graph and table essay example

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Writing Task 1 Table Sample

This writing task 1 table sample compares the participation in cultural activities across three ages groups.

Tables are not as visually clear as graphs, pie charts etc. as you are presented with lots of numbers, which can make it more difficult to immediately see what patterns there are to make comparisons. 

So you have to look at the data carefully to work out how you will organise it into logical groups and paragraphs. 

You should spend about 20 minutes on this task.

The Table below shows the results of a survey that asked 6800 Scottish adults (aged 16 years and over) whether they had taken part in different cultural activities in the past 12 months.

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

Write at least 150 words.

Model Answer

The table illustrates the results of research undertaken in Scotland with adults aged from 16-74 to assess their involvement in a variety of cultural activities over a 12-month period. Overall, it is evident that participation in any performance and crafts were the most popular for all age groups. 

The highest participation in any activities was seen in the 16-24 age group, with 35% and 30% respectively doing performance and visual arts. In contrast, other activities were much lower, particularly those computer-based, at only 10%.

Turning to the older age groups, like the under 25s, the highest participation rate seen for 25-44 years olds was in performance, though this was much lower, at only 22%. A similar rate of 22% was evident for the most popular activity for the 45-74 age group, which was crafts. Again, the popularity of computers was very low for all those who were 25 plus, as was interest in writing. 

Taking all age groups together, it can be seen that performance and crafts were the most popular, at over 19%, whereas cultural purchases and visual arts were slightly less popular at 16% and 15% respectively.  Finally, little interest was shown in writing and computing.

(196 Words)

The writing task 1 table sample has all the elements to get a high score for IELTS.

There is a clear introduction to the graph (paraphrasing, not copying, the rubric) and then an overview that selects key changes / trends in the table.

It is well-organised and thus clear to follow and read, with the paragraphs arranged around age groups ( There is usually various ways to organise your answer but you must make sure when you make your choice it is logical and will not leave the examiner getting lost or confused as they attempt to read it ). 

At various points in the IELTS table, comparisons are made between the various age groups, something which you are specifically asked to do in the rubric.

The description refers to data / figures from the graph to highlight the key trends, something else you must also do.

There is also a good mix of vocabulary and a range of sentences types and structures  in the writing task 1 table sample used in order to show flexibility and skill with lexis and grammar. 

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More on IELTS Tables:

IELTS Tables Model Answer: Presenting a logically organised response

With IELTS Tables in academic writing task 1 you have given data in a table format and you have to describe it. View a sample question and model answer.

IELTS Table: Tips and techniques for a high score.

IELTS Table advice for a high score. Learn how to describe an IELTS table, which is just another way to present data.

IELTS Writing Task 1 Table: Describing changes over time

This IELTS Writing Task 1 Table shows the proportions of pupils attending four secondary schools. As it's over time you'll have to use the language of change.

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Figures and Charts

What this handout is about.

This handout will describe how to use figures and tables to present complicated information in a way that is accessible and understandable to your reader.

Do I need a figure/table?

When planning your writing, it is important to consider the best way to communicate information to your audience, especially if you plan to use data in the form of numbers, words, or images that will help you construct and support your argument.  Generally speaking, data summaries may take the form of text, tables or figures. Most writers are familiar with textual data summaries and this is often the best way to communicate simple results. A good rule of thumb is to see if you can present your results clearly in a sentence or two. If so, a table or figure is probably unnecessary. If your data are too numerous or complicated to be described adequately in this amount of space, figures and tables can be effective ways of conveying lots of information without cluttering up your text. Additionally, they serve as quick references for your reader and can reveal trends, patterns, or relationships that might otherwise be difficult to grasp.

So what’s the difference between a table and a figure anyway?

Tables present lists of numbers or text in columns and can be used to synthesize existing literature, to explain variables, or to present the wording of survey questions. They are also used to make a paper or article more readable by removing numeric or listed data from the text. Tables are typically used to present raw data, not when you want to show a relationship between variables.

Figures are visual presentations of results. They come in the form of graphs, charts, drawings, photos, or maps.  Figures provide visual impact and can effectively communicate your primary finding. Traditionally, they are used to display trends and patterns of relationship, but they can also be used to communicate processes or display complicated data simply.  Figures should not duplicate the same information found in tables and vice versa.

Using tables

Tables are easily constructed using your word processor’s table function or a spread sheet program such as Excel. Elements of a table include the Legend or Title, Column Titles, and the Table Body (quantitative or qualitative data). They may also include subheadings and footnotes. Remember that it is just as important to think about the organization of tables as it is to think about the organization of paragraphs. A well-organized table allows readers to grasp the meaning of the data presented with ease, while a disorganized one will leave the reader confused about the data itself, or the significance of the data.

Title: Tables are headed by a number followed by a clear, descriptive title or caption. Conventions regarding title length and content vary by discipline. In the hard sciences, a lengthy explanation of table contents may be acceptable. In other disciplines, titles should be descriptive but short, and any explanation or interpretation of data should take place in the text. Be sure to look up examples from published papers within your discipline that you can use as a model. It may also help to think of the title as the “topic sentence” of the table—it tells the reader what the table is about and how it’s organized. Tables are read from the top down, so titles go above the body of the table and are left-justified.

Column titles: The goal of column headings is to simplify and clarify the table, allowing the reader to understand the components of the table quickly. Therefore, column titles should be brief and descriptive and should include units of analysis.

Table body: This is where your data are located, whether they are numerical or textual. Again, organize your table in a way that helps the reader understand the significance of the data. Be sure to think about what you want your readers to compare, and put that information in the column (up and down) rather than in the row (across). In other words, construct your table so that like elements read down, not across. When using numerical data with decimals, make sure that the decimal points line up. Whole numbers should line up on the right.

Other table elements

Tables should be labeled with a number preceding the table title; tables and figures are labeled independently of one another. Tables should also have lines demarcating different parts of the table (title, column headers, data, and footnotes if present). Gridlines or boxes should not be included in printed versions. Tables may or may not include other elements, such as subheadings or footnotes.

Quick reference for tables

Tables should be:

• Centered on the page.
• Numbered in the order they appear in the text.
• Referenced in the order they appear in the text.
• Labeled with the table number and descriptive title above the table.
• Labeled with column and/or row labels that describe the data, including units of measurement.
• Set apart from the text itself; text does not flow around the table.

Table 1. Physical characteristics of the Doctor in the new series of Doctor Who

Table 2. Physical characteristics of the Doctor in the new series of Doctor Who

Using figures

Figures can take many forms. They may be graphs, diagrams, photos, drawings, or maps. Think deliberately about your purpose and use common sense to choose the most effective figure for communicating the main point. If you want your reader to understand spatial relationships, a map or photograph may be the best choice. If you want to illustrate proportions, experiment with a pie chart or bar graph. If you want to illustrate the relationship between two variables, try a line graph or a scatterplot (more on various types of graphs below). Although there are many types of figures, like tables, they share some typical features: captions, the image itself, and any necessary contextual information (which will vary depending on the type of figure you use).

Figure captions

Figures should be labeled with a number followed by a descriptive caption or title. Captions should be concise but comprehensive. They should describe the data shown, draw attention to important features contained within the figure, and may sometimes also include interpretations of the data. Figures are typically read from the bottom up, so captions go below the figure and are left-justified.

The most important consideration for figures is simplicity. Choose images the viewer can grasp and interpret clearly and quickly. Consider size, resolution, color, and prominence of important features. Figures should be large enough and of sufficient resolution for the viewer to make out details without straining their eyes. Also consider the format your paper will ultimately take. Journals typically publish figures in black and white, so any information coded by color will be lost to the reader.  On the other hand, color might be a good choice for papers published to the web or for PowerPoint presentations. In any case, use figure elements like color, line, and pattern for effect, not for flash.

Additional information

Figures should be labeled with a number preceding the table title; tables and figures are numbered independently of one another. Also be sure to include any additional contextual information your viewer needs to understand the figure. For graphs, this may include labels, a legend explaining symbols, and vertical or horizontal tick marks. For maps, you’ll need to include a scale and north arrow. If you’re unsure about contextual information, check out several types of figures that are commonly used in your discipline.

Quick reference for figures

Figures should be:

• Labeled (under the figure) with the figure number and appropriate descriptive title (“Figure” can be spelled out [“Figure 1.”] or abbreviated [“Fig. 1.”] as long as you are consistent).
• Referenced in the order they appear in the text (i.e. Figure 1 is referenced in the text before Figure 2 and so forth).
• Set apart from the text; text should not flow around figures.

Every graph is a figure but not every figure is a graph. Graphs are a particular set of figures that display quantitative relationships between variables. Some of the most common graphs include bar charts, frequency histograms, pie charts, scatter plots, and line graphs, each of which displays trends or relationships within and among datasets in a different way. You’ll need to carefully choose the best graph for your data and the relationship that you want to show. More details about some common graph types are provided below. Some good advice regarding the construction of graphs is to keep it simple. Remember that the main objective of your graph is communication. If your viewer is unable to visually decode your graph, then you have failed to communicate the information contained within it.

Pie charts are used to show relative proportions, specifically the relationship of a number of parts to the whole. Use pie charts only when the parts of the pie are mutually exclusive categories and the sum of parts adds up to a meaningful whole (100% of something). Pie charts are good at showing “big picture” relationships (i.e. some categories make up “a lot” or “a little” of the whole thing). However, if you want your reader to discern fine distinctions within your data, the pie chart is not for you. Humans are not very good at making comparisons based on angles. We are much better at comparing length, so try a bar chart as an alternative way to show relative proportions. Additionally, pie charts with lots of little slices or slices of very different sizes are difficult to read, so limit yours to 5-7 categories.

The chart shows the relative proportion of fifteen elements in Martian soil, listed in order from “most” to “least”: oxygen, silicon, iron, magnesium, calcium, sulfur, aluminum, sodium, potassium, chlorine, helium, nitrogen, phosphorus, beryllium, and other. Oxygen makes up about ⅓ of the composition, while silicon and iron together make up about ¼. The remaining slices make up smaller proportions, but the percentages aren’t listed in the key and are difficult to estimate. It is also hard to distinguish fifteen colors when comparing the pie chart to the color coded key.

