Visuals writing about graphs, tables and diagrams

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Visuals
ABOUTGRAPHS,
WRITING
AN D
TABLES
DIAGRAMS

Gabi Duigu

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@ Gabi Duigu 2001
All rights reserved
Published by Academic English Press
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Part1
t. The Purposeof GraphsandTables

.. .. .. .2

Part 2

2. \WritingaboutGraphsandThbles
2 . 1 \ W r i t i n g t hI en t r o d u c t i o n
2.2 TimeExpressions
2.3 Expressions
of Measurement

......9
......10
.......13
. . . .15

Part3
3. \TritingtheReport
3.1 Contrast....
3.2 Tiends
3.3 Correlations

......25
...,.25
......32
......35

Part4
4. Using the Right sryle .
4.1 Modifiers
4.2 Using the CorrectSryleand Avoiding Errors

. . . .39
...39
. . .48

Part5
5. Diagrams
5.1 VocabularyandGrammar
5 . 2 U s i n g a g o o d s r y.l e
AnswerK"y..

...55
......55
......56
...59

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\With thanks to Maryanne Sheafor making the book possible,and for her
enduring patience and encouragement.

Many of the graphs and tables in this book are basedon visualsfrom various
issuesof the UNESCO Courier, to which very worthwhile publication grateful
acknowledgment is made.

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lntroductionand Overview
Many books exist that are guides to academicwriting for native speakers.There are
also a number for non-native speakers.Of these,quite a few deal with the use of
graphs, tablesand other visuals.However, they normally explain how to insert or use
thesevisuals to make your work more interesting and easyto understand.They do
not usually explain how to write about thesevisual aids.
The primary purpose of this book is to help you with the \Writing Thsk I of the
IELIS Academic test. Howevet becauseit attempts to deal with the language
required in a systematicway, you may find that much of the information it contains
could be useful to you later during your studies,if you ever need to use graphs,
tablesor the like in your work. So perhapsyou should not give the book away as
soon as you have passedyour IELIS.
)i()K)K)t()K

'Writing
Thsk 1, it is
In order to write about visuals,as required in IELIS Academic
necessaryto understand what to write, as well as ltotl to write it. The first section of
this book therefore beginswith a discussionabout the main purpose and featuresof

graphs, tablesand other visuals,and provides exercisesto practiseidenti$'ing these
correctly.
The later sections then go on to deal with the languagerequired to write about
them. There are vocabulary lists, explanationsabout meaning and grammar, and
exercises.There is also an Answer Key, and model answersare provided, so that the
book can be used for self-studyas well as class-roomuse.

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2

Visuals:Writingabout Graphs,Tablesand Diagrams

Since most of the IELTS Academic \Writing Thsk 1 questions deal with graphs and
rables,and since they require specific interpretation and writing conyentions,we will
first focus on these.

A Note on terminology: The IELIS Handbook mentions diagrams and tables.
Clearly this includes graphs (the most common visual used in \Writing Task 1)
under diagrams. Other books talk about visuals to cover all of these.Youdo
not need to worry about this as the label is usually given in the introduction to
the task and you can simply use the sameword in your answer.

1. ThePurposeof Graphsand Tables
In order to know how to do something properly, it is necessaryto understand the
parpose of that thing.
tWe actually need to know two things:

a) the purpose of using graphs and tables;and
b) the purpose of utriting about the graphs and tables that have been used.
\Wewill deal with the first one first.

1.1UsingGraphsand Tables
TASK1
'Which

of the following statements do you think best describe the purpose of
providing graphs and tables in an academic text?
a) to explain what is in the t€xt in a different way
b) to provide information which is additional to that provided in the text
c) to make it easierto understand the conceptsby using a visual rather than
by just using words
d) to give an overview or an impression or a summary
e) to provide more exact details than is desirablein the text
rc Answer Key

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Visuals:Writingabout Graphs,Tablesand Diagrams

