雅思写作小作文难点透析

在雅思写作考试小作文中，图形描述题的难点之一是难以在短时间内找出该题需要表达的重点，其次缺乏此举，缺少书面表达的语言和亮点。对于题型出现的这些难点，小编倒是有一些相应的建议，帮助大家克服考试中出现的这些难点。

雅思写作备考：小作文的题型与难点分析

1、寻找小作文需要表达的重点

见到图形表达题，我们需要作答时先说明再梳理数据。切不可将文章写成账本式的文字，否则，你就会得到很低的分数。例如：

The graph shows how the amount of water used worldwide changed between1900 and 2000. Throughout the century, the largest quantity of water was usedfor agricultural Purposes, and this increased dramatically from about 500 km toaround 3,000 km in the year 2000.

雅思小作文考察的精髓还是查看考生的英文表达能力，精简凝练。我们的描述要让阅卷者脑海中浮现出图形的样本，数量和趋势等等相关变量。如果你能达到以上这些要求，那么小作文本身也就基本上合格了。

2、了解图形的分类规律

图形描述题，按照标准图形来分，可以分为line graph(curve),bar chart, piechart以及table,按照表达重点来分，分为趋势类和大小类，分类依据于题中的时间列表。一般来说，出现时间段的图形题都是以描述数据变化趋势为主。

3、准备必要的表达方式

1. 与趋势有关的词语：

上升(动词)：increase, rise, climb, ascend, surge, shoot up

下降(动词)：decrease, decline, drop, fall, descend, plunge

持平(动词)：remain stable, keep constant, level off, flatten out

波动(动词)：fluctuate, wave, go up and down

快速(形容词/副词)：considerable/considerably,significant/significantly,substantial/substantially,remarkable /remarkably,dramatic/dramatically

稳步(形容词/副词)：steady/steadily,stable/stably,moderate/moderately,modest/modestly

缓慢(形容词/副词)：slight/slightly, minimal/minimally, marginal/marginally

顶点(名词 /动词)：peak

趋势 (名词)：trend/ tendency

2. 与大小相关的词语：

Outnumber(动词)：在数量上超过The demonstrators were outnumbered by the police

Exceed(动词)：在数量上超过

Triple(动词)：变成三倍The figure has tripled.

Double (动词)：变成两倍The price of houses has virtually doubled over the past fewyears.

Mount to (动词)：达到

Counterpart(名词)：对应的另一方,比较的另一方 this product is better than itscounterparts

此外，建议考生还应考虑一下题中数据和百分比有没有联系，如果有的话还应添加一些数据所占百分比的语句。

3. 相关词语：

百分比(名词)：proportion, rate, percentage, share

占据(动词)：occupy, comprise, constitute, account for, represent.

数字：number, amount, data, figure

比例：rate, proportion, percentage, share

大约：roughly, about, nearly, approximately, a little less than, slightly morethan

各自地：respectively, for each,severally

4、注重连词的使用

连词在语句中起着承上启下的作用，添加连词，可以增加文章的逻辑感，使得文章更加严谨，同时，文章中连词的使用也要讲究一定的形式，我们在文章中一般称之为形连。

5、Integrity and Perfection

文章有了恰当的表达方式，还需要进行一些细节方面的修饰，添加数据时，形式要整齐划一，有不随便删除和添加数量单位，增加连词的使用，加强文章的严谨度，采用一些多样化的数据添加方式，是文章看起来有理有据，中心思想贯穿全文。

主要数据添加方式有：

1. 利用标点，如括号和破折号;

2. 利用介词，如with,at,to,by等;

3. 利用分词或从句，倒装句。

【解读雅思小作文难点】当给定两组数据时该如何应对?求同存异

One of the most common questions I am asked as an IELTS instructor is how to link multiple data sources together. Often, students find it difficult to express the relationship between more than 1 data source. In this article, I am going to offer some insights regarding Task 1 response writing when given more than 1 data source to analyze.