The chart shows the relative proportion of five leisure activities of Venusian teenagers (tanning, trips to Mars, reading, messing with satellites, and stealing Earth cable). Although each of the five slices are about the same size (roughly 20% of the total), the percentage of Venusian teenagers engaging in each activity varies widely (tanning: 80%, trips to Mars: 40%, reading: 12%, messing with satellites: 30%, stealing Earth cable: 77%). Therefore, there is a mismatch between the labels and the actual proportion represented by each activity (in other words, if reading represents 12% of the total, its slice should take up 12% of the pie chart area), which makes the representation inaccurate. In addition, the labels for the five slices add up to 239% (rather than 100%), which makes it impossible to accurately represent this dataset using a pie chart.

Bar graphs are also used to display proportions. In particular, they are useful for showing the relationship between independent and dependent variables, where the independent variables are discrete (often nominal) categories. Some examples are occupation, gender, and species. Bar graphs can be vertical or horizontal. In a vertical bar graph the independent variable is shown on the x axis (left to right) and the dependent variable on the y axis (up and down). In a horizontal one, the dependent variable will be shown on the horizontal (x) axis, the independent on the vertical (y) axis. The scale and origin of the graph should be meaningful. If the dependent (numeric) variable has a natural zero point, it is commonly used as a point of origin for the bar chart. However, zero is not always the best choice. You should experiment with both origin and scale to best show the relevant trends in your data without misleading the viewer in terms of the strength or extent of those trends.

The graph shows the number of male and female spaceship crew members for five different popular television series: Star Trek (1965), Battlestar (1978), Star Trek: TNG (1987), Stargate SG-1 (1997), and Firefly (2002). Because the television series are arranged chronologically on the x-axis, the graph can also be used to look for trends in these numbers over time.

Although the number of crew members for each show is similar (ranging from 9 to 11), the proportion of female and male crew members varies. Star Trek has half as many female crew members as male crew members (3 and 6, respectively), Battlestar has fewer than one-fourth as many female crew members as male crew members (2 and 9, respectively), Star Trek: TNG has four female crew members and six male crew members, Stargate SG-1 has less than one-half as many female crew members as male crew members (3 and 7, respectively), and Firefly has four female and five male crew members.

Frequency histograms/distributions

Frequency histograms are a special type of bar graph that show the relationship between independent and dependent variables, where the independent variable is continuous, rather than discrete. This means that each bar represents a range of values, rather than a single observation. The dependent variables in a histogram are always numeric, but may be absolute (counts) or relative (percentages). Frequency histograms are good for describing populations—examples include the distribution of exam scores for students in a class or the age distribution of the people living in Chapel Hill. You can experiment with bar ranges (also known as “bins”) to achieve the best level of detail, but each range or bin should be of uniform width and clearly labeled.

XY scatter plots

Scatter plots are another way to illustrate the relationship between two variables. In this case, data are displayed as points in an x,y coordinate system, where each point represents one observation along two axes of variation. Often, scatter plots are used to illustrate correlation between two variables—as one variable increases, the other increases (positive correlation) or decreases (negative correlation). However, correlation does not necessarily imply that changes in one variable cause changes in the other. For instance, a third, unplotted variable may be causing both. In other words, scatter plots can be used to graph one independent and one dependent variable, or they can be used to plot two independent variables. In cases where one variable is dependent on another (for example, height depends partly on age), plot the independent variable on the horizontal (x) axis, and the dependent variable on the vertical (y) axis. In addition to correlation (a linear relationship), scatter plots can be used to plot non-linear relationships between variables.

The scatter plot shows the relationship between temperature (x-axis, independent variable) and the number of UFO sightings (y-axis, dependent variable) for 53 separate data points. The temperature ranges from about 0°F and 120°F, and the number of UFO sightings ranges from 1 to 10. The plot shows a low number of UFO sightings (ranging from 1 to 4) at temperatures below 80°F and a much wider range of the number of sightings (from 1 to 10) at temperatures above 80°F. It appears that the number of sightings tends to increase as temperature increases, though there are many cases where only a few sightings occur at high temperatures.

XY line graphs

Line graphs are similar to scatter plots in that they display data along two axes of variation. Line graphs, however, plot a series of related values that depict a change in one variable as a function of another, for example, world population (dependent) over time (independent). Individual data points are joined by a line, drawing the viewer’s attention to local change between adjacent points, as well as to larger trends in the data. Line graphs are similar to bar graphs, but are better at showing the rate of change between two points. Line graphs can also be used to compare multiple dependent variables by plotting multiple lines on the same graph.

Example of an XY line graph:

The line graph shows the age (in years) of the actor of each Doctor Who regeneration for the first through the eleventh regeneration. The ages range from a maximum of about 55 in the first regeneration to a minimum of about 25 in the eleventh regeneration. There is a downward trend in the age of the actors over the course of the eleven regenerations.

General tips for graphs

Strive for simplicity. Your data will be complex. Don’t be tempted to convey the complexity of your data in graphical form. Your job (and the job of your graph) is to communicate the most important thing about the data. Think of graphs like you think of paragraphs—if you have several important things to say about your data, make several graphs, each of which highlights one important point you want to make.

Strive for clarity. Make sure that your data are portrayed in a way that is visually clear. Make sure that you have explained the elements of the graph clearly. Consider your audience. Will your reader be familiar with the type of figure you are using (such as a boxplot)? If not, or if you’re not sure, you may need to explain boxplot conventions in the text. Avoid “chartjunk.” Superfluous elements just make graphs visually confusing. Your reader does not want to spend 15 minutes figuring out the point of your graph.

Strive for accuracy. Carefully check your graph for errors. Even a simple graphical error can change the meaning and interpretation of the data. Use graphs responsibly. Don’t manipulate the data so that it looks like it’s saying something it’s not—savvy viewers will see through this ruse, and you will come off as incompetent at best and dishonest at worst.

How should tables and figures interact with text?

Placement of figures and tables within the text is discipline-specific. In manuscripts (such as lab reports and drafts) it is conventional to put tables and figures on separate pages from the text, as near as possible to the place where you first refer to it. You can also put all the figures and tables at the end of the paper to avoid breaking up the text. Figures and tables may also be embedded in the text, as long as the text itself isn’t broken up into small chunks. Complex raw data is conventionally presented in an appendix. Be sure to check on conventions for the placement of figures and tables in your discipline.

You can use text to guide the reader in interpreting the information included in a figure, table, or graph—tell the reader what the figure or table conveys and why it was important to include it.

When referring to tables and graphs from within the text, you can use:

• Clauses beginning with “as”: “As shown in Table 1, …”
• Passive voice: “Results are shown in Table 1.”
• Active voice (if appropriate for your discipline): “Table 1 shows that …”
• Parentheses: “Each sample tested positive for three nutrients (Table 1).”

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

American Psychological Association. 2010. Publication Manual of the American Psychological Association . 6th ed. Washington, DC: American Psychological Association.

Bates College. 2012. “ Almost everything you wanted to know about making tables and figures.” How to Write a Paper in Scientific Journal Style and Format , January 11, 2012. http://abacus.bates.edu/~ganderso/biology/resources/writing/HTWtablefigs.html.

Cleveland, William S. 1994. The Elements of Graphing Data , 2nd ed. Summit, NJ: Hobart Press..

Council of Science Editors. 2014. Scientific Style and Format: The CSE Manual for Authors, Editors, and Publishers , 8th ed. Chicago & London: University of Chicago Press.

University of Chicago Press. 2017. The Chicago Manual of Style , 17th ed. Chicago & London: University of Chicago Press.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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How To Write an IELTS Table Chart Essay

There are 5 steps to writing   a high-scoring IELTS table chart essay:

1)  Analyse the question

2)  Identify the main features

3)  Write an introduction

4)  Write an overview

5)  Write the details paragraphs

I want to start by highlighting the importance of steps 1 and 2. It is essential that you learn how to do this planning stage properly if you hope to write a high-scoring essay.

Many students are reluctant to spend time on the first two steps as they want to use as much of the 20 minutes allowed for the essay as possible writing rather than planning. However, it is important that you do them as they are the key to getting high marks for your IELTS table chart essay.

In this lesson, we’re going to work through the 5 stages step-by-step as we answer a practice question.

Before we begin, here’s a model essay structure that you can use as a guideline for all IELTS Academic Task 1 questions.

Ideally, your essay should have 4 paragraphs:

Paragraph 1  – Introduction

Paragraph 2  – Overview

Paragraph 3  – 1 st  main feature

Paragraph 4  – 2 nd  main feature

We now have everything we need to begin planning and writing our IELTS table chart essay.

Here’s our practice question:

The tables below give the distribution of world population in 1950 and 2000, with an estimate of the situation in 2050.

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

Write at least 150 words.

Step 1 –  Analyse the question

The format of every Academic Task 1 question is the same, with the instruction sentence (highlighted below) identical in every question. Here is our practice question again.

Every question consists of:

• Sentence 1 – A brief description of the graphic
• Sentence 2 – The instructions
• The graphic – chart, graph, table, etc.

Sentence 2 tells you what you have to do.

You must do 3 things:

1.     Select the main features.

2.     Write about the main features.

3.     Compare the main features.

All three tasks refer to the ‘ main features ’ of the graphic. You  do not  have to write about everything. Just pick out 2 or 3 key features and you’ll have plenty to write about.

Step 2 – Identify the Main Features

Some students find IELTS table chart questions more difficult to interpret than other types of graphic as they are just sets of numbers with no visual representation. However, they are not as complicated as they may at first look. Remember, the IELTS exam is designed to test your language skills, not your mathematics ability.

All you are looking for are the main features. However, this can be a challenge as tables generally contain a lot of information, making it difficult to pick out the key features. Use the information in the graphic to help you identify them.

