedin the tuorkforce.
4.2.3AvoidingRedundancy
Redundant means moretltan is necessary.
Studentsoften useboth redundancyand repetition either becausethey are
translatingfrom a languagewhere theseforms are commonly used,or to fill up
space,becausethey fear that they cannot produce 150 words about a graph or table,
asthe test question requires.However, it is better to write down more about details
than to fill up your paperwith statementsthat contain no real information.
There are two important reasonsto avoid using more words than necessary:
a) it producesan unacademicstyle,being more suited to story-telling or
literature; and
b) becausethere is no realinformation for the reader(or examiner)to focus on,
any grammaticalor vocabularyerrorsin your writing becomevery noticeable.
Redundant statementsinclude the following:
a) thosethat provide information that is so obvious it is not worth stating. Here is
an example:
Twentypercent of car accidentshappenafier darh, uthile the other 80%o
happenduring daylight ltours.
(Only the first half of the sentenceis necessary.)
b) thosethat make a contrastexplicit, when it is not necessary(see3.1).
Comparisons( p. 25).Here is an example:
fn contrast,theposition of uomen ruasjust the oppositeto that of men.
(Omit the introductory phrase,in contrast).

c) thosethat are usedlike topic sentences,but areactually empry of content. Here
aresomeexamples:
Thereare somedffirences behaeentltesefiao countries.
The trendsArenot tlte same.
From thegraplt we can seetlte uarious ratesof change.
(Suchsentencesshouldsimply be omitted.)
In other words, you should aim to usethe fewestnumber of words necessaryto
conveyyour meaning. If you feel that you are not writing enough (150 words for
the IELfS exam)you should add more detail.
Avoiding Repetition.
Repetition is another very common form of redundancyand should be avoidedfor
the samereasons:it is not academicin sryle.Moreover, if you havea mistake in a
phraseyour are using, and you continue to usethat samephraserepeatedly,your
workwill look bad. Even if you usea phrasecorrecdy,you cannot gain good marks
in a test if you do not show your abiliry to usea variety of expressions.
There areexamplesof repetition in the task given below. First, however,let us look
at somewaysto avoid redundancyand repetition.
4.2.4Usinga CompactStyle
PresentParticiple clausesareextremelyuseful for a compact style.For example:
Between1860 and 1900 the temperatureremainedsteady.During that time the
temperatureroseandfell by no morethan 0.1" Centigrade.
This can be written as:
Between1860 and 1900 thetemperatureremainedsteady,risingandfalling by
no morethan 0.1" Centigrade.
Another rypical expressionis seenin this sentence:
The US had byfar thegreatestshareof the information technologt marhet,
accountingfor 44% of Internet connections.
It is important to note that the presentparticiple, ending in ing is active in
meaning. It doesnot indicate the presenttenseat all, and can be usedfor any tense.
The past participle (ending in edor rz) is usedfor the passiveand is very useful in
academicwriting, but is not very likely to be neededin describinggraphsand tables.

Presentparticiple clausesarealsooften usedwith prepositionsand can include
nouns and adverbs:
ThedeuelopingcounniesofAfica, Asia and Latin America experiencedthe
mostdramatic growth, with Afica hauing around 5o/oper Annum.
Other parts of speech,such asprepositions,and evenpunctuation can alsobe
usedto make your style compact.
Whenyou are describinga graph or table,you need to make a generalstatement
(e.g.carbonemissionsincreasedsigntficantly) and also give the specific details to
support that statement (e.g.carbon emissionsincreasedto 6000 million tons).There
area number of simple ways to combine this information. Here aresome
examples:
(Seealsosection2.4.7 under Measurements,for other examplesof common
phrases.)
Note the useof the comma in the following:
Carbon emissionsincreasedsignificantQ, to 6000 million tons.
Carbon emissionsincreasedby 600%, fom 1000 million to 6000 million tons.
Carbon emissionincreasedto 6000 million tons,an increaseof 600%.
The prepositions at and u.,ithare also useful.
Byfo, thegreatestproportion of electricityuas generatedby oiL at 59%.
Australia ctme next, u.,itha total of 42,215 students.
Indonesiauas responsiblefor about onethird of that Amount of riceproduction,
at just ouer46 million tonnes.
Bettueenlg20 and 1970 the businesssectorremainedconstantat around 10o/o
ofthe utorkforce.
Parentheses,either by using bracketsor commas,arealsoyery common:
Europe,utith thegreatestconsumPtionper headof cigarettes(ouer2000) uas...
Thegreatestproportion of electricity, 59o/o,utasgeneratedby oil.
It is also useful to give details by using narnely and that is or i.e.:
The region utith the secondhighestconsumption of cigarettesu)astlte Western
Pacif.c, utith nearly2000 per head,and it alsorecordedthe secondhighest
number of tobaccorelateddzaths,namely 1.185 million. etc.
Bangladuh and Viet Nam and Thaiknd had similar leuelsofproduction, i.e.
betueen20 and 30 million tonneseaclt.
Lessthan half as muclt, namely260/o,wasproducedfom brozuncoal.

