一篇優(yōu)秀的圖表作文寫作：應(yīng)該是“目的明確”，“主題鮮明”，“結(jié)構(gòu)配置得當(dāng)”的作品。單純的用數(shù)據(jù)來(lái)填充或是依賴改寫詞匯是不足以打動(dòng)考官獲得高分的。建議大家從下面的范文和講解中進(jìn)行學(xué)習(xí)，一定會(huì)起到事半功倍的效果。
原圖請(qǐng)對(duì)照Cambridge 8。
小作文：- 圖表作文
1. Summarize 寫作目的、最重要的信息
2. Make comparisons 歸類、
控制好下面的內(nèi)容：
1、 開(kāi)篇:明確指出文章的寫作目的
a) 隨著時(shí)間，變化
b) 大小的比較
2、 結(jié)尾：結(jié)合寫作目的，明確的給出圖表中最為重要的信息
a) 看變化：哪些對(duì)象上升，哪些對(duì)象下降，哪些不變
b) 看比較：哪個(gè)對(duì)象是“最好王者”
3、 細(xì)節(jié)分類討論，給出一些支持結(jié)論的證據(jù)或過(guò)程
分段模式：2+X （2代表開(kāi)篇和結(jié)尾；X代表分類的結(jié)果和圖形的數(shù)量）
開(kāi)篇：
1） 重點(diǎn)要突出“寫作目的”change or compare “C&C”
2） 名詞照抄，動(dòng)詞和抽象名詞替換，時(shí)間和地點(diǎn)不變，但要突出“指代”
下面是一篇以描述比較為主的文章范例：選材
e.g. Cambridge 8 – Test 1
The chart compares the proportions of overgrazing, over-cultivation, deforestation and others. The table compares the percentages of overgrazing, over-cultivation and deforestation in North America, Europe and Oceania during 1990 – 2000. 文章的開(kāi)篇與提示句不同之處在于：你是在看過(guò)圖表后產(chǎn)生的具體的描述。
結(jié)尾：
Overall, it is clear that overgrazing, over-cultivation and deforestation are main causes of global land degradation, and that the primary causes of land degradation in the three areas were different : North America (Over-cultivation), Europe (Deforestation), and Oceania (Overgrazing), and Europe had the most seriously affected land of the three countries.
中間段：- 分段，每段的主題句如何支持最后的結(jié)論 X= 2
第一段：第一句：最大值， while第二句：接近的值歸類. However, 其余的不重要的值
The most primary cause of land degradation in the world is over-grazing, accounting for 35%, while other two main causes are over-cultivation and deforestation, occupying 28% and 30% respectively. The reminder only takes up 7%.
23% of land in Europe was degraded, which was the most serious, and 9.8% of land degradation was caused by deforestation, as well as 7.7% (over-cultivation) and 5.5% (overgrazing). 13% of land in Oceania was spoiled, and 11.3% of land spoiled was because of over-grazing, while 5% of land was degraded in North America, and 3.3% of the land degradation was subject to over-cultivation.
A complete composition
The chart compares the proportions of overgrazing, over-cultivation, deforestation and others. The table compares the percentages of overgrazing, over-cultivation and deforestation in North America, Europe and Oceania during 1990 – 2000. 文章的開(kāi)篇與提示句不同之處在于：你是在看過(guò)圖表后產(chǎn)生的具體的描述。
The most primary cause of land degradation in the world is over-grazing, accounting for 35%, while other two main causes are over-cultivation and deforestation, occupying 28% and 30% respectively. The reminder only takes up 7%.
23% of land in Europe was degraded, which was the most serious, and 9.8% of land degradation was caused by deforestation, as well as 7.7% (over-cultivation) and 5.5% (overgrazing). 13% of land in Oceania was spoiled, and 11.3% of land spoiled was because of over-grazing, while 5% of land was degraded in North America, and 3.3% of the land degradation was subject to over-cultivation.
Overall, it is clear that overgrazing, over-cultivation and deforestation are main causes of global land degradation, and that the primary causes of land degradation in the three areas were different : North America (Over-cultivation), Europe (Deforestation), and Oceania (Overgrazing), and Europe had the most seriously affected land of the three countries.
下文是一篇以描述趨勢(shì)變化為主的范文：素材來(lái)自Cambridge 8 Test 2
開(kāi)篇和結(jié)尾 – 重點(diǎn)強(qiáng)調(diào)寫作的目的是：變化；結(jié)論重點(diǎn)回應(yīng)這些對(duì)象是如何變化的。將占比例最大的對(duì)象名稱，作為次要內(nèi)容，寫在開(kāi)頭段是為了保持文章的前后一致。
The charts illustrate changes of yearly costs by the school in the Years 1981, 1991 and 2001. In the three years, teachers’ salaries were always the main cost.
Overall, it is clear that the school spent more on teachers’ salaries, furniture and equipment, and insurance, but less on other workers ‘salaries and resources.
中間段：X = 3
A complete composition
The charts illustrate changes of yearly costs by the school in the Years 1981, 1991 and 2001. In the three years, teachers’ salaries were always the main cost.
In 1981, teachers’ salaries accounted for the highest percentage, with 40%. Other workers’ salaries took up 28%, while resources and furniture & equipment did the same percentages, 15%. Insurance was the minimal.
However, during 1981 – 2001 the percentage of teachers’ salaries rose up to 45%, ever peaking at 50% in 1991. That of furniture & equipment also increased to 23%, but reaching the bottom at 5% in 1991, while that of insurance was increasing to 8%.
On the other hand, the percentage of other workers’ salaries was declining to 15%. That of resource also decreased to 9%, though reaching the summit of 20%.
Overall, it is clear that the school spent more on teachers’ salaries, furniture and equipment, and insurance, but less on other workers ‘salaries and resources.
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