DESCRIBING GRAPHS, CHARTS, AND TABLES
PART 1
INTRODUCTION
Writing a description of data presented in a graphic form (a line graph, a chart, or a
table) is a common requirement for candidates undertaking Writing Task 1 of the IELTS test.
While many candidates have been successful at this task, many others have had difficulty
writing this kind of description. Our experiences as candidates taking the IELTS test and as
teachers teaching preparation courses for the IELTS test inform us that, despites the
overwhelming number of books offering advice and practice toward the completion of this task
that candidates have access to these days, a number of prospective Vietnamese test-takers of
the IELTS test need classroom-based instructions on how to recognize the basic types of
graphs, charts, and tables, and understand data presented in a graph, a chart, or a table. They
also need guidance on how to select important data (not all data) to write a report on, using a
logical organization, with a wide range of vocabulary and structures.
1.1 Types of Graphs, Charts, and Tables
TASK 1
Match the following types of graphic forms and the ways in which the data in each type
are presented.
Type
1. Line Graphs
2. Column Graphs/ Bar Charts
3. Pie Charts
4. Tables
Data are presented as
Segments in a disc-shaped form
Numbers in cells
Unbroken, broken or dotted lines
Columns or bars
1
TASK 2
Examine the following graphs, charts and tables (Visuals, pp. 9-10). Then answer these
questions.
a. Which graphic form displays trends – patterns in data changing over time?
b. Which graphic form shows distribution of variables according to some categories?
c. Which graphic form shows proportions – parts of a total number or amount?
d. Which graphic form requires more interpretation?
e. Which graphic form makes use of a horizontal axis and a vertical axis?
Line Graphs
Bar Charts
2
Pie Charts
Tables
1.2. Purpose of Graphs, Charts, and Tables
TASK
Which of the following statements do you think best describes the purpose of providing
graphs and tables in an academic text? (Visuals, p. 6)
a. to explain what is in the text in a different way.
b. to provide information which is additional to that provided in the text.
c. to make it easier to understand an idea or a principle by using a visual rather than by just
using words.
d. to give an overview or an impression, or a summary.
e. to provide more exact details than is desirable in the text.
3
1.3. Purpose of Writing about Graphs, Charts, and Tables
TASK
Which of the following do you think best describes the purpose of writing about graphs,
charts, and tables (in real academic writing)? (Visuals, p.7)
a. to explain what is in the graph, chart, or table in a different way which makes it easier to
understand.
b. to give exactly the same information in words, in order to emphasize it.
c. to expand on what is in the graph, chart, or table by giving additional explanations about the
reasons, etc.
d. to draw attention to the most important aspects of the information shown in the graph, chart,
or table.
4
PART 2
WRITING ABOUT GRAPHS, CHARTS, AND TABLES
2.1. Writing the Introductory Sentence
Writing an introductory sentence for a report is not the same as writing an introduction for an
essay. This means:
a. you do not discuss the information in the graph/chart/table. Your primary concern is to
“write a report to describe the information”
b. you do not begin the introduction with a broad general statement about the topic.
c. you do not give your opinion about the significance of the information.
One way to write the introduction for a report on a graphic form is to refer to the visual
directly. In this way, an introductory sentence can be composed of a maximum of 6
components.
1. The type of graphs.
Give a specific label to the graphic form. Is it a line graph, a bar chart, a pie charts, or a table?
2. A conjugated verb or verb phrase
In books on IELTS, you are presented with quite a few verbs and verb phrases to be used in
this position. Here are four of them: show, illustrate, give information on, and present data on.
Make sure the verb agree with the subject of the introduction when you write.
5
3. What the graphic form is about.
In many task questions, this information appears immediately after the verb. An example of
what this means is seen in the following task question. (101 Helpful Hints for IELTS, p. 138)
The bar chart below shows the number of overseas students enrolled in a second year Graphic
Design course at a college in the south of England.
Write a report for a university lecturer describing the information shown.
Alternatively, read the title of the graph/chart /table. Usually the title appears in bold above or
below the graphic representation. For example, in the chart below (Visuals, p.47), Japanese
Marriages is the title of the chart.
