DÀN BÀI CHO WRITING TASK 1
NOTE:
- TOPIC
- CATEGORIES
- UNIT
WITH TIMELINE – FUTURE TRENDS (USE “WILL”)
INTRODUCTION
The chart illustrates/shows/describes/demonstrates/ compares the number of/ the amount of/ the
percentage of/ the proportion of … [main subject] in [categories] from…to/ between … and …. /
Over a period of … years, starting from …
OVERVIEW – The general trends 1st year – final year + The striking feature highest/lowest in
the end or fastest change.
Overall, it is clear that the figure for [name] increased/decreased while it was the opposite trend
for the other [number] [noun] / [noun] followed an opposite trend. In the end, [feature] was the
most common/ most favorite…/ the highest/ lowest/ fastest in …/ for…
BODY – divided 2 bodies
+ First year & final year values of all categories (listing/comparing)
+ Major changes + events
+ Speed of changes – fluctuated, overtake, surpass …
+ Comparison (gap-ranking)
Body 1: Looking first at… or In + [year]
Body 2: Turning to + [containing]
WITHOUT TIMELINE - GROUPING
INTRODUCTION:
The chart illustrates/shows/describes/demonstrates/ compares the number of/ the amount of/ the
percentage of/ the proportion of … [main subject] in [categories].
OVERVIEW - Grouping [categories with similarities or contrast] => comparing 1st..
Overall/In general/ Generally, it is clear that the majority/ minority of … are … By contrast,
most …
o Cách 1: Chia theo thứ tự lớn dần/nhỏ dần:
o Body 1: Mô tả các hạng mục có tỷ lệ lớn nhất (2-3 hạng mục).
o Body 2: Mô tả các hạng mục có tỷ lệ nhỏ hơn và các hạng mục còn lại (bao gồm
“Other”).
o Phù hợp khi có 1 biểu đồ với nhiều hạng mục.
o Cách 2: Chia theo nhóm có ý nghĩa:
o Body 1: Nhóm các hạng mục có sự tương đồng hoặc liên quan (ví dụ: chi tiêu cho
nhu yếu phẩm vs. giải trí).
o Body 2: Nhóm các hạng mục còn lại, có thể so sánh đối lập.
o Phù hợp khi có 2 biểu đồ tĩnh so sánh giữa 2 đối tượng (quốc gia, giới tính…). Ví
dụ: so sánh Housing và Food ở quốc gia A và B trong Body 1, các mục còn lại ở
Body 2.
MAPS
INTRODUCTION
The maps/plans illustrate the alterations that took place in …
OVERVIEW
In general, it is clear to see from the maps that … had experienced significant adjustments with
[the nature of the transformation: agriculture land? Residential area? Modernization...] in
[fields?] and … were/was built as seen after … years. There are no … activities in this place in
[time].
BODY – FIXED POINT*
At first, […]. A certain … divided the town/this place into …
In …, in the west of the map, there…; by…, they had been replaced …
While the … remained unchanged, the … adjacent to/ nearby/ close to … zones became … by
almost …
The … was scaled down by. …, giving space for the construction of … that can be seen in …
The … was/were demolished and erected into ...
A … was added to … and replaced by …
The … in … was intact/ remain unchanged/ preserved/ maintained.
PROCESS
INTRODUCTION
The diagram explains how to … / The diagram illustrates the process of … for the purpose of …
OVERVIEW
In general, / overall, / generally, the process includes …
- The process begins with … and ends with (if the step ≤ 5)
- These can be divided into … stages including … [name of stages] (if the step ≥ 6)
BODY
If the step ≤ 5 => 1 paragraph
If the step 1 stage => 1 paragraph
Firstly,
At the second step/stage of …
The final stage is …
Unit: Percentage of
Categories: 4 parts of the world.
Topic: Males and females in secondary school
Trends: Europe
The chart illustrates the percentage of the males and females in school-aged in 4 parts of the
world including Europe, Sub-Saharan Africa, Latin American and East Asia.
Overall, it is clear that Europe has much