Note: A very common error is the use of such as instead of namely. The
expression such as introduces examples, NOT a complete list. For a complete
list, use namely.
Look at the following examples:
Thereare a number of utaysof auoiding redundancy,suclt as usingparticiple
clausesand phrasesbeginning taith at.
Therearefour tlpes of renewabhenerg!,namely solar hydro, wind and biomass
enerKy.
TASK25
Improve the following statements by removing the redundancy in any suitable
way. You will need to reduce the number of sentences.
l. From thegraphswe cAnseethat therehasbeena changein the rate of useof
email in the UK. The rate of changeof email useis sltounfrom theyear 1998 to
theyear 2004. Email utasusedbyfeu peoplein the UK in 1998 but it wasused
by manypeoplein 1999 and the number kept increasing.In 1998 the number of
peopleusing email in the UK wasabout 10 million and fu theyar 2000 the
number had d.oubledto becomeabout 20 million. Thegraph showsthis nend
continuing until2002 and then a slight reduction in growth rate to 2004.
2. Thegraph shous the trend in two 4tpesof marriages in Japan benueen1950
and 1990. The ttuo typesof marriagesare hue marriagesand ananged marriages.
Thepercentageof arrangedmarriagesdecreasedand at tlte sametime the
percentageof louemarriagesincreaseddramatically betuteen1950 and 1990. In
1950 only 22o/oof thepopuktion had louemarriages,uthile 650/outerein
ananged marriages,but by 1990 thisproportion uas inuerted, utith 83o/obeingin
louemaniagesand only 15% hauing arrangedmarriages.
tc Ansuer Ke!

4.2.5Focus.
Having consideredwhat to avoid,
making your sryleboth academic
:rtr:::North America
ffiffieutop"
ffi Rsia/Pacific
I utinAmerica
Visuals:WritingaboutGraphs,Iablesand Diagrams 53
we will now look at somesuggestionsfor ways
and varied by consideringyour focus.
330,00_9
.282,ooo
242,OOO
of
Look at the following graph:
WorldSpendingonAdvertisingfrom1985- 2000
(in5USmillions)
,Total
..'193,OOO
'tl::1Lry
You could focuson different aspectsof the graph in a number ofways, including:
. North America /tasbeenresponsiblefor far moreexpenditurein aduertisingthan
any other area in the utorld.
. Ouer $333,000 million uas spenton aduertisingin the world in theyear 2000.
. Betuteen1995 and 2000 the amount spenton aduertisingin the uorld has
moretltan doubled.
However,you need to be carefulabout using an abstractterm asthe subjectof your
sentence.This is becauseboth the grammar and the logic of your sentencecan easily
becomeincorrect if your command of English is limited. The problem usually lies in
making the subject (the abstractterm, such asexpenditure)fit with the verb.