1.2 Writingabout Graphsand Tables
In real life, the text usually comesfrst, and the graph or table is added to support
the text. In fact, most books that adviseon writing, explain how to use graphs or
tables to illustrate the words more cleady. However, in IELTS the reverseoccurs you are given the graph, table or diagram and must supply the words.
In Thsk 1 candidatesare askedto look at a diagram or table, and to present the

information in their own words. Depending on the type of input and the task
on their abiliry to:
suggested,candidatesare assessed
r organise, present and possibly compare data
.describe the stagesofa processor procedure
.describe an object or event or sequenceofevents
. explain how something works
IELTS Handbooh, 1999

Note that the first of theseis the most common task found in the Test, and the one
we are dealine with now

TASK2.
\(zhich of the following do you think best describes the purpose of writing
about graphs and tables (in real academic writing)?
a) to explain what is in the graph or table in a different way which makes it
easierto understand
b) to give exactly the same information in words, in order to emphasiseit
c) to expand on what is in the graph or table by giving additional explanations
about the reasonsetc.
d) to draw attention to the most important asp€ctsof the information shown
in the graph or table.
tc Ansuter Ke!

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Visuals:Writingabout Graphs,Tablesand Diagrams

1.3 Understandingthe Purpose
TASK3.
Look at the following graph and the descriptions given underneath, and decide
which one is the most suitable. Try to explain why you think so.

AnnualUrbanGrowthRates
Average
ltsto-ts
T--l 1995-2000
ffiil 2020-2025

Asia

Europe

North
Latin
America America

a) This gdph showsthe auerageannualurban groluth rate of 5 continentsfrom 1970
to 2025. According to the graph, Africa had about 5o/oauerageannual urban groutth
rate in 1970 and ouer 4%oauerageannual urban grozuthrate in 1995 and in 2025
the auerageannual urban grou.tthrate is expectedto bejust ouer3o/o.For Asia the
auerageannual urban groutth rate wasjust ouer3o/o in 1970 and 1995 and it utas
expectedto be about 2o/oin 2025. In Europe, by contrast,tlte auerageannual urban
groutth rat€ was only about 1.5% in 1970 and it went down to about 0.5o/oin
1995, and in 2025 it utill be lessthan 0.2o/o.In Latin America tlte auerageannual

urban groutth rate utentfrom just under 4o/oin 1970 to just ouer2%oin 1995 and it
tuill probably bejust ouer 1o/oin 2025. In North America the auerageannual urban
groluth rAte uAs about 1o/oin 1970 and 1995 and is ffiPectedto stay tlte samein 2025.
b) Looking at the graph lae cdn seethat urban {ouath has happenedon all 5
continentssince 1970 and that it is expectedto continue right up to 2025. The most
dramatic grouth is in Africa, Asia and Latin America, becAusetbesecontinentshaue
experiencedthe most deuelopmentand industrialisation since 1970, while Europe and
North America show lessincreaseprobably becausethey already started being more
urbanised. In deuelopingcountriesmary)peoplefom the countrytsideare attrdcted t0
the cities to loohfor u,,orhand better opportunities in heahh and education, but this
rapid urbanisation is causingmany problems and needsto be connolled.

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Visuals:Writing about Graphs, Tablesand Diagrams

that since 1970 there has beenconsiderableurban grotuth in all 5
) The graph shou,,s
continentspresented and that this trend is expectedto continue at least until2025.
Houteuer,the ratefor eaclt continent ltas not beentlte same. The deuelopingcounnies
of Afica, Asia and Latin America experiencedtlte most dramatic growth rates in
1975, with Afica hauing around 5o/oPer Annum, Latin America just ouer 4%oand
Asia ouer3o/o. In 1995 theseratesdeneasedto just ouer 4o/oin Afica and doun to
about 2o/ofor Latin Anterica, but Asia remained tlte same. This grouth rate is
expectedto decreaseby about 1% for all three continentsbjt the year 2025.
Mennuthile North America is expectedto maintain its groutth rate of 1o/op.a. ouer the
entire period, tahile Europe, hauing started theperiod at about 1.5o/ogrowth rate is

expectedto reducethis to only about 2% by 2025.
a Ansuer Ke!

differenttypesof Graphsand Tables
1.4 Understanding
\7e now need to look more closelyat what graphs and tablesshow, and the
differencesberween them.
a)

'What

features do the following graphs have in common?

