Task 1
Task 1
STUDY TIPS
It is necessary in Task 1,
Academic Writing, to quickly
identify the main or significant
features of a given graphic text
(a table, graph, object, process
or procedure), summarise
these and make comparisons
where relevant.
table
object
process or
procedure
The following pages contain some examples:
1. GRAPHS
Here we have a table and on the following page, its corresponding organisation as a
column graph.
TABLE
China
Korea
Taiwan
Hong Kong
Netherlands
ELICOS*
2002
11070
4355
2918
2803
22
2003
11426
7237
2733
2308
18
2004
11748
7471
2465
1768
37
NOTE: the acronym ELICOS = English language intensive courses for overseas students
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COLUMN GRAPH
PIE GRAPH
This table is translated into the
corresponding pie graph.
Diploma
Programmes at a
University
College
IT
Comm
Design
Business
Science
2003
237
208
203
350
65
LINE GRAPH
A line graph looks like this:
12
10
0
1960
1970
1980
1990
2000
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2. PROCESS
Examples of processes can be found in Study English, Series 1
Look at:
Episode 7 (The Enviro-loo) and Episode 18 (Salinity).
3. CYCLE
An example of a cycle can be found in Study English, Series 1, Episode 12 (Carbon
Cycle).
4. PROCEDURE
A Procedure is different from a Process.
Example:
Question:
Below is an illustration of a photocopier, which is used to make copies
of documents.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Lid
Glass plate
Automatic document
feeder
Enter ID code
Paper bin
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Sample answer
Transition
Signals
Introduction with
2 sentences:
1. Orientation
2. Outline for
essay
Key
vocabulary
Verbs in
Imperative
series of orders
are underlined.
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5. OBJECT
Describing an Object is different again.
For an example of describing how something works, see Study English, Series 2,
Episode 6 (Technology).
How do I organise a response for a question incorporating a graphic text or a
combination of graphic texts?
Example 1
Question: The table below shows how many students studied English language courses at
an English language centre from 2003 till 2005.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
China
Korea
Taiwan
Hong Kong
Netherlands
ELICOS*
2002
11070
4355
2918
2803
22
2003
11426
7237
2733
2308
18
2004
11748
7471
2465
1768
37
* NOTE: the acronym ELICOS = English language intensive courses for overseas students
The first thing a test candidate must do when given such a question is to quickly
decide how to organise a response, how to organise or summarise the information
presented.
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Structure of Essay
The table presents figures of the number of
international students studying intensive English
(ELICOS) courses in Australia from four Asian countries,
namely China, Korea, Taiwan and Hong Kong, and one
European country, the Netherlands. The figures are for
the years 2002, 2003 and 2004.
Body Paragraph 1
2002
Body Paragraph 2
2003
Body Paragraph 3
2004
Page 6 of 21
Structure of Essay
The table presents figures of the number of
international students studying intensive English
(ELICOS) courses in Australia for three years, 2003 till
2005. These students come from four Asian countries,
namely China, Korea, Taiwan and Hong Kong, and one
European country, the Netherlands.
Body Paragraph 1
CHINA
2003
2004
2005
Body Paragraph 2
KOREA
2003
2004
2005
Body Paragraph 3
TAIWAN
2003
2004
2005
Body Paragraph 4
HONG KONG
2003
2004
2005
Body Paragraph 5
THE NETHERLANDS
2003
2004
2005
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Structure of Essay
The table presents figures on the number of international
students in Australia studying intensive English (ELICOS)
courses for the years 2002-2004. These students come from
four Asian countries (China, Korea, Taiwan and Hong Kong) and
one European country, The Netherlands.
Body Paragraph 1
4 ASIAN COUNTRIES CHINA, KOREA, TAIWAN, HONG KONG
2002
2003
2004
Body Paragraph 2
1 EUROPEAN COUNTRY
2002
2003
2004
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number of international
English (ELICOS) courses for
from four Asian countries
one European country, The
Sentence 1 Orientation
Sentence 1 is the orientation and is a paraphrase of the information about the
graphic, taken from language and text supplied in the question itself.
For example:
"English language enrolments in full-time study at a university
college from 2002 until 2004."
"ELICOS = English language intensive courses for overseas students."
Paraphrase
international students in
Australia studying intensive
English (ELICOS) courses
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Structure of Essay
Introductory Paragraph - 2 sentences
1.
2.
Body Paragraph 1
INFORMATION TECHNOLOGY
2003
2004
Body Paragraph 2
COMMERCE
2003
2004
Body Paragraph 3
DESIGN
2003
2004
Body Paragraph 4
BUSINESS
2003
2004
Body Paragraph 5
SCIENCE
2003
2004
Six paragraphs are too many. A better way to organise the information is by
organising the diploma programmes by year 2003 and 2004. This would allow two
body paragraphs and a much tighter organisation.
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Structure of Essay
Introductory Paragraph - 2 sentences
1. Paraphrase the question
2. Outline the argument your attack on the data
Body Paragraph 1
2003
5 diploma programmes
Body Paragraph 2
2004
5 diploma programmes
The five diploma programmes can be treated one by one. This, however, is a little
tedious. Because it is necessary to identify the significant trends, it would be better to
focus on the trends for these diplomas. This will also help with the organisation of the
body paragraphs.
Trends
Two diploma programmes, namely Business and Science, increase their enrolments
dramatically in the 12-month period, while the other three, Commerce, Design and IT
lose their share (decrease). Although Commerce and Design increased enrolments,
they lost percentage share of overall enrolments. IT collapsed in the period.