TASK26
Test yourself by identi$'ing which of the following are not correct:
1. A great changein aduertisingexpenditurein the uorld toohplace behaeen
1985 and 2000.
2. TheAmount of erpendinrefor aduertisingincreasedsharplybettueen1985 and 2000.
3. The highestexpenditurefor aduertising wasin North America.
4. North America had the highestexpenditure on aduertising in the world.
5. Aduertising expenditureltad an increasein theyearsbetueen 1985 and 2000.
6. Tltereuas a sharpincreasein expenditureon aduertisingin the utorld afier 1985.
7. The loutestexpenditure on aduertising happenedin Latin America.
8. The louest expenditureon aduertisinguas spent4t Latin America.
9. North Americaperformed the highesta.mountspenton aduertising.
10. The hutestamount of aduertisinguas spent$956 million by Latin America.
rc Ansu.,erKey
4.2.6AvoidingGrammaticalErrors:Editing
Before finishing your work, readwhat you havewritten carefullyand look for errors
in basicgramma! particularly thoseinvolving parts of speechand verb forms.
Many studentsapproachEnglish writing incorrectly by focusingon vocabularybut
ignoring the need to usethe correctparts of speech.tVhen speakingit is easyto
communicate without too much aftention to grammar, but errorswith parts of
speecharevery noticeablein writing and quite unacceptablefor academicwork.
Many words can appearasnouns, verbs,adjectivesand adverbs.For example:
compare comltar'ison comparatiue comparatiuely
distinguish distinction distinct distinctly
Often, however,thereare no other parts of speechavailablefor a particular word.
For example,urban is an adjective,and there is no noun form.
Another yery common €rror is to usethe passiveform when this is incorrect.
Sentence10 in Thsk26 a6oveis an exampleof this kind or error. {.Jsuallythe passive
is not neededin describinggraphsand tables.
Studentsof all nationalitiesoften forget the s ending on plural nouns in English.Tiy
to take the time to checkall your nouns.
Finally,you should alsocheckall your verbsto make surethat you havethe correcttense.

)r:tl::t:t::
:::::t;i:r:i::::1::lilr.ii::i:ii:i:l
:::iitirii::::i:::i.,::::rtijti:i:i:;iii
iti;l:;::;:ritl::;i::::,.,,r :i i
:':':,::]'],:'].., . :,,:.!,,:r]]:]|]:'.'.'':
l.lNrl.tl.,i.'.t.
::::r'l :::l::.,
,,:tt:t: t t
lli:rll j,,rl:::.
'..
Diagrams
Diagrams occur infrequently in IELfS AcademicWriting Task 1, and asthere
is very little vocabularyand grammar that coversall rypesof diagramsthis
sectionis very short. It includesthree practicetaskswith model answers.
The purposeof a diagram is normally to show a process,how a pieceof
equipment works, or the operational structure of a system.
5.1Vocabularyand Grammar
The vocabularywill mostly be closelyrelatedto the specialsubjectmatter
being shown, and so you cannot prepare for that. There are, however, two
aspectsof the languagethat you will require for describingmost diagramsand
you should make surethat you know how to usethem well:
a) The verbswill normally be in the presenttenseand the passiveform.
b) Wherea processor structure is being presented,you will needa variery
of connectorsshowing stagesor time.

56 Visuals:WitingaboutGraphs,Tablesand Diagrams
5.2Usinga good style
a) Do not attempt to describethe diagram in colourful or'interesting'
language.There is no need for adjectivesor adverbs.
b) Avoid repetition (seeprevioussection)and try to vary your language.
c) Do not simply usefrstly secondlythirdly etc. or then to link different
stages.
Here aresomeother possibilities:
In thefrst/ second/ etc.stage....
Next ......
Theprocesscontinuestuith ....
Afrerthis.....
You can alsousethen afterthe subjectofyour sentence,insteadofat the
beginning; e.g. The uater is then transported.
d) Vary the useof nouns and verbs:e.g. insteadof :
The uater is thenpurifed
write:
Thepurifcation of uater is the next stageetc.
TASK27
The diagram below shows career paths in the travel industry.-Vrite a
report for a university lecturer describing the information shown below
CareerPathsin theTravel Sector
CHIEFEXECUTIVE
,t" ,rJo*
/ /'
M^N^GER

SMALL BRANCH TRAVEL MARKEflNG
nfoo*rlfl*MANAGER
,XRX#*
MANAGER
T I S E N I O R T R A V E L > /
I C O N S U L T A N T . /
l ( t n t e r n a t i o n a - l / A u s t r a l i a n l , /
rRevdlsalrs
operations)
TRAVEL5ALE5
'sIPERVTSOR I SUPERVTsOR
(Commercial | (Tourism)
PrivateSector) | PublicSectoror
|
SpecialisedDomestic
rnnvtcorusutteut /: TRAVELCONSULTANT-
(lnternationalOperations)
+. TRAVELCONSULANT
,.2+
(DomesticOperations)
TRAVEL5ALE5
ASSISTANT TRAVELCLERK
a Ansuer Key