Here are some useful questions to ask?

• What are the units of measurements?
• What are the time periods?
• What can you learn from the title and any labels?
• What is the most obvious trend?
• Are there any notable similarities?

(I give more detail on how to use these questions, plus downloadable checklists for identifying the main features of all 7 different types of IELTS Academic Writing Task 1 questions, in the lesson on  How To Understand & Analyse Task 1 Questions .)

So, what information is contained in this graphic?

Here's our IELTS table chart again.

The key to understanding it is to use the clues given in the title , the row and column headings and the units of measurement .

For example, the title of the table tells us that it shows changes in world population from 1950 to projected levels in 2050.

The world is divided into regions (Africa, Asia, etc.) and data is given for three specific years – 1950, 2000 and projected data for 2050.  This is a clue that we will need to use past, present and futures tenses in our essay.

In the first table, the units of measurement are billions of people and in the second table, percentages of the total world population are used.

Don’t look at the numbers in detail at this stage. Instead, focus on general trends. What are the most notable changes in data between 1950 and projected figures for 2050?

There are a number of different features we could select from this IELTS table chart. Here are the three that I’ve chosen:

Main feature 1:  The only region where the percentage is expected to increase by 2050 is Africa.

Main feature 2:  Europe is expected to have the greatest drop in percentage contribution by 2050.

Main feature 3:  The only region showing a fluctuation in percentage contribution over the whole time period is Asia.

The key features you select will be the starting point for your essay. You will then go on to add more detail later. However, with just 20 minutes allowed for Task 1, and a requirement of only 150 words, you won't be able to include many details.

We’re now ready to begin writing our essay. Here’s a reminder of the 4 part structure we’re going to use.

Step 3 – Write an Introduction 

In the introduction, you should simply paraphrase the question, that is, say the same thing in a different way. You can do this by using synonyms and changing the sentence structure. For example:

Introduction (Paragraph 1): 

The table compares changes in worldwide population distribution between the six key regions from 1950 to 2000, with predictions for the year 2050.

This is all you need to do for the introduction.

Step 4 – Write an Overview (Paragraph 2)

In the second paragraph, you should report the main features you can see in the table, giving only general information. The detail comes later in the essay. You should also make any clear comparisons you spot.

Here are the key features we picked out above.

Now form these ideas into two or three sentences with a total of around 40 words. State the information simply, using synonyms where possible. No elaborate vocabulary or grammar structures are required, just the appropriate words and correct verb tenses.

For example:

Overview  (Paragraph 2): 

The only region where the percentage contribution is expected to increase by 2050 is Africa, while Europe is expected to have the greatest drop in proportion over the same time span. The sole continent showing a fluctuation in percentage contribution over the hundred year period is Asia.

Step 5  – Write the 1st Detail Paragraph

Paragraphs 3 and 4 of your IELTS table chart essay are where you include more detailed information about the data in the graphic.  In paragraph 3, you should give evidence to support your first 1or 2 key features. Don’t forget to make comparisons where relevant.

Here are the first two again:

And this is an example of what you could write:

Paragraph 3 :

From a relatively small percentage contribution of 9% in 1950, the people of Africa are forecast to make up a fifth of the total world population by 2050. This is almost a reversal of the situation for Europe which stood at 22% in 1950 and is expected to continue its steady decline to reach just 7% in 2050.

Step 6  – Write the 2nd Detail Paragraph

For the fourth and final paragraph, you do the same thing for your remaining key features. 

Here’s an example of what you could write:

Paragraph 4 :

Another notable trend can be seen in the data for Asia which is the only region to show an increase in proportion contribution over the first fifty years but the prediction of a decline, albeit small, looking forward to 2050. The remaining regions, North America, Latin America and Oceania each make up less than 10% of the total world population and show only minor fluctuations in contribution over the whole time period.

It’s best to mention all the regions if at all possible but you could get away with missing out the last sentence if really pushed for time.

Here are the four paragraphs brought together to create our finished essay.

Finished IELTS Table Chart Essay

This sample IELTS table chart essay is well over the minimum word limit so you can see that you don’t have space to include very much detail at all. That’s why it is essential to select just a couple of main features to write about.

Now use what you’ve learnt in this lesson to practice answering other IELTS table  chart questions. Start slowly at first and keep practicing until you can plan and write a complete essay in around 20 minutes.

Want  to watch and listen to this lesson?

Click on this video.

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• Click on the HTML link code below.
• Copy and paste it, adding a note of your own, into your blog, a Web page, forums, a blog comment, your Facebook account, or anywhere that someone would find this page valuable.

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Ielts academic writing task 1 – all lessons.

IELTS Academic Writing  –  A summary of the test including important facts, test format & assessment.

Academic Writing Task 1  – The format, the 7 question types & sample questions, assessment & marking criteria.  All the key information you need to know.

Understanding Task 1 Questions  – How to quickly and easily analyse and understand IELTS Writing Task 2 questions.

How To Plan a Task 1 Essay  –  Discover  3 reasons why you must plan, the 4 simple steps of essay planning and learn a simple 4 part essay structure.

Vocabulary for Task 1 Essays  –  Learn key vocabulary for a high-scoring essay. Word lists & a downloadable PDF.

Grammar for Task 1 Essays   – Essential grammar for Task 1 Academic essays including, verb tenses, key sentence structures, articles & prepositions.

The 7 Question Types:

Click the links below for a step-by-step lesson on each type of Task 1 question.

• Table Chart
• Process Diagram
• Multiple Graphs
• IELTS Writing
• IELTS Table Chart
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• IELTS Academic Writing Task 1: Describing Graphs, Tables, Charts, Processes, and Maps

In the first part of IELTS Academic Writing, you can come across different types of graphs: a line or bar graph, a table, a map, a process, two graphs or two tables.

You select words and grammatical constructions depending on the type of graph you are writing about. For example, if you got a process (e.g. water cycle on Earth) you use words such as: first, following this, the next stage, then ... etc. For a table, such words are not the best idea.

1. Bar Chart

You should spend about 20 minutes on this task.

The bar chart shows the global sales (in billions of dollars) of different types of digital games between 2000 and 2006.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.

In the task, only the part in bold changes.

There may be two tables:

The description of tables is very similar to the description of graphs. We use the same language of comparison and contrast. The table can be easily turned into a bar chart, but the information is better presented with the table: we immediately see the similarities and differences. We should  try to group this information. For example, in case where there are several different countries, they can be combined as developed and developing countries. So, you do not have to write about each country separately.

3. Line Graph

4. Pie Chart

The pie charts compare the expenditure of a school in the UK in three different years over a 20-year period.

We structure the answer as follows: Firstly, we write about the largest parts (40%, 50%, 45%), then we cover those that are slightly smaller (28%, 22%, 23%), etc. 8% and 9% - can be combined. We do not write about each chart separately. We take one category in the first graph and compare it with other graphs - what is the same and what is different.

Sometimes there could be a description of a process OR a life cycle of an animal or insect; and you must be prepared for this. The structure is similar to the rest of the tasks: - Introduction (rephrase the assignment) - The main part (Here we write about the stages / steps of the process and use the passive voice (e.g. water is evaporated) - Conclusion (give an overview, i.e. something in common about the process). For example, how many stages there are, or how the process begins and ends:

Overall, there are eight stages in the process, beginning with the digging up of clay and culminating in delivery.

Process example

In the latest tests people have been coming across tasks with 2 maps. The examiners say that the maps description answers are weaker than the graphs description because, apparently, everyone is diligently preparing for the graphs and ignoring maps: “Since there is a small chance that I come across map description, It is not necessary to prepare for it”. It is necessary) Here in the main part we write about the main changes that have occurred: what was built + where. You can add why it was built. To add more details, you can write about what was / wasn’t there before.

Maps Examples

7. Two Graphs (2 tables, a chart and a table or 3 pie charts)

The graph and table below give information about water use worldwide and water consumption in two different countries.

With this one it is very important to choose the information about which one you are going to write. You don’t need to write about everything! You can choose the most basic information. After you rephrase the assignment in the introduction, you can write about the first chart. In the next paragraph, you can write about the second. This way you will not get confused, and it will be easy for the examiner to read your answer. In conclusion, you can show how the two graphs are connected.

How to master IELTS Writing: Task 1 & Task 2

• How to write an answer to ANY type of Essay task
• How to write an answer to ANY type of Graph task
• How to structure your answer
• What to write in each paragraph
• What grammar to use
• How to link your ideas
• What vocabulary to use
• What you should write to get a high score

Bonus: IELTS Punctuation PDF Guide Everything you want to know to have correct punctuation in your IELTS Writing for 7.0-9.0 Score (31 pages, .PDF)

• You are here:  
• Prepare for IELTS
• IELTS Writing
• Academic Task 1
• How to check IELTS Results
• IELTS Academic and IELTS General: differences and similarities
• Computer delivered IELTS
• IELTS Band Scores and English levels comparison chart
• IELTS Exam: Test structure and Format
• Essay Structure
• Detailed Analysis
• Academic Task 2
• IELTS Vocabulary
• IELTS Listening
• IELTS Reading
• IELTS Speaking
• IELTS Writing Course
• Punctuation Guide
• Teacher Training: How to Teach IELTS
• Teacher Training: IELTS Writing for Teachers
• IELTS Training Sessions for Teachers
• Master IELTS General: Letters

IELTS with Mark Teacher

How to write ielts task 1 academic ‘dynamic graphs’.

There are 3 main types of diagrams in Writing Task 1 Academic: a.) Dynamic graphs <–  we’re talking about this one b.) Static graphs c.) Diagrams   ( Maps , Processes ) 

In this post I will show you how to write about  dynamic graphs.

If you want to practise the grammar and vocabulary of Dynamic Graphs, my 19-page workbook can help you make fewer mistakes and write longer, high-band sentences , click here to learn more

Want expert feedback on your own IELTS Task 1 Dynamic Essays? 

The essay structure for every type of Task 1 is basically the same. 

