Guide from A – Z on writing Dynamic charts – Biểu đồ động in IELTS Writing Task 1

1. Concept of Dynamic chart – Biểu đồ động

1.1. Dynamic chart

Dynamic chart (Biểu đồ động) is a chart that displays data changing over time. One distinguishing feature of a dynamic chart is the inclusion of a time period in its name.

VD: The annual earnings of three bakeries in Paris, 2010-2020.

1.2. Types of Dynamic charts

You may encounter four types of graphs in a dynamic chart task such as:

• Bảng số liệu (Table)

• Biểu đồ đường (Line graph)

• Biểu đồ cột (Bar chart)

• Biểu đồ tròn (Pie chart)

1.3. The difference between Dynamic charts and Static charts:

• Biểu đồ tĩnh (static chart) chỉ thể hiện số liệu trong một khoảng thời gian
• Biểu đồ động (dynamic chart) thể hiện sự so sánh, thay đổi, xu hướng của số liệu trong hai hoặc nhiều khoảng thời gian hơn.

2. Guidelines for implementing Dynamic chart tasks in IELTS Writing Task 1

The structure of a Dynamic chart in IELTS also consists of 4 parts similar to other types of charts.

▸ Introduction: Rewrite the task statement
▸ Overview: Summarize 1 to 2 main points
▸ Body 1: Describe details of group 1 information
▸ Body 2: Write details of group 2 information

Cùng Mytour phân tích bài dynamic chart dưới đây để rút ra cách viết Dynamic chart hiệu quả nhé.

2.1. Introduction

Paraphrase the task statement in 1-2 sentences, using your own language and structure. Avoid repeating the same terms used in the task.

▸ Loại biểu đồ (line chart)▸ Khoảng thời gian (no time period)▸ Nội dung chính của biểu đồ (the average consumption of cheese per person in England, Scotland, Wales and Northern Ireland between 1980 and 2020)

Ví dụ: The line chart depicts information about the amount of cheese that each individual in England, Scotland, Wales, and Northern Ireland consumed on average between 1980 and 2020.

2.2. Overview

The Overview section describes the prominent features of the chart. The ideal length of the Overview is 1-2 sentences. It should highlight trends such as:

▸ Overall trend over time: increasing or decreasing? Continuously fluctuating or stable?
▸ Highest/lowest figures?
▸ Gaps between figures

Lưu ý: Không nên nêu hết các đặc điểm và các con số ở phần này vì ta chỉ có 20 phút để viết bài Writing task 1 và số từ bị giới hạn là 150 từ. Do đó, chỉ nêu ra những đặc điểm nổi bật và so sánh.

For example:

Overall, England’s figures declined by the end of the period as did Scotland’s despite some fluctuations, whereas people in Wales and in Northern Ireland both increased their cheese consumption.

2.3. Body

We can write 2 body paragraphs for this type of chart. These paragraphs should include:

▸ Apply the grouping method (identify similarities and differences among data points in the chart and group them together.)
▸ Write 1 body paragraph about differences, and 1 body paragraph about similarities. (If no differences or similarities are found, describe the data of each entity sequentially.)
▸ Each paragraph should be 3-5 sentences long.

Some considerations when writing the body:

• Kiểm soát độ dài để tránh bị lố thời gian (chỉ có 20 phút cho task 1). Chỉ chọn ra các đặc điểm nổi bật để viết.
• Không nêu quan điểm cá nhân trong bài.
• Sử dụng các từ linking words trong câu văn và đoạn văn để ăn điểm cohesion.
• Dùng các từ vựng và ngữ pháp phù hợp cho phần thi Writing task 1.

2.4. Sample sentences to start the body paragraph:

• As it is presented in the diagram(s)/ graph(s)/ pie chart(s)/ table…
• As (it is) shown in the illustration…
• As can be seen in the…
• As the diagrams suggest…
• According to the…
• Categorically speaking…
• Getting back to the details…
• Now, turning to the details…
• The table data clearly shows that…
• The diagram reveals that…
• The data suggest that…
• The graph gives the figure…
• It is interesting to note that…
• It is apparently seen that…
• It is conspicuous that…
• It is explicitly observed that…
• It is obvious…
• It is clear from the data…
• It is worth noticing that…
• It is crystal clear/ lucid that…
• It can be clearly observed that…
• It could be plainly viewed that…
• It could be noticed that…
• We can see that…

For example:

As it is presented in the chart, England’s figures fell consistently from roughly 112kg in 1980 to approximately 88kg in 2020. Meanwhile, Scotland started with about 85kg before jumping to roughly 105kg in 1990. From that point, the figures dropped significantly until it was down to approximately 55kg in 2020.

