雅思寫作小作文難點透析
在雅思寫作考試小作文中，圖形描述題的難點之一是難以在短時間內找出該題需要表達的重點，其次缺乏此舉，缺少書面表達的語言和亮點。對於題型出現的這些難點，小編倒是有一些相應的建議，幫助大家克服考試中出現的這些難點。
雅思寫作備考：小作文的題型與難點分析
1、尋找小作文需要表達的重點
見到圖形表達題，我們需要作答時先說明再梳理數據。切不可將文章寫成賬本式的文字，否則，你就會得到很低的分數。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還是查看考生的英文表達能力，精簡凝練。我們的描述要讓閱卷者腦海中浮現出圖形的樣本，數量和趨勢等等相關變量。如果你能達到以上這些要求，那麼小作文本身也就基本上合格了。
2、瞭解圖形的分類規律
圖形描述題，按照標準圖形來分，可以分爲line graph(curve),bar chart, piechart以及table,按照表達重點來分，分爲趨勢類和大小類，分類依據於題中的時間列表。一般來說，出現時間段的圖形題都是以描述數據變化趨勢爲主。
3、準備必要的表達方式
1. 與趨勢有關的詞語：
上升(動詞)：increase, rise, climb, ascend, surge, shoot up
下降(動詞)：decrease, decline, drop, fall, descend, plunge
持平(動詞)：remain stable, keep constant, level off, flatten out
波動(動詞)：fluctuate, wave, go up and down
快速(形容詞/副詞)：considerable/considerably,significant/significantly,substantial/substantially,remarkable /remarkably,dramatic/dramatically
穩步(形容詞/副詞)：steady/steadily,stable/stably,moderate/moderately,modest/modestly
緩慢(形容詞/副詞)：slight/slightly, minimal/minimally, marginal/marginally
頂點(名詞 /動詞)：peak
趨勢 (名詞)：trend/ tendency
2. 與大小相關的詞語：
Outnumber(動詞)：在數量上超過The demonstrators were outnumbered by the police
Exceed(動詞)：在數量上超過
Triple(動詞)：變成三倍The figure has tripled.
Double (動詞)：變成兩倍The price of houses has virtually doubled over the past fewyears.
Mount to (動詞)：達到
Counterpart(名詞)：對應的另一方,比較的另一方 this product is better than itscounterparts
此外，建議考生還應考慮一下題中數據和百分比有沒有聯繫，如果有的話還應添加一些數據所佔百分比的語句。
3. 相關詞語：
百分比(名詞)：proportion, rate, percentage, share
佔據(動詞)：occupy, comprise, constitute, account for, represent.
數字：number, amount, data, figure
比例：rate, proportion, percentage, share
大約：roughly, about, nearly, approximately, a little less than, slightly morethan
各自地：respectively, for each,severally
4、注重連詞的使用
連詞在語句中起着承上啓下的作用，添加連詞，可以增加文章的邏輯感，使得文章更加嚴謹，同時，文章中連詞的使用也要講究一定的形式，我們在文章中一般稱之爲形連。
5、Integrity and Perfection
文章有了恰當的表達方式，還需要進行一些細節方面的修飾，添加數據時，形式要整齊劃一，有不隨便刪除和添加數量單位，增加連詞的使用，加強文章的嚴謹度，採用一些多樣化的數據添加方式，是文章看起來有理有據，中心思想貫穿全文。
主要數據添加方式有：
1. 利用標點，如括號和破折號;
2. 利用介詞，如with,at,to,by等;
3. 利用分詞或從句，倒裝句。
【解讀雅思小作文難點】當給定兩組數據時該如何應對?求同存異
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.
作爲一個雅思老師，被問到的一個最爲常見的問題是如何把多組數據聯繫在一起。很多時候，學生髮現很難描述多種數據間的關係。在這篇文章中，對於需對多種數據進行分析的的雅思Task1的迴應式寫作，提供我的一些見解。
To get us started, let’s look at the following example table and graph:
首先，一起看看下面的這組圖和表：
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.
當看到這兩組數據時，有些東西應該引起我們的注意。首先，按照這個表，1998年Glasgow人口中35歲到64歲段人羣佔很大的比重。很多人會自然地稱其爲老齡化人口。我們的圖中顯示，1980到2010年間的每年平均看病次數在穩步提升。所以，兩組數據間的顯見聯繫是，隨着Glasgow市人口老齡化，看病次數也在增加。
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?
