BAR GRAPHS

Ex. 10: Complete the paragraph about the exam pass rates of boys & girls with the phrases in the box. This bar chart shows the numbers of students with pass grades in different subject exams in Wales in 2003. The chart groups the students according to subject and divides these subject groups into boys and girls. Firstly, (1) numbers of girls achieved pass grades in History, Geography and Art. The number of girls with pass grades ranged from (2) number of just over 60,000 to (3) number of just over 30,000, a difference of around 30,000. Secondly, the number of boys who achieved pass grades in Maths which requires analytical ability is moderately (4) the number of girls. However, the number of boys with pass grades in English appears to be (5) the number of girls with pass grades in the same subject. As to the exam pass rates in Science, one can evidently see that boys achieved high scores (6) girls. On the contrary, the male students pass rates in both History and Geography are clearly not (7) the girls’. It is obvious that boys encounter problems in learning these subjects. Similarly, in the subject of art, the girls can be seen as (8) the boys. Finally, girls did best in English, Maths and Art while their (9) pass rate was in Science. In conclusion, girls achieved (10) boys in four subjects: English, Geography, History and Art. similar the highest the lowest higher than fewer than twice as much as as high as more successful than lowest more pass grades than

Ex. 11: Fill in the blanks in the model answer below Ex. 11: Fill in the blanks in the model answer below. Use one word in each blank. The charts give information about the types of books that British men and women in different age groups buy. The initial impression from the charts is that women tend to buy (1) fiction books than men, although they buy (2) non-fiction books. The 45+ group for two types in total buys (3) books.   (4) 60% of women buy fiction which is (5) as many as the number of men who choose this type of books. Nevertheless, most age groups buy more fiction books than non-fiction ones showing that non-fiction is (6) popular than fiction. The number of people buying fiction increases steadily from ages 16 to 45 with the smallest number of books at (7) 40% bought by 16-24 year olds and the largest number at (8) 50% bought by the over 45s. However, the pattern is different for non-fiction. The number of books bought by 25- to 44-year olds is (9) lower than the number by 16-24-year olds and those over 45. Just over 40% of 16-24-year olds buy non-fiction, but this number is not as high as the number of people aged 45 and over buying non-fiction, at nearly 60%. much more slightly fewer by far the most Nearly almost twice quite less just over just over considerably

Ex. 12: Look at the graph and complete the following model answer by circling the correct vocabulary. The graph shows the percentages of boys and girls who were successful in their high school competency exams in the period from 2010 to 2011, by subject. Overall, it can be said / seen that students of both sexes performed best in Computer Science, Mathematics, and Foreign Languages, including French, German and Spanish, which also shows that they were fluent in speaking them.   Results for boys and girls were roughly comparable / equal / different in Physics 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 considerably / much / around 14% higher than the boys. The difference was even greater / more greatly marked in Chemistry, where over / less / more than 16% more girls passed. The alone / one / single subject where boys’ results were better than girls was Geography where they achieved a pass rate of 30.4%, which was 10% higher than the percentage / figure / number for girls.

Ex. 13: Fill in the blanks in the model answer below with one of the linking words in the box. The graph shows the information about the factors that affect the work effectiveness of two different age group of workers; 18 – 30 and 45 – 60 in a company. 1) , most of the factors influence the former more than the latter. 2) , for younger people, the three top factors are chance for development, unstressed working environment and promotion prospects. 3) these, money and collaborative team spirit are also other possibilities. The first one shows the highest number of respondents at just fewer than 90, and team spirit, and money factors seem to have similar numbers, ranging from 65 to 75. 4) , the number of people for other factors is below 60 and especially work environment stands at the bottom with only 30. For older employees, the tendency is quite different. The influence of team spirit and money reach 60 and well over 70 respondents respectively, 5) job security is the lowest figure at 20. The differences between the two groups are the most noticeable when considering chance for personal development 6) there are 50 people more in the 18 – 30 age group than that of the other group. In terms of work environment and team spirit; 7) the number of young ones is the same as the older ones, in terms of competent boss and respect from colleagues, the mid–aged group overtakes the younger ones by 15. As is presented To start with In addition to On the contrary while due to the fact that although

INTRODUCTION PARAGRAPH consists of two parts: Introduction Sentence (PARAPHRASE / Always Simple Present) what it is what the graph is about, date, location, other relevant information General Trend / Overview Sentence (Summarizing the main points) Introduction sentence  "The bar graph compares the rates of finding a job in several different business sectors in Asian countries between 2000 and 2017." Overall trend  "As is presented, people doing jobs in relation with technology have dramatically got a job more easily than the other sectors nowadays."

