雅思写作小作文汇总

饼图pie chart

C7-TEST4

The pie charts below show units of electricity production by fuel source in Australia and France in 1980 and 2000.

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

(a very good answer)

The charts compare the sources of electricity in Australia and France in the years 1980 and 2000. Between these years electricity production almost doubled, rising from 100 unites to170 in Australia, and from 90 to 180 units in France.

In 1980 Australia used coal as the main electricity source (50 units) and the remainder was produced from natural gas, hydro power (each producing 20 units) and oil (which produced only 10 units). By 2000, coal had become the fuel for more than 75% of electricity produced and only hydro continued to be another significant source supplying approximately 20%.

In contrast, France used coal as a source for only 25 units of electricity in 1980, which was matched by natural gas. The remaining 40 units were produced largely from oil and nuclear power, with hydro contributing only 5 units. But by 2000 nuclear power, which was not used at all in Australia, had developed into the main source, producing almost 75% of electricity, at 126 units, while coal and oil together produced only 50 units. Other sources were no longer significant.

Overall, it is clear that by 2000 these two countries relied on different principal fuel sources: Australia relied on coal and France on nuclear power.

C8-TEST2

The three pie charts below show the changes in annual spending by a particular UK school in 1981, 1991 and 2001.

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

(a very good answer)

The chart show how much a UK school spent on different running costs in three separate years: 1981, 1991 and 2001.

In all three years, the greatest expenditure was on staff salaries. But while other workers’ salaries saw a fall from 28%in 1981 to only 15% of spending in 2001, teachers’ pay remained the biggest cost, reaching 50% of total spending in 1991 and ending at 45% in 2001.

Expenditure on resources such as books had increased to 20% by 1991 before decreasing to only 9% by the end of the period. In contrast, the cost of furniture and equipment saw an opposite trend. This cost decreased to only 5% of total expenditure in 1991 but rose dramatically in 2001 when it represented 23% of the school budget. Similarly, the cost of insurance saw a rising trend, growing from only 2% to 8% by

2001.

Overall, teachers’ salaries constituted the largest cost to the school, and while spending increased dramatically for equipment and insurance, there were corresponding drops in expenditure on things such as books and on other workers’ salaries.

C8-TEST1

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.

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

(a very good answer)

The pie chart shows that there are four main causes of farmland becoming degraded in the world today. Globally, 65% of degradation is caused by too much animal grazing and tree clearance, constituting 35% and 30% respectively. A further 28% of global degradation is due to over-cultivation of crops. Other causes account for only 7% collectively.

These causes affected different regions differently in the 1990s, with Europe having as much as 9.8% of degradation, while the impact of this on Oceania and North America was minimal, with only 1.7% and 0.2% of land affected respectively. Europe, with the highest overall percentage of land degradation (23%), also suffered from over-cultivation (7.7%) and over-grazing (5.5%). In contrast, Oceania had 13% of degraded farmland and this was mainly due to over-grazing (11.3%). North America had a lower proportion of degraded land at only 5%, and the main couses of this were over-cultivation (3.3%) and, to a lesser extent, over-grazing (1.5%).

Overall, it is clear that Europe suffered more from farmland degradation than the other regions, and the main causes there were deforestation and over-cultivation.

线图line graph

C3-TEST4

The graph below shows the unemployment rates in the US and Japan between March 1993 and March 1999.

Write a report for a university lecturer, describing the information shown below.

(7 score)

According to the results of the labor-force research published recently, the following conclusions can be draw from it:

In March, 1993, United States had seven percent of their workforce which might not seem disastrous until compared with Japan, where 2.5% were unemployed. However, the unemployment rate in United States began declining slowly since March 1993, and reached 5% mark in the middle of 1996. Japan turned out to be less lucky, as their

unemployment rate doubled in three years. From then on, the percentage of unemployed workforce in United States remained roughly the same—about 5% until March 99, although there were minor falls and rises in the unemployment rate.

As for Japan, the percentage of unemployed fell rapidly by 0.5-0.6% after March 1996, but from summer 1996 and onwards it grew steadily and without any falls to reach 5.0% boundary in March 1999.