TASK28
The diagram below shows the nitrogen cycle.
'W'rite
below.
THENITROGENCYCLE
tc Answer Key
NITROGEN-FIXING
BACTERIAIN
NODULESOF
LEGUMINOUs
PLANTS
NITROGENINTHESOIL
DEAD PLANTS.
ANIMALSand
ANIMAL EXCRETA

Visuals:U/ritingaboutGraphs,Tablesand Diagrams
TASK29
The diagram below shows the production of steam using a gas cooled
nuclear reactor.
'Write
below.
A GosCooledNucleorReoctor
a Anstuer Ke!
Note: Many text booksfor Englishlearnersdealwith thewriting of
descriptionsof processesandyou shouldreferto theseif you needmore
practice.
steomto
furbo-
olternotor
heolexchonger
hotgosduct
chorgefubes
uroniumfuelelemenis
grophitemoderotors
pressurevessel
concreteshleld

AnswerKey
Part1
1. c) and e). Generally,avisual is usedto assistin making a concept clearer,but
often, especiallywith tables,the purposeis to give more details.Actually, a), b)
and d) arealsocorrect!
2. c) and d). Sincethe purposeof a graph or table is to make the text easierto
understand,a) cannot be correct. Giving exactlythe sameinformation (b) is
definitely not the purpose.However, sometimesfurther explanationsaregiven
(c), and it is alwaysnecessaryto comment on the significanceof the visual (d).
3. c) is the correct answer,becauseit givesa summary of the significanceof the
graph. In text a) the figuresaresimply expressedin words, which aremuch more
difficult to understandthan the graph itself while b) waswritten by someone
who is going well beyond what is in the graph and is discussingcaus€s.
4. 1) Over 1000 million tons;2) Too small to identify 3)Just under 1000
million tons;4) More ($31,000million, against$27,187 million; 5) Less
($29,815against$9z,ooo million).
Part2.
5. 1 goeswith a) and b). Although c) is possible,it is more common in spoken
English, and it is better to usethatin front of the clause.
2,3 andT all go with a).Again, c) is possible,but it is betterto insertthatin
written English.
4,5 and 6 all go with c) only.
6..)
7.The followingarenot theonly possibleanswers,but arethe mostlikelyones:
l. between1950and 1990/ fom 1950 to 1990
2. Afier 1960/ From 1960 (on/ onutards)
3. benteen1950and 1970/ fom 1950 to 1970/ for 20 yearsafier 1950,
and then/ afiertltat rosedramatically,
4. throughoutthe40yearsfrom 1950/ fom 1950to 1990/ fom 1950for
t/tenext40 years.

60 Visuals:fdritingaboutGraphs,Tablesand Diagrams
8. In this task there arethree kinds of answers:a) thosewhich are completely
correct and which are,in fact, the most common expressions;b) thosewhich are
not quite wrong, but not very usual-they sound rather odd to native speakers
of English; and c) thosewhich are completelywrong. The following arethe most
commonly usedcombinations:
the number of employees;smokers;lears
the amount of G!n; an€mplolment;production; grouth; arms sales;
cigaretteconsumption;income;expenditure
the sizeof thepopulation
the degreeof unemplolment; literacy;cigaretteconsumption
the quantity of production; arms sahs;cigaretteconsumption
the rate of unemplolment; Iiteracy;production; grou)th; cigarene
consumption;expenditure.(Better is:the unemplolment
rate, tlte literacy rate, thegrouth rate).
the leuelof GDP; unemplolment; literacy; income;expenditure.
9. 1. a) and b) 2. a) and c) 3. a) and d) 4.^)
5. a) and c) 6. b) 7.b) and c) and d)
Part3.
12. a) and b) and d) are all too vague,and in a) the phrase
'per
1000
inhabitants' is not necessary.The bestsentenceis c). fhile e) is OK, it is rather
too formal.
13. Conjunctions, within sentencesare:but, uthile, rultereas,abhouglt, euen
tbough.
New sentencesmust be started with: Howeuer,Neuertheless,Yet,On the other
hand, By contrast.
Prepositions are:unlihe, asopposedto, in contrastto, insteadof, apartfom, except
for. Thesemust be followed by nouns, not clauses.
14.The following are not necessarilythe only correct answers,but they are the
most likely ones:
uthile both - and - exceptfor / apartfom Houeuer
While / Whereas as well as Similarly change/ dffirence
uthile
15. The following ar€not necessarilythe only corr€ct answers,but they are the
most likely ones:
exc€ptfor / apartfom but similar Houeuer
Meanwhile / On the other hand.