3. Phrases and vocabulary used to describe data in Dynamic charts

3.1. Description of Increase

• VERB: rise / increase / go up / uplift / rocket(ed) / climb / upsurge / soar/ shot up/ improve/ jump/ leap/ move upward/ skyrocket/ soar/ surge.

• NOUN: a rise / an increase / an upward trend / a growth / a leap / a jump / an improvement/ a climb.

3.2. Description of Decrease

• VERB: fall / decrease / decline / plummet / plunge / drop / reduce / collapse / dip / dive / go down / take a nosedive / slum / slide / go into free-fall.

• NOUN: a fall / a decrease / a reduction / a downward trend /a downward tendency / a decline/ a drop / a slide / a collapse / a downfall.

3.3. Description of Stability

• VERB: Stay unchanged / level out / remain constant / remain steady / plateau / remain the same / remain stable / remain static

• NOUN: a steadiness/ a plateau / a stability/ a static

3.3. Description of Rapid and noticeable change

• ADVERB: dramatically / rapidly / sharply / quickly / hurriedly / speedily / swiftly / significantly/ considerably / substantially / noticeably.

• ADJECTIVE: dramatic / rapid / sharp / quick / hurried / speedy / swift / significant / considerable / substantial / noticeable.

3.4. Description of Moderate change

• ADVERB: moderately / gradually / progressively / sequentially

• ADJECTIVE: moderate / gradual / progressive / sequential

3.5. Description of Even and stable change – Steady change

• ADVERB: steadily/ ceaselessly

• ADJECTIVE: steady/ ceaseless

3.6. Description of Minor change – Slight change

• ADVERB: slightly / slowly / mildly / tediously

• ADJECTIVE: slight / slow / mild / tedious

Note: Verbs describing changes, such as soar or plummet, do not need adverbs, as they already indicate significant changes. However, all other verbs require an adverb to specify the type of increase or decrease.

4. Sample structure of Dynamic chart

4.1. Introduction

The line/bar/pie chart(s)/table(s)
+ depict(s) / illustrate(s) / provide(s) information about / compare + the number of ___ / the amount of ___
+ over a __-year period from ___ to ___ / between ___ and ___ / over ___ years / over the course of ___ years starting in ___. 

4.2. Summary

[Overall / From an overall perspective] +

Main trend:
+ there has been an upward/increasing trend in ____ / ____ has seen an upward/increasing trend
+ there has been a downward/decreasing trend in ____ / ____ has seen a downward/decreasing trend
+ there has been a fluctuating trend in ____ / ____ illustrates a wave-like movement

Outstanding features:Highest/lowest:* _____ (be) the most/least popular /* _____ experience(s/d) the highest/lowest figure.

Others:* The percentage/proportion/number/… of ____ +  in ___ + double(s/d) / (be) 3, 4, 5, … times higher/less than + the figure of that of ____(e.g. The number of tourists in New York was three times higher than that of Canada.)* A new category of ____ (be) shown / appear(s/ed) in the chart for (year).

4.3. Body 1

Phrase 1

Analyzing the specifics, the number/ratio/percentage… of ____ commenced / stands / stood at ____ in (year), then increased / decreased to reach the peak/lowest point of ___ in (year).

Phrase 2:

In (year), the figure dropped / fell significantly / surged / grew markedly to ____.

4.4. Body 2

Phrase 1

The ___ year period witnessed a ___ rise/fall in ___, which was ___ in (year 1) and ___ in (year 2).

hoặc If we look at ____, it start(s/ed) at ____ in the first year.

Phrase 2

In (year), the figure peaked at ____.

hoặc After this point, the trend jump(s/ed) / go(went) down to ____ in (year).

Sentence 3 (if any)

In the past ___ years, the trend remained stable at ____.

hoặc In the last ___ years, there (be) a wild/mild fluctuation in ___, with the highest and lowest ratio/number shown in (year) at ____ and (year) at ____ respectively.