So the new organisation would look like this:
Paragraph
1
Structure of Essay
Introductory Paragraph - 2 sentences
1. Paraphrase the question
2. Outline the argument your attack on the data
Body Paragraph 1
2003
Body Paragraph 2
2004
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Structure of Essay
Introductory Paragraph - 2 sentences
Body Paragraph 1
Diplomas of Business and Science
2003
2004
Body Paragraph 2
Diplomas of Commerce, Design and IT
2003
2004
Structure of Essay
Introductory Paragraph - 2 sentences
The two pie graphs present information on enrolments as a percentage of total
enrolments for five diploma programmes, IT, Commerce, Design, Business
and Science at a university school. The enrolments are for two years, 2003
and 2004.
Body Paragraph 1
2003
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OPTION 3
Paragraph
1
Structure of Essay
Introductory Paragraph - 2 sentences
The two pie graphs present information on enrolments as a percentage of total
enrolments for five diploma programmes at a university school for two years,
2003 and 2004, Two diplomas increased their share of total enrolments
(Business and Science), while three (Commerce, Design and IT) decreased.
Body Paragraph 1
Diplomas of Business and Science
2003
2004
Body Paragraph 2
Diplomas of Commerce, Design and IT
2003
2004
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Verb Tense
Line graph
Simple Present
used to
introduce the
graph
Data in the
future, use
Simple Future
Bar/Column,
Pie Graph,
Table
Simple Present
used to
introduce the
graph
Grammar choices
The graph
shows/presents/summarises
Grammar of line graphs
Describing trends
Data in the
future, use
Simple Future
Comparisons
Time phrases
Prepositional Phrases
Examples
Time Phrases
Prepositional Phrases
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Graphic Text
Verb Tense
Process
Grammar choices
Simple Present
used to describe
the process
Examples
The drawing/illustration shows,
the biscuits are moved along
the conveyor belt, sugar is
added
Grammar of Processes
Transition Signals
Time Phrases
Procedure
Simple Present
used to describe
the procedure
The drawing/illustration
shows/is of a photocopier, how
one makes
Grammar of Procedures
Transition Signals
Imperatives
1. Orientation
The drawing/illustration
shows/is of a laser scanner.
2. Purpose statement
A laser scanner is
designed/made to
3. Parts
Machine,
Tool, Object
Simple Present
used to describe
the object, its
parts and how
they operate to
perform the
function
Grammar
Transition Signals
Active/Passive Voice
First/firstly, second/secondly,
finally/lastly, the last part
is made up of, is designed to
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TENSE CHOICE
In general when describing something as it is now, or someone as s/he is now, then
we use the Present Simple Tense. So, if we are describing a graph, machine,
process etc we would use the Present Simple Tense.
However, if the graphic includes information dated in the past or the future, then we
might have to consider other tense choices.
For example, look at the Line Graph:
Car sales in Australia in millions of vehicles
12
10
6
4
0
1960
1970
1980
1990
2000
Tense choices:
The line graph gives sales of automobiles in Australia
from 1960.
Simple Present
(general opening description)
Simple Past
(for data in the past)
Present Perfect
(for period of time)
Future Tense
(for future prediction)
Past Perfect
(completed action in past)
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LANGUAGE CHOICES
It must be remembered that there are many language choices in English. For variety
it is important to use as many choices as possible. This will demonstrate your English
language proficiency your command of the range of choices available.
When describing trends in Line Graphs it is possible to use Adjective and Noun
combinations, or Verb and Adverb constructions.
ADJECTIVE
fast
quick
sudden
significant
dramatic
large
major
NOUN
the rise
the increase
the explosion
VERB
to go up (went/gone)
to rise (rose/risen)
to increase (d)
to explode (d)
to skyrocket (ed)
to balloon (ed)
to soar (ed)
ADVERB
fast
quickly
suddenly
significantly
dramatically
slow
small
gradual
slight
insignificant
minor
the drop
the decrease
the plummeting
the sinking
to go down
to drop (-ped)
to decrease (d)
to plummet (-ed)
to sink (sank/sunk)
to nose dive (d)
slowly
gradually
slightly
insignificantly
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INCLUDE DATA
It is necessary in academic English to always support what you write with evidence
data and examples. It is also important to provide a commentary to demonstrate your
understanding or appreciation of the significance of what you are describing.
Descriptions of what graphs tell us can have three parts:
1. Statement automobile sales increased gradually
2. Data from 1974 till 1994, from 2 to 3 million
3. Comment a rise of 50%, a dramatic rise
The following sentence is a description of car sales in Australia. It is barely
adequate. It needs to be expanded and supported with evidence and a commentary,
which demonstrates an understanding of the significance of the trends.
Car sales in Australia increased slowly and then began to increase more quickly.
They have continued to increase and it is predicted they will continue.
IN
ON
a point in time
a place/particular point
in a period
in an area or region
on a day/date
on a floor/corner/surface
MOVEMENT
from A to B
MEASURE
Inflation remained steady for the next decade.
From 1999 till 2005 prices fluctuated rather dramatically.
Between 2000 and 2005 demand weakened.
Prices rose by 10%
Inflation increased by 1%
The dollar improved against the Pound Sterling by 3 cents in the pound.
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Cohesion means the organisation of language at the sentence level, inside and
between sentences. This is achieved through:
i. correct word order
ii. agreement of subject and verb (in number and case); noun and
pronoun agreement (number, case and gender)
iii. correct use of articles (a/an and the)
iv. choice and sequence of tenses, and
v. correct use of conjunctions.
3. Lexical Resource
Here the examiner looks at your vocabulary and your ability to communicate
meaning precisely and accurately. Do you have the vocabulary to carry out the
requirements of the task? Lexical resource means:
i.
ii.
iii.
iv.
v.
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