The major conclusion that I’ve drawn usin g the graph, is that number of unemployed in USA decreased by about 2.0% in the course of six years, while in Japan it actually increased by 2.5% percent. As a result, in March 99, both Japan and US had about 5% of their work force unemployed.

C5-TEST1

The graph below shows the proportion of the population aged 65 and over between 1940 and 2040 in the three different countries.

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

(a very good answer)

The graph shows the increase in the ageing population in Japan, Sweden and the USA. It indicates that the percentage of elderly people in all three countries is expected to increase to almost 25% of the respective populations by the year 2040.

In 1940 the proportion of people aged 65 or more stood at only 5% in Japan, approximately 7% in Sweden and 9% in the US. However, while the figures for the Western countries grew to about 15% in around 1990, the figure for Japan dipped to only 2.5% for much of this period, before rising to almost 5% again at the present time.

In spite of some fluctuation in the expected percentages, the proportion of older people will probably continue to increase in the next two decades in the three countries. A more dramatic rise is predicted between 2030 and 2040 in Japan, by which time it is thought that the proportion of elderly people will be similar in the three countries.

C7-TEST2

The graph below shows the consumption of fish and some different kinds of meat in a European country between 1979 and 2004 in the three different countries. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

(a very good answer)

The graph illustrates changes in the amounts of beef, lamb, chicken and fish consumed in a particular European country between 1979 and 2004.

In 1979 beef was by far the most popular of these foods, with about 225 grams consumed per person per week. Lamb and chicken were eaten in similar quantities (around 150 grams), while much less fish was consumed (just over 50 grams).

However, during this 25-year period the consumption of beef and lamb fell dramatically to approximately 100 grams and 55 grams respectively. The consumption of fish also declined, but much less significant to just below 50 grams, so although it remained the least popular food, consumption levels were the most stable.

The consumption of chicken, on the other hand, showed an upward trend, overtaking that of lamb in 1980 and that of beef in 1989. By 2004 it had soared to almost 250 grams per person per week.

Overall, the graph shows how the consumption of chicken increased dramatically while the popularity of these other foods decreased over the period.

C8-TEST4

The graph below shows the quantities of goods transported in the UK between 1974 and 2002 by four different modes of transport.

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

(8 score)

The graph illustrates the quantities of goods transported in the United Kingdom by four different modes of transport between the time period of 1974 and 2002. Over this span of 28 years, the quantities of goods transported by road, water and pipeline have

all increased while the quantity transported by rail has remained almost constant at about 40 million tonnes.

The largest quantity of goods transported both in 1974 and 2002 was by road (70million tonnes and 98 million tonnes respectively) while the lowest both in 1974 and 2002 was by pipeline (about 5 million tonnes and 22 million tonnes respectively). The amount of goods transported by water was constant from 1974 to 1978, where it showed an exponential growth, rising to almost 60 million tonnes after which it plateayed for about 20 years before starting to rise gradually again.

The amount of goods transported by rail is almost constant at 40 million tonnes in 1974 and 2002, with decreases in quantity in between the years. It is also interesting to note that almost all showed a decrease in 1994 in amount of goods transported except for the pipeline, which actually peaked in that year.

In conclusion the road remains the most popular method of transporting goods in the UK while water and pipelines are becoming increasingly used, have not become more popular as a method of transport.

C3-TEST1

The charts below show the number of Japanese tourists travelling abroad between 1985 and 1995 and Australia’s share of the Japanese tourists market.

Write a report for a university lecturer, describing the information shown below.

(5 score)

This chart shows us that Japanese tourists go abroad for travelling in a decade and Australian’s share o f marketing for Japanese tourists. Between 1985 and 1995 Japanese tourists travelling abroad was dramatically increased. In 85 there was about 5million travellar go abroad. Since 85 number of traveller went up dramatically until 90. It was alomost twice then between 90 and 93 the number remain stateable, which is about 12 millions. From 93 to 95 it rose slightly. Therefore in 1995 there were about 15 millions people went abroad.

