Data Essays: A 3-step process

Step 1 Analyze the Task and data

Read the Task 1 instructions, and look at the
chart(s), graph (s) or table(s) with it, for about 1
minute.
Make sure that you understand the following:
Step 1 (a) Is this ‘static data’ or ‘movement
data’? What are the timescales?
 The difference is that static data shows 1 timescale
only, while movement data shows a number of different
timescales.
 For example, a static data chart may show the
population of 5 different cities in 2002, and you need to
compare the numbers.
 A movement data chart would show the 5 cities in 2002
and 2012, and you need to compare the changes in the
situation from one timescale to the other
Step 1 (b) What do the 2 axes show?
The next point to be sure about in Step 1 of process is:
Is there a timescale on one axis? (e.g., years, months,
hours etc.)
If there is a timescale, is this showing the past, present,
future; or a combination?
What units are shown? (e.g., 000 of people, or degrees
centigrade, or prices in $ etc.)
Be clear about any ‘multiples’ in the figures (e.g., “000
people” or “millions of tonnes.”)
To illustrate this, look at Example Chart 3 below:
 This is a movement chart (because the timescale
shows 7 different days.) No year (e.g., 2012 etc.) is
shown, so you should use the present simple to
describe the data.
 The axes are days of the week and 5 separate
countries. The units shown are electricity megawatts
(but not in thousands or millions.)
 Remember that the information about the timescale(s),
the axes and the units may be located on the chart
itself, or it may be in a caption, and/or contained in the
Task description. Check everywhere!
 Don’t be distracted by the fact that some Tasks have bar chart
formats, while other Tasks have line graphs, pie charts or
tables.
 The way that the data is presented could be any of these
formats, and you need to practice analyzing data from all
formats.
 Step 2 (a) Group the data
 This means deciding which groups of the data are similar to
each other.
 For example, look at example chart 3 again and ask yourself
which countries have a similar pattern in their use of
electricity? Are any of the countries very different?
 Step 2 (b) Identify trends and exceptions
 When you have decided on the groups of data, identify
the trends and exceptions that the groups show.
 A trend means a pattern which is common or shared by
a group. An exception is a group or an element which
behaves differently from the trend (s.)
 Look at Example chart below, and ask yourself the
Step 1 and Step 2 (a) questions:
 This is a movement chart (it shows 9 different timescales along
the top axis.) The units shown are number of passengers and
dollars per ticket.
 We can group the figures into two groups (passengers and ticket
prices), and we see that the higher the passenger number, the
higher is the cost of the ticket.
 This is true from 6am to 4pm and again from 8pm to 10pm.
However, the situation for the two groups at 6pm is different.
 Here, a high number of passengers pay a very low-ticket price.
 Remember that in some cases, you may be required to look for
trends and exceptions within each chart and also when comparing
2 or 3 charts together.
 When you have grouped the data and decided on the trend(s) and
the exception(s) in this way, you are ready to select some figures
to use in your essay.
Step 2 (c) Select the main features using figures
 Remember to read the instruction carefully. For example, IELTS
Task 1 instruction says “Summarize the information. Select and
describe the main features, and make comparisons where
relevant.”
 Main features in data Tasks means the key figures which
demonstrate the groups, trends and exceptions which you have
identified.
 It is impossible (and totally unnecessary) to select more than a
few figures to use in your Task 1 essay.
 For example, our example chart 3 (electricity in
hospitals) contains 35 figures; example chart 4 has 18
figures. In Task 1 you may have up to 3 such charts to
describe!
 Step 3 Writing the essay
 You shouldn’t spend much time (more than a quarter of
the time given to this specific task) on Steps 1 and 2 in
our process. The remaining three quarter of your time
should be used to quickly do the rest work.
 By this stage, you should have plenty of notes made.
 We recommend that you do not make a plan for the
essay you write.
Step 3 (a) write the introduction sentence
For your introduction, you have to write a clear, single
sentence that shows you have analyzed and understood
the data, timescales and units involved.
To do this, take the explanatory part of the Task
instruction, and paraphrase it in your own words.
For example, if the Task instruction includes the
information:
 The table shows data about the average length of time (in minutes)
that people of different ages spend in a consultation with family
doctors in a number of countries.
You can paraphrasing this as:
The chart gives information about the typical time that patients
spend with doctors in various countries, split by age group.
In this example, the candidate has replaced as many words as
possible from the Task with his own words. For example, “data >
information, average > typical, a number of > various” etc.
He has also varied the structure of the sentences, condensing the
first example into one sentence and making the sentences slightly
shorter.
 Doing this will be enough to start your essay
successfully. Remember that in your introduction
sentence you must:
 NOT include any figures or data (except the year(s) if
given)
 NOT give any background to the topic or add any
knowledge, opinions or ideas of your own.
 NOT copy the complete Task instruction from the Test
paper without changing/paraphrasing it.
 Step 3 (b) Write the main body paragraphs: Explain the
group trends, give selected figures, compare groups and
explain exceptions.
 You should explain the trend at the beginning of each
group, and then give your selected figures to illustrate.
 A simple example is:
Regarding x, the trend is a slow rise and then a fall, going
from 100 to 110 and then down to 80.”
 You should try to compare any trends and/or exceptions
that exist between the different charts and/or the groups.
 Here is an example, based on the example chart 3
(hospital electricity) that we studied in Step 2.
Regarding electricity, we see that consumption in the
French and Japanese hospitals is roughly stable during
the week, fluctuating around 32 and 18 mw
respectively. In Canada and Russia, electricity use
climbs dramatically towards the end of the week, going
from 26 to 38 mw and from 12 to 24 mw. In Argentina,
however, the use actually declines by almost half.
 Step 3 (c) Writing the summary sentence and
checking your work
 After finishing your main body paragraphs, write the
summary. This will usually be 1 sentence (a maximum of
3 sentences if there are several charts or groups in the
Task.)
 You must not give your opinion, or make any suggestions
about the causes of the data in the Task unless you are
required to do so .
 Instead, you should summarize the key trends and the key
exceptions that you have described in the main body.
 An example (based on the example chart 4) is:

