unit 3 graph interpretation and description

7/30/2019 Unit 3 Graph Interpretation and Description

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INTERPRETING GRAPHS

Key skills we should teach HD Level Two students

Jackie Lamb


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Graph description and explanation

Students should be able to produce paragraphs of 150words interpreting a variety of graphs (bar, line, pie)

demonstrating an exit competency of band 6.

The graph writing should not be merely descriptive: studentsshould 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, bodyand conclusion with students able to control the structure

through use of main and supporting ideas.


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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)


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

The material must be presented clearly and logically.

A line graphchanges/trends in chronological order (earliest tolatest)

A bar graphcompare/contrast OR the same as line graphs if oneof the axes gives a time scale i.e. chronological changes.

A pie chartcompare/contrast amounts, totals, numbers,percentages but not changes.

A double/treble line graphcompare/contrast changes/trends

Two or more graphs or chartscompare/contrast andchanges/trends


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CONCLUSION- Short paragraph (2/3 sentences)

Summary with a relevant conclusion.

Without the use of opinion.


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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 thatthe number of cases rose


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

1. A single line graph: Describe the movement:

Use adjective + noun and verb + adverb structurese.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 changee.g. sharp/sharply, considerable/considerably etc. and speed ofchange e.g. rapid/rapidly, steady/steadily.

Use a variety of verbs e.g. level off, plunge, soar etc and nounse.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 orstructures e.g. in addition etc


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2. Pie & bar charts,double/treble line graphs, two or more graphsor 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


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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?


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Useful websites

http://www.leeds.ac.uk/languages/resource/english/graphs/tren.htm

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


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unit 3 graph interpretation and description

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