學生很少會在建立數據間的此類聯繫時遇到問題。但是他們會遇到難題的，是當需要在寫作中將這些信息表達出來。所以，當你碰到了多組數據時，理想的小作文結構是什麼?
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:
最好的應對小作文的方式是，一組數據寫一段，然後額外一段描述他們之間的關係。所以在上述的例子裏，我們的作文結構應該是3段式，如下所示：
Paragraph 1 – Analyzing data source 1 (table)
第一段——分析數據1(表)
A sentence describing the first data source and the broad trend it depicts
用1句話描述數據1和它體現出的大體趨勢
A sentence outlining the minor and minute details of the data source
用1句話勾畫出數據1的細節
Another sentence outlining the minor and minute details of the data source (if needed)
另1句話繼續勾畫該組數據的細節(如果需要的話)
Paragraph 2 – Analyzing data source 2 (graph)
第二段——分析數據2(圖)
A sentence describing the second data source and the broad trend it depicts
用1句話描述數據1和它體現出的大體趨勢
A sentence outlining the minor and minute details of the data source
用1句話勾畫出數據1的細節
Another sentence outlining the minor and minute details of the data source (if needed)
另1句話繼續勾畫該組數據的細節(如果需要的話)
Paragraph 3 – Brief description of the relationship between the data types
第三段——簡要描述兩組數據間的關係
A sentence explaining the relationship between the sources
1句話解釋數據間的關係
A sentence for further explanation (if needed)
1句話用於進一步解釋(如果需要的話)
A sentence elaborating or commenting on what this relationship means or what perhaps caused it
1句話闡述或評論這種關係的意義或產生的原因
A sentence summarizing, predicting or commenting on the data presented
1句話對整個的數據進行總結預測或者評價
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，我們單單隻需分別敘述每組數據，準確表達出數據所反映出的東西。在第三段中，我們解讀數據間的關係。
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，應該寫成類似以下的文字：
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.
該表呈現了Glasgow1998年的人口的年齡分佈統計，似乎揭示了該城市人口的一種老齡化趨勢。兒童和青少年分別佔總人口的14%和12%。年齡在20到34歲間的佔總人口的16%。而34到49歲年齡段和50到64歲年齡段佔總人口的百分比，依此有4%的增長(20%，24%)。老年人佔總人口的百分比與兒童的相等(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.
該圖顯示了Glasgow人平均的每年上醫院次數。1960到1980年間的數據似乎只是輕微變動，大約在每年2.3趟。不過，之後的30年，數據一直在穩定攀升，直到2010年Glasgow人最終達到3.2次/年的上醫院頻率。
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繪出的關於兩組數據的清晰畫面。簡單地閱讀這一番描述，一個人能夠重製出展現這些數據的圖與表。
Now to show the relationship between the 2 data sources, we would commence writing our third paragraph:
現在爲了展示這兩組數據間的關係，我們需要開始第三段：
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.
很明顯，通過比照着觀察該圖與表，Glasgow的人口正在老齡化，而這正是平均年上醫院次數增加的原因。嬰兒潮人羣也成文了導致這種異常增加的原因的一部分。隨着Glasgow的人口繼續老齡化，可以預計，年上醫院就醫次數還將繼續增加。
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句話。第一句概括兩組數據間的關係。第二句明快地評論可能的原因。第三句預測數據的未來走向。
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:
所以基本上我們的整個作文包含呈現信息的兩段和解讀信息的一段。
讓我們從頭至尾完整讀一遍。
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，當你能運用一種有效的寫作架構時，應對多組數據類型的小作文會容易得多。
Good luck with your exam!