Structure: Task 1 – Academic 4 paragraphs 1.) Summary / Introduction 2.) Overview 3.) Body 1 4.) Body 2

What are dynamic graphs? 

Dynamic graphs are graphs, charts or tables that contain data in 2 or more time periods. 

For example:

The data is measured in 5 time periods – every 10 years from 1967 to 2007.

In this graph the data is measured in 3 time periods – every 5 years from 2005 to 2015. 

In this graph, the data is measured in 2 time periods. In 2005 and in 2015.

In contrast, this is a Static graph because there is only data in one time period . In fact, there is no time period mentioned. In this case, you should approach the graph as a static graph.

Looking for more graph examples? My IELTS Writing Task 1 Workbook for Dynamic Graphs features 16 custom-made graphs and tables to help you practise the specific language and grammar for this type of task. 

1.) Dynamic Summary / Introduction

The introduction paragraph in Task 1 only needs to be 1 or 2 sentences. In your introduction, you should present the main purpose of the graph to the reader in your own words . This means paraphrasing the official IELTS diagram description if you can. 

Here is a sentence-making structure that presents the purpose of a dynamic graph.

Dynamic Tasks show data in 2 or more time periods and in English grammar time should come at the start or at the end of a sentence . 

Here are some examples that use the table above: 

The chart below shows the number of international students at a British University over a period of time.

• The line graph illustrates the amount of international students + from different continents + at a UK university + across a 30-year time period . 
• The line graph explains the number of students from overseas + at a university in the UK + over a 30-year time span .  
• The line graph shows how many students + from Asia, Africa, Europe and North American attended + a British university + from 1995 to 2015 .

Here are some more examples with dynamic graph example: 

The table shows the obesity rate in one country over a period of time.

• The line graph illustrates the rate of obesity + among 4 age groups + over 34 years . 
• The line graph shows obesity rates + between 18 to 74 year olds + over a 34-year time span . 
• The line graph outlines the percentage of obese people + in 4 different age groups + between 1971 and 2005.

You try! – Write an introduction sentence for this dynamic task. Use the table above to help you. 

The table shows average calorie intake in the United States over a period of time. 

Click here to see my examples (47 More Words)

• The table reveals the average amount of calories consumed + by Americans + between 1970 and 2010.  
• The table shows the median calorie intake + in the United States + over a 40-year time span . 
• The table illustrates how many calories Americans consume on average + over 4 decades .

2.) Dynamic Graph Overview

The purpose of the overview paragraph is to give a short summary of the main features. Since dynamic graphs feature data over many years , the main overall features are usually changes . These changes include the most notable increases or decreases over a time period. 

Importantly, you should describe these changes in words – do not use any numbers or data points from the graph. 

So don’t say: “There was a [50%] increase”    Say : “The numbers rose [by half] .”

Or, don’t say: “The numbers rose from [1,000 to 2,000].     Say: “The number [doubled]. ” 

Or you can simply say [how much] the number increased or decreased by:

• “The number increased [a little / slightly]  
• “The number increased [a lot / significantly / notably]   

Let’s see some examples using the same Task 1 graphs from earlier: 

Main features : 

• Increases : Asia, North America
• Decreases : none
• Contrasts / Other features : Europe, Africa

– Overall, we can see that enrollments by students from Asian countries doubled throughout the time period, while North American students also grew . However, student numbers from Europe and Africa remained relatively consistent over the 2 decades. 

– Overall, we can see that the number of Asian students at the university enjoyed steady, significant growth over the 20 years , with North American attendance also increasing in the last 5 years of the graph . Meanwhile, both European and African student numbers remained steady throughout the time period .

Here’s another example:

Take a look at the graphic and complete the task. The table shows the obesity rate in one country over a period of time.

Main features:  

• Increases : every group – 30-44 and 45-64 grew the most continuously  
• Contrasts / Other features : 18-29 and 65-74 didn’t change after 1999

– Overall, we can see that every single age group saw an increase in obesity to some extent, with 30-44 year-olds and 45-64 years-olds both increasing continuously and reaching more than double by the end of the time period. Meanwhile, those within the 18-29 and 65-74 age groups also experienced significant rises, though at least their rates seemed to level off from 1999 onwards .   

– Overall, we can see that there was a notable increase in obesity among all age groups in the graph. In particular, 18-29 year-olds saw a three-fold rise over the time period , though at least the trend somewhat stabilised after 1999 . Meanwhile, those aged 30-44 and 45-64 experience a more than two-fold increase throughout the time period . Lastly, the eldest age range, the 65-74 year-olds, jumped by a similar amount , but they too levelled off from 1999 onwards .

You try! – Write an overview paragraph for this dynamic task. Use the table above to help you. The main features have been highlighted for you. 

• Increases : total , grains , added fat the most || added sugar , fruit , meat, eggs and nuts slightly 
• Decreases : dairy , vegetable decreased minimally
• Contrasts / Other features : none
• Overall, we can see that the majority of the food groups contributed towards a higher total calorie intake over the whole time period. The foods to see the biggest rise include grains and added fat, both rising by around a third. Added sugar, fruit, meat, eggs and nuts also added to the average intake. Only two categories accounted for fewer calories by the end of the time period, which were the dairy and vegetable food groups.
• Overall, we can see that the total calorie intake rose, with almost all food groups accounting for a higher calorie total by the end of the 40-year period. The most significant increases were by grains and added fat, while added sugar, fruit, meats, nuts and eggs also contributed, although to a lesser extent. The two exceptions were the dairy and vegetable food groups, whose contributions had dropped by 2010.

3.) Body Paragraphs

Next are the Body paragraphs of your Task 1 report. You can write 2 or 3 Body paragraphs. 

Body paragraphs describe the main features in detail, including specific numbers from the graph. The data and features in the body paragraph should be similar in some way. 

For example, you should describe the increasing categories together in 1 body paragraph.  Then write about the decreasing / contrasting categories in a new body paragraph. 

I usually use my overview paragraph to guide the structure of my body paragraphs. 

Here is the complete example of Task 1 dynamic graphs from before:

Introduction: The line graph illustrates the amount of international students   from different continents at a UK university across a 30-year time period . 

Overview: Overall, we can see that enrollments by students from Asian countries doubled throughout the time period, while North American students also grew . However, student numbers from Europe and Africa remained relatively consistent over the 2 decades. 

Body 1: (increases together)  

In regards to the rising number of enrollments, the number of Asian students at the university is the most striking. In 1995, their numbers were 60, before growing consistently to around 90 in 2005 and eventually reaching 120 by 2015. Meanwhile, though the first half of the time period didn’t show an increase among North American students, in 2010 there was a notable jump in their numbers, rising from 40 to around 70 by 2015. 

Body 2: (Other / Contrasts together)

Concerning the other two continents however, there were few changes. The amount of African students remained unchanged apart from a slight surge in 2010, rising to around 30, before returning to 20 as it had been in all other years. Likewise, European students fluctuated steadily between approximately 50 and 55 across the entire 20-year time span.

Introduction: The line graph outlines the percentage of obese people in 4 different age groups between 1971 and 2005.

Overview: Overall, we can see that there was a notable increase in obesity among all age groups in the graph. In particular, 18-29 year-olds saw a three-fold rise over the time period , though at least the trend somewhat stabilised after 1999 . Meanwhile, those aged 30-44 and 45-64 experience a more than two-fold increase throughout the time period . Lastly, the eldest age range, the 65-74 year-olds, jumped by a similar amount , but they too levelled off from 1999 onwards .  

Body 1: (biggest increase)  

Starting with 18-29 year olds, their overall increase in obesity was the most dramatic, despite still being the lowest among all age groups. In 1971, their obesity rate was only around 7 or 8%, but from 1976 there was a sharp increase, rising from 8% to almost 25% by 2001. After this, the rate remained at around 25% from the remainder of the graph. 

Body 2: (more increases, but new paragraph because Body 1 is already quite long) 

In contrast, not only did 30-44 year-olds and 45-64 years-olds see a huge rise in obesity rates, their numbers continued to climb even after 2001. In the case of the 30-44 age group, their rates doubled from 15 to 30 by 2001, but then climbed once again to 35% by 2005. Likewise, 45-64 year-olds leapt from around 17% to 35% in 2003, before the rate rose even higher to 40% by the end of the graph. 

Body 3: (least eventful category – new paragraph because Body 2 is already long)  

Finally, the oldest group in the graph, 65-74 year-olds, also saw a steep rise in obesity, but followed a similar pattern to the 18-29 years old in the latter part of the time period. They began at around 17%, and rose to just over 35% by 1999. However, similarly to the youngest group, their rates stabilised at that number and did not increase or decrease in the remaining 6 years. 

You try! – Write the body paragraphs for this dynamic task. Use the examples above to help you.

Introduction : The table reveals the average amount of calories consumed + by Americans + between 1970 and 2010.  

Overview : Overall, we can see that the total calorie intake rose, with almost all food groups accounting for a higher calorie total by the end of the 40-year period. The most significant increases were by grains and added fat , while added sugar, fruit, meats, nuts and eggs also contributed, although to a lesser extent. The two exceptions were the dairy and vegetable food groups, whose contributions had dropped by 2010.  

Body 1: (Biggest increases)  

Beginning with the biggest calorie contributors, grains supplied only 430 calories of an American diet in 1970, which had risen to 575 by 1990 and then to 625 by 2010. Similarly, added fat added the most calories of any other food group with 230 more calories, rising from 410 in 1970 to 640 in 2010. 

Body 2: (Slight increases)  

Meanwhile, several other food groups made contributions, although smaller. Added sugar constituted 400 calories per person in 1970, compared with 460 in 2010. In the same time period, fruit rose slightly from 70 to 85 calories on average. Lastly, meat, eggs and nuts saw a mere 15 calorie increase from 1970 to 2010. 

Body 3: (Decreases)  

However, two groups made up slightly less of an average American’s calorie intake than in 1970. Dairy fell from 265 calories in 1970, to 260 in 1990 and then to 255 in 2010. Likewise, the vegetable food group accounts for 5 calories less than in 1970, dropping from 125 to 120 by 2010.  

