How to Describe a graph.doc

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1、How to Describe a Graph1. General StatementThe first step to describe a graph is to make a generalized statement of or an introduction to the diagrammatic information. Normally it includes the place, time, content and purpose of the graph.Aids for this part:The chart shows the percentage of The vert

2、ical axis shows The horizontal axis compares 2. Comparison and EmphasisUsually the second step to describe a graph is to make some comparison. Not all the information must be compared with each other. It is common to introduce the most significant or important information and compare it. If necessar

3、y, you must make some calculation before comparing the data.When you make comparison in graph description you dont necessarily lay equal emphasis on every change. Give stress to those dramatic changes, or to those that are of special interest to you, or those that you want your readers to pay more a

4、ttention to and ignore the less important parts. Otherwise your description would be too long and dull, and your readers would be unimpressed.Aids for this part:1)DirectionVerb of ChangeNoun of Changeupriseincreaseclimbgo upriseincrease downfalldeclinedecreasedipdropgo downfalldeclinedecreasedipdrop

5、levellevel outnot changeremain steadyleveling outno change2)There was a (an)minimalslightslowgradualsteadymarkedlargedramaticsteepsharprapidabruptsuddenriseincreasefluctuationdecreasedeclinereductionfalldropThere wasno change3) Describing trend involves a direction:an upward trenda downward trendDes

6、cribing a curve involves a shape and position:convex（凸起的）/concave（凹的）top/bottoma slope（斜面、斜坡）/ peak / plateau a gradual/slight increasea sharp/steep risethe peaka rapid/abrupt falla slight dipno changeslow fall4) Sometimes we use quantity qualification instead of percentage figures or exact numbers.

7、 Here are some vocabulary aids:Percentage guide: 100% Quantity: all, every, each, most, a majority of, many, much, enough, some, a number of, several, a minority of, a few, a little, few, little, no, none, not, anyFrequency: always, usually, normally, generally, regularly, often, frequently, sometim

8、es, occasionally, rarely, seldom, hardly ever, scarcely ever, neverProbability Adverbs and Adjectives: certainly, definitely, undoubtedly, probably, probable, likely, perhaps, possibly, possible, maybe, unlikelyVerbs: will, is are, must, have to, should, ought to, may might, can could, will not, is

9、not, are not, can not, could not5)in relation totwicecompared withthree timesas highlargemanyashalf ofdoubletreblethatdoubletreblehalfthe percentage ofnumber6)As can be seen from/inthechart,diagram,table,graph,According toAs (is) shown inTable 1Figure 2Chart 3It can be seen from thechartdiagramtable

10、graphfigurestatisticsthat3. Causes and ResultsThe third step to describe a graph is to explain or interpret the causes of the changes and if there are more than two items being compared, the third part of the graph description often includes the effects of the changes on each other shown in the grap

11、h.Vocabulary aids Cause and effect1) The cause of wasThe reason for was2)The effectOne consequenceThe resultof the increase (decrease) is3)The demand has increased;(cause)thereforesoas a resultaccordinglyas a consequencebecause of thisthusHence,For this reason,Nowthe prices are higher.(effect)4)Beca

12、useAsSinceNow thatthe demand has increased, the prices are higher5)An increase in demand oftencausesresults inleads toproduceshigher prices.6)When Ifthere is an increase in demand, prices rise.7)Higher prices are oftencaused bydue tobecause ofan increasein demand.8)The prices are higherbecause ofas

13、a result ofon account ofowing toan increasein demand.9)The prices are higherbecausesinceasthere is an increasein demand.4. Conclusion, Assumption or PredictionNormally at the end of the graph description we draw some conclusion, or make some assumption or prediction from the data in the graph and th

14、e interpretation of the graph.Sample 1: Choices Available for College Graduates Several choices are available for college graduates. According to the pie chart (圆形分格统计图表), only 49% of them begin to work and an increased number, one third of them go on with their graduate study. A small number have o

15、ther choices, with 12% studying abroad and 8% running their own businesses. So we see there are great changes from the past, when vast majority of college graduates joined the work force immediately after graduation. The pursuit of further study in China and abroad reflects the stress society has pu

16、t on knowledge. And those who choose to have their own businesses, although in a small number, represent the independence and courage of todays college graduates. Besides, governments encouragement of private enterprises and the lack of job opportunities in state-owned enterprises and government dep

17、artments may be another two major reasons for the changes.Sample 2: Annual Expenses on Learning English The pie charts show us the proportion comparison of English materials purchase made by the college students in X city in the early 1990s and in 2003. In 2003 there are more new choices for student