雅思小作文流程圖難點和解題技巧
一、內容組織
近年來，流程圖主要以考察描述製作工序的能力爲主，很多同學看到題目後一籌莫展，覺得這簡直就是抽象畫。簡單來說，工序圖就是描述製作步驟，而在每一個步驟中只要找到“原物—動詞—產物”這個邏輯鏈條中的對應內容即可輕鬆理解圖意。很多考生看不懂圖，就是因爲當前步驟結束了不知道下一個步驟到底該如何操作，有時候可能找不到原物，有時候可能不知道動詞是什麼，以及生成了什麼產物。當然，並不是每一個步驟都會有明確的產物出現，有時候產物是“隱形”存在的，需要考生略加思考，而這種“隱形產物”的詞彙通常都不會很難。另外，有時候圖中某些物體並不會標記單詞，但我們需要把所有畫出的事物全部寫出來，否則邏輯會有些跳躍，這也是保證內容連貫和解決字數不足的一個重要方法。
二、詞彙活用
在流程圖中我們難免會遇到一些生詞，有些甚至無法猜測出是什麼意思，例如crusher, grinder, decanter, pomace。我們都知道，雅思考生覆蓋了初高中生、大學生和成人等各個年齡段，而且逐漸呈低齡化趨勢發展，所以出題方並不會在詞彙上刻意爲難考生，但是也不會太“坦誠相待”。流程圖最重要的兩類詞就是名詞(通常是每個步驟的原物和產物，在句子中做主語和賓語)和動詞(句子中的謂語動詞，多用被動語態)。一般情況下，表示“原物”的名詞大部分會在題目中明確標出，而少量表示“產物”的名詞有時不會明確給出，但是這類詞通常都不難，考生稍動腦筋即可想出;同理，簡單的動詞圖中也不會標記，需要考生自行動腦補充(簡稱腦補)，而較難的動詞通常會以變體形式(如名詞，動名詞等)出現在題目中，寫作時只要運用簡單的構詞法知識(例如去掉後綴-er/or或-ing)便可輕鬆獲得所需動詞。
三、巧用銜接
流程圖描述的是製作步驟，所以順序連接詞自然是必不可少，因此很多考生都有一個誤解，即“每個句子前面都要使用連接詞”。頻繁地使用連接詞會有兩個糟糕的後果：一是連接詞頻繁重複，二是絕大多數句子都是簡單句，這兩種情況在很多考生的作文中都普遍存在。解決方法很簡單，即“儘可能地把兩個甚至多個步驟用從句連接在一起，並輔以少量連接詞”。
例如，用過的瓶子先被回收，然後被清洗乾淨，然後被熔化。大部分的考生可能會寫成：Firstly, the used bottles are recycled, and then they are cleaned and melted. 這裏的firstly和then是連接詞，當每個步驟都用連接詞時就會變成全部都是小短句。流程圖常用的連接詞有：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(當兩個步驟有同一個名詞時可使用)，where(當兩個步驟有同一個地點時使用)，after which (兩個步驟順序發生時使用)，when(兩個步驟順序發生時使用)，after being done(兩個步驟主語相同且順序發生時可用)，once done(兩個步驟主語相同且順序發生時可用)。上面的例句可改成：Initially, the used bottles are recycled, after which they are cleaned before being melted.
下面我們以C8-Test 3-Task 1中的“水泥製作流程(下圖中的左圖)”爲例，具體講解流程圖的寫作步驟。
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，我們需要分析圖中(左圖)一共有幾個步驟，找到每個步驟的“原物—動詞—產物”分別是什麼，內容梳理如下(注：下劃線處是動詞，動詞前後分別是原物和產物)：
① limestone and clay are crushed (crusher變體) into powder (已知產物)
② the powder is mixed (into mixture, 隱形產物)
travels through a pipe (有圖無詞，腦補)
③ the mixture is delivered (腦補動詞) to the rotating heater
(隱形產物) is heated by fire (有圖無詞，腦補)
④ the resulting/hot mixture is poured onto a conveyor belt (有圖無詞，腦補)
(隱形產物) is grinded (grinder變體) (into concrete, 隱形產物)
⑤ concrete is produced
(隱形產物) is packed (腦補動詞) in bags
梳理完每個步驟的內容，我們根據連接詞和句式的使用原則把句子串在一起，參考例文如下(注：紅色是銜接詞和句式)：
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.
總的來看，流程圖要想考高分，需要
1. 內容組織有邏輯(找到每個步驟的原物-動詞-產物)
2. 靈活使用圖中已知詞彙並適時補充簡單未知動詞
3. 不要過度使用銜接詞，嘗試用複雜句式將兩個甚至多個步驟連在一起寫。
