‫So in today's muddled writing lesson, we'll look at a common question type and it's actually a mixed
‫question type, multiple charts.
‫So we've had a look at a few examples of these previously.
‫And it's basically where you might see a few different pieces of visual information, mixed bar chart
‫line graphs, even tables.
‫Any of these things can be mixed together.
‫Don't get worried if you have that.
‫In fact, I actually quite like these question types because it often means you get good chances to
‫compare or at times it can make the grouping a little bit easier, especially if you have two types
‫of charts.
‫OK, so let's take a look at our question.
‫The bar chart below shows the numbers of men and women attending evening courses in different topics.
‫The pie chart gives information about the ages of these course.
‫Participants summarize the information by selecting and reporting the main features and make comparisons
‫where relevant.
‫OK, so even before I've seen the visual information, I know that first sentence.
‫We've got a bar chart, men and women in evening courses, different topics.
‫We also will have a pie chart, I assume one because we're not plural charts a pie chart, which is
‫information about the ages of these corvids, participants, the people who are enrolling in these night
‫courses.
‫So we're going to learn a few pieces of information.
‫All right.
‫Let's take a look at this.
‫So let's begin on the left.
‫So in the left, we have our bar chart at the top, men in blue, women in green.
‫Let's look at the y axis.
‫We have number of people from zero to 40.
‫And along the X axis, we have four different courses.
‫We have drama, painting, sculpture and language.
‫The first thing I can see is the language has what seems to be a pretty high number of enrollment's
‫sculpture.
‫Not so much painting seems quite popular drama.
‫So, so, OK.
‫So that's pretty much the bar chart.
‫Let's take a look at the pie chart.
‫So we have first thing I see is in red, 42 percent, a 50 and over.
‫This could maybe be things I describe in my overview.
‫And then we have ages from 20 to 50.
‫So two pieces of visual information here in a bar chart and a pie chart.
‫I'm beginning to think about grouping.
‫I'm beginning to analyze the data a bit so that I sort of them sort of understanding what I'm seeing.
‫What's the big picture?
‫What sort of things can I specifically describe?
‫So let's go on to our plan now.
‫So you are thinking around our plan, there are a few things that I could probably do in terms of grouping,
‫but the first thing that really comes to mind and often the first, most obvious, most simple is the
‫best grouping is quite simply to have group one as bar chart and group two as pie chart.
‫The semicolons aren't that important.
‫I just like include in them.
‫So we have here our bar chart, which I will describe in detail.
‫Paragraph one and I'll describe this, the pie chart in detail.
‫Paragraph two, there's still a lot of information that I can compare and describe between them.
‫So I think having them separate doesn't matter too much and I think it's going to be easier for the
‫examiner to understand and read OK and overview.
‫So I often say two things to say for the overview occasionally.
‫Just one sort of big picture sentence is OK.
‫But it makes sense really to sort of give two sentences for this.
‫My first sentence, I'll say something about the bar chart and my second sentence are say something
‫about the pie chart.
‫Now, let's take a quick look.
‫Is there anything I can say regarding more women than men?
‫And let's see, so women have three out of the four courses.
‫There are more women enrolled.
‫I could say generally more women in role than men.
‫That would be OK to say for this.
‫Is there anything else I can say?
‫So here we have painting 25, 30, that's 55.
‫Here we have 20 and 40, 60 people.
‫So I could say language is the most popular and I've just obviously added these figures together and
‫worked this out.
‫That would also be pretty good to say.
‫But I'm going to say women more than men in terms of how many are enrolled in or the most popular.
‫So it's more popular.
‫There's more women in most classes than there are men.
‫And for the pie chart, I will simply say aged 50 plus popular.
‫So we can see here, if you're 50 or over, that accounts for 42 percent.
‫Now, one thing that I will say again about these plans, this is very slow down because I'm explaining
‫I want you to see me analyze and share my ideas so you can understand my thinking.
‫So this is slower than normal.
‫But when you write your plans do write in note form.
‫There's no need in your plan to write full, grammatically accurate sentences with exciting vocabulary.
‫This is not marked.
‫Your plan is not marked.
‫It's purely for you to plan your writing.
‫And it's just a simple structure to help understand this and think about what content to include and
‫also where to do it.
‫So don't worry about writing long overviews.
‫I often see students writing two or three really nicely written grammatical sentences.
‫It's a bit of a waste of time.
‫Save that for the report.
‫OK, so that is my plan and I think pretty much I'm ready to start writing now.
‫OK, so here we are.
‫We've got a question up here if I want to reread.
‫I've also included this vocabulary sheet.
‫We looked at just a few lessons before taken from writing seven plus just a nice visualization to remind
‫myself of describing trends increases, decreases figures that stay the same.
‫So maybe good for comparing certain parts of language here.
‫And of course, I have my visualization down here, so I think we can just jump into writing now.
‫So what we need to do is to paraphrase these two sentences here now, I'm still going to write my paraphrased
‫introduction in one sentences, and I'm going to do this by just simply going the charts display.
‫Now, I've added the plural charts because here I'm basically saying the bar chart and the pie chart,
‫the charts display the types of evening or we could say night classes that a range of ages.
‫And we repeat that a range of ages roll into whatever.
‫Let's read this back.
‫The charts display the types of night classes that a range of ages enroll into are enrolled into.
‫Let's say that sounds a little bit better to me.
‫Again, editing as we write, really important.