CigaretteConsumptionin China

1950- 90
WorldMeatProduction,
Million Tons

billions:

2000
t

Pork

1500

,.a(

40
20
't0
0

u Poultry

-ta

30

/

a Beef/Buffalo

.---'-+/
R

.A'

..,.8'
F-.:::--.ts_+

1950

1960

1970

1980

1990

b) Vhat features do the following graphs have in common? How are they
different from the previous ones?
Percentageof distributionof Internet-connected
July1999
by incomeof countlies,
computers,

Waste1999
Household
Paper&
21%
Carboard

Food& Garden
Materials46%

High-incomecountries95.1 =Plastic 8%
Middleincome counldies4.7 /
Low-incomecounti reso.z

Metal 6%

Glass8%
Other'l l%

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Visuals:Writingabout Graphs,Tablesand Diagrams

c)

'What

about these graphs?

Percentaqe of all children
5 - 1 4 y e a - r sw h o w o r k 1 9 9 5

Europe
AnnualWaterConsumption:

World

150

Africa

120
tuia
Latin America
& Caribbean
Oceania

ffieoys

Icitlt

Thousands9o
of Litres
(percapita)6o
30
o

d)

1950

1960

1970 1980

',I990

2000

'What

kind of information do the following tables provide? How does this
differ from the graphs?
computers
Internet-connected
worldwide,1981-1999
1987
1988
'1989

1990
'1991
1992
1993
1994
r 09s
1996
1997
1998
1999

28,174
s6,000
159.000
313,000
617,000
1,136,000
2,056,000
3,864,000
6,642,000
12,881,000
19,5r+0,000
36,739,000
56.218,000

Thelargestnumberof foreignstudentsby country
1995
of origin,in the 50 majorhostcountries:
115,87'l

China

69,736
62,324
45,432
43,941
41,159
39,626
37,629
36,515
34,908
32,411
28.280
27,749

Korea.Republicof
Japan
Germany
Greece
Malaysia
lndia
Turkey
Italy
Morocco
France
Canada
United States

a Ansuer Ke!

Understanding graphs and rables involves understanding the following details:
1. \X/hat is the information or data in the graph or table abo :ut?[ This
infarrnation is norma$t suppheA uith ilte graplt or tabla,J
r$fhat
2"
are the units of rneasufemeflt used?
3. \{hat is the area (place) involved ?
4. \f,hat is the time-scale involved ?
5. What is the purpose of the graph or table?

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Visuals:Writingabout Graphs,Tablesand Diagrams

Let us look at the graphs and tablesshown above once more, and answer the
following questions:
'What
1.
are the units of measurementused?
2.'W-hat is the area (place) involved ?
3. Vhat is the time-scaleinvolved ?
4. \What is the purpose of the graph or table?
After examining the graphs and tables above you will have noticed the following:
In the caseof a line graph, the horizontal and vertical axes provide most of the
information. Usually trends over a specific period of time are shown in this way.
A bar graph shows the samekind of information but with the units presentedas
bars or columns. Another kind of bar graph (also called a histogram) may show

numerical distributions rather than changes.
Pie graphs show proportions, normally representedas percentages.
Thbles give detailed data and may be used to display changes over time or they may
show distributions of variablesaccording to place, or rype. They usually require
more interpretation than graphs do.

Graphs
1.4.1Wedge-shaped
There is one kind of graph that can causeconfusion becauseit appearsto combine
the featuresof both the pie chart or the bar graph and line graph. Look at these
graphs and answer the questionsthat follow.