There you go! A high-band approach, several examples and a reliable framework for you to use in your own IELTS Writing test. 

Again, if you want to practise more dynamic graph vocabulary and grammar, there are 19 pages of custom-made graphs, exercises and examples to help you improve your writing skills. Click here to learn more !

Show m e what you’ve learnt – send me your IELTS essays! 

<– Back to Task 1 Academic example essays and lessons.

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How to score high on a bar graph question in writing task 1

The bar graph task 1 essay accounts for a third of your marks in the writing test so we recommend spending around 20 minutes on it, as this is a third of your time. There are a couple of different structures you can follow when describing an IELTS bar chart .

A strategy for bar graph questions

Essay structure, or how you organise your answer, is very important in academic writing. Today we will teach you a new method – a structure where you assign each sentence of your text to a topic – kind of the opposite of what you usually do when writing task 2 . It may look a little confusing, but this method really works! Just follow our lead for IELTS task 1.

Remember that bar chart and bar graph are synonyms and you can use the phrases interchangeably. Although each bar graph will be different, you are not required to be an expert on the information it shows, just to summarise the information, identify trends and make comparisons. Each bar graph IELTS question is different, so look at as many bar graph examples as you can and practice this strategy until you feel really confident.

How to choose information from the bar graph?

Assuming one sentence contains around 10 to 15 words, we can estimate that your description of the bar chart will consist of about 10 to 12 sentences. Now we can assign each sentence a specific task:

• One sentence for the introduction.
• Two sentences using superlatives.
• A sentence with a comparison. Make comparisons where relevant.
• A sentence grouping two data points to show similarity (for example, you might include a brief description showing a gradual decrease in two different areas).
• A sentence noting an exception to an overall trend.
• A sentence describing some data in an advanced manner, using complex sentence structure.
• A sentence describing relevant data using a simple structure.
• Two sentences for summary and conclusion.

Note that this method is quite flexible and these sentences don’t necessarily need to go in this particular order. You must write them in a way that makes your bar chart description flow naturally. Think about which sentences go together in each body paragraph as well as the introduction paragraph and conclusion. You may also have to repeat a few sentences using different data if you find your graphic contains more information or find a way to mention different groups in one sentence. The structure above is a rough guide to get you started. Once you have looked at the example and are comfortable with this structure, you can use this example as a model to describe different bar charts and answer as many bar graph questions as you can. Just remember to get feedback while you are testing your ideas otherwise, it’s quite difficult to improve.

A bar graph sample question and answer

Now that we have figured out what we want to write about in the description of the bar graph, it’s time to put our data selection skills to use and make comparisons where relevant. It is easy to get lost in all of the information provided by a bar chart as there can be so much data. That’s why it’s important to keep in mind what you are looking for when you are analyzing the chart.

The task achievement score for task 1 makes it clear that you need to answer all parts of the question – in other words, describe the main features AND compare them, in order to get a good score. Task achievement is 25% of your total marks so don’t forget to make comparisons! The first thing you should do is identify key features. Once you have decided on the main points, make note of any secondary features that will support the main features.

Ready for a high-level bar chart task 1 answer? Let’s begin with the analysis of this bar chart, and pick out the information that is relevant to our structure. See the model answer of a bar chart below.

Sample Answer Bar Graph Essay

The bar chart shows the caloric intake of UK males in three distinct age groups of 0-24, 25-49, and over 50 years old. The data is shown as percentages. Dairy for the 0-24 age group was the highest source of calories, whilst the other categories each represented about 20% each. In the next age group dairy fell to around a quarter, and meat became the main source of calories, reaching half of the total intake. Pulses and vegetables reached 10% and 15% respectively. Pulses in the final age group increased sixfold to over 60%, whereas calories obtained from vegetables was 10%, half that of meat (20%), and even slightly less than dairy (15%). The 50+ group shows the most marked preference out of all the groups. It also confirms the gradual decline in vegetable consumption as males become older. Overall it is clear that each age group has a clear favourite which varies depending on age. However, vegetables are consistently amongst the least popular, regardless of age.

Sample Answer Analysis

In this essay, the introduction paragraph restates the writing prompt. It is not the overview paragraph, which can be either the first or the last paragraph. In this case, the overview appears at the end in which the writer states the overall trends of the bar graph. While the horizontal axis contains information relating to the question keywords, it’s important not to overlook the vertical axis and state clearly how the data is given (for example, is it as percentages, in kilos, or tonnes, or hours?) Make sure you have included this information in the first part of the essay.

You will also notice that the body paragraphs consist of a breakdown of the main features in order of age group to show and compare the difference in amounts of each food category consumed as people grew older, placing the final age group into its own body paragraph. This is because the data showed that there was a fairly significant upward trend in one food type (pulses) that the writer wanted to highlight. And finally, as previously mentioned, the conclusion part of this essay includes the overview, which should consist of a sentence or two about general trends.

Some notes on structure

Notice how the sentence is structured. How many complex sentences can you identify? When preparing for your IELTS academic writing task, you will want to show some sophisticated writing. When you sit for your IELTS writing test, you might feel pressured for time and it may be a bit difficult to think of complex sentence structures while considering the main features. Take note on the following important tips on structure:

• Make sure you have mentioned all the categories in your answer – in this example, there are four categories.
• Make sure you have also included the correct values when you summarise the data, in this case, percentages.
• It is often tempting to write too much for a task 1 essay but by following the method shown you will stay focused. Concentrate on the most important information.
• Compare the highest and lowest values, for example, rather than all the differences.
• Write what comes naturally at first, even if you write in correct simple sentences.
• Allow yourself some time at the end to go back and adjust some of your structures to complex sentences.
• If you are aiming for a high score on the IELTS test, you should aim for structures that are complex and accurate.
• It is important to be sure of the tense you are using. This example requires the present tense but many bar charts illustrate data from the past. In that case, you need to write the introduction in the present tense (the bar chart illustrates…) and then switch to writing mostly in the past tense (the number of people choosing this option dropped after the first year).

Click here for more free IELTS bar chart sample essays . You can also find sample IELTS task 1 questions here .

Tips on describing a bar graph in IELTS

• Avoid listing every single data point; instead, use your own words to describe the key information from the chart/graph.
• Avoid mixing formats: for example, don’t mix decimals with estimations in the same sentence.
• Check whether there is a date on the bar chart – you may need to use the past tense.
• Make note of general trends, particularly upward or downward trends that can be highlighted in your own words.
• After you have successfully written out your description with all of the information you want to include, go over it and replace some simpler words with more academic vocabulary – this will help you achieve a high score . For example, try replacing “big” with “most significant”.
• Check that your text is error-free. Review carefully to see if all your sentences are grammatically correct.
• Make sure that the data you have described is correct – that you have not made a mistake with a category or labels.
• Review for the correct use of connectors and linking words .
• Practise with different bar graphs/pie charts to improve especially with a range of values (percentages, kilos, miles, dollars).
• Review the superlatives – highest, lowest, most expensive, biggest difference – these are essential if you want to effectively describe bar charts.
• The fastest way to improve is to get feedback on your work. You can also check another model bar graph answer for comparison.
• Don’t forget to check your word count. Make sure your piece is another too brief nor too wordy and detailed. Most model answers come in at around 200 words. You’ll use a similar writing model for pie charts and tables so you don’t need to memorise completely different models for each.

Bonus tips to score high on IELTS Bar Graph Questions

• To improve your task 1 bar graph skills try copying out a sample bar graph with pen and paper. You will start to understand how to locate key points and choose the most relevant information. It doesn’t matter what the topic is, remember it could be anything from the gross domestic product of different countries to comparing the highest expenditure on housing. You don’t need to be an expert on gross domestic product or the Japanese rental market, you just describe the data and make comparisons.
• Practice describing a bar chart out loud. It will help you remember vocabulary to describe data under pressure, decide point by point what to include in your answer and make sure you have mentioned every category at least once. Your confidence will improve when it comes to your next IELTS writing task.
• Make sure you practice ‘two type’ questions – you might see an IELTS question with one bar chart or two so it is a good idea to look at a model answer for each type. You might see one bar chart and a table, or other types of graphs such as line graphs. Some questions might have a mix, for example, one or more pie charts and a bar chart. However the data is displayed, it’s important to stay calm and focus on finding the major differences and similarities, compare categories and identify trends. Describing a table or line graph is very similar to describing bar charts and the more you practice the more confident you will feel.

Check out one of our free lessons here by clicking on the following link !

Video:  How to describe a bar graph

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Frequently Asked Questions (FAQs)

How to describe bar graph in ielts task 1.

Divide the information into two or three groups, focus on trends and exceptions to help you. You don’t need to describe everything. Think of synonyms for key words and most important numbers – for example, 52% is just over half.

How to write task 1 bar graph?

Follow a model, the 4 paragraph diagram model is easiest. That’s rephrasing the question, one main trend, another main trend and an overview. Overall have 10 sentences with specific tasks as we explain in this article.

How do you write a description of a bar graph?

Remember that the important thing is to describe the main features AND make comparisons. Use superlatives and the phrase ‘which means that…’ to help you. For example, Portugal’s spending was between 20 and 27% which means that it had the highest spending of all 4 countries studied.

