INTERPRETING GRAPHS

Key skills we should teach HD Level Two students

Jackie Lamb

LEVEL TWO:

English 164. Course outline: Writing goal 4. obj. 01

Graph description and explanation Students should be able to produce paragraphs of 150 words interpreting a variety of graphs (bar, line, pie) demonstrating an exit competency of band 6. The graph writing should not be merely descriptive: students should be able to analyze and interpret the most relevant and appropriate features of a graph drawing meaningful conclusions. They should be able to discuss one graph in detail or select and discuss appropriate information, which is logically related from multiple graphs. Compositions should follow the format of introduction, body and conclusion with students able to control the structure through use of main and supporting ideas.

ECII. English 164 : Final writing exam

Two compulsory tasks: A. 150 words (25 minutes) graph/table - narrate or describe/cause or effect/sequencing/process B. 250 words (45 minutes) give point of view, dis/advantages, compare/contrast, give individual ideas, knowledge and experience to support argument problem/solution Reference to text is not required. Exit competency: HCT writing band 6 Time 70 minutes

ECII: WRITING: KEY SKILLS

INTRODUCTION- Short paragraph (2/3 sentences) Sentence 1 defines what the graph is about e.g. date, location, what is being described in the graph. The information is usually found in the title, legend and axes. NB. The opening sentence must not simply copy the words used on the graphic material or from the rubric. Copied sentences will not be assessed. Sentence 2/3 sums up the overall trend(s)

BODY (8-10 sentences) Describe the graph in detail.

The material must be presented clearly and logically.

A line graph changes/trends in chronological order (earliest to latest) A bar graph compare/contrast OR the same as line graphs if one of the axes gives a time scale i.e. chronological changes. A pie chart compare/contrast amounts, totals, numbers, percentages but not changes. A double/treble line graph compare/contrast changes/trends Two or more graphs or charts compare/contrast and changes/trends

CONCLUSION- Short paragraph (2/3 sentences)

Summary with a relevant conclusion. Without the use of opinion.

WRITING: Language skills, structures and vocabulary. INTRODUCTION ( 2/3 sentences) Example: The graph shows/illustrates/compares the number of

cases of malaria in Africa between the years 1995 and 2004. ( present tense)

Overall, during this period, the numbers rose. OR It can be clearly seen that the number of cases rose

BODY (8-10sentences) Describes the graph in detail

1. A single line graph: Describe the movement: Use adjective + noun and verb + adverb structures e.g. There was a slight increase in the value of the dollar. The value of the dollar increased slightly. Use a variety of adjectives and adverbs to show degree of change e.g. sharp/sharply, considerable/considerably etc. and speed of change e.g. rapid/rapidly, steady/steadily. Use a variety of verbs e.g. level off, plunge, soar etc and nouns e.g. fluctuation, peak, trough etc. Express approximation e.g. about/approximately/roughly; nearly/ just under/well under; well over. Use the correct tense, usually the past simple tense. Connective words e.g. then, moreover, later, finally, etc or structures e.g. in addition etc

2. Pie & bar charts, double/treble line graphs, two or more graphs or charts As in # 1( adjective + noun, adverb + verb structures; correct tense(s); approximation; variety of nouns, verbs, adverbs and adjectives . Compare/contrast:
Comparative adjectives e.g. greater than, more/less productive and adverbs e.g. more/less steeply. Connective words e.g. but, moreover, finally, alternatively, or structures e.g. in addition, as compared with, similar to, on the other hand etc

CONCLUSION ( 2/3 sentences)

Expressions : In conclusion/ to conclude/ to sum up, it can be seen that/ it is clear that/ as we have seen. Use of correct tense(s)

CHECKLIST Planning and organization

Is there an introduction, body and conclusion? Are there connective words to make the writing cohesive?

Grammar and vocabulary

Correct tenses and structures? A range of appropriate vocabulary?

Task fulfillment
Does it meet the word requirements? Does it describe the graph(s) adequately? Does it focus on the important trends?

Useful websites

http://www.leeds.ac.uk/languages/resource/english/graphs/tren.htm http://www.admc.hct.ac.ae/hd1/english/graphs/index.htm