TASK4
Region
fromFossilFuelBurningby Economic
WorldCarbonEmissions
Million
Tons
7000
6000
s000
4000
3000
2000
1000

1990

1990

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Visuals:Writingabout Graphs, Tablesand Diagrams

l. tVhat was the amount of emissions from industrial countries in 1950?
2.'What was the amount of emissions from developing countries in 1950?
3. How much did the Former Eastern Bloc countries emit in 1980?
from 1985- 2000
WorldSpendingon Advertising
(in5USmillions)
: : Total

33-olO90

,,::,:::,:,:::
North America

ffi rrrop"

c282,OOO

ffi Asia/lacific
I utinAmerica

242,000

.r9l,ooo

1124ooo

Il

J€4sog,,i:

4. Did the European countries spend more or less than the Asia/Pacific ones on
advertising in 1985?
5. Did the Latin American countries spend more or less than the European
ones in 2000?
a Ansuter Ke!

1.4.2 CombinedGraphs
It is is very common to find two or more graphs presentedtogether.This is usually
done to show either a comparison, or a more complicated correlation than can be
shown in one graph.
A correlation is the way two setsof facts are related to each other. The relationship
may be a change over a period of time, or it may be a possiblecauseand effect link.
There is a section dealing with Correlations in more detail, starting on page 35.

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Writingabout Graphsand Tables
This section is going ro deal with selectingthe right approach and sryle, learning to
use the appropriate vocabulary,and becoming aware of the grammar related to this

vocabulary.
The languageof graphs and tables is divided, for convenience, into:
introductory expressions
time expressions
terms of measurement
In Part 3 we will deal with:
expressions of comparison and contrast
expressions for trends
correlations
To use this languagecorrectly,it is necessaryto keep the following points in mind:
1. You must know the exact meaning and usageof the terms
2. You must know the collocations of the terms: i.e. you must know which
expressionsgo together, and which are never found in combination
3. You must know the grammatical featuresof the terms

4. YOU MUST CAREENOUGH TO BEACCURATE

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Visuals:Writingabout Graphs,Tablesand Diagrams

\?arningl From the lis* that follow in this.::.rio:l do NOT, in.your own.
writing, useanf expressions
you areunfarniliar with. Only usethe terms that
you know, and make sureyou know them correctly.Only selectedexamplesare

given here.Ir is essentialfor you to haveat leastone of the following ESL
dictionaries,which will give you mor€ examples:
Oxford Advanced frarner"s Dictionary
Longman Dictionary of Contemporary English
Collins CoBuild Dictionary
CambridgeDictionary of InternationalEnglish

2.1 Writingthe Introduction
Often the hardest part of writing anything is writing the introduction. If you have a
good technique for this, then the rest of the task is usually lessdifficult.
The first thing to note is that writing about visuals is not the same as writing an
essay.This m€ans three things in particular:
'iwite
a
1. You are not asked to discuss the information, but generally to
report describing" the information.
2. It is not necessaryto write an introduction like in an essayfor this writing
task You are writing a report, which means that you do not begin with a
broad general statement about the topic.
3. You do not need to write a conclusion which gives any kind of opinion
about the significance of the information.
So how do you begin?There are three steps.
Step l: Identify the main idea behind the graph or table. This will be the focus
ofyour first sentence.
Step 2: Consider the details of what is being shown -the units of measurement
and the time frame - and decide how much you need to include.
Steps 1 and 2 involve understanding the visual. This was discussedin Part 1.
Step 3: Consider the languageto use-the introductory expressions,the tenses
of the verbs, the correct expressionsof time and I or measurementetc.
For Step 3 this section should help you.

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Visuals:Writingabout Graphs,Tablesand Diagrams

2.1,1 What introductoryexpressionsto use
There are three possibleways to start.
One is to refer to the visual directly (e.g. This graph shous thepopuktion ofAlia in
the 20th centur!.) Howeve! this method is not advisable,since the instructions in
the IELIS test will normally give you just this information. If you copy directly
your English
from the paper you are wasting time, since the examiner cannot assess
from a copied sentence.
The secondway is to refer directly to the main messageconveyedby the visual (e.g.
Tltere was a sharp increasein the population ofAlia in the 20th century.)This way is
perfectly acceptable,and shows that you are able to recognisethe main concept or
m€ssagethat the graph or table shows.
The third way combines the two (e.g. The graph shoutstbat there utasa sharp increase
in thepopulation ofAlia in the 20th century.)This is also acceptable, and is often
used as a convenient way to start. In order to use this method, it is necessaryto use
a few fixed expressions,which refer to the text itself, like those below.