Audio tutorial: How to describe a bar chart for the IELTS exam

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Sample Bar Chart Questions and Model Answers

Take a look at these bar chart model answers to help you prepare

• Bar chart of international student enrolment in British universities 2009-2014
• Bar chart of average monthly revenue from retail telecommunication subscribers
• Bar chart of increase in total consumption
• Bar chart of life expectancy (2006)
• Bar chart of percentage of eligible voters registered for each race by state and year
• Bar chart of average weekly attacks
• Bar chart of pet Owners
• IELTS Task 1 Sample Answer 2 Double Graph Pie Chart and Bar Chart

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IELTS Preparation with Liz: Free IELTS Tips and Lessons, 2024

• Test Information FAQ
• Band Scores
• IELTS Candidate Success Tips
• Computer IELTS: Pros & Cons
• How to Prepare
• Useful Links & Resources
• Recommended Books
• Writing Task 1
• Writing Task 2
• Speaking Part 1 Topics
• Speaking Part 2 Topics
• Speaking Part 3 Topics
• 100 Essay Questions
• On The Day Tips
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• Advanced IELTS

IELTS Sample Charts for Writing Task 1 Practice

Below are sample IELTS charts to practise writing task 1 at home. In the IELTS writing task 1 (academic paper), you will be given one of the following and will have 20 mins to write a full report:

• diagram or process
• combination of the above (multiple tasks)

This collection of IELTS charts represents the main types of charts that you can be given in writing task 1, including tasks with two or three charts combined. Please remember that writing task 1 is not an essay, it is a report.

Use the sample practice charts, tables and diagrams below to practise and develop your IELTS writing task 1. Some charts below have links to model answers. Charts not created by myself have the known source stated when possible.

Practice Charts for IELTS Writing Task 1

You must write a report of over 150 words You have 20 mins for this task

IELTS Bar Chart Practice Samples

The bar chart below shows the percentage of people who ate five portions of fruit and vegetables per day in the UK from 2001 to 2008.

• Source: IELTS Liz, Reported by IELTS Candidate
• Download:  IELTS Writing task 1 October 2018
• Model Answer: Answer

The bar chart below shows the hours per week that teenagers spend doing certain activities in Chester from 2002 to 2007.

• Source: English-in-Chester

The chart below shows the global sales of different kinds of digital games from 2000 to 2006.

• Source: Chart not by IELTS Liz. Source unknown.

IELTS Line Graph Practice Samples

The graph below shows the population figures for different type of turtles in India from 1980 to 2012.

• Source: Graph not designed by IELTS Liz. Source unknown.

The graph below shows the amount of goods transported in the UK from 1974 to 2002.

• Source: IELTS Cambridge English Test Books
• Useful Tips: Tips

The line graph below shows the consumption of 4 kinds of meat in a European country from 1979 to 2004.

IELTS Table Practice Samples

The table below shows the proportion of income spent on 4 common items in the UK in 1998.

• Source: Table not designed by IELTS Liz. Source unknown

• Source: IELTS Liz, Reported by IELTS candidate

The table below gives information about the underground railway systems in 6 countries.

The table below shows consumer spending on different items in 5 countries in 2002.

The table below gives information about the employment sectors in which people from 3 age groups worked.

IELTS Pie Chart Practice Samples

The pie charts below show the average household expenditures in a county in 1950 and 2010.

• Source: Charts not designed by IELTS Liz. Source unknown.

The charts below show the percentage of students joining North West University.

The charts below give information about the electricity generation in two countries in 2009.

The pie charts below show the spending of a school in the UK from 1981 to 2001.

IELTS Diagram Practice Samples

The diagram below shows how rainwater is collected for the use of drinking water in an Australian town.

The diagram below shows the water supply in Australia at present and in the future.

The diagram below shows how the water cycle works.

• Source: New Insight into IELTS
• Although this book was published years ago, I still recommend it for practise at home.

The diagram shows the process of making coffee.

• Source: Diagram not designed by IELTS Liz. Source unknown.

The diagram below shows how coal is used to generate electricity.

• Source: mstworkbooks.co.za , natural sciences.

IELTS Map Practice Sample

IELTS Multiple Charts Practice Samples

Two Bar Charts

• Download PDF:  IELTS 2017 Writing Task 1

Bar Chart & Two Pie Charts The charts below give information about levels of education in Glasgow, a city in Scotland, in 2010.

Table & 3 Pie Charts

Two Pie Charts & Bar Chart

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20 Recent IELTS Graph samples with answers

The chart below shows how much money is spent in the budget on different sectors by the uae government in 2000..

The charts below show the growth in the population in some of the world’s largest cities as well as the population distribution in urban and rural areas.

The average prices per kilometre of clothing imported into the European Union from six different countries in 1993 and 2003 are shown in the bar chart below.

The bar charts below show the number of hours each teacher spent teaching in different schools in four different countries in 2001.

The line graphs below show the production and demand for steel in million tonnes and the number of workers employed in the steel industry in the UK in 2010.

The bar charts and line graph below show the results of a survey conducted over a three-year period to discover what people who live in London think of the city.

The pie charts below show the online sales for retail sectors in New Zealand in 2003 and 2013.

The number of tourists visiting Malaysia and Dubai from 1995 to 2003 is presented below.

The bar chart below shows the estimated sales of jeans for two companies next year in Turkey. The pie chart shows the projected market share of the two companies in jeans at the end of next year.

The graph below shows a survey result of 4000 participants who expressed what important aspects they have learned from the internship they have completed.

The graph below shows the top priorities by business companies in the USA in 2016.

The graphs below show the average monthly expenditure on children’s sports and participation in different sports in the UK from 2008 to 2014.

The pie charts below show the online shopping sales for retail sectors in Australia in 2010 and 2015.

The bar chart below shows Scotland’s exports to the rest of the UK and the rest of the world for the year 2014.

The chart below shows the changes in sales of four different types of books from 2002 to 2012.

The diagram shows the procedure for university entry for high school graduates.

The chart below shows Morocco’s income from different economic sectors in 2003 as well as its income from fishing from 1982 to 2003.

The bar chart below shows the proportions of English men and women of different ages who were living alone in 2011. The pie chart compares the numbers of bedrooms in these one-person households.

The diagram below shows the life cycle of a salmon, from egg to adult fish.

The table below shows the worldwide market share of the notebook computer market for manufacturers in the years 2006, 2007 and 2014.

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IELTS Academic Writing Task 1 – Multiple Charts And Graphs

A question on the IELTS academic writing test that is becoming more common, asks the candidate to write about more than one chart or diagram . 

You may have a pie chart and a table, a bar chart and a line graph, or any combination of charts. In this post we will look at how to write this type of essay , with structure help, vocabulary and sample answers. 

Writing Task 1 – Multiple Charts Essay Structure >>

Paragraph 1 – Paraphrase the question

When writing your own introduction of one or two sentences paraphrase the question and add detail. 

Paragraph 2 – Overview of the main features

You need to be able to give a broad summary of the information . This is best started with – Overall ……. then giving details of the main features you can see. You can write this in one or two sentences, which describe the main features of the information that is presented in the charts . Think about the main features that you can see in chart number 1 , and then write about the main features you can see in chart number 2 . You should then make any comparisons if relevant.

Paragraph 3 – Specific details of the main features in chart number 1

Write about the specific details that you can see – looking closely at the main features of chart number 1 and include detail, then make any comparisons if relevant. 

Paragraph 4 – Specific details of the main features in chart number 2

Write about the specific details that you can see – looking closely at the main features of chart number 2 and include detail, then make any comparisons if relevant. 

Writing Task 1 Multiple Charts Sample Essays >>

Here are two sample essay questions and answers  for you to look at. Review the language used, the essay structure, the information gathered and how it has been written. 

Sample Multiple Chart Essay 1 

The charts both show relevant data about the interests, of people living in the UK in 2016. Moreover, the two charts represent males and females of all ages and their interests by gender, while the bar chart displays the exact level of interests according to the current age range from 16 to 75+ years.

Overall, there is a common pattern in regards to the percentage of activities between both genders and it is evidenced that there are both women and men who enjoy studying and gardening. The bar chart shows that there are high numbers of young people aged 24-50 who are interested in travelling.

On the one hand, there is a massive difference between the population who are 50-75 years old and the 75+ years regarding their interest in gardening (72%). However, the age groups with the most desire to travel in 2016 are those aged between 24-35 (76%). Furthermore, there are similar numbers of people who are interested in travelling between the age ranges of 16-24 to 35-50 (71%), which is currently expressed in the proportional bar chart.

On the other hand, there is evidence of a smaller percentage of women (29%) who want to travel compared to men (32%). People of both genders who enjoy gardening, with a contrast of 38% for women and 35% for men. Finally, both males and females are equal in their passion for studying. (33%).

(Word Count = 233 / Band Score 9)

• Task Achievement – The answer provides relevant information, summarising the interests by age range and then interests by gender. The main features are given and comparisons made, with the relevant information given.
• Coherence and Cohesion – The answer has been divided into clear logical paragraphs, with clear cohesion between them with the addition of linking words (overall, on the one hand, on the other hand, finally, however, furthermore).     
• Lexical Resource – There is evidence of paraphrasing, synonyms and some less common words. 
• Grammatical Range and Accuracy – The answer has no grammatical errors. The sentences are mainly made up of multiple clauses and have a variety of structures. There are no spelling mistakes.

TIP >> Remember to compare the information given, but focus on one idea in each main body paragraph. 

TIP >> Remember to include numbers / stats / data i n the main body paragraphs. This may seem obvious but many students do not include this. 

Sample Multiple Chart Essay 2

The line graph reflects the number of people who travelled to Disneyland and Sea World between 2001 and 2005, while the bar chart illustrates the most popular rides people visited at Disneyland. Units are measured in millions of people.

Overall, the line graph shows that there was an increase in the number of visits to Disneyland compared to Sea World in the period given. However, the bar chart shows that Splash Mountain was the most popular ride taken.

Initially, we can observe that in the year 2001 there are a small number of people who travelled to Sea World (9 million). This increased slowly during the following years to nearly 30 million people in 2005. The number of people who visited Disneyland was slightly higher (12 million). In 2003, around 20 million entered Disneyland, this progressed continuously, reaching to over 50 million people in 2005.  

Furthermore, the second graph clearly shows that over 12 million people visited Splash Mountain. The second most popular ride visited was the Haunted Mansion (8.5 million). Big Thunder Mountain and Matterhorn Bobsleds had around 4 million and 3 million people visiting respectively. The least amount of travellers visited the Jungle Cruise (2 million). 