I am going to write about the other chart, which is Australian’s share of Japa nese’s tourist market. This is also between 1985 and 1995. About 2 million Japanese tourist went to Australia in 1985. Between 85 and 89 people went there is increased sharply, which is almost 3 times more. In 1990 it fall number slightly but from 90 to 94 number is went up. However 94 to 95 is not so went up number of people who went to Australia. It rimain is the same or slightly decreased.

(The writer does what is required of her in terms of task fulfillment, and the message can be followed, but the weakness in grammatical control and in spelling cause difficulty for the reader. Complex sentence structures are attempted, but the greatest level of accuracy are found in basic, simple structures.)

C4-TEST4

The chart below give information about travel to and from UK, and about the most

popular countries for UK residents to visit.

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

(5 score)

The graphs reveal an information about overseas residents travel to UK and UK residents travel to other countries, and where they visited more.

According to the chart of visit to and from UK, UK residents had visited abroad more than overseas residents visited UK. UK residents traveling were increased slightly till 1986, after that, there was a dramatic rise from $ 20 millions to

$ 54 millions till 1999. In contrast, overseas residents were increased gradually in traveling to UK from $ 10 million to $ 28 millions between 1979 and 1999.

From the information shown, we can see that France was the most popular country visited by UK residents, accounting for & dollar; 11 millions. And the others countries visited by UK residents were Turkey, Greece and USA, which were $ 3, $4 and $ 5 millions.

(The response is under-length<138 words>. The candidate reports the key information in the first graph i.e. that visits to and from UK increased and that the increase in visits from UK was more maked than that of visits to the country. In the bar chart the information is also reported accurately. However, the references to &dollar are confusing, suggesting that the candidate has not fully understood across the information given.

There is a brief introduction to the topic, with an attempt to paraphrase the rubric; the overall structure of the writing is clear, with some use of basic discourse markers. There is very little use of reference, however, resulting in a considerable amount of repetition of key vocabulary.

There is a fairly narrow range of sentence types and errors occur in verb formation and in the use of tenses.)

C6-TEST1

The graph and table below give information about water use worldwide and water consumption in two different countries.

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

(a very good answer)

The graph shows how the amount of water used worldwide changed between 1900 and 2000.

Throughout the century, the largest quantity of water was used for agricultural purpose, and this increased dramatically from about 500 km3 to around 3,000 km3 in the year 2000. Water used in the industrial and domestic sectors also increased, but consumption was minimal until mid-century. From 1950 onwards, industrial use grew steadly to just over 1,000 km3, while domestic use rose more slowly to only 300 km3, both far below the levels of consumption by agriculture.

The table illustrates the differences in agricultural consumption in some areas of the world by contrasting the amount of irrigated land in Brazil (26,500 km2) with that in the D.R.C. (100 km2). This means that a huge amount of water is used in agriculture in Brazil, and this is reflected in the figures for water consumption per person: 359 m3 compared with only 8 m3 in the Congo. With a population of 176 million, the figures for Brazil indicate how high agricultural water consumption can be in some countries.

C4-TEST2

The graph below shows the demand for electricity in England during typical days in winter and summer. The pie chart shows how electricity is used in an average English home.

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

(6 score)

The use of electricity in England is indispensed with demand for electricity in England during typical days in winter and summer is illustrated in the graph. The use of electricity in an average English home is shown in the pie chart. From the graph, it is generally obvious that the demand is in its maximum around 2100, and in its minimum around 400, being almost constant between 1200 and 2100 in winter times. During summer times, on the other hand, the demand reaches its top points around 1300, and the bottom point around 900, being almost constant between 1550 and 2000.

In winter times, the curve gradually increases to reach 40,000 units of electricity by 3 o’clock in the morning. This is followed by gradual decline to its lowest limite of 30,000 units at 9 o’clock. A gradual rise is obvious again to reach a stationary level between 3 o’clock and 9 o’clock of about 40,000 units again. Then, there is a sharp rise in the next hour to rech its maximum before collapsing again to a lower level by the end of the day.

In summer time, the curve gradually decrease to reach its lower limit around 9 o’clock of a bit more than 10,000 units. A gradual increase is noticed to reach its top of 20,000 after which a stationary phase is obvious between 3 o’clock and 10 o’clock at night of about 15,000 units.