2.1.2 Introductory
Expressions
The graph / table shows / indicates / illustrates / reveals / represents
It is clear from the graph / table
It can be seen from the graph / table

As the graph / table shows,
As can be seen from the graph I table,
As is shown by the graph / table,
As is illustrated by the graph / table,
From the graph / table it is clear
Notice that it is best to avoid using personalpronouns. Instead of saying We can see
fom the graph.... it is better to use the passiveor impersonal constructions, as above.
Do not forget that the secondway is also very acceptable(i.e., not referring to the
text directly at all). There will be more examplesof this in the following pages.
Most of the above expressionscan be followed by a clause starting with that.
Severalof the above expressionscan be followed by a noun or noun phrase.
Severalof the above expressionsmust be followed by a main clause.
Tiy to identi$' which is which by doing the next exercise.

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Visuals:Writingabout Graphs,Iables and Diagrams

TASK5:
Make all the possible matches between the expressions in the table on the left
with those on the right:

1. The graph shows/ indicates

I a) that thepopulationofAlia greu',

2. It is clear from the table
3. It can be seen from the graph

I

4. As the table shows,

I

5. As can be seen from the graph,

I c) the PoPulation ofAlia grew in the

i" the 20th centur!
I O1tltt groutth in the size of the

6. As is shown/illustratedby the graph, |

populationofAlia
20th century

7. From the graph it is clear

o Answer KeJt

'Warnings:
1. Avoid using the phrase: according to the graph. This is becausethe phrase

according to generally means that the information comes from another person or
source, and not from our own knowledge. (For example,Accordingto tlte
Handbook, lou cannot take the exdm more tltan oncein three months. According to
my friend, the essayquestion aas not too dfficuh.)
In the caseof a graph or table that is shown, the information is there right in
'knoJ
it. That
front of you, ,h."*rir.r, and.also the reader,and so you can both
is, it does not come from another source.
2. Note that the expressionsas cAn be seenfrom the graph or as is shotttn/
illustratedby the table do not contain the dummy subiect ir. Avoid these
expressionsif you think you are going to forget this unusual grammar'
is best avoided, since it requires a sophisticated
3. The word preserutrs
summarising noun ro follow. For example: ThegrdPhpres€ntsan oueruiewof the
population gotath of Alia in the last 20 years.

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Visuals:Writingabout Graphs,Tablesand Diagrams

TASK6
Which is the best introductory sentence for a description of this graph from
the following?
1950- 90
WorldMeatProduction,
Million Tons

80

70
,,r

60

o

30

,r

20

ts-q
tr

l0
0

a Beef/Buffalo

./

50
40

e-.,:::-

1950

/.n

1960

E Poultry

,,,

. - -. , a '
-- E

€.

1970

.4
1980

Potk

Sheep/Goats

',1990

a) This graph sltotasthe changesin world rneatProduction betueen 1950 and

1990.

b) From this graph we cAn seethat most meatProduction is a lot higher in 1990
than in 1950.
c) Between1950 and 1990 meatproduction in the world rosesignifcantly for all
hinds of meat excePtsheepand goat meat.
d) The graplt shoutsthat in 1950 production ofpoulny and sheepand goat meat
was lessthan 5 million tons, uthileproduction ofpork and beefand buffalo
1n€Atuas around 20 million tons.
rc Ansuter Ke!

2.2TimeExpressions
fu you can seein the above exercise,you can start your description with a time
phrasein some cases:

Betuteen1950 and 1990productionrosesignificant[t...
Even if you do not begin your sentenc€with a time expression,in many cas€s,
particularly those involving line graphs, the time frame is given and is an important
elemenr of the visual and will need to be mentioned. For this reasonit is important
that you know how to use the common expressionsof time, and that you revise
them from any normal grammar book if they causeyou difficulties.
Here are the common ones:
for
in
-and
between

during
before

from-to/until
after

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Visuals:Writingabout Graphs,Tablesand Diagrams

in:
In 1999...

