One of the most challenging graphs are charts that students have to write would definitely be the two
chart style.
And when we're talking about the two charts style, we're talking about having a line graph and a bar
chart or having pie charts and a line graph or a table and a bar chart.
So dealing with two charts for some might seem to be a difficult task, but in actuality, it's easier
than dealing with one table sometimes or dealing with one line graph.
In this lecture, I'm going to show you how to break down a two chart style.
So let's go ahead and get started with that right now.
Two different charts strategy.
So we already know the structure and format.
Paraphrase the introduction.
Give the general overview.
Give me two great specific detail paragraphs.
When we're doing a general overview introduction.
Before we get to that, we want to do an analysis of what we're dealing with.
So you take 2 minutes, look at the two graphs, look at the two charts.
Try to decide what you're going to include in your general overview.
What you're going to include in your introduction.
And how are you going to separate the information.
The introduction 1 to 2 minutes wants to sentence this for the introduction.
The introduction should take no more than 2 to 3 minutes.
I really think that you should be able to finish up an introduction in 2 minutes maximum.
2 minutes, maximum.
But if you take 3 minutes, it's okay.
The general overview should only take to 2 to 3 sentences to complete and to only take 2 to 3 minutes
to finish.
So here you can see we're dealing with two different charts.
At the top, we have a bar graph or some call it a bar chart bar graph.
At the bottom we have a line graph.
So we have two different two different graphs, two different charts.
Now for this one, you notice I did not give you a description.
I did not give you their description of these charts, of these graphs.
I did that for a reason because I want you to create your own original introduction.
Very often, what happens to a student on the exam is that they look at the description that the examiner
has written and they say to themselves, I can't write it better than that.
I can't do better than what they're doing.
So I'll just copy.
I'll copy what they did, I'll copy what they wrote, and you end up just hurting yourself because you're
not showing any writing ability.
So I think it's a really great exercise sometimes to look at a graph or a chart or a diagram process
and eliminate the description they give you.
You look at the information and put it together yourself.
I think that's a great way to train yourself how to do original writing.
Now, here is pretty clear that we have things to talk about in our general overview.
What was the low?
What was the high?
We could see that very easily.
The same for the line graph.
We can see the low, we can see the high.
So that's the kind of information we use to put together a general overview.
Now you'll also notice that I have the bar graph and line graph color coded, and I'm doing that to
point out to you how I'm going to separate or segregate my information for the third paragraph and the
fourth paragraph.
The yellow and purple parts includes the information that I'm going to discuss for my third paragraph.
The orange and green parts include the information I'm going to discuss in my fourth paragraph.
Now, I know some of you may look at this and say, Well, I'll write about the bar graph in one paragraph
and I'll write about the line graph in another paragraph.
That's fine.
You can write it that way.
But when I look at a line graph in a bar or a bar graph and I see the same dates being used for each
one except for this last year, 95 or 94.
When I see the same date parameters, I'm going to actually compare these two against each other.
I think that shows a higher level of being able to organize information.
I think that actually we'll get a better score if it's done correctly, and that's the way I'm going
to write my introduction, general overview and specific paragraphs based on that style of writing.
But like I said, you can do it, you know, top one, paragraph three, bottom one, paragraph four.
That's fine.
So first of all, we're going to write the introduction.
If you want to go ahead and stop the lecture right now, set your clock for 2 minutes, for 2 minutes
and go ahead and write your introduction.
Then come back and compare, compare, compare, compare.
Come back and compare your introduction to mind and look for areas where you could improve.
Now let's take a look at my introduction.
The first graph, a bar graph reveals data or data for millions of Japanese citizens participating in
global travel, and the line graph communicates the percentage of Japanese travelers only visiting Australia
on holiday.
The word holiday means vacation.
They use that in the UK and some other countries and in the United States.
We don't use that.
We don't use it that way.
But the word holiday means vacation or travel.
Here.
You can see I'm using a compound sentence.
When you use compound complex sentences, that's how you move your grammar score up to seven, eight,
nine.
If you're only writing simple sentences, you're going to get a simple, basic score 5 to 6.
Also, look at the words I'm using reveals, and then I'm not using the same word twice communicates.
So I'm using strong language, strong verbs, strong words.
But I'm not using those those basic level words is are was have has.
This is what you call a strong paragraph that shows the examiner from the very beginning.
This is a strong writer.
Now let's go ahead and write the general overview again we're looking at for the bar graph.
What's the high?
What's the load for the line graph?
What's the high?
What's the low?
The general trends.
That's what we're doing with the general overview.
OC Set your clock for 3 minutes.
3 minutes.
Go ahead, write your general overview and then come back and compare your information to what I have
written.
Okay.
So how did you do?
Here is my general overview as an initial overview.
Worldwide travel occurred at its peak in 1995 and the lowest figure happened in 1985.
Clearly, for travel solely to Australia, the most significant percentage visited in 1993 and the least
was in 1985.
That's it.
But again, what's the difference in scoring?
What's the difference in scoring?
Why is something a six and something else is an eight?
Well, again, look at the sentence structure.
Right.
I'm showing that I have the ability to write compound sentences.
I'm showing the ability to write mistake free sentences.
I'm revealing to the examiners that I can write sentences using strong verbs and avoid using weak verbs.
That's how you move up the scale.
That's your goal.
Move up the rubric scale.
Okay.
So I hope you have a much better understanding, a much better understanding of how to write the introduction
in general overview.
We're now going to move into writing these specific paragraphs.
So I'll see you.
I'll talk to you in the next lecture.