17. I. increased 2. expanded 3. grew
6. remained
4. rose
7. utasreduced5. hassteadilydecreased
18. Thesearethe most idiomatic combinations. Others may occur which arenot
necessarilywrong, but areunusual or odd.
the number of + utorkers + all the verbs except: shrank; dropped;reduced
the quantitlt of + consumPtion + all the verbs except reduced
theproportion + tlte uorhforce; the banking sector;( the) uorkers; consumPtion;
production; + all the verbs except dropped;reduced
the rate of + consum?ilon;Production; emplqlment + all verbs except reduced
the leuelof + the sameasabove for the rate of
thepercentageof + the utorkforce;the banking sector;(the) utorkers;consumption;
production + rose;fell; inneased; decreased;declined;greu;
dropped;fluctuated
the size of + the uorkforce; the banhing sector r increased;decreased;
declined;grew; expanded;shranh; fluctuated
the amount of + consumPtion;Production; emPlqtment+ all the verbs except
reduced
Note: reducedcannotbe usedin any of the abovebecauseit is a transitiveverb
and must havean object! It is possibleto useit in the passive;e.g.the numberof
workersuas reducedafrer the businessshrank.
20. This is one possiblemodel answer:
Thereis a clear correlation betuteenthe leueloffemale literacy and the leuel of
population growth in the uorld. Thegraph showsf.guresfom selectedcountries
betuueen1998 and 2000. The bighestpercentageoffemale literacy wasfound in
Thailand and Colombia, which alsohad among* the lowestpopulation grouth
rates,narnelyl.4o/o and 1.8o/orespectiuely.The otlter countriesnamed u,,ithhigh
literacyrdtesare Sri Lanka, Jamaica and the Dominican Republic,eachuith
ouer80%ofemale literaqt, and in eachcasethepopuktion groutlt rate is under 2o/o.
By contrast, thosecounnies utith uery low leuelsoffemale literacy shotuextremely
highf.guresfor population grouth. Afghanistan, with only 9o/oof utomenbeing
literate, /tasan enormousgrouth rate, namely4.5o/oand the YemenArab
Republic, with an euenlouer number of literate uaomen(8%), is secondon the
list, utith 3.j% population grotatlt. The other coun*ies listedshouta similar
Pattern.
It seemsuerylikely that this correlation is not accidental,and that higherfemale
literacyleadsto greateruseoffamily planning methods.

62 Visuals:WitingaboutGraphs,Iablesand Diagrams
21. L The top ten spendersand top ten earnersare nearly the same.
2. NI exceptfor Japan,UK, Germany,Canadaand Netherlandsearnedmore
than they spent.
3. The top destinationsin terms of numbers of visitors did not completely
coincidewith the top earnings.
Here is a possiblemodel answer.
Thereis a strong correlation betuteentlte countries that werethe top 10 spenders
andthose utho ouerethe top 10 earnersin tourism in 1998. Allthe top spenders
excePtJaPanand theNetherlandsuere alsoarnongthe top 10 earners,abhough
UK Germarytand Canada earnedlessthan theyspent.
Interestingfit,tlte correlation betuteenthe top eArnersand the mostpopular
drstinationsis not sodirect. While the US earnedmorethan twice asmuch as
France($74 billion asagainst$29.7 billion), Franceactually had 70 million
arriuals asopposedto47.1 millionfor the US. Houteuer,in the caseof haly and
Spain the earningsand number of arriuals u)eremorecloselycorrelated.
Neuertheless,the costof tourism in somecountriesis clearlymuch higher tltan in
others,sotltat uthileMexico and Poknd receiuedaround 19 million uisitorseach
(pkcing tltem aboueCanada and Ausnia), theydo not dPPearamong the top
elrners, while Ausnalia, uhich earned$8.6 billion, doesnot aPPearamong the
top ten destinationsfor arriuals.
Part4.
22. l. a) significant; An enormous b) signifcantly; enormously;a great deal
c) a great deal; signifcantly; enormously
2. morethan
3. signifcantly; xeadily
d) significant;enormous
23.
dramatic/ (noticeable)/ (remarkable); about
(dramaticalll / remarkably; noticeable; rather
24.The following aresuggestedanswersonly:
enormously/ drariaricallyi" relatiuelyI quite; uery/ extremely:
slightly; just ouer; moretltan / uell ouer

