a closer look at academic writing - task 1

8/9/2019 A Closer Look at Academic Writing - Task 1

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Preparation (2-5) minutes Study information

Interpret

Note trends

Writing Essay (15 minutes) Structure

Answer the question

Coherence

Vocabulary and sentence structure

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Task types: Graphs

Data is presented in the form of a graph and has to be described in

detail to someone academic who cannot see the graph. The colored highlighted areas show information which is necessary for

the written details these consist ofheadings, titles and the data lineitself.

In this graph there is a time period from 1979 to 2004 and showsfluctuations which are called trends.

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Tables

In this table the data information has a trend to increase ordecrease but the most interesting data is in the restaurantsection where the percentage rises then falls which iscontrary to the other data sets.

The exam will look for the candidates ability to spot unusualtrends and general trends.

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Diagram

The candidate will have to describe in detail howsomething works and present the information in alogical and structured fashion.

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Process

Here the candidate must explain in the correctorder the refining process and using theappropriate sequential language e.g. first, second,next, after, eventually, finally

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Students need to think of each paragraph as alittle container which holds specificinformation.

Here the introduction paragraph is reserved

for paraphrased information given in thequestion and data, no data description ispresented in this paragraph.

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Paragraph two is used to describe the maininformation that has the most weight or anobvious given trend.

Paragraph three discusses averageinformation and data grouped together.

The final paragraph which is optionalgeneralizes the information from the previous

paragraphs.

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If Task One requires 150 words inapproximately 20 minutes then in realitythese paragraphs require only about 40 words

and 5 minutes per paragraph

(8 words per minute).

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This is an example of a typical Task Onequestion. Example:

The charts below give information on the amount ofcarbon dioxide released into the atmosphere in1990 and 2000 by the three different countries of

Jambia, Shirzig and Thain.

You should write a report for a university lecturerdescribing the information shown below.

(The chart is on the next page.)

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Students have very little time to waste withthis exercise so they first need to underlineand collect the data ideas.

Activity: Make a list of keywords.

Remove words whichcannot be paraphrasede.g. carbon dioxide, Jambia, Shirzig etc.

Then, elicit paraphrasing for the remaining words.

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Glossary of words used for instruction inquestions

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Sample answer 54 words:

The charts compare the amount of carbon dioxideemitted into the atmosphere from the three

countries of Jambia, Shirzig and Thain and ismeasured in 000s of metric tons for the years1990 and 2000. Also the included pie chart showsthe three former countries emissions in relation to

the rest of the world.

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Once students can readily manipulate the given textfor the introduction they need to look at the data inthe chart in order to pick out the most important

figures or trend and make comparisons ready forreporting main trends and data for paragraph 2.

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The trend in the chart is quite clear in thatthe larger bars in the chart saw a downwardmovement, whilst the two smaller bar pairsshow an upward trend over the period.

Therefore a comparison can be made withthis important information and all the data

information added to give a clear idea of whatis happening in the chart.


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VOCABULARY FOR BAR CHART AND LINE GRAPH Below are some useful words for describing words of movement and amount in charts

and graphs.


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TRENDS


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NOUNS OF MOVEMENT


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ADJECTIVE + FALL


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Exercise:

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VOCABULARY FOR PIE CHART


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WRITING A PROCESS Grammar and vocabulary

You will receive a higher mark if your writing uses a range of structuresand vocabulary correctly rather than a limited number.

If the flow chart is simple and linear then you may be able to link thestages together by simply using some of the following transition signals.

To begin with First of all First Secondly, thirdly, etc Then Next After that Finally

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If the process is more complex, as in theexample above, then you may need to alsouse these words

Alternatively Otherwise In addition At the same time Concurrently

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Finally, group or add any information whichis general and too small to discuss in depthand any additional information.

In paragraph one we are using the question

information to show the ability to paraphraseand recognize key information.

In paragraph two the main trend andimportant information is used to describe thedata and give it meaning.

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The third paragraph might look somethinglike this. Sample 41 words

In addition to the previous, a pie chart gives globalinformation relating total emissions for the world andshows that Jambia produces 34%, Shirzig 7% and Thainonly 4%. The balance of the other countries produce55% of the emissions collectively.

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The conclusion for Task One is not anecessity if all the information has beenproperly evaluated and discussed. However,if the essay is short and the topic allows for a

conclusion then it is appropriate.

Sample of conclusion

Carbon dioxide emissions are a well known problem,

much of which is directly attributable to our modernlifestyle and it is very apparent from the chart that thecountry of Jambia is a major contributor.

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Exercise 4 Write a suitable general conclusion without using

any of the data.

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Correction Marking Sheet


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THE END

a closer look at academic writing - task 1

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