作为一个雅思老师，被问到的一个最为常见的问题是如何把多组数据联系在一起。很多时候，学生发现很难描述多种数据间的关系。在这篇文章中，对于需对多种数据进行分析的的雅思Task1的回应式写作，提供我的一些见解。

To get us started, let’s look at the following example table and graph:

首先，一起看看下面的这组图和表：

When looking at these 2 data sources, a few things should jump out at us. Firstly, according to the table, in 1998 Glasgow had a population that was heavily weighted with people aged between 35 and 64. Many would rightfully call this an aging population. Our graph shows a steady rise in average annual hospital visits between 1980 and 2010. So the obvious link between the 2 data sources is that as Glasgow residents get older, hospital visitation increases.

当看到这两组数据时，有些东西应该引起我们的注意。首先，按照这个表，1998年Glasgow人口中35岁到64岁段人群占很大的比重。很多人会自然地称其为老龄化人口。我们的图中显示，1980到2010年间的每年平均看病次数在稳步提升。所以，两组数据间的显见联系是，随着Glasgow市人口老龄化，看病次数也在增加。

Students rarely have problems making these sorts of connections between data. They do have problems, however, when it comes to relaying this information accurately in writing. So what is the ideal Task 1 structure when you are given multiple data sources?

学生很少会在建立数据间的此类联系时遇到问题。但是他们会遇到难题的，是当需要在写作中将这些信息表达出来。所以，当你碰到了多组数据时，理想的小作文结构是什么?

The best way to respond to a Task 1 question is to allot a paragraph to each data source and an additional paragraph to describing the relationship between them. Thus, in the case of this table and graph, our basic Task 1 writing structure is going to have 3 paragraphs and look like this:

最好的应对小作文的方式是，一组数据写一段，然后额外一段描述他们之间的关系。所以在上述的例子里，我们的作文结构应该是3段式，如下所示：

Paragraph 1 – Analyzing data source 1 (table)

第一段——分析数据1(表)

A sentence describing the first data source and the broad trend it depicts

用1句话描述数据1和它体现出的大体趋势

A sentence outlining the minor and minute details of the data source

用1句话勾画出数据1的细节

Another sentence outlining the minor and minute details of the data source (if needed)

另1句话继续勾画该组数据的细节(如果需要的话)

Paragraph 2 – Analyzing data source 2 (graph)

第二段——分析数据2(图)

A sentence describing the second data source and the broad trend it depicts

用1句话描述数据1和它体现出的大体趋势

A sentence outlining the minor and minute details of the data source

用1句话勾画出数据1的细节

Another sentence outlining the minor and minute details of the data source (if needed)

另1句话继续勾画该组数据的细节(如果需要的话)

Paragraph 3 – Brief description of the relationship between the data types

第三段——简要描述两组数据间的关系

A sentence explaining the relationship between the sources

1句话解释数据间的关系

A sentence for further explanation (if needed)

1句话用于进一步解释(如果需要的话)

A sentence elaborating or commenting on what this relationship means or what perhaps caused it

1句话阐述或评论这种关系的意义或产生的原因

A sentence summarizing, predicting or commenting on the data presented

1句话对整个的数据进行总结预测或者评价

In both paragraph 1 and 2, we are simply going to recite each data source individually, stating precisely what each source shows. In paragraph 3, we interpret the data source relationship.

在第一和第二段中，我们单单只需分别叙述每组数据，准确表达出数据所反映出的东西。在第三段中，我们解读数据间的关系。

So, in the case of our Glasgow example above, we’d write our response something like this:

所以，在上面的Glasgow例子中，应该写成类似以下的文字：

The table presents Glasgow age demographics in 1998 and appears to reveal an aging population within the city. Children and teenage Glasgow residents make up 14 and 12 percent of Glasgow’s overall population respectively. People between 20 and 34 account for 16 percent of the total Glasgow population and this figure grows by increments of 4 percent for the following 2 demographics, those between 35 and 49 and those between 50 and 64. The elderly demographic is equal to that of Glasgow children.

