The next lesson in the Writing series is to review the Bar Chart format in IELTS Writing Task 1. Let’s analyze how to write Bar Chart article right below.
We analyze according to the sample below:
The bar chart below shows the percentage of students who passed their high school competency exams, by subject and gender, during the period 2010-2011.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
Write at least 150 words.
Students passing high school competency exams, by subject and gender, 2010-2011
Introduction:
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Threads |
Paraphrase |
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The bar chart below shows the percentage of students who passed their high school competency exams, by subject and gender, during the period 2010-2011. |
first. shows
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expressions/illustrations/provides information about
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2. the percentage of students |
the proportion of students/ the number of students
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3. passed
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be successful in/ managed to finish
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4. during the period 2010 – 2011 |
from 2010 to 2011 |
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-> The bar charts provide the information about the number of students who were successful in their highschool competency exams in terms of subject and gender, in the period from 2010 to 2011. |
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Overview:
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Idea |
Write sentences |
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Girls do better academically than boys in most subjects. |
è In general, during the time from 2010 to 2011, girls performed better in most subjects in the competency exams than boys.
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Body:
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Paragraph |
Suggestions |
Idea |
Write sentences |
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first |
Focus on describing subjects where the best ratio of male to female students is equal (Computer Science, Mathematics, and Foreign Languages) |
Students of both sexes do best in subjects like Computer Science, Mathematics and Foreign Languages |
Students in both sexes performed best in some subjects including Computer Science, Mathematics, and Foreign Languages. |
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The results of boys and girls in foreign languages and mathematics are the same |
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2 |
Describe subjects where there is a big difference in the pass rates of men and women |
The percentage of female students who passed the most in Computer Science (56.3%), was 14% higher than this rate for boys (42.1%). |
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The subject with the largest difference in the percentage of girls passing more than boys was Chemistry (Chemistry), with a 16% higher rate of girls. |
The difference was greater in Chemistry, where 16% more girls pass in comparison with boys. |
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It’s worth noting that Geography is the only course where boys pass more than girls |
A striking feature is that Geography was the only subject which boys’ results were better than girls, at 30.4% and 20.1% respectively. |
Structure:
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A + to be the same as + OVER similar to |
The number of boys passing Foreign Languages and Mathematics was the same as the number of girls managing to finish these tests. |
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A and B + to be + compare equivalent equal the same |
Results for boys and girls were roughly the same |
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…, at …% and …% respectively |
The percentage of girls passing Computer Science was higher than that of boys, at 56.3% and 42.1% respectively. |
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S + tobe + the + adj-est (with short adjective) most adj (long adjective) |
The proportion of girls passing Computer Science was the highest rate compared to others. |
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Important point |
Surprisingly, the proposition striking A(n) outstanding + feature is that + proposition noticeable |
Sample:
The bar charts provide the information about the number of students who were successful in their highschool competency exams in terms of subject and gender, in the period from 2010 to 2011. In general, girls performed better in most subjects in the competency exams than boys .
As can be seen, students of both sexes performed best in Computer Science, Mathematics, and Foreign Languages. Results for boys and girls were roughly the same in Computer Science and Mathematics. In other subjects, however, there were some significant differences.
Girls achieved by far their best results in Computer Science, with a pass rate of 56.3%, which was around 14% higher than the boys. The difference was even greater in Chemistry, where over 16% more girls passed. The only subject boys’ results were better than girls was Geography where they achieved a pass rate of 30.4%, which was 10% higher than the result for girls.
PRACTICE:
Chart 3:
You should spend about 20 minutes on this task.
The Table below shows the results of a survey that asked 6800 Scottish adults (aged 16 years and over) whether they had taken part in different cultural activities in the past 12 months.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
Write at least 150 words.
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Participation in cultural activities, by age |
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16-24 |
25-44 |
45-74 |
All aged 16 and over |
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% |
% |
% |
% |
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Any performance* |
35 |
22 |
17 |
22 |
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Undertaking any crafts |
11 |
17 |
22 |
19 |
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Cultural purchases |
11 |
17 |
18 |
16 |
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Any visual arts |
30 |
16 |
11 |
15 |
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Any writing |
17 |
6 |
5 |
7 |
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Computer based |
ten |
9 |
5 |
6 |
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* Dancing, singing, playing musical instruments and acting |
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Sample:
The table shows details of participation in a variety of cultural activities over a year, according to the age of the participants.
Overall, any performance, which includes dancing, singing, playing musical instruments and acting, had the highest level of participation, with 22% of votes participated in the previous 12 months. By contrast, computer based activities had the lowest level of participation (6 per cent).
People aged between 45 and 74 years old were most likely to undertake any activity to do with crafts (22 per cent), while performances were more likely to be involved in by those aged 16 to 24 (35 per cent). The differences between age groups were particularly marked in the case of visual arts and writing categories, where participation rates were around three times higher for younger people than for the older ones. It is clear from the evidence that age plays a significant role in the popularity of the cultural activities listed.
Chart 4:
You should spend about 20 minutes on this task.
The table below shows the proportions of different categories of families living in poverty in Australia in 1999.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
You should write at least 150 words.
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Family type |
Proportion of people from each household type living in poverty |
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single aged person aged couple single, no children couple, no children sole parent couple with children all households |
6% (54,000) 4% (48,000) 19% (359,000) 7% (211,000) 21% (232,000) 12% (933,000) 11% (1,837,000) |
Sample:
The table gives a breakdown of the different type of family who were living in poverty in Australia in 1999.
On average, 11% of all households, including almost two million people, were in this position. However, those consist of only one parent or a single adult had almost doubt this proportion of poor people, with 21% and 19% respectively.
Couples generally tended to be better off, with lower poverty levels for couples without children (7%) than those with children (12%). It is noticeable that for both types of household with children, a higher than average proportion were living in poverty at this time.
Older people were generally less likely to be poor, though once again the trend favored eldery couples (only 4%) rather than single elderly people (6%).
Overall the table suggests that households of single adults and those with children were more likely to be living in poverty than those consisting of couples.
Let’s go back to school together.
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