4. Units of measurement
This information may be given in the task question, but more often it may be seen in the
vertical axis of a line graph or a bar chart. For example, in the line graph above, percentage is
the unit of measurement.
5. Areas/Categories
This information may be provided in the task question and/or it may appear in the
graph/chart/table. In the line graph in 3 above, love marriages and arranged marriages
represent this component.
6
6. Time periods
This information (or the absence of this information) is usually seen in both the graphic form
and the task question.
Here are some common time expressions:
Around/about
In
for
during
Between – and
before
after
from –to/until
by
Around/about:
Around/about 1980 there was a change in the number of female part-time employees.
In:
In 1999 … In the 20th century …
In the subsequent four decades …
In the first ten years …
For:
For the first six months … for twenty years …
During:
During the first half of this century …
During the remainder of the year …
From – to/until:
From 2005 to 2007 …
From August to December …
Between – and:
Between 2005 and 2007 …
Between August and December …
Before/after:
Before 1960 the number remained small, but after 1965 there was a sudden increase.
By:
By the late 19th century the rural workforce had declined significantly.
By the end of 2050, the rural workforce will have declined significantly.
7
TASK
Look at the graphic forms in task 1, section 1.1. Types of Graphs, Charts, and Tables and
the following introductory sentences. Identify the components in each introductory
sentence by putting them between slashes (/…/), and write the corresponding number (for
example, 1 for type of graphs, and 6 for time period) over each component.
a. The line graph shows the consumption of cigarettes in billions in an Asian country in four
years.
b. The line graph gives information on the quantity of pork, beef/buffalo, poultry, and
sheep/goat which was produced worldwide over the period 1950-1990.
c. The bar chart shows the percentage of 5-14 year old boys and girls who were employed
worldwide and in 4 regions in 1995.
d. The bar chart illustrates the amount of water (in thousands of litres for each person)
consumed per year in European countries in five decades between 1950 and 2000.
e. The pie chart compares the percentage of computers which were connected to the Internet in
high-income countries, middle-income countries, and low-income countries for the month of
July, 1999.
f. The pie chart illustrates the percentage of domestic waste categorised into 6 types of
materials for the year of 1999.
g. The table presents data on the number of computers with Internet connection all over the
world in 13 successive years, from 1987 to 1999.
h. The table shows the number of overseas students coming to study in 50 major countries.
These students were grouped by the countries they originally came from.
2.1.1. Paraphrasing
When writing the introductory sentence for a report on a graph or a table, you must not copy
word for word key terms and phrases from the task question. Instead, you are advised to use
other words, another appropriate structure or change the word order in a phrase to express the
same meaning the key words and phrases have in the task question.
8
TASK
Paraphrase the following possible introductory sentences, using the words provided after
each sentence
a. The line graph shows changes in employment patterns in the workforce of Vietnam in 2009.
CHANGED
b. The line graph shows changes in employment patterns in the workforce of Vietnam in 2009.
TYPES OF JOBS
c. The bar chart shows the amount of time three student spend on the assignments of their two
core courses over the period of a semester. HOURS
d. The bar chart shows the amount of time three student spend on the assignments of their two
core courses over the period of a semester. 17 WEEK
e. The bar chart shows the amount of time spent on household chores by men and women in
three types of families. WHICH/THAT
f. The bar chart shows the amount of time spent on household chores by men and women in
three types of families. MALES
g. The table shows water consumption per person in litres in a country in Africa between 2005
and 2007. THE CONSUMPTION
h. The table shows water consumption per person in litres in Congo from 2005 to 2007.
AFRICA
i. The bar chart shows the projected number of silver goods sold by two companies in 2015.
SALES VOLUME
j. The bar chart shows the projected number of silver goods sold by two companies in 2015.
PREDICTED
9
2.1.2. Tense use
Apart from the reporting verb (which is usually conjugated in the simple present tense), other
conjugated verbs in the introduction are often used with reference to the time period in which
the data in the graph/chart/table are put.