该表呈现了Glasgow1998年的人口的年龄分布统计，似乎揭示了该城市人口的一种老龄化趋势。儿童和青少年分别占总人口的14%和12%。年龄在20到34岁间的占总人口的16%。而34到49岁年龄段和50到64岁年龄段占总人口的百分比，依此有4%的增长(20%，24%)。老年人占总人口的百分比与儿童的相等(14%)。

The chart shows the average annual number of hospital trips a Glasgow person makes. The figures given between 1960 and 1980 appear to only waver slightly, at roughly 2.3 trips per year. However, a steady climb is seen over the next 30 years, with Glasgow people ultimately reaching 3.2 annual hospital visits in 2010.

该图显示了Glasgow人平均的每年上医院次数。1960到1980年间的数据似乎只是轻微变动，大约在每年2.3趟。不过，之后的30年，数据一直在稳定攀升，直到2010年Glasgow人最终达到3.2次/年的上医院频率。

What you can see above is a clear picture of both data sources. By simply reading the description, a person could recreate the table and graph this data comes from.

以上你能看到的是所描绘出的关于两组数据的清晰画面。简单地阅读这一番描述，一个人能够重制出展现这些数据的图与表。

Now to show the relationship between the 2 data sources, we would commence writing our third paragraph:

现在为了展示这两组数据间的关系，我们需要开始第三段：

It is clear when looking at the table and graph comparatively that Glasgow has an aging population and that this is cause for the increased annual hospital visits. It is assumed baby-boomers play cause to this abnormal weighting. As these older Glasgow demographics continue to age, it is expected that the annual number of hospital visits will also rise.

很明显，通过比照着观察该图与表，Glasgow的人口正在老龄化，而这正是平均年上医院次数增加的原因。婴儿潮人群也成文了导致这种异常增加的原因的一部分。随着Glasgow的人口继续老龄化，可以预计，年上医院就医次数还将继续增加。

What you can see here is 3 sentences. The first outlines the nature of the relationship between the 2 data sources. The second provides a quick comment on the possible cause and the third gives a prediction for what the future of the data might look like.

你看到的是3句话。第一句概括两组数据间的关系。第二句明快地评论可能的原因。第三句预测数据的未来走向。

Thus basically our overall response involves 2 paragraphs that present information and 1 paragraph that interprets it. Let’s read through our entire response from start to finish:

所以基本上我们的整个作文包含呈现信息的两段和解读信息的一段。

让我们从头至尾完整读一遍。

The table presents Glasgow age demographics in 1998 and appears to reveal an aging population within the city. Children and teenage Glasgow residents make up 14 and 12 percent of Glasgow’s overall population respectively. People between 20 and 34 account for 16 percent of the total Glasgow population and this figure grows by increments of 4 percent for the next 2 demographics, those between 35 and 49 and those between 50 and 64. The elderly demographic is equal to that of Glasgow children.

The chart shows the average annual number of hospital trips a Glasgow person makes. The figures given between 1960 and 1980 appear to only waver slightly, at roughly 2.3 trips per year. However, a steady climb is seen over the next 30 years, with Glasgow people ultimately reaching 3.2 annual hospital visits in 2010.

It is clear when looking at the table and graph comparatively that Glasgow has an aging population and that this is cause for the increased annual hospital visits. It is assumed baby-boomers play cause to this abnormal weighting. As these older Glasgow demographics continue to age, it is expected that the annual number of hospital visits will also rise.

As you can see, responding to Task 1 questions that pose more than 1 data source are much easier when you employ an effective writing structure.

正如你所看到的，当你能运用一种有效的写作架构时，应对多组数据类型的小作文会容易得多。

Good luck with your exam!

雅思小作文流程图难点和解题技巧

一、内容组织

近年来，流程图主要以考察描述制作工序的能力为主，很多同学看到题目后一筹莫展，觉得这简直就是抽象画。简单来说，工序图就是描述制作步骤，而在每一个步骤中只要找到“原物—动词—产物”这个逻辑链条中的对应内容即可轻松理解图意。很多考生看不懂图，就是因为当前步骤结束了不知道下一个步骤到底该如何操作，有时候可能找不到原物，有时候可能不知道动词是什么，以及生成了什么产物。当然，并不是每一个步骤都会有明确的产物出现，有时候产物是“隐形”存在的，需要考生略加思考，而这种“隐形产物”的词汇通常都不会很难。另外，有时候图中某些物体并不会标记单词，但我们需要把所有画出的事物全部写出来，否则逻辑会有些跳跃，这也是保证内容连贯和解决字数不足的一个重要方法。

