It is very common that two pie charts comparing the same sectors in two separate years must be analysed in Academic writing task 1. In this class you will learn how to analyse pie charts and how to structure a report about them.
Also check out our previous pie chart lessons:
Analysing Pie Charts 1
Linking Words and Pie Chart Analysis
|The two sets of data reveal the percentage of people visiting different types of attractions in two separate years in the UK. Overall, 1999 had a far higher number of tourists than 1981 and the most popular type of attraction in both years was museums and galleries while wildlife parks and zoos remained the least popular.|
|The most visited type of attraction in both years was museums and galleries. In 1981 the figure stood at % of visitors and there was a significant gap of % between visitors to this type of attraction and the second most popular, which was theme parks at %. However, the percentage of visitors to museums was % less in 1999 than in 1981 standing at only % and so the difference in the percentage of visitors to museums and theme parks stood at only % as % of people visited theme parks in that year.|
|In both 1981 and 1999 the least popular type of attraction was wildlife parks and zoos with % and % of visitors respectively. It is important to note that percentage of visitors more than doubled for this type of attraction. In contrast, the percentage of people visiting historic houses and monuments was the same in both years.|
We can see that the details of these pie charts have been separated into 1) the two most popular and 2) the two least popular tourist attractions. An alternative way to structure this task is to divide the details into 1) year 1981 and 2) year 1999.
When you write, you must decide how you want to separate your detail paragraphs.
Exercise 3 | Important Vocabulary
The most visited type of attraction in both years was museums and galleries. In 1981 the figure stood at 48% of visitors and there was a significant gap of 16% between visitors to this type of attraction and the second most popular, which was theme parks at 32%. However, the percentage of visitors to museums was 10% less in 1999 than in 1981 standing at only 38% and so the difference in the percentage of visitors to museums and theme parks stood at only 1% as 37% of people visited theme parks in that year.
In both 1981 and 1999 the least popular type of attraction was wildlife parks and zoos with 4% and 9% of visitors respectively. It is important to note that percentage of visitors more than doubled for this type of attraction. In contrast, the percentage of people visiting historic houses and monuments was the same in both years.
|places that toursits like to visit|
|the number/amount was...|
|a word that introduces a contrast|
|a big difference|
|two times as many|
|a phrase which introduces a contrast|
We often find that students find it difficult knowing what prepositions (in/on/at/by etc) to use when referring to data. Luckily we have a class to help you with that:
Prepositions to go with statistics and data
First, let's look at some common linking words. These are words that we use to connect ideas in our writing. You can also see linking words in a task 2 text here.
- Because the rubric (question) is written in the present tense and no year is given, you should use the present simple to report the data.
- The data doesn’t show a change over time, it shows average numbers of books on loan. Vocabulary used for describing line graphs and bar charts (rise, fall, fluctuate etc.) should not be used to describe this data.
- Write 3 paragraphs. An introduction and 2 body paragraphs.
- An overview of the main trends or features should be included in the introduction. The overview should state which group, on average, borrows the most books.
- The body paragraphs should provide details in the form of statistics.
- Compare and contrast the data about the three different groups of students.
|The data shows the average number of books on loan to individual undergraduates, PhD students and to junior lecturers from a library at a university. , it can clearly be seen PhD students individually borrow the highest number of books followed by junior lecturers, undergraduate students on average borrow the fewest books.|
|in more detail, 11 or more books are on loan to the vast majority of those studying for a doctorate compared a very small minority of those studying at undergraduate level. The proportions are 80% and 12% . , on average two thirds of undergraduate students have 1-5 books on loan, for PhD students this figure is only 5%.|
|4.||, for junior lecturers the pattern appears to be a little different 6 or more books a week are on loan to 99% of individuals in this group. , out of this group 24% borrow 11 or more books, is only a third of the figure for PhD level students is double the figure for undergraduate students.|
We also have a lesson on how to analyse pie charts here.
- analyze data in pie charts.
- think about the structure of an academic task 1 essay.
- complete a model band 9 text.
- study some useful vocabulary for dealing with this type of task.
Read the information below and study the two pie charts.
Look at the charts and answer true or false
|1.||The two charts the different items and activities that the UK public spent money on in 2 specific years in the past. In 2001 the greatest of spending was on cars whereas 30 years earlier it had been on food.|
|2.||In 2001 cars were far the greatest expenditure 43% of the total, whereas, 30 years earlier cars had only for 22% of expenses. Other items that saw an increase in the share of spending over the period were computers, which rose from 2% to 12%, and restaurants, the spending on which from 7% to 14%.|
|3.||In 1971 food up 44% of spending, which, interestingly, was the greatest amount spending on any item in either 1971 or 2001. However, this figure decreased and by 2001 food only accounted for 14% of spending. Spending on books also dropped dramatically from 6% to just 1% of the total. Spending petrol and furniture also dropped, but by less significant amounts. Spending on petrol, for , dropped from 10% to 8% and spending on furniture dropped from 9% to 8%.|
Now it is time for you to try your own task. Remember to keep to 20 minutes to do this, and check your word count is above 150.
We also have a lesson on how to use linking words in a pie chart task.
For more free writing task 1 lessons, have a look at our Writing Task 1 page.
Note: If the interactive exercises aren't giving you a score, try refreshing the page.
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Academic Writing Task 1
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Cause And Effect
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Complete The Notes
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Frequently Asked Questions
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