18、s, like Internet (10%) and CDVCD (30%). In the early 1990s there were only tapes (33%) and reference books (67%). At the same time, the other table shows that the average expenditure on English materials have increased from 60 yuan in the early 1990s to 170 yuan in 2003. From these two graphs, we le

19、arn that there are more choices of materials on English learning and students spend more money on it. Some reasons can explain this trend. First, many students realize the importance of learning English. English is widely used all over the world. It has become an important international language. Se

20、cond, since China entered WTO, learning English has become more popular. It is difficult to find a decent job without fluent English communicating skills. Third, as science and technology have been developing so fast, these latest English learning facilities have already been proved far more useful

21、and effective than the traditional books. In my opinion, this growing trend might continue as more and more college students realize the importance of having a good command of English.Sample 3: A Boom in Adult Education From the graph, we know the statistics of the adult education participation and

22、the increasing number of the participants in X city. In 1985 there were only eighty thousand people taking part in the adult education, but in 2000 the number has grown to two million four hundred thousand people. Obviously there are more and more people who hope to get advanced degrees and gain mor

23、e knowledge after they began to work. There are many reasons responsible for the great change, and the following are the typical ones. For one thing, its during the work that people begin to realize what they have learned before is far from enough and what kind of knowledge they urgently need. Next,

24、 as the science and technology in China are developing so fast, adults after graduation have to go back to universities to refresh themselves so as to improve their competitive ability in society. The main reason is the population growth that affects peoples promotion chances. Many people without ba

25、chelor degrees have become laid-off employees. Therefore, such competitive social background stimulates many people to continue to study. However, this graph may not predict the entire situation in the future. I believe one thing is quite certain that education cant be separated from our social deve

26、lopment.Sample 4:Lifetime Prevalence of Illicit Drug Use Among 10th-Graders in the U.S. (1993-2001) According to the graph, illegal drug use among 10th-graders in the U.S. increased significantly during the 1993-97 period but decreased slightly during the 1997-2001 period. From 1993 to 1997, the per

27、centage of students who had used drugs rose from 32.8 percent to 47.3 percent, an increase of 14.5 percentage points within four years. From 1997 on, however, the upward trend stopped. The rate fell slightly from 47.3 percent to 46.2 percent in 1999 and then to 45.6 percent in 2001. In spite of the

28、slight decrease in the rate during the years between 1997 and 2001, the graph indicates that drug abuse was quite widespread among 10th-graders in the U.S. Take the year 2001 for example, 45.6 percent of students, in other words, more then four students out of ten, reported having used drugs. The nu

29、mber is alarming. Teenage drug abuse is especially harmful. It threatens not only the lives of individual children and their families, but also the future of the country. It is therefore urgent that the government take effective measures to reduce the extent of the problem.Sample 5: Which Type of Sc

30、hool Do You Favor?The table shows that peoples views on the three types of school vary at different stages of education. At the preschool stage, the percentage of people who are for private schools is 56.5%, as compared with 43.5% for public schools. Many parents favor private kindergartens because

31、of their qualified teachers and better facilities. Apparently they think it is worthwhile to invest in education right at the beginning. The percentage of people who are for overseas study at this stage is naught, which is understandable, considering how young the children are. For the 9-year compul

32、sory education stage, an overwhelming majority (96.5%) of the respondents are for public schools. None of the respondents in the survey is for private schools. This is because our country has a well-established compulsory education system and the public schools are generally quite good. This also ex

33、plains why only 3.5% are for overseas study at this stage. Since local schools are very good, there is no point in spending a lot of money sending children abroad to study. At the senior middle school stage, the public school is still the first choice for a majority of people. The percentage of peop

34、le who are for overseas study, however, increases to 18.5%. Perhaps they think that children are now mature enough to take care of themselves and are ready for some cross-cultural experience. For college and higher learning, the percentage of those who are for the public school equals that of those

35、who are for overseas study. Both are considered advantageous at this stage. Many colleges and universities in our country have a dedicated teaching staff and a fine tradition of learning, which are what appeal to prospective students. On the other hand, overseas schools have better equipment and fac

36、ilities for doing research and there is a greater chance for students to be exposed to current development in science and technology. Moreover, with the quickening pace of globalization, overseas experience can serve as a big advantage in the global labor market. The above data will be useful to educators who must decide what types of school to establish and how to raise the quality of education at every level.