TASK
Put the verbs in brackets into an appropriate tense.
a. The line graph shows the number of various types of publications that a college bookstore
(sell) ……………… for February, 2000.
b. The line graph shows the number of various types of publications that a college bookstore
(sell) ……………… since February, 2000.
c. The line graph shows the number of various types of publications that a college bookstore
(sell) ……………… between February, 2000 and February, 2009.
d. The line graph shows the number of various types of publications that a college bookstore
(likely/sell) ……………… for February, 2012.
e. The line graph shows the number of various types of publications that a college bookstore
(sell) ……………… for one month.
10
PART 3
WRITING THE DESCRIPTION
3.1. Describing trends
A trend is a pattern in the data that change over time. The trend may indicate an increase, a
decrease, no change, or combinations of these patterns in the data over a period of time.
3.1.1. Introducing the trend
These expressions are useful for the introduction of a trend:
- On the whole,
- Generally,
- In general,
- The overall trend is that …
3.1.2. Describing an ↑ trend in the data
The following structures and words are helpful for this type of description:
a. There + be + a/an + adj + N + in
b. S + V + Adv
Adj
sudden
rapid
dramatic
exponential
significant
sharp
steep
steady
moderate
gradual
slow
slight
marginal
Verb
increase
rise
grow
Noun
increase
rise
growth
11
Adv
suddenly
rapidly
dramatically
exponentially
significantly
sharply
steeply
steadily
moderately
gradually
slowly
slightly
marginally
3.1.3. Describing an ↓ trend in the data
The following structures and words are helpful for this type of description:
a. There + be + a/an + adj + N + in
b. S + V + Adv
Adj
sudden
rapid
dramatic
exponential
significant
sharp
steep
steady
moderate
gradual
slow
slight
marginal
Verb
decrease
fall
decline
drop
Noun
decrease
fall
decline
drop
Adv
suddenly
rapidly
dramatically
exponentially
significantly
sharply
steeply
steadily
moderately
gradually
slowly
slightly
marginally
3.1.4. To describe  followed by a horizontal representation, use these expressions:
increase and ...
reach a plateau
plateau
level off
3.1.5. To describe  followed by a horizontal representation, use level off/out.
3.1.6. To describe little or no change, use these expressions:
remain constant/steady/ stable
stay the same
there was little/ no change
there was hardly any change
12
3.1.7. To describe a series of  and , use the following language:
fluctuate (v)
fluctuation (n, c)
ups and downs (n)
erratic (adj)
E.g. Sales fluctuated between January and June.
Sales were erratic between January and June
TASK 1
Examine the line graph below about world grain harvest area (IELTS Preparation and
Practice, Academic Module, p. 102) and read a description of the graph. In the
description, words showing changes in the trend are missing. Supply the missing words.
From 1950 to 1956, there was
(1)…………………… in land
area devoted to grain harvest
all over the world. Then, in the
next 18 years, this land area
(2)…………………… before
(3)…………………… again over
the period 1974-1980.
After(4)…………………… in
1980, world grain harvest area
(5)……………………till 1996,
when it started
(6)……………………
13
TASK 2
Describe the trends in the production of different types of meat in the world between 1950
and 1990, as shown in the following line graph. (Visuals, p.33)
3.2. Describing Striking Features
When the data in a graphic form are two many or since you cannot see any trend in the data,
you can write a description of the information by focusing on some features that stand out from
the graph/chart/table.
In such a situation, you are advised to look for and describe:
 The highest datum
 The lowest datum
 The exceptions
Useful Language
One of the first things that can be seen in this graph is that …
The most striking feature of this graph is that …
One thing that stands out in this graph is that …
Another thing that stands out in this graph is that …
One exception to this trend is that …
14
TASK
Examine the data in the bar chart below, and read the sentences following the chart.
Which sentences express possible striking features that can be seen in the bar chart (101
Helpful Hints for IELTS, p. 138)?
a. The majority of male students from France, Germany, Sweden, and Spain choose CAD as
their core option enrolment, while the reverse trend is true for their female counterparts.
b. All Syrian female students choose CAD as their core option, but the males from the same
country see a 50-50 split in the choice of the core option.
c. More females than males are enrolled in this second year Graphic course.
d. No Vietnamese students (males and females) come to this college to take this course in
Graphic Design.