In summary, ticket prices increase broadly in line with

passenger traffic, except during the evening rush hour
when they actually fall.
Words commonly used to describe graphs,
charts, and tables

Verbs
Increase – go up, rise, grow, expand, get bigger, get larger
Decrease – fall, decline, go down, dip, drop, reduce
Remain steady – level off, remain constant, remain the same,
remain unchanged, stabilize
Fluctuate –zig-zag, oscillate, change, seesaw
Verbs in the extremes
Peak –to go up to the highest point in the graph
Plummet –to go down to the lowest point in the graph
Plateau –where there is little or no change for a period, can either
be high or low
Adverbs –adverbs can usually go either before or after the verb
(gradually increase or increase gradually)
Gradually –to move slowly over time in one direction. (Synonyms
are steadily and slowly.)
Dramatically –to move a lot quickly. (Synonyms are sharply and
drastically.)
Moderately –to move a little. (Synonyms are slightly and mildly.)
Rapidly –to move fast. (Synonyms are quickly and fast.)
Nouns
Nouns to show an increase: an increase, a rise, a growth, an
expansion, a peak, an upward trend, an upward tendency
Nouns to show a decrease: a decrease, a fall, a dip, a drop, a
reduction, a downward trend, a downward tendency
Nouns to show stabilization: a constant, a stabilization, a plateau
Nouns to show fluctuation: a fluctuation, an oscillation
Adjectives –adjectives must go before the noun they modify
Here is a list of adjectives that correspond to the adverbs above.
Gradual, steady, slow; dramatic, sharp, drastic; moderate, slight,
mild; rapid, fast, quick
Academic Task 2 essay
 There are two possible types of IELTS Academic Task 2 writing
tasks: OPINION tasks and IDEAS tasks.
 There are OPINION tasks, which ask for your opinion on a topic,
such as whether you think something is good or bad. These
OPINION tasks take two forms.
 OPINION > DISCUSSION tasks, which typically say:
‘Some people think that X is a good thing, while other people
disagree. Discuss both sides and give your own view.’
 In these OPINION > DISCUSSION tasks, you should write about
each side of the discussion, and finally give your opinion at
the end of your essay.
Example Task 2
 Some people think that it is best to save money, for example in a
bank or savings scheme. Other people feel that money should be
spent whenever it is available.
 Discuss these views and reach an opinion on this debate.

