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At this point, you should be getting a handle on how to do the four paragraphs for academic writing.

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Task Number one.

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The Introduction.

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The General Overview.

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Specific Details.

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Paragraph number one.

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Specific Details.

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Paragraph number two.

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In this lecture, I'm going to be applying that process to a line graph where we're looking at the introduction,

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general overview and specific details paragraphs.

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So let's go ahead and get started.

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As always, we have our standard strategy.

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Paraphrasing the introduction, remember the advice that I gave you earlier?

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A good strategy for learning how to paraphrase an introduction very, very well is to not look at the

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summary when you're doing it, hide the summary and practice being able to to word or structure an introduction

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using your own words.

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That's going to help you to be able to paraphrase and use synonyms much, much better.

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Very often students look at the summary, have trouble thinking of synonyms, and then they just repeat

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the exact language and they destroy their score.

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In terms of just not showing any English ability at all, you have to do the introduction, general

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overview, specific detail, paragraph one, specific detail, paragraph two, four paragraphs, four

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paragraphs applicable to every single question type.

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Oh.

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In terms of the introduction and general overview, we're going to first analyze, scan through the

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question, make decisions about what information we're going to use for our introduction and overview,

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try to decide how we're going to break, how we're going to break the line graph into two parts and

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part one for the first specific details paragraph.

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And I need part two for the second specific details paragraph.

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Writing an introduction should take no more than 3 minutes, that's all.

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No more than 3 minutes.

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Writing.

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The introduction should take no more than 3 minutes.

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Now, in regards to the general overview, 3 minutes maximum OC.

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So in total no more than 8 minutes to scan, introduce and to write the overview.

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Here is the line graph we'll be looking at in this lecture.

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We're looking at a line graph that is looking at the proportion of population aged 65 years and over

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in the USA, Sweden and Japan.

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And when we're looking at this one, we can see the black line represents the USA, green line represents

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Sweden, red line is Japan.

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We're looking at a time period from 1940 to 2040, so we're looking at the past, the present and also

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the future.

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So when you're writing this one, you most likely will go through all three tenses, or it's possible

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at a minimum.

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At a minimum, you're going to go through the present and the future.

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And then on the left side, we can see we're looking at measurements in percentages.

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In regards to a general overview, we'll be looking at the highest and the lowest points for each group,

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their highest and lowest points.

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That's the best way to handle general overviews.

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That's what's obvious, right?

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Most of the time it's obvious.

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What's the greatest what's the least was the most right?

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That's the obvious.

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General overview information.

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Now, in regards to scanning it and looking at how am I going to break down this information for me,

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I will most likely break down the information between the past and the future, between the past and

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the future.

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So I probably will probably be looking up to 1940 all the way through 2000, maybe a little bit over

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2000.

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And then I would look towards the future, which is 220 to 240, which is the future, right?

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So now that I have all that information in my head and like I said, you have to be able to do that

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in 2 minutes.

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In 2 minutes is perfectly fine.

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Perfectly fine.

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If you want to write that information down somewhere on your test booklet, perfectly fine to do that

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so that you really can you have a structure.

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It's almost like doing an outline, knowing what you're going to write before you write.

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It helps you go faster and also to write with more coherence and organization.

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So now I'm going to go ahead and move forward with writing the introduction and general overview.

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I'll be silent while I'm typing this live on the screen right now.

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Pay attention to my sentence, structure and vocabulary choices.

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Okay.

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And there we have a introduction and a general overview.

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Over a 100 year period, the USA, Sweden and Japan are projected to have population changes with citizens

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over 65 years of age.

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And the line graph reveals the percentages for each country.

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Now, one thing you'll notice is from the very beginning.

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From the very beginning, I'm showing the examiner I can do a proper compound sentence right from the

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beginning.

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Right from the beginning.

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If the examiner sees that, they're going to say, oh, well, this person can do compound sentences.

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Let's see if they can do a complex sentence.

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Let's see if they can do all these different types of sentences that give you a score of seven plus.

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Generally.

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Generally speaking, Japan's highest projection is in 2040, while its lowest is between 1960 to approximately

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1990.

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Now, there we have a what complex sentence the United States least and greatest population over 65

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are in 1940 and 2040, respectively, with Sweden following a similar general path.

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What I just gave you, there are three sentence types that all fit into the category of a score of eight

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or higher.

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When you want to when you're when you're saying to yourself, I want to score really, really well in

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academic task number one, my question to you is always going to be what English level ability are you

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demonstrating?

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What are you showing the examiners?

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If you're only showing them simple sentences and basic level vocabulary, you're going to score five

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or six.

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They're looking for you to fit into those rubric categories of seven, eight or nine.

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That's how you move your score up to scale.

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All right.

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So now you have a really good idea of the introduction and the general overview.

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In the next lecture, I'm going to be going over, of course, the specific paragraphs.

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But before I do that, I'll have you take a look at it in the full screen mode so you can read it really,

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really well.

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Right.

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And there we have it very straightforward, right to the point.

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But again, it's all about the quality.

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It's not just answering the question is the quality that you're using to answer the question.

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All right.

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So as I say it, in the next lecture, we'll do the specific details paragraphs for this line graph.

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I'll talk to you soon.

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Take care.