(Word Count = 198  / Band Score 9)

• Task Achievement – The answer provides relevant information, giving a clear overview and then describing the specific features in the main body paragraphs. The information is relevant to the question. 
• Coherence and Cohesion – The answer has been divided into clear logical paragraphs, with clear cohesion between them with the addition of linking words (overall, initially, furthermore).
• Grammatical Range and Accuracy – The answer has no grammatical errors. The sentences are mainly made up of multiple clauses and have a variety of structures. There are no spelling mistakes and punctuation is correct.

Writing Task 1 Band Score 9 Criteria >>

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• Academic Task 1

IELTS Table and Pie Chart Tips & Samples

• Task 1 Guide
• Table & Bar
• Bar & Pie
• Table & Pie
• Compare Contrast
• Identifying Trends

This IELTS Task 1 guide covers the important tips and sample answers for combined table and pie chart questions found in IELTS writing task 1 . Let’s start preparation with Benchmark IELTS!

Table of Contents

1.1 objective, 1.2 skills used.

• IELTS Task 1 Combined Table and Pie Chart Question

3.1 Introduction

3.2 overview, 3.3 main body paragraphs.

• IELTS Writing Task 1 Band Descriptors Explained

5.1 Vocabulary for Tables

5.2 vocabulary for pie charts, 6.1 grammar for tables, 6.2 grammar for pie charts.

• 7.1 Sample Answer Commentary

8.1 Problem 1

8.2 problem 2.

• Quiz- Check Your Understanding

1. IELTS Combined Table and Pie Chart Overview

Another type of combination question you might find in IELTS writing task 1 is a table and pie chart . You will need to write about both the table and pie chart in this question.

Your objective is to produce a 150-word formal report within 20 minutes that summarises the main features from both the table and chart.

You will need to show that you can select and summarise the key features of a table and pie chart and also make comparisons where relevant.

2. IELTS Task 1 Table and Pie Chart Question

The chart below shows what Engineering graduates from a London university did after their undergraduate degree course. The table shows the salaries of the Engineers in work after five years.

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

Write a minimum of 150 words

IELTS External links

Also, read the following IELTS Report Writing Guides

• IELTS Bar Chart
• Line Graph IELTS
• Pie Chart for IELTS
• IELTS Academic Table
• IELTS Academic Process Diagram
• Maps for IELTS
• Combined - Table and Bar Chart
• Combined - Bar Chart and Pie Chart
• Combined - Table and Pie Chart
• IELTS Writing Task 1 Guide

3. Structure for IELTS Table and Pie Chart Questions

The following paragraphs about an introduction, overview and main body paragraph will help you to produce a clear structure for a combined table and pie chart.

A good introduction for an IELTS writing task 1 report will keep it simple: you only need to paraphrase the given statement in your own words. Make sure to introduce both the table and pie chart. Here are some example phrases to do this:

• The table gives information about…
• The pie chart illustrates

A successful paraphrase will not change every word, but it will use synonyms , change the sentence structure and/or word class to rephrase the statement whilst maintaining the same meaning. See this example below, can you spot the main changes?

Original statement: The chart below shows what Engineering graduates from a London university did after their undergraduate degree course. The table shows the salaries of the Engineers in work after five years.

Paraphrased statement: The pie chart illustrates the career path of Engineering students after graduating from a London university, while the table illustrates their salaries after working in the Engineering field for 5 years.

Your overview is essential if you want to score well in Task Achievement . You need to select the key features from both the table and the pie chart. The linker ‘Overall,’ is a nice clear indicator that this is your overview.

Identify the highest and lowest numbers, the biggest differences, or any changes over time. These will be known as the key features .

Do not go into detail by mentioning specific figures here, keep it more general and only go into detail in the main body paragraphs.

You should look to identify 4-6 features from both the table and the pie chart: any more and you will likely run out of time.

Your structure should be clear and easy for the reader to follow. Consider using the following structure for your main body paragraphs:

Main Body Paragraph 1 – The main features of the table

Main body paragraph 2 – The main features of the pie chart and any comparisons with the pie chart itself or the table

Your main body paragraphs are where you go into detail about the trends from your overview. You need to use a range of grammatical structures and language to do this. You also need to be accurate when describing the data, so be careful as the examiner will check your report carefully to see if the figures match the table and pie chart.

4. IELTS Writing Task 1 Band Descriptors Explained

Check out our section on IELTS Writing Band descriptors   in our IELTS writing Task 1 Masterclass for helpful hints.

5. Vocabulary for IELTS Tables and Pie Charts

Linking devices are a way of creating cohesion throughout your report. You want to use a range of linking words (also called ‘cohesive devices’) when writing about tables, but make sure not to over-do it: only use them when appropriate.

Here are some useful examples:

• as opposed to
• compared to

Example Sentences: 5% of people worked as a freelancer, whereas/while 10% worked for private companies.

Only 5 % of people worked as a freelancer as opposed to/compared to 10% that worked for private companies.

Language for Reference The words  ‘ respectively ’ and ‘ in turn ’ are an efficient and accurate way to refer back to specific figures in your report and will help to enhance your score for Lexical Range and Accuracy.

Take a look at these example sentences: The price of oil and gas in 1990 was almost the same (about $100 and $110, respectively ).

Espressos were considerably less popular than espressos, at 4 and 8 sales per week in turn .

Since the data in pie charts is most often given using percent (%) then it is useful to use phrases that have the same meaning. This will help you to reduce repetition and increase your lexical range. Here are some examples

10% – A tenth / one in ten

20% – A fifth / one in five

25% – A quarter / one in four

33% – A third / one in three

50% – A half / half / one in two

66% – Two-thirds

75% – Three-quarters

6. Grammar for IELTS Writing Task 1 Tables and Pie Charts

Here are some useful comparative structures to describe tables:

Form X is as _____ as Y X is not as _____ as Y

Examples: Full-time employment was as common as part-time employment Unemployment was not as common as proving the reason ‘other’.

Aim to use a range of comparative forms when describing the data in your pie chart. Here are some examples:

Comparatives: Engineering was more popular than Accounting English was slightly more popular than Science.

Superlatives

• The most popular subject was Economics…
• The least popular subject was Art and Design…

7. IELTS Writing Task 1 Table and Pie Chart Sample Answer

The pie chart illustrates the career path of Engineering students after graduating from a London university, while the table illustrates their salaries after working in the Engineering field for 5 years.

Overall , it can be seen from the pie chart that the majority of graduates continued on to full-time and part-time employment. Additionally , the highest salary for the Engineers came from government and freelance work.

Regarding the pie chart, it is clear that graduates who began full-time work accounted for just over half (52%) with those in part-time employment comprising less than a fifth (15%) . Only a small number continued on to full-time post-graduate studies and part-time work, at 8% and 5% respectively . Just over a tenth of graduates did not find work and remained unemployed after graduation.

Looking at the table , the highest earners, of more than £100,000 annually, were those working in freelance and government positions at 40% and 50% in turn . In terms of private sector work, 35% of graduates earned £50,000 to £70,000 which was the highest figure in this category.

7.1 Sample Commentary

The report above would receive an estimated 9.0 overall in the IELTS writing task 1 Academic paper.

It has been organised into four logical paragraphs that are clearly divided into an introduction, overview, and two separate body paragraphs.

The overview refers to both the table and the pie chart. The linkers ‘overall’ and ‘additionally’ have been used appropriately.

Other linking phrases have been used throughout the report, for example ‘Looking at the table…’ and ‘In terms of….’

Since the data does not refer to a specific time, the report does not refer to any years throughout. However, since the students have already graduated, the writer has used the past tense as this event has finished.

The key features from the table and pie chart have been identified and summarised. Figures and percentages have been accurately referred to and repetition has been avoided by using a range of language to discuss the data e.g. ‘fifth (15%)’, ‘at 8% and 5% respectively’, ‘just over half (52%)’.

8. Common Errors and How to Avoid Them

Problem Having difficulty reading the data from a table

Solution Try to visualise how the data from the table would look as a graph. This may help you to identify the key trends.

Problem Not referring to the units of the table and pie chart.

Solution It is important to provide units when giving specific details. For example, if you are describing a pie chart, it is likely that the units are given in % and therefore you should mention % after a number.

9. Quiz- Check Your Understanding

Take this short quiz to test your understanding of writing task 1 table and pie chart questions.

Table and pie

• The pie chart illustrates the career path of Engineering students after graduating from a London university, while the table illustrates their salaries after working in the Engineering field for 5 years. Answer: A. You must mention both the table and the pie chart.
• The pie chart illustrates the career path of Engineering students after graduating from a London university.

Explanation: Although this is very common, not all units for pie charts are given in percent.

Explanation: The overview is the most important paragraph.

Explanation: You should only identify the key features of the table and pie chart

• should Answer:B. Should- You need to follow a logical structure that is clear for the reader to follow.

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How to Use Tables & Graphs in a Research Paper

It might not seem very relevant to the story and outcome of your study, but how you visually present your experimental or statistical results can play an important role during the review and publication process of your article. A presentation that is in line with the overall logical flow of your story helps you guide the reader effectively from your introduction to your conclusion. 

If your results (and the way you organize and present them) don’t follow the story you outlined in the beginning, then you might confuse the reader and they might end up doubting the validity of your research, which can increase the chance of your manuscript being rejected at an early stage. This article illustrates the options you have when organizing and writing your results and will help you make the best choice for presenting your study data in a research paper.

Why does data visualization matter?

Your data and the results of your analysis are the core of your study. Of course, you need to put your findings and what you think your findings mean into words in the text of your article. But you also need to present the same information visually, in the results section of your manuscript, so that the reader can follow and verify that they agree with your observations and conclusions. 

The way you visualize your data can either help the reader to comprehend quickly and identify the patterns you describe and the predictions you make, or it can leave them wondering what you are trying to say or whether your claims are supported by evidence. Different types of data therefore need to be presented in different ways, and whatever way you choose needs to be in line with your story. 

