HOW TO DESCRIBE MULTIPLE GRAPHS IN IELTS?

 

Multiple Graphs and Table

Multiple graphs are the most common type of question.  You will be asked a mix of different kinds of charts or a table in this type of question. This form of question is comparable to other types of questions and that it can be described in the same way. However, there are some technical distinctions, and some common challenges that students find when they see this type of question are described below, along with suggestions for how to overcome them.

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Problems that the students encounter

Writing too much- As you know, you only have 20 minutes to answer writing task 1 question, so if you write too much or include everything you observe, you may not finish your answer in time, resulting in a point loss. Also, the instructions state unequivocally that you must select and report on the essential aspects; but, if you write about everything, it indicates that you did not follow the instructions and did not adequately answer the question.

To solve the above problem, select the two most important features from each graph and write ONLY ABOUT THEM. You do not need to be concerned about missing out insignificant features because the examiner will also evaluate your ability to discern between significant and non-significant features. This will help you demonstrate your skills to summarize.How about not being able to find the main features?

As I explained in the preceding paragraph, you only need to determine the two primary elements of a graph that are extremely visible in the graph. That is, anyone should be able to spot the difference without looking at the data. Look for the greatest and lowest values, as well as increases and decreases in trend, as well as some interesting exceptions and parallels. In my experience, students feel quite uneasy and include the less obvious facts in their answers, while examiners are only looking for the obvious data, which are also the primary aspects.

Another common error that many students do is not categorizing data and instead write incoherently whatever comes to mind, comparable to the stream of consciousness style in literature. If you do this, you will most likely be perplexed, and your answer will be a jumbled mess. To address this issue, you must first establish a plan and spend some time planning out what you will include in each of your individual paragraphs. The simplest method to achieve this is to write about one graph in one paragraph and another in the next. You can make comparisons in the second paragraph (depending on the question).

When making comparisons don't be naive as to make them everywhere, and in any type of data. Many students waste a lot of time trying to figure out where to make a comparison, but the key is to carefully read the instructions. It states unequivocally that students must make comparisons where ‘relevant.' In some questions, you do not need to make a comparison because there is nothing to compare. However, there may be some data in the same graph to compare rather than between the given graphs. You must be extremely cautious in this situation because it will save you time and marks.

Let us now go on to THE Framework.

Paragraph 1

Sentence 1: (Rephrase sentences in the question)

Most often, you will encounter two question sentences, and because there is a marking criteria called ‘grammatical range and accuracy,' while paraphrasing, you should combine the sentences using ‘and' or ‘while' to produce a complex sentence, which will earn you points for the above mentioned marking criteria.

Paragraph 2 (Overview Paragraph)

Sentence 2: Overview of two of the primary aspects from graph number 1.

Sentence 3: A summary of two of the primary elements of Graph No. 2.

Sentence 4: Overview of any essential comparisons (optional).

Paragraph 3 (Detailing Paragraph 1)

Sentence 6:  Detailed description of the first main feature of graph number 1.

Sentence 7:  Detailed description of the second key feature of graph number 1.

                                                                

4th paragraph (Detailing Paragraph 2)

Sentence 8: Details of graph number 2's initial significant characteristic

Sentence 9: Details of graph number 2's second main characteristic

Sentence 10: Specifics about any comparisons (if any).

Sample Answer 

The pie chart below shows the main reasons why agricultural land becomes less productive. The table shows how these causes affected three regions of the world during the 1990s.

Summarize the information by selecting and reporting the main features and make comparisons where relevant.

You should write at least 150 words.

The pie graph depicts the main reasons why farmed land became less fertile, while the table shows statistics from three regions of the world that were influenced by these variables in the 1990s.

[While paraphrasing, I have only replaced some words like "show", "reasons", "agricultural", "productive", and "world" with their synonyms, and I have added these two sentences with the word "while" to produce a complex sentence. Also, I have changed the word order while paraphrasing the second question sentence.] 

Overall, the pie chart clearly shows that there are three major causes assisting in farmland deterioration, with overgrazing being the biggest contributor. According to the table, Europe had the most deteriorated farmland and North America the least among North America, Europe, and Oceania.

[Here, if you noticed, from the pie chart and the table, I have picked only the most obvious features and written about them generally without including any numbers or data. Also, I have used the simple present for the pie chart and the past tense for the table, as there is no date on the pie chart and the table has a date, 1990.]

To begin, the pie chart depicts four causes, with overgrazing accounting for over a third of the total. Extensive tree cutting and agricultural overuse account for roughly one-third and slightly more than a quarter of the total.

[I have diversified my terminology here by using synonyms for the reasons and proportions and percentages for the data, and I have left out the other reason because it is unimportant data.]

On the other hand, the table shows that 23 percent of Europe's total land was degraded, whereas just a minor proportion (5 percent ) of North America's cultivable area was affected. Only 13% of Oceania's total land became less productive. In fact, no land was destroyed as a result of overcultivation, and overgrazing was the primary cause of land infertility in Oceania in the 1990s.

[Here, I have focused on the totals, but as you can see, a notable exception was made in the case of Oceania, so I have talked about it but other details of other regions were not so important so I left them out. I have also varied the vocabulary for ‘land not being productive'.]

[178 words]