25,Here aretwo suggestedversions.Note that in the first casethe last sentence
of the original is kept, and in the secondcaseit is only slighdy modified, since
there is no redundancyth€re.
l. Thegraph shoulsAn enormousinneasein tbe rate of email usein the UK
betueen1998 and 2004. In 1998 therewereabout l0 million email usersand
by2000 thisfgure had doubled. Thegraph showsthis trend continuing until
2002 and then a slight reduction in growth rate to 2004.
2. Thegraph showsthat betu,teen1950 and 1990 thereuas a dramatic change
in the rate of arrangedmarriagesin Japan. Whik at the beginningof thisperiod
about 650/oof thepopulation uterein arrangedmarriages,and only around 22o/o
had louemarriages,by 1990 thisproportion taasinuerted, uith B3o/obeingin
louemarriagesand on$ 15%oinuoluedin arrangedmarriages.
26. The incorrect sentencesare:
1.This is not an incorrectsentence,but it is an'empry'one: it conveysnot real
information.
2,3, and4 arc correctbut 3 is not very good in sryle.
5. Expenditure cannot hauean increase.It can, however,increaseasinsentence2.
6. is correct.
7.Here the verb happenis inappropriate.You can replaceitby wasfound.
8. You cannot spendexpenditure- the noun andverb do not go tog€ther.
9. The verbperform is incorrect here. Youcould sayNorth America was responsible
for the highestamount of expenditureon aduertising.
10.The verbspendis in the passivehere,so it cannot havean object!A correct
version would be: The lowestamount tltat utassPentu)d.s$956 million, by Latin
America. Or: $956 wasspentby Latin America, and this uas the louestAmount.
Part5. Diagrams.
The following are suggestedmodel answers:
27.
Nitrogen mouesin a cyclethrough the air plants and animals and the soil, and
back into the air. Tbeaction of lightning and offee-liuing nitrogen-f.xing
bacteriacarriesthe nitrogen into the soil.At tlte sametime somenitrogen-fixing
bacteriain the nodulesof leguminousplants take the ninogen directlyfom the
air. The nitrogen in the soil is taken up by non-leguminousgreenplants, wltile
leguminouspknts deriue(get)nitrogerudirectlyfom the bacteriain their
nodules.Both typesofpknts are consumedby animak. Tlten, wheruthe animak
and plants die, or tlte animals excretetheirfood, the ninogen is returned to the
soil, whereit is actedon by dennifiting bacteria. Thesecausethe nitrogen to be
returned to the air and the cyclecontinun.
63

64 Visuals:U/ritingaboutGraphs,Tablesand Diagrams
28.
Tbprogressin the trauel industry there are tu)o careerpaths that can befollowed.
Beginning aseither a trauelsalesassistantor a nauel clerk, an employeecanfrst
becomea trauel consubantfor domesticolterationsand then bepromoted to
international operations.From thereit ispossibleto mouein threedirections.
Ti,auelconsubantscan becomeseniortrauel consuhants,butfom that position
thereis nofurther directpromotion. Theycan abo cltooseto moueeither in the
direction of the commercialpriuate sector,or tourism and thepublic or specialised
domesticsector.In tltepriuate sectorthe next stePis to trauelsalessuperuisorand
fom thereto small agenc!manag€ror branch manager.In the tourism sectorone
can either bepromoted to nauel administration manageror marketing manager.
Vhile both small agenc!mdnagersand marketing managerscan moueuP to
CEO leueldirectly for branch managersand traueladministration managers
thereis still another stage,that of seniormanager,to go through beforereaching
the top.
29.
A gas-coolednuclear reActorconsistsof the reactoritselfand a heat exchanger.
The reactorcontainsuranium fuel elementswhich aresurroundedbygraphite
moderatorsand toppedby chargetubesfor loadingfuel elements,and boron
control rods. The tuholereactoris containedin apressureuesselsunounded by a
concreteshield.
From the reActorthe hot gasflou.,sthrough a duct into the heat exchanger.There
a pipe brings in water uhich is heatedto stedm,and this thenflouts out to the
turbo-ahernator.Meanu)hile the hot gassinksto the bottom of the heat excltanger
and passesthrough a gasblouteruhich pushesit into a coolgasduct and back to
the reactor.

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