In the 20th century...

In the first ten years...

tltere was a significant increasein production
for:
For the first six months...

For twenry years...

the number of employes remained the same.
during:
During the first six months...

During the first half of this century...

During the remainder of the year...
production was slouing down, while imports increased.
from-to/until:
From August tol until November...

From 1950 to 1960...

tltere was no changein energl use.
between -and:
Berween1950 and 1960...
tltere uas no changein the rate offuel consumption.
before I after:
Before 1960 the number remained small,6u

afrcr 1965 t/tere utasa sudden increase.

around / about:
Around / about l9B0 there was a changein the number offemale part-time employees.
byt
By the late 19th century the rural workforcehad declinedsignificantQ.
at:
At the end of the last century tltere utasa sharp increasein manufacturing.
since:
Since the 19th century there has beena steadyd.ecline.
are:
Orher usefulexpressions
(in) the period from (in) the oeriod between

to

and

in the first/last three months of the year
to
over the period the
next
years/
decades/
quarter ofa century etc.
over
over a ten year period
throughout the 19th century
from that time on
after that
then
in the 1980s

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Note that you can refer to a decade as the 1980s etc. There is no apostrophe
before the s.

2.2.1Usingthe right tenses.
It is important to selectthe correct tenses.Points to remember:
a) For most visualsa specific time in the past will be given and you will need to

use the past simple tense. If two things took place at the same time, you may
use the past continuous tense for one of them. (\Ylhilepoulny production uas
rising during this period, tltere utasno changein mutton production).
b) If you usesinceor recent(ly)it means that you are referring to events that have
come up to the present.That means using the present perfect tense. ( The useof
tlte Internet has risen enormouslysincethe 1990s.)
c) \flith by you will often need to use the past perfect or the future perfect tense.
($t the end of the centur! tlte rate of urbanisation had doubled.)

TASK7
Look again at the graph ofVorld Meat Production (in Tirsk 6) and complete
the following statements with a suitable expression of time:
1. Theproduction of sheepand goat meat remained almost unchanged

2.

theproductionofpork rosesharply.

slowly
3. Pouhryproductionincreased

and

rosedramatically.
steadygrouth
4. Beefand bffilo productionexperienced
a Answer Ke!

of Measurement
2.3 Expressions

Since graphs and tablesshow measurements,it is necessaryfor you to have a
knowledge of the most common terms used to describequantiry and related
expressions,and, as always,to know how to use them CORRECTLY. The followins
lists are there to act as a reminder for you of nouns that you are probably aheady
familiar with, and to show you the verbs that they are associatedwith, and the
rypical phrasesused to describevisual aids.

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2.3.1 Quantities
quanuty

number

the total quantity
the whole of the
the majority

the total
the total number

the whole amount
the greatest amount

the total amount
all of the
the full amount
the greatest number

the maximum

the minimum

amount
figure

It is best to use arTount and quantity for uncountable nouns, although both are
used for countable nouns as well, particularly quantity. However, num'ber can
generallybe safelyused for all countable nouns.
The amount of production increasedin the last 20 years'
The number of cars on the roadsincreasedin the last 20 yearl
However, you cannot say *The quantit! ofproduction increased.
This is becausequantity is only used for items that can actually be measuredor
counted (e.g. iron ore, shares,weapons), not for abstract terms. Sinceamount can be
used more widely (e.g. the Amount of utealth / experience/ waste)it is generally safer
to use this word if you are not certain.
For number you must of course have a plural, countable noun following: the number
of cars; tlte number of unemployedpeople.
There is some confusion about whether the verb following thesephrasesshould be
in the singular or plural. Strictly speaking,it should be singular, becausethe noun
number is itself singular, so we should say: The number of carsbas increased.The

number of unenployedpeople ltas drcreased.
But you may also come acrossthis kind of sentence: Thereare a number ofpeople
taho ltaue ashedfor this book. This is becausein this casewe are thinking about the
people rather than the number.
refersto the actual number itself, not the thing that the number
refers ro: While tlte number of Internet usersu)Asonly 2.6 million in 1990, thisf.gure
ltas more than doubled in the last tuo years.
Thewordf.gure