Vocabulary for the Introduction Sentence: Starting Presentation Type Verb Description The supplied The presented The shown diagram / figure graph / chart pictorial shows represents depicts illustrates denotes gives describes compares outlines demonstrates the differences …. data on / about …. comparative data on... the trend of... The given the comparison of … provides illustration the proportion /amount of The provided presents table

preparedness for business The the of bar graph illustrates proportions preparedness for business chart presents shows percentages rates how well prepared life from employers and new graduates sector executives students graduated recently The chart presents the rates of how well prepared for business sector in terms of various skills according to executives and students who graduated recently in 2016.

Vocabulary for the General Trend / Overview Sentence: In general / In common As is presented Generally speaking Overall All in all On balance /average For the most part On the whole

Overview Here the first dark coloured bars represent the rates of executives and the second light coloured ones shows the percentages of new graduates. OR Overall, differences occurred between employers and graduates in their responses for oral communication, critical thinking and creativity skills whereas team spirit and IT competency skills had similar rates.

BODY PARAGRAPH what is happening / what happened   You can see from the bar graph that critical thinking skills spread among new generation more than other traits. the most noticeable / significant information about the graph OR any obvious exceptions to general trends As it is seen from the bar graph the employers think that students cannot be successful in business life since they are used to memorizing rather than finding practical solutions to problems. the pattern for different places or groups or people Start with a sentence with no figure. The percentage of current issues in Turkey in the 21st century is far more critical than previous years. Proceed with some specific detail to support it (sentence with figure). When you give the detail, you must make reference to the data. While the rate of Turkish citizens who encountered a devastative problem was 46% in 1990s, it increased 27% in 2009. Write at least two more pairs in the same order.

Things you should follow: appropriate tense. related compare / contrast linking words to make your sentences relevant and coherent. Vary your language   Try to mention the initial, highest, lowest etc. and projection points. Summarise the graph in meaningful segments.

Things you should avoid: Not all the details No personal opinion, imagination or solution No contractions Write about the real data, not the idea / No shorthand: “Men went up.” “Women went down.” “The number of bloggers at social media increased dramatically,” “The percentage of online racist websites rose suddenly.” Keep it academic.

(TREND 1 – sentence with no figure) For Fun Self Employed Part Timer Corporate (TREND 1 – sentence with no figure) As is observed from the graph, employers and graduates share quite similar ideas in terms of team spirit and IT competency skills for preparedness for business life. (SPECIFIC DETAIL 1 – related info with figure) Only 37 per cent of employers believed that new graduates can work in a team collaboratively and are competent on IT skills. The percentage of new graduates claiming that they are ready for both skills is slightly more than the one by employers with a rate of about 46. (TREND 2) On the other hand, for oral communication each group differentiates a great deal. (SPECIFIC DETAIL 2) Twice as many employers as graduates think that they are well-prepared for work environment in terms of these skills, with a rate of slightly over 60% while the rate of employers stayed at nearly 27%.

The chart presents the rates of how well students are prepared for business sector in terms of various skills according to executives and students who graduated recently in 2016. On the whole, main differences occurred between employers and graduates in their responses for oral communication, critical thinking and creativity skills whereas perceptions regarding team spirit and IT competency skills had similar rates.   First of all, employers and graduates share quite similar ideas in terms of team spirit and IT competency skills for preparedness for business life. Only 37 per cent of employers believed that new graduates can work in a team collaboratively and are competent on IT skills. The percentage of new graduates claiming that they are ready for both skills is slightly more than the one by employers with a rate of about 46. On the other hand, for oral communication each group differentiates a great deal. Twice as many employers as graduates think that they are well-prepared for work environment in terms of these skills, with a rate of slightly over 60% while the rate of employers stayed at nearly 27%. The biggest gap is seen in critical thinking traits since the difference between the two groups is far more than 50%. About 75 per cent of graduates believe that students who have finished school recently have critical thinking skills; however, the proportion of the same trait for employers is well below 20%.

‘a rate of’ instead of ‘%’ adverb ‘about’ a rate of about The CHART The REPORT phrase alternative version comparative form employers team spirit (37%) only 37 per cent 'per cent' instead of '%' adverb "only" similar The percentage of new graduates claiming that they are ready for both skills is slightly more than the one by employers ... IT competency (37%) graduates team spirit (44%) IT competency (46%) oral comm. (28%) creativity (25%) oral comm. (63%) creativity (62%) critical thinking graduates (73%) employers (18%) ‘a rate of’ instead of ‘%’ adverb ‘about’ a rate of about * ‘per cent’ instead of ‘%’ * adverb ‘nearly nearly 27% differentiates a great deal Twice as many employers as graduates... * same as the chart * adverbs of degree ‘slightly over’ slightly over 60% about 75 per cent * 'per cent' instead of '%' * adverb "about" The biggest gap far more than 50% well below 20% adverbs of degree "well below"