3.2. Incorporating more data
Usually, a statement of a trend or a striking feature is followed by an incorporation of more
specific data (numbers, percentages, etc) to give the reader a more detailed view of the trend or
the striking feature. You can do this in the following ways:
1. using prepositions + specific data:
To
The rate dropped to 30%.
The rate increased to 70%.
From …to
The rate dropped from 40% to 30%.
15
The rate increased from 40% to 70%.
By
The rate increased by 30%, rising from 40% to 70%.
The rate dropped by 10%, falling from 40% to 30%.
At
The rate remained constant at 30%.
The rate peaked at 75%.
Of
There was an increase of 30% in the rate.
The rate reached a peak of 75%.
2. Putting the specific data in brackets.
There was a dramatic increase in the rate (from 30%to 70%).
The rate was the highest in September (75%) and the lowest in May (30%).
3. Using a V.ing or V.ed phrase that incorporates the specific data.
There was a dramatic increase in the rate, rising from 30%to 70%.
The rate saw a dramatic increase of 30% in September, followed by a slight decline of 5% in
October.
TASK
Incorporate detailed data to the description of trends and striking features that you have
written for the tasks in sections 3.1.7 and 3.2 above.
3.3. Comparing and contrasting data.
Note that the verb to compare means to show both the similarities and the differences between
two things, while to contrast means simply to reveal the differences.
16
3.3.1. Showing similarities
The words and phrases below are useful when showing similarities:
Similarly
In the same way
Both … and
Also
As .. as
Likewise
The same
As well as
Too
Just as x, y …
Equally
In a similar way/fashion,
Not only … but also
Like x, y …
Just as x, so y …
3.3.2. Showing contrast
You can use the following words and phrases to show contrast
But
However
Nevertheless
Yet
On the other hand
Unlike
While
Whereas
Although
Even though
As opposed to
By contrast
Instead of
Apart from
Except for
17
TASK 1
Based on the information in the bar chart below, complete the gapped description
following the chart. Use the words provided in the box and make necessary changes to the
word form to fit the gaps. Use one word for each gap.
follow
large
range
similarity
three
while
With its rice production of 192,971,000 tonnes , China was the (1)………………. producer of
rice in the world in 1999. It was (2) ………………. by India, which produced 122, 244,000
tonnes, (3) ………………. the third largest producer, Indonesia, was responsible for about one
(4) ………………. of that amount, at just over 46 million tones. Bangladesh, Viet Nam, and
Thailand had (5)………………. levels of production, i.e. between 20 and 30 million tones each,
while Malaysia, Japan, and the Philippines (6) ………………. between 10 and 16 million tones.
The USA, which occupied a modest position on this top ten list, accounted for just over 8
million tones of rice in this year.
18
TASK 2
Write a paragraph to compare/contrast car theft rates between 1990 and 1998 in the four
countries in the graph below (Prepare for IELTS, Book Two, p.89)
3.4. Describing projected data
Occasionally, you are asked to describe data at some time(s) in the future. If that is the case, it
is advisable that you use the following phrases and structures to describe the projected data.
1.
The prediction is that…
The projection is…
The forecast is that…
2.
It is anticipated/ predicted/forecast/estimated/projected/ expected that + S + will …
3.
S + be + predicted/forecast/estimated/projected/ expected + to V.
19
TASK 1
Examine the following bar chart (IELTS Test Builder, p.121) showing the projected sales
of two dealers of silver goods. Use appropriate structures to start the sentences describing
changes in these sales.
1.
2.
3.
4.
5.
6.
………………………………………. sales will increase for both companies.
The ………………………………………. sales of Mark Jones Ltd will start at 450,000 units
in January, decrease by 200,000 units the following month, then recover gradually over
the subsequent four months.
………………………………………. the sales of Mark Jones Ltd then will remain stable till
the end of August when there is a dramatic increase to 60,000 units in September and
October
In December, the sales of Mark Jones ………………………………………. to reach its peak
at 900,000 units.
Despite an initial slight decline in February, Mark Jones Ltd’s
sales………………………………………. to enjoy a steady increase over the next 4 months,
from about 110,000 in February to roughly 280,000 in June.
The subsequent months ……………………………………….a dramatic growth of an extra
number of 250,000 units in the company’s sales in August, followed by a period of
stability at 500,000 units sold per month between September and November, and a steady
increase in December when a peak is set at 600,000 units.