Note the combinations given in the table above (e.g. the total amounr)' A more
simple and idiomatic way of expressing the whole/ total amount is to say all of the or
the utholeof the. However, note that all of the can be used with both countable and
uncountable nouns (e.g. all of thepopulation; all of the people), while the uthole of the
can only be used with uncountable nouns (e.g. the whole of thepopulation; the
uhole of theproduction for that year). It is clearly safer to useall of the.

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Warning! A common error is to omit the after expressionsIike all.of or tlte
.
whoh of Do not write Vll of population; "the tahole of energt used.k must be:
All of the population; the utholeof the energyused.

Remember also that many is used for countable nouns, while a great deal a/should
be used for uncountable nouns. (For uncountable nouns a lot of can be used

informally, but it should be avoided in formal writing.) Here is a summary of the
points made above.The expressionsin bracketsare the lesscommon ones:

\07ith countable nouns

With uncountable nouns

(amount)

amount

(quantity)

(quantiry)

number
all of the

the whole (of the)
a great deal of
(a lot of)

many
(a lot o0

2.3.2 OtherMeasurements
(i)

range

rate

level

€xtent

scale

ProPortion

degree
ratio

distance
volume

height
size

Percent
(ii)

percentage

altitude

weight
area

frequency

duration

length

The words in set (ii) above (and the adjectivesrelated to some of them) are very
restricted in use, and you will be unlikely to need them in the IELIS Academic
\WritingTask 1. If you need them in universiry work, you will certainly know their
meanings and use.
However, most of the words in set (i) are very widely used becausethey refer to
changeof to the relationship of something to something else,and that is what
graphs and tablesare usually designedto show.These terms, however,can present
difficulties in usase.

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2.3.3Usage
Rnte is defined in the Longman Dictionary of Contemporary English as:
a quantity such as aalae, cost, or speed, measured hy its relation to sonxe
other am.ount,

The Cambridge International Dictionary gives this definition:
a leuel of speedwith uhich sometbing happens or changes,or the number
of times it happens or changes utithin a particuhr

period.

So we can talk about the rate of grouth, or, more commonly, the groutth rate of the
population; the birth rate; unemPloyment rate; diuorce rate etc. These are all
measurementsconsideredin relation to the rest of the population, or involving
changesover time.
Leuelindicates lteigbt, as in the leuel of utater in a gl.ass,but it also has the meaning
of amount. The Oxford Advanced Learner'sDictionary defines it as:
a point or ltosition on a scale of quantity, strengtlt, ualue etc.
Collins Cobuild English LanguageDictionary gives this definition:
the am.ount of something at a particuhr

time;

Thus we can talk about rhe leuel of production| the leuel of expenditure; and also
the leuel of unemployment.
In all the examples given above, the word leuel could be replaced by the word rate.
(i.e. the rate of production; tbe rate of expenditure; the rate of unemltloyment (or the
unemplolment rate).In most casesit is probably safer,therefore, to use the word
rateunless you especiallywant to refer to a particular point, rather than to make a
comparison.
If you think of leuel6eing representedby a bar graph, and rate by a line graph, it is
easier to remember that leuel goeswith the verb rise and rate goeswith the verb
increase.(Go to the section on Tiends for further examples.)
Most of the other words in the list are not quite so common, and you should not
use them unlessyou are confident that you know them well. However, another very

common and important term rspercentage. \flhile percent means lircrallyfor euery
hundred the word percentage is used more broadly to mean proltortion. Thus we can
say that the percentage / proportion of uomen in the utorhforce has risen.
The term proportion is also used to compare two things:
The proportion of utomen to men in the uorffirce

increased.

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2.3.4 RelatedVerbs
be
constitute
equal
include
stand at

make up
comprise
account for
record

consist of
amount to
represent

reach

become

The verbs that show change are given in the next section - Tiends.