The pie chart, on the other hand, shows that 52.5% of the electricity is used for heating rooms and water. 17.5% is consumed for ovens, kettles and washing machines, 15% is used in lighting, TV and radio, and finally 15% is consumed in the sue of vacuum cleaners, food mixtures and electric tools.

(The answer focuses too closely on the details in the graph but fails to compare trends or general differences between figures for winter and summer. Some comparisons are made, but these are about details, and it is difficult to get a clear idea of the information from this description.

Similarly, information in the pie chart is simply listed using the language from the chart and there is no attempt to relate this to information in the graph.

The description is not well organized, although a range of linkers are used, and the use of paragraphs does not reflect the different sections of information covered.

There is a suitable range of vocabulary for this task, although some words are misused and there are several spelling errors. The range and control of grammatical structure is the strong point of the main part of this response. There are examples of complex structures that are used with accuracy and some flexibility.)

柱图bar chart

C3-TEST 2

The chart below shows the amount spent on six consumer goods in four European countries.

Write a report for a university lecturer, describing the information shown below.

(a very good answer)

The chart shows that Britain, among the four European countries listed, has spent most heavily on the range of consumer goods included. In every case, British spending is considerably higher than that of other countries; only in the case of tennis racquets does another country, Italy, come close.

In contrast, Germany is generally the lowest spender. This is most evident in the photographic film, where Germany spends much less than Britain. Germany only spends more than another country, France, in two cases: tennis racquets and perfumes.

Meanwhile, France and Italy generally maintain middle positions, averaging approximately similar spending overall. Specifically, France spends more on CDs and photographic film but less on tennis racquets than Italy does. Italy’s spending on personal stereos is only marginally greater than that of France, while spending on toys is equal between the two.

It is clear from the data given that there are some significant differences in spending habits within Europe.

C3-TEST 3

The charts below show the levels of participation in education and science in developing and industrialized countries in 1980 and 1990.

(a very good answer)

Write a report for a university lecturer, describing the information shown below.

The data shows the differences between developing and industrialized countries participation in education and science.

In terms of the number of years of schooling received, we see that length of time people spend at school in industrialized countries was much greater at 8.5 years in 1980, compared to 2.5 years in developing countries. The gap was increased further in 1990 when the figures rose to 10.5 years and 3.5 years respectively.

We can see a similar pattern in the second graph, which shows that the number of people working as scientists and technicians in industrialized countries increased from 55 to 85 per 1,000 people between 1980 and 1990, while the number in developing countries went from 12 to 20.

Finally, the figures for spending on research and development show that industrialized countries more than doubled their spending, from $200bn to $420bn, whereas developing countries actually decreased theirs, from $75bn down to $25bn.

Overall we can see that not only are there very large differences between the two

economies but that these gaps are widening.

C4-TEST 3

The chart below shows the different levels of post-school qualifications in Australia and the proportion of men and women who held them in 1999.

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

(a very good answer)

The chart gives information about post-school qualifications in terms of the different levels of further education reached by men and women in Australia in 1999.

We can see immediately that there were substantial differences in the proportion of men and women at different levels. The biggest gender difference is at the lowest post-school level, where 90% of those who held a skiiled vocational diploa were men, compared with only 10% of women. By contrast, more women held undergraduate diplomas (70%) and marginally more women reached degree level (55%).

At the higher levels of education, men with postgraduate diplomas clearly outnumbered their female counterparts (70% and 30%, respectively), and also constituted 60% of Master’s graduates.

Thus we can see that more men than women hold qualifications at the lower and higher levels of education, while more women reach undergraduate diploma level than men. The gender difference is smallest at the level of Bachelor’s degree, however.

C5-TEST 2

The chart below shows the main reasons for study among students of different age froups and the amount of support they received from employers.

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

(8 score)

The first graph shows that there is a gradual decrease in study for career reasons with age. Nearly 80% of students under 26 years, study for their career. This percentage gradually declines by 10-20% every decade. Only 40% of 40-49 yr olds and 18% of over 49yr olds are studying for career reasons in late adulthood.