20
TASK 2
Write a description about the presumed profits in thousands of euros for next year for
three companies as seen in the bar chart below.
3.5. Expressing approximation.
In some graphic forms, precise data are not readily available. In these cases, you should use the
following words and phrases to express approximation:
- Just/well under
- Just/well over
- Roughly
- Nearly
- Approximately
- Around
- About
21
3.6. Percentages, fractions, and proportions.
Being able to convert between simple percentages, fractions and proportions gives you the
advantage of being more flexible with word choice and thus offers you the option of not having
to use a restricted set of words again and again in your description.
TASK
Write the following mathematical representations in words as percentages, fractions, and
proportions.
Math. Rep
Percentage
Fraction
Proportion
1/5
¼
½
2/5
¾
3.7. Describing portions in a pie chart.
The following verbs are useful when you describe portions of a pie chart:
- Make up
- Constitute
- Account for
- Occupy
- Represent
- Capture
- Comprise
22
TASK
Examine the pie chart below and read the gapped description of the information
illustrated in the chart. Fill in each gap with an appropriate verb or verb phrase from the
list in section 3.7. above. Put the verb into the correct tense.
In 1996/1997, oil (1) ……………………… the greatest proportion of electricity in Australia, at
59%. It was followed by brown coal, which (2) ……………………… 26% of the total amount of
electricity being generated. Black coal and gas together (3) ……………………… 15% of
generation, but hydro power (4)……………………… only 0,3%.
PART 4
WRITING THE CONCLUSION
Writing the Conclusion
Writing a conclusion for a report on a graphic form is optional. This means you may not need
to write a paragraph to conclude your description of the data contained in a graph/chart/table.
However, in situations when a conclusion is needed (when your report does not reach 150
words, for example), the only option you have is to write one good, or at least acceptable
conclusion.
23
In a conclusion, you first signal that what you are going to write about is a conclusion. Then
you can write a comment on changes in the data, between data, or you can write about a
correlation between types of data. You can also draw the reader’s attention to a noticeable
feature in the data.
It is important that you do not interpret the changes in the data or the correlation, using your
opinion. The conclusion is just a comment about the changes that you can see in the data or the
correlation as it can be seen from the data.
You may have written about the overall pattern of the changes or the correlation in the Body
section Trends/Striking Features. In such a case, do not repeat the information in the
conclusion. You should try to write another comment on the data or a correlation between the
data that you can see.
The following phrases are useful for the introduction of a conclusion
- In conclusion,
- To conclude,
- In summary,
- To sum up,
- It can be seen from the data that …
- As can be seen from the data,
- It is apparent from the data that …
TASK 1
Which of the following serves as a good conclusion for a report on a graph / chart / table?
a. your subjective explanation for a significant trend/feature in the data.
b. a restatement of the introduction in other words, and/or structures.
c. your opinion about the significance of the data.
d. your observation of a striking feature seen in the data. This observation has not been written
down in earlier parts of the report.
e. a correlation that can be seen in the data. This correlation has not been mentioned in earlier
parts of the report.
f. a summary of the main findings.
24
TASK 2
Below are some possible conclusions for a number of graphs, charts, and tables in this
unit. Which of these conclusion is a comment on the data or between data, shows a
correlation between data, or draws the reader’s attention to a noticeable feature in the
data?
a. It is apparent from the bar chart that CAD is absolutely not the preferred choice as core
option for Syrian female students enrolled in the second year Graphic Design course.
b. In conclusion, Asia was home to the majority of the top ten rice producers in the world in
1999.
c. In summary, government policies and market forces had an influence on the expansion or
shrinkage of land area for grain harvest in the world between 1950 and 1996.
d. In conclusion, there are two patterns in the projection of profits for the three companies for
next year, namely, an overall upward trend with periods of stability for Tardy Ltd, and an
initial increase from April to September, followed by a decrease in subsequent months for the
other two companies.
e. As can be seen from the data in the pie chart, virtually 100% of electricity generation in
Australia in 196/1997 came from fossil fuels, with only an insignificant amount of 0,3 %
coming from a renewable source.
25