5. Các sai lầm thường gặp khi viết về biểu đồ động

• Sao chép toàn bộ đề bài vào bài làm mà không viết lại (paraphrase) bằng ngôn ngữ và từ vựng của bạn
• Không xuống dòng với mỗi đoạn văn khác nhau
• Không viết phần overview / summary cho các thông tin trong bảng biểu. Overview / summary phải được viết ngay sau câu mở đầu, và chỉ tóm tắt trong 1-2 câu.
• Không mô tả các đối tượng tách biệt nhau. Luôn nhớ so sánh các đối tượng với nhau nếu như số liệu có sự liên quan để so sánh.
• Mô tả toàn bộ các con số trong bảng biểu (trừ khi bảng biểu chỉ có 1 vài con số). Kỹ năng quan trọng trong Writing Task 1 là việc thí sinh biết cách lựa chọn thông tin chính và mô tả, so sánh chúng khi có sự liên quan / xu hướng. Cố gắng đảm bảo đề cập đến 5-7 con số trong 1 đoạn văn.
• Dành hơn 20 phút cho bài Task 1.
• Thêm “s” sau million, thousand, billion khi miêu tả số liệu.
  Ví dụ: Cách viết sai: 7 millions people. Cách viết đúng: 7 million people.
• Sử dụng sai thì: Đa số mọi người đều dùng quá khứ đơn trong bài viết IELTS Writing Task 1, tuy nhiên sẽ có những trường hợp ngoại lệ. Vậy nên, cần đọc kĩ biểu đồ. Nếu biểu đồ ở thời gian trong quá khứ thì dùng Quá khứ đơn. Nếu biểu đồ thời gian ở tương lai thì dùng cấu trúc miêu tả dự đoán (is expected, is estimated).

6. Bài tập về biểu đồ động

Hãy thử mô tả các biểu đồ động dưới đây:

Mẫu 1:

The table illustrates the proportion of factory staff and factories in England and Wales over 50 years from 1851 to 1901.

Overall, the table indicates that the total number of employees witnessed a significant drop throughout the whole period, whereas the number of factories increased substantially over the fifty year timeframe.

Regarding employee numbers, male factory staff in 1851 comprised 287,100 compared to 190,000 females. The figure declined rapidly for males in the years after 1851 dropping to a low of 31,000 in 1901. Figures in the female category also witnessed a sharp decline dropping to 160,000 in 1861, which was more than that of male workers at the time. By 1901 female employee numbers were almost equal to males at 30,000. In total, the workforce figure plummeted from 477,100 in 1851 to 61,000 by 1901.

Looking at the data for factories, these accounted for 225 in 1851. Then the figure jumped sharply after 1861, peaking at 721 factories by 1881. In the following 20 years numbers dropped slightly, totalling 600 factories by 1901.

Mẫu 2

The pie charts detail sales by a bookseller between 1972 and 2012 according to genre. Looking from an overall perspective, it is readily apparent that adult fiction became by far the most popular type at the expense of the genres which declined in popularity (others, biography, and travel). Interest in children’s fiction also increased.

In 1972, this particular bookseller sold relatively equal proportions of each type with others leading at 25%, followed by adult fiction, children’s fiction, and biography all at 20%, and travel lowest at 15%. By 1992, adult fiction had risen by 5%, while others and biography declined by the same number. Travel and children’s fiction grew by 3% and 2%, respectively.

In the final year surveyed, adult fiction surged to 45% and children’s fiction ticked up slightly to 25%. The rise of adult fiction was compensated for by dramatic drops for the remaining genres with others finishing at 12%, travel at 10%, and biography 8%.

Mẫu 3

The bar chart illustrates the gross domestic product generated from the IT and Service Industry in the UK from 1992 to 2000. It is measured in percentages. Overall, it can be seen that both increased as a percentage of GDP, but IT remained at a higher rate throughout this time.

At the beginning of the period, in 1992, the Service Industry accounted for 4 percent of GDP, whereas IT exceeded this, at just over 6 per cent. Over the next four years, the levels became more similar, with both components standing between 6 and just over 8 per cent. IT was still higher overall, though it dropped slightly from 1994 to 1996.

However, over the following four years, the patterns of the two components were noticeably different. The percentage of GDP from IT increased quite sharply to 12 in 1998 and then nearly 15 in 2000, while the Service Industry stayed nearly the same, increasing to only 8 per cent.