‫As with this back, the charts display the types of night classes that a range of ages are enrolled
‫into.
‫So I've said here the types of class and also the range of ages.
‫So just really simple.
‫One sentence paraphrased from these two longer structures.
‫OK, time for the overview.
‫So you'll remember, the first thing I said is that generally speaking, there are more women than males
‫in most classes.
‫Generally, there are more more there are more ladies, very British sounding than men in most class
‫types.
‫So I'm just saying that I could maybe write three out of four, but I try and keep numbers out of the
‫overview.
‫And when possible, generally there are more ladies than men in most class types.
‫And then we want to say also
‫for the most popular, the most let's say the most enrolled or shall we say the most frequent age age
‫student is over 50 years old.
‫Let's just read this back.
‫Generally, there are more ladies than men in most classes.
‫Change this short and sweet.
‫Oh, apologies.
‫Also the most frequent, the most frequent students.
‫I think I need to rephrase this.
‫Also, the most frequent aged students, also the students aged.
‫I think we need to rewrite 50 years are over, make up the majority of students in all courses that
‫much better editing when writing.
‫Also, students aged 50 years or over make up the majority of students in all courses.
‫OK, so a nice overview there for both visual pieces of information.
‫OK, so group one is describing this bar chart now.
‫How would I start?
‫Well, I could go for a most popular and then sort of work my way down or simply I could just go from
‫left to right along the x axis to make sure there were 30 students enrolled in drama classes with men
‫making up ten versus twenty female students.
‫And I think here we said students a lot.
‫I'm going to say Lerner's
‫painting was and I just want to compare painting to drama.
‫Painting was more popular than drama classes.
‫And I'm not going to say specifically I'm going to try and speed it up a little bit and just say with
‫around 55 or with 55 total enrollments
‫overall.
‫Let's just read this back again.
‫There were 30 students enrolled in drama classes with men making up 10 versus 20 female learners.
‫Painting was more popular than drama class with fifty five total enrollments overall.
‫Now, some of you may say, why don't you describe exactly how many poor men or female or male or female?
‫And that's because sometimes if we describe every single feature is going to be far too long.
‫So we kind of need to sometimes speed things up, sometimes slow things down, or let's say sculpture
‫was not a popular class sculpture and I'll just change my spelling here.
‫Sculpture was not a popular class with only how many, 15 students total.
‫Whereas so now I've got a nice use of a complex sentence, most probably, whereas there were whereas
‫languages was the most popular class with 20 male and with 20, let's say will use respectively with
‫20 and with our tissues with 20 male and 40 female students each attending these lessons.
‫OK, that's good.
‫I've gone through everything here, I've made comparisons between them, I've given specific facts.
‫I didn't really use any of this vocabulary.
‫It didn't seem appropriate so much, most likely because of time.
‫So this language is generally really useful for time, trends against time.
‫OK, so let's describe the pie chart, 42 percent of all of of the student body.
‫That's a nice colloquial piece of language there.
‫The student body, which means just the overall number of students were aged 50 years.
‫Ah.
‫Or over or over.
‫Next the next most popular age group was
‫between 40 and 49 years of age at 26 percent, ascender 26 percent of enrolments.
‫Then we could maybe say we could even probably if we want to speed things up just a little bit more,
‫plus these together so we could say students aged under 39 or we could say students aged anywhere from
‫thirty nine are younger, make up sixteen plus 11 plus 15.
‫So this is 16, 32 percent.
‫So then we can say students, this is very much speeding up our writing students aged.
‫In fact, what I'm going to say is I'm going to pull up these two groups together because this is 16.
‫This is 16.
‫So I can say that equal.
‫So what I'll say is students aged 30 to 39 stood at 16 percent equal to the remaining two age groups
‫and are going to use brackets as well, 20 to 29 and aged 20 or under.
‫OK, that kind of should mean that I have completed this writing here.
‫I could maybe just say that age 20 and understand at five percent the lowest amount.
‫But I think I'm quite happy with this.
‫Let's read back this second paragraph here.
‫42 percent of the student body were aged 50 years.
‫Ah, or over.
‫The next most popular age group was between 40 to 49 years of age.
‫At 26 percent of enrollment's students aged 30 to 39 stood at 16 percent.
‫And a nice comparison between some of the data equal to the remaining two age groups, 20 to 29 and
‫age 20 or under.
‫OK, I like that.
‫I think that's pretty strong.
‫Let me check my word count.
‫It does look, maybe just a little short, but I think I've still made the 150 here.
‫OK, so I've just counted up and very interesting worth discussing the word count for, this is 148
‫words.
‫So you remember that really the word limit stands out about 150 or higher.
‫Now, I'm kind of two words under that.
‫Would I get a penalty against my score?
‫I very, very much doubt it.
‫I've included a lot of information here, maybe just slightly sped this up too much.
‫So I maybe could have gone through a bit more individually or just added an extra sentence with a bit
‫more information.
‫But it's really only if you're looking at, you know, very sure under 140, maybe another sentence
‫taken away from here that we start giving penalties examiners.
‫So that's fine.
‫Not too much to worry about.
‫Only a couple of words under.
‫And that's mostly because I've added a lot of detail in here whilst making comparisons.
‫So my task achievement score is, of course, very high.
‫So, yeah, an interesting example of this mixed chart, multiple chart lessons.
‫I really do like these kind of reports because they're quite easy to group and there's obviously a lot
‫of things to describe as well.
‫OK, so let's jump into your next lesson.