Another thing to keep in mind is that many journals have specific rules or limitations (e.g., how many tables and graphs you are allowed to include, what kind of data needs to go on what kind of graph) and specific instructions on how to generate and format data tables and graphs (e.g., maximum number of subpanels, length and detail level of tables). In the following, we will go into the main points that you need to consider when organizing your data and writing your result section .

Table of Contents:

Types of data , when to use data tables .

• When to Use Data Graphs 

Common Types of Graphs in Research Papers 

Journal guidelines: what to consider before submission.

Depending on the aim of your research and the methods and procedures you use, your data can be quantitative or qualitative. Quantitative data, whether objective (e.g., size measurements) or subjective (e.g., rating one’s own happiness on a scale), is what is usually collected in experimental research. Quantitative data are expressed in numbers and analyzed with the most common statistical methods. Qualitative data, on the other hand, can consist of case studies or historical documents, or it can be collected through surveys and interviews. Qualitative data are expressed in words and needs to be categorized and interpreted to yield meaningful outcomes. 

Quantitative data example: Height differences between two groups of participants Qualitative data example: Subjective feedback on the food quality in the work cafeteria

Depending on what kind of data you have collected and what story you want to tell with it, you have to find the best way of organizing and visualizing your results.

When you want to show the reader in detail how your independent and dependent variables interact, then a table (with data arranged in columns and rows) is your best choice. In a table, readers can look up exact values, compare those values between pairs or groups of related measurements (e.g., growth rates or outcomes of a medical procedure over several years), look at ranges and intervals, and select specific factors to search for patterns. 

Tables are not restrained to a specific type of data or measurement. Since tables really need to be read, they activate the verbal system. This requires focus and some time (depending on how much data you are presenting), but it gives the reader the freedom to explore the data according to their own interest. Depending on your audience, this might be exactly what your readers want. If you explain and discuss all the variables that your table lists in detail in your manuscript text, then you definitely need to give the reader the chance to look at the details for themselves and follow your arguments. If your analysis only consists of simple t-tests to assess differences between two groups, you can report these results in the text (in this case: mean, standard deviation, t-statistic, and p-value), and do not necessarily need to include a table that simply states the same numbers again. If you did extensive analyses but focus on only part of that data (and clearly explain why, so that the reader does not think you forgot to talk about the rest), then a graph that illustrates and emphasizes the specific result or relationship that you consider the main point of your story might be a better choice.

When to Use Data Graphs

Graphs are a visual display of information and show the overall shape of your results rather than the details. If used correctly, a visual representation helps your (or your reader’s) brain to quickly understand large amounts of data and spot patterns, trends, and exceptions or outliers. Graphs also make it easier to illustrate relationships between entire data sets. This is why, when you analyze your results, you usually don’t just look at the numbers and the statistical values of your tests, but also at histograms, box plots, and distribution plots, to quickly get an overview of what is going on in your data.

Line graphs

When you want to illustrate a change over a continuous range or time, a line graph is your best choice. Changes in different groups or samples over the same range or time can be shown by lines of different colors or with different symbols.

Example: Let’s collapse across the different food types and look at the growth of our four fish species over time.

You should use a bar graph when your data is not continuous but divided into categories that are not necessarily connected, such as different samples, methods, or setups. In our example, the different fish types or the different types of food are such non-continuous categories.

Example: Let’s collapse across the food types again and also across time, and only compare the overall weight increase of our four fish types at the end of the feeding period.

Scatter plots

Scatter plots can be used to illustrate the relationship between two variables — but note that both have to be continuous. The following example displays “fish length” as an additional variable–none of the variables in our table above (fish type, fish food, time) are continuous, and they can therefore not be used for this kind of graph. 

As you see, these example graphs all contain less data than the table above, but they lead the reader to exactly the key point of your results or the finding you want to emphasize. If you let your readers search for these observations in a big table full of details that are not necessarily relevant to the claims you want to make, you can create unnecessary confusion. Most journals allow you to provide bigger datasets as supplementary information, and some even require you to upload all your raw data at submission. When you write up your manuscript, however, matching the data presentation to the storyline is more important than throwing everything you have at the reader. 

Don’t forget that every graph needs to have clear x and y axis labels , a title that summarizes what is shown above the figure, and a descriptive legend/caption below. Since your caption needs to stand alone and the reader needs to be able to understand it without looking at the text, you need to explain what you measured/tested and spell out all labels and abbreviations you use in any of your graphs once more in the caption (even if you think the reader “should” remember everything by now, make it easy for them and guide them through your results once more). Have a look at this article if you need help on how to write strong and effective figure legends .

Even if you have thought about the data you have, the story you want to tell, and how to guide the reader most effectively through your results, you need to check whether the journal you plan to submit to has specific guidelines and limitations when it comes to tables and graphs. Some journals allow you to submit any tables and graphs initially (as long as tables are editable (for example in Word format, not an image) and graphs of high enough resolution. 

Some others, however, have very specific instructions even at the submission stage, and almost all journals will ask you to follow their formatting guidelines once your manuscript is accepted. The closer your figures are already to those guidelines, the faster your article can be published. This PLOS One Figure Preparation Checklist is a good example of how extensive these instructions can be – don’t wait until the last minute to realize that you have to completely reorganize your results because your target journal does not accept tables above a certain length or graphs with more than 4 panels per figure. 

Some things you should always pay attention to (and look at already published articles in the same journal if you are unsure or if the author instructions seem confusing) are the following:

• How many tables and graphs are you allowed to include?
• What file formats are you allowed to submit?
• Are there specific rules on resolution/dimension/file size?
• Should your figure files be uploaded separately or placed into the text?
• If figures are uploaded separately, do the files have to be named in a specific way?
• Are there rules on what fonts to use or to avoid and how to label subpanels?
• Are you allowed to use color? If not, make sure your data sets are distinguishable.

If you are dealing with digital image data, then it might also be a good idea to familiarize yourself with the difference between “adjusting” for clarity and visibility and image manipulation, which constitutes scientific misconduct .  And to fully prepare your research paper for publication before submitting it, be sure to receive proofreading services , including journal manuscript editing and research paper editing , from Wordvice’s professional academic editors .

Introduction to describing graphs and tables

A pie chart

In many subject areas you may need to refer to numbers, statistics and other data during the course of your studies. This is likely to be data collected by other people which you will use to support your written work, but it may be data that you have collected yourself as part of your studies. Data is generally presented in the form of tables, charts and graphs, which makes it easier for readers to understand. However, it is often necessary to reproduce and refer to this type of information in words, as part of a report or written assignment. If you include a graph, chart or table in your writing, you must explain very clearly what the data in it means, and why it is relevant to your report or assignment. In the following activities you will consider how data should be presented within your writing, and you will examine and practise the language used to describe and refer to data in a graph. Much of the vocabulary is similar, whether you are referring to a graph, table or chart.

Activity 1: Understanding how to present a graph

When you write a report or an assignment, it may be necessary to include some data, for example, in a graph. This data should be included within the body of your text. In this activity, you are going to consider how data, such as a graph, should be presented in your writing.

Instruction

Look at the example graph below. Can you correctly name the different parts of the graph? Drag and drop the items into place to give them their correct label. Then read the feedback.

Here are the answers:

All of these features are important to include if you are using graphs in your written work. The caption on a graph, table, chart or image should describe the kind of information displayed in the graph so that readers immediately understand the information being presented to them. The key gives important information about the data in the graph and helps readers to understand the data. The axis labels also give important information which is crucial to understanding the data correctly. The caption , the key and the axis labels must always be included when using graphs in your writing (when writing about tables or charts, you are unlikely to need axis labels but you must include a caption and key). This helps readers to understand the data that you are writing about. It also helps to support the credibility of your argument or report by showing that you have a good knowledge and understanding of your subject.

Activity 2: Understanding information in a graph

In this activity, you are going to examine the graph from Activity 1 in more detail. It gives some information about an IT (Information Technology) company's hardware and software sales. You are then going to consider the meaning of the data it shows.

Study the line graph and then read the statements below. Decide if they are true or false and select the appropriate button. Then read the feedback.

True False True False  The graph shows annual sales of hardware and software over a period of ten years.

True False True False  The horizontal axis on the graph shows the number of units sold.

True False True False  The vertical axis shows the number of units sold and is measured in numbers which go up by 5000 at each level.

True False True False  The graph only shows where sales have increased.

True False True False  It would be fair to say that sales figures have gone up and down over the period described.

Activity 3: Describing a graph

Once you are confident that you understand the data described in a graph or table you are in a position to be able to write about it and refer to the data it contains.

Read the following text, which describes the graph below. Select the words that are needed to complete the text from the dropdown lists. Then read the feedback.

The graph Select your answer ------------------------------ horizontal vertical shows increase decline fluctuated the sales figures for two products from 1992 to 2002. The Select your answer ------------------------------ horizontal vertical shows increase decline fluctuated axis represents years and the Select your answer ------------------------------ horizontal vertical shows increase decline fluctuated axis represents units sold. The graph presents both the Select your answer ------------------------------ horizontal vertical shows increase decline fluctuated and the Select your answer ------------------------------ horizontal vertical shows increase decline fluctuated in sales for both products, as sales Select your answer ------------------------------ horizontal vertical shows increase decline fluctuated during the ten-year period.

The graph shows the sales figures for two products from 1992 to 2002. The horizontal axis represents years and the vertical axis represents units of sales. The graph presents both the increase and decline in sales for both products, as sales fluctuated during the ten-year period.

Activity 4: Writing about a graph

In this activity, you are going to study a graph showing data about international student numbers on a particular course at a UK university, and then practise writing a simple description of the data it shows.

Study the graph below. Write a brief paragraph in the box describing the data shown in the graph. Then read the feedback.

The graph shows...

Here is an example paragraph describing the graph: The graph shows the number of international students on a pre-sessional course, at Southfield University, from 2000 to 2008. The horizontal axis presents the years and the vertical axis shows student numbers. The graph indicates that numbers of international students on the course each year have fluctuated. There was a decline in student numbers from 2001-2002, and 2005-2006, but generally, student numbers have increased over the period.

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