Academic task 1 – graph vocabulary (1)
This post looks at some vocabulary for IELTS writing task 1 when you need to describe a graph or chart that has a time element. I begin by looking at some of the most common vocabulary you need. Then I give you some variations and talk about some grammar.
Test yourself first
Before you read on, you may want to test your knowledge first.
The most basic vocabulary – a few variations
Let’s look at this graph and see what words we need to describe it. Put simply we need language that describes
- up (2009 to 2010),
- down (2008 to 2009),
- up and down (between 2006 and 2009)
- no change (2006 and 2007)
- the top (2010)
The language I am going to suggest may seem very basic. It does, however, allow you to say the same thing in up to 6 different ways.That’s good.
Tip: if you find yourself repeating a word, try changing the form of it from a verb to a noun
You should also note that, even with this basic language, there are a variety of grammar problems that cause many candidates problems. That’s bad.
Up variations
Down variations
Up and down
Sometimes you need to describe a graph that goes up and then down. Here we have fewer options.
No change
Top
Preposition problem 1 – by and to
Prepositions are horrid in English. Have another look at the graph:
Note how these two sentences mean exactly the same: The rate of unemployment rose to 12% in 2010.
The rate of unemployment rose by 5% in 2010.
Preposition problem 2 – in and of
This one is harder. We use “in” to describe changes in things and “of” to describe changes in number or amount. For example,
There was a rise in the rate of unemployment
There was a rise of 5% in the rate of unemployment.
Some more advanced trend vocabulary
Are you looking for a band score of 7 or over? If so, then you need to think about using some more advanced vocabulary. You will find here some suggestions for useful language to describe trends in charts and graphs in academic part 1. In each case, I list some words and phrases and give you some notes on how to use them. Also check out the groovy interactive exercises to test your skills.
Test yourself first
Verbs
These verbs are alternatives to the basic rise and fall vocabulary. One benefit of using them is that sometimes they help you avoid repeating too many numbers. If you have a strong verb, you don’t always have to give the exact figure.
Up verbs
Notes:
- “Soar “and “rocket” are both very strong words that describe large rises. “Rocket” is more sudden. You probably do not need to qualify these verbs with adverbs.
- “Leap” shows a large and sudden rise. Again, you probably do not need to qualify it with an adverb.
- “Climb” is a relatively neutral verb that can be used with the adverbs below.
Down verbs
Notes:
- “Plummet” is the strongest word here. It means to fall very quickly and a long way.
- “Drop” and “drop” are normally used for fairly small decreases
- “Slip back” is used for falls that come after rises
- “Drop” and “Dip” are also frequently used as nouns: eg “a slight dip” “a sudden drop”
Adjectives and adverbs
This is a selection of some of the most common adjectives and adverbs used for trend language. Please be careful. This is an area where it is possible to make low-level mistakes. Make sure that you use adjectives with nouns and adverbs with verbs:
- a significant rise – correct (adjective/noun)
- rose significantly – correct (adverb/verb)
- a significantly rise – wrong wrong wrong
Please also note the spelling of the adverbs. There is a particular problem with the word “dramatically:
- dramatically – correct
- dramaticly – wrong
- dramaticaly – wrong
Adjectives of degree
notes
- “sudden” and “sharp” can be used of relatively minor changes that happen quickly
- “spectacular” and “dramatic” are very strong words only to used to big, big, big changes
Steady adjectives
Small adjectives
notes
- “marginal” is a particularly useful word for describing very small changes
Other useful adjectives
These adjectives can be used to describes more general trends
notes
- “overall” can be used to describe changes in trend over the whole period: very useful in introductions and conclusions
- “upward” and “downward” are adjectives: the adverbs are “upwards” and “downwards”
Example:
You should spend about 20 minutes on this task.
The charts below show the percentage of their food budget the average family spent on restaurant meals in different years. The graph shows the number of meals eaten in fast food restaurants and sit-down restaurants.
You should write at least 150 words.
Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Give reasons for your answer and include any relevant examples from your own knowledge or experience.
The provided pie charts compare the proportion of food budget of the average family expense on restaurant meals in several years. The graph illustrates the number of meals taken in two particular places in the same year.
Over the past 30 years, the average family has dramatically increased the number of meals that they eat at restaurants. The percentage of the family's food budget spent on restaurant meals steadily climbed. Just 10 percent of the food budget was spent on restaurant meals in 1970, and 15 percent in 1980. That percentage more than doubled in 1990, to 35 percent, and rose again in 2000 to 50 percent.
Where families eat their restaurant meals also changed during that 30-year period. In 1970, families ate the same number of meals at fast food and sit-down restaurants. In 1980, families ate slightly more frequently at sit-down restaurants. However, since 1990, fast food restaurants serve more meals to the families than do the sit-down restaurants. Most of the restaurant meals from 2000 were eaten at fast food restaurants. If this pattern continues, eventually the number of meals that families eat at fast food restaurants could double the number of meals they eat at sit-down restaurants.
Where families eat their restaurant meals also changed during that 30-year period. In 1970, families ate the same number of meals at fast food and sit-down restaurants. In 1980, families ate slightly more frequently at sit-down restaurants. However, since 1990, fast food restaurants serve more meals to the families than do the sit-down restaurants. Most of the restaurant meals from 2000 were eaten at fast food restaurants. If this pattern continues, eventually the number of meals that families eat at fast food restaurants could double the number of meals they eat at sit-down restaurants.
(201words)