Conversely, the first graph also shows that study stemming from interest increases with age. There are only 10% of under 26yr olds studying out of interest. The percentage increases slowly till the beginning of the fourth decade, and increases dramatically in late adulthood. Nearly some number of 40-49yr olds study for career and interest. However 70% of over 49yr olds study for interest in comparison to 18% studying for career reasons in that age group.

The second graph shows that employer support is maximum (approximately 60%) for the under 26yr students. It drops rapidly to 32% up to the third decade of life, and then increases in late adulthood up to about 44%. It is unclear whether employer support is only for career-focused study, but the highest level is for those students who mainly study for career purposes.

C6-TEST 4

The charts below give information about USA marriage and divorce rates between 1970 and 2000, and the marital status of adult Americans in two of the years. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

We are given two charts which show us a few sets of data about the marital status of the Americans between 1970 and 2000.

The first chart compares the number of marriages and divorces in the United States of America between 1970 and 2000. We can see that data is given for each decade; the number of people who are getting married decreased slightly since 1980, as well as the divorces one. Nevertheless, divorces increased between 1970 and 1980.

The second chart is more precise about the different marital status of the Americans between 1970 and 2000. The number of divorced people has risen more than the double during this two years, and the data for the never married people has also increased significantly. However, less and less people are married, as the first chart showed us; the widowed American number is also decreasing.

As a conclusion, we can say that the marital status background of the American has maybe known the greatest change it had ever seen.

(The Task Achievement is the weak point in this answer. Some of the data is summarized but the points are not well-selected to convey the key trends shown in the charts. The main features of the first chart are not adequately presented and the overall conclusion does not summarise the main information. No figures are given to illustrate the points made.

The information is well-organised, however, with clear paragraphing and well-signalled sections. The accurate use of a range of sequencers and other linkers makes it easy to follow the writing. There are examples of errors but they are not frequent and do not cause confusion.

A range of vocabulary is used with flexibility, in spite of some inappropriate collocations and awkward phrasing. Structures are varied and generally accurate, while any mistakes do not make the message unclear. )

The chart below shows information about changes in average house prices in five different cities between 1990 and 2002 compared with the average house prices in 1989.

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

(6.5 score )

The chart gives information about the percentage change in average house prices in five different cities located in five different countries over 12 year period between 1990 and 2002 compared with the average house prices in 1989.

According to the chart, during the period from 1990 to 1995 the average prices of houses in three cities decreased significantly by five percent in New York (USA) and about 7.5 percent in both Tokyo (Japan) and London (UK). While the average house prices increased slightly in two cities Madrid (Spain) and Frankfurt (Germany) by about 1.5 percent and 2 percent respectively.

As far as the next period (1996-2002) is concerned, it is clear that the average house prices decreased only in Tokyo (Japan) by 5 percent. In contrast the average house prices increased in the rest of cities. In New York it increased considerably by 5 percent, in Madrid it increased slightly by 4 percent, in Frankfurt it increased by 2 percent.

London has the largest increase in the average house price over the 6-year period from 1996 to 2002 as it increased dramatically by 11 percent.

All in all, there are wide differences in house prices between the five cities which illustrated in this chart. These differences may be a result of the number of population or number of houses required in a certain city.

(This answer clearly present and illustrates the key points of the information. The writer groups the data effectively and draws clear comparisons, although these could be more appropriately extended in the overview. Information is well organized across the response and a range of linking devices is used.

The opening paragraph, however, is an inadequate paraphrase of language given in the task, and although there are some appropriate collocations in the response, overall the range of vocabulary is rather restricted. Control is good, however, with few examples of error.

A variety of structures is used with some fluency. There are occasional errors in punctuation and there are also some omissions and errors in grammar, but these tend to be minor and do not reduce communication. )

C1-TEST 1

You should spend about 20 minutes on this task.

The charts below show the results of a survey of adult education. The first chart shows the reasons why adults decide to study. The pie chart shows how people think the costs of adult education should be shared.

Write a report for a university lecturer, describing the information shown below.

You should write at least 150 words.

The chart shows that high income earners consumed considerably more fast foods