2.3.5 Usage
It is usually correct to use some form of the verb to be. However, it is not good to
keep repeating the sameverb. On the other hand, it is safer to use the sameverb
repeatedlyand correctly than to use any of the other ones incorrectly. It is therefore
best to learn to use at least two or three of the expressionsabove accurately.Your
ESL dictionary will give you more examples,but here are some:
The number of unemployedutas 10% of thepopulation.
Thepercentageof uomen in the u.,orkforceuas higher than in t/tepreuiousyear.
Women madc up / constituted a signifcant Percentdgeof the uorkforce.
Food and garden materials *comltrise nearly half of all householdwaste.
Paper and cardboard amounted to 2lo/o of the total householdLuaste.
Thepopulation ofAlia stood at 21 million at the turn of the centur!.
ga;es.
Fossilfuel emissionsaccountfor the majority of greenhouse
The consumption offossil fuels reached the highest leuelsin recentlears.
*Note: It is difficult to use comprise correctly, since it has several related
meanings, and can also be used in the passive. It is best to avoid using this
word, unless you are very confident. Check your ESL Dictionary for examples.

2.3.6 MathematicalExpressions
halve vb.
half n.
treble vb.
triple n.

multiply vb.
quarter n. / vb
average ad1.I vb I n. total adj. / vb.
fraction n.
equal adj. / n..

double n. / vb.
threefold adj.
divide vb.
partial adj.

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2.3.7 Phrases
Note especially the use of the prepositions at, in and,uith in some of the
following, and try to learn these phrases, as they are very useful:
production roseat a rate of 20o/oper yar / per annum / p.a.
consumptionstoodat tlte sameleuel in thefollouing decade
the annual increaseuas in / uithin the range of 10o/oand 20o/o
production increased/ decreasedby 20o/o
tbe innease taasuer! signifcant, at 50o/o

X was the largestproducer, u.,ith 45o/oof the total production
tlte number remained steadyat 300 for tl'te next year
Exports doubled, to reaclt 80o/oof imports in 1990
There zueretltree times as many usersAs in thepreuiousledr
The number of usersincreasedf.uefold

TASK8
Graphs and tables often refer to common situations, and certain nouns often
occur. Test yourself to see if you know how to use some of them by making all
the possible matches between the words in the first column and those in the
second.

number
amounr

I population
I GDP

size

l l

degree

I employees
I unemployment

quantiry

| literary

rate

I production

level

I growth
arms sales
clgar€tt€consumptlon
smokers
income / expenditure
years
a Ansuter Ke!

Warning: Be carefulto usem€asurementterms to avoid mistakeslike the
Following:
"In thepast 10 yearsthe carsrose
insreadof;
In thepast 10 yearsthe numberof carsrose.

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2.3.8 RelatedAQjectivesand Adverbs
The expressionsof amount should be modified with suitable adjectivesand adverbs:

Common Adjectives:
These are some of the more common adjectives,with examplesof appropriate
collocations:
high / low: a high / lota percentage
large: a large number
greau a great number
significant: a signifcant number / percentage/ amount
considerable: a considrrableamount / increase
substantial: a substantial increase/ decrease
major: a major increase/ decrease
remarkable: a remarkable increase
steady: a steadydecrease
widespreadz the widespreadconsumption

2.6.2 Common Adverbials:
Adverbs and adverbial phrasesare also widely used to modi$' adjectivesor numbers
in order to expressprecisemeaning. Here are some examples:
overz ouer20o/o
under: under 5000
just over / under: just ouer/ under 50 000 people
around / about: around / about 50o/o
approximat ely: approximately 2 5 %
slightly: slightly more tltan half; slightly ouer 40o/o
marginally: a marginalfi smallerpercentage
significantly signifcantlyfewer u)omen
close to: closeto half
considerably: considerablymore exPorts
substantially, substantially lesstrffic
almost: almost exactlytwice as many

NOTE: Many of the above adjectivesand adverbials,as well as others, are listed
under Tiends.

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