二、词汇活用

在流程图中我们难免会遇到一些生词，有些甚至无法猜测出是什么意思，例如crusher, grinder, decanter, pomace。我们都知道，雅思考生覆盖了初高中生、大学生和成人等各个年龄段，而且逐渐呈低龄化趋势发展，所以出题方并不会在词汇上刻意为难考生，但是也不会太“坦诚相待”。流程图最重要的两类词就是名词(通常是每个步骤的原物和产物，在句子中做主语和宾语)和动词(句子中的谓语动词，多用被动语态)。一般情况下，表示“原物”的名词大部分会在题目中明确标出，而少量表示“产物”的名词有时不会明确给出，但是这类词通常都不难，考生稍动脑筋即可想出;同理，简单的动词图中也不会标记，需要考生自行动脑补充(简称脑补)，而较难的动词通常会以变体形式(如名词，动名词等)出现在题目中，写作时只要运用简单的构词法知识(例如去掉后缀-er/or或-ing)便可轻松获得所需动词。

三、巧用衔接

流程图描述的是制作步骤，所以顺序连接词自然是必不可少，因此很多考生都有一个误解，即“每个句子前面都要使用连接词”。频繁地使用连接词会有两个糟糕的后果：一是连接词频繁重复，二是绝大多数句子都是简单句，这两种情况在很多考生的作文中都普遍存在。解决方法很简单，即“尽可能地把两个甚至多个步骤用从句连接在一起，并辅以少量连接词”。

例如，用过的瓶子先被回收，然后被清洗干净，然后被熔化。大部分的考生可能会写成：Firstly, the used bottles are recycled, and then they are cleaned and melted. 这里的firstly和then是连接词，当每个步骤都用连接词时就会变成全部都是小短句。流程图常用的连接词有：Initially, in the first step, then, after that, subsequently, in the next step, before, at this point等，常用的句式有：which(当两个步骤有同一个名词时可使用)，where(当两个步骤有同一个地点时使用)，after which (两个步骤顺序发生时使用)，when(两个步骤顺序发生时使用)，after being done(两个步骤主语相同且顺序发生时可用)，once done(两个步骤主语相同且顺序发生时可用)。上面的例句可改成：Initially, the used bottles are recycled, after which they are cleaned before being melted.

下面我们以C8-Test 3-Task 1中的“水泥制作流程(下图中的左图)”为例，具体讲解流程图的写作步骤。

The diagrams below show the stages and equipment used in the cement-making process, and how cement is used to produce concrete for building purposes.

首先，我们需要分析图中(左图)一共有几个步骤，找到每个步骤的“原物—动词—产物”分别是什么，内容梳理如下(注：下划线处是动词，动词前后分别是原物和产物)：

① limestone and clay are crushed (crusher变体) into powder (已知产物)

② the powder is mixed (into mixture, 隐形产物)

travels through a pipe (有图无词，脑补)

③ the mixture is delivered (脑补动词) to the rotating heater

(隐形产物) is heated by fire (有图无词，脑补)

④ the resulting/hot mixture is poured onto a conveyor belt (有图无词，脑补)

(隐形产物) is grinded (grinder变体) (into concrete, 隐形产物)

⑤ concrete is produced

(隐形产物) is packed (脑补动词) in bags

梳理完每个步骤的内容，我们根据连接词和句式的使用原则把句子串在一起，参考例文如下(注：红色是衔接词和句式)：

①+②: Initially, limestone and clay are crushed into powder, which is then mixed before travelling through a pipe. ②+③: Once delivered to the rotating heater, the mixture is heated by fire. In the next step, ④ the resulting mixture is poured onto a conveyor belt and grinded. At this point, ⑤ concrete has been produced, after which it is packed in bags.

总的来看，流程图要想考高分，需要

1. 内容组织有逻辑(找到每个步骤的原物-动词-产物)

2. 灵活使用图中已知词汇并适时补充简单未知动词

3. 不要过度使用衔接词，尝试用复杂句式将两个甚至多个步骤连在一起写。