(Introduction)
 The question of whether to save or spend money is very topical
today, as so many people are struggling with financial worries.
There are valid arguments on both sides, which I will discuss now.
(Body)
On the one hand, it is often said that spending money is one way
to relax and enjoy life, for instance by shopping or taking holidays,
and there is certainly some truth in this. In addition, we usually have
no choice but to spend quite a large proportion of our available salary
on day to day expenses such as food, housing and transport, and so
there is surprisingly little remaining to save anyway. Finally, spending
money on products and services boosts the economy and creates
employment, and in this sense is a worthwhile action.
 On the other hand, other people point out the dangers of
reckless spending, for example on frivolous or unnecessary items,
which is often encouraged by advertising. Young people in
particular are vulnerable to being influenced like this. Furthermore,
advocates of saving often point out that, without a reserve of funds
for emergencies, unemployment or illness, people are putting
themselves at risk of hardship or even bankruptcy. This is
especially true in the current economic situation. Lastly on this
side of the debate, people emphasize the need to accumulate
wealth during one’s lifetime, so that one’s children can inherit
money or property which will increase their security and standard
of living.
(Conclusions)
Overall, I tend to agree that it is wiser to save money wherever
possible, for reasons which benefit both individuals today and future
generations.
(263 words.)
It is immediately clear that in the first paragraph that the writer is
introducing an OPINION > DISCUSSION essay, which the task
requires.
The two sides of the topic are then discussed in logical
paragraphs, with a series of simple examples to support each side.
The linking phrases help to introduce each example (e.g., On the
one hand, in addition, finally,) and they also show me the stages of
the essay (e.g., Overall to introduce the conclusion.)
 The other type of OPINION task is the OPINION >
PERSONALVIEWPOINT task. These tasks typically say:
 ‘X is a good thing. To what extent do you agree with this
statement?’
 In these OPINION >PERSONALVIEWPOINT tasks, you should
state your personal viewpoint at the beginning of the essay,
and then explain why you have this opinion.
Example Task 2
 It is better to save money than to spend it.
 How far do you agree with this statement? Is saving more
important than spending in today’s world?
 Give reasons for your answer, and provide ideas and
examples from your own experience. Explanation of the task
 This is an OPINION > PERSONALVIEWPOINT type task. It asks
you to say how much you agree with an idea.
 You should state your opinion at the start, and then explain why
you have this opinion, giving several logical reasons. You should
briefly mention the opposing view as well.
 The conclusion should be a summary of your viewpoint.
(Introduction)
With the world in such economic turmoil, many of us face difficult
choices in managing our money. Personally, I feel that saving is
preferable to high spending, and I will explain why.
(Body)
Firstly, saving money is a sensible precaution in a world where the
future is uncertain. It is possible, for example, that a person might
meet unemployment, ill health or other crises at some point in life. It is
essential to have some funds in reserve for these situations, & saving
is for most people the only way to achieve this. Furthermore, I believe
saving is itself a good discipline for people to develop, as it builds
skills of planning & reaching targets. We can see this in the way that
disciplined people build up quite large sums through small monthly
contributions to savings plans.
In many cases this meets important objectives in their lives, including
large purchases such as cars or property. Finally, we have to
remember the reasons for the current economic problems besetting
the world. The crisis was caused by excessive spending and
insufficient saving – not just by individuals, but by corporations and
even governments themselves. I feel that an emphasis on sensible
saving should be a universal strategy now.
I do appreciate that some people think differently, saying that it is
better to live for the moment and spend accordingly. While some
daily spending is essential, of course, I feel this is a potentially
unwise viewpoint, especially considering recent global events.
To conclude, I believe that saving is the wiser course, not just for
financial but also for personal and political reasons. Sensible saving
is an invaluable skill and a buffer against uncertainty
 Comments
 It exceeds the minimum word count (279 words) and is organized
in clear paragraphs.
 The writer introduces the topic briefly, and then states his/her
viewpoint in the introduction.
 There are then three clear and logical reasons to justify the
viewpoint, with some simple examples that can be understood by
anyone with a general awareness of the world.
 The opposing view is mentioned briefly, and then rejected, so the
essay is not completely one-sided.
 The conclusion re-states the writer’s opinion and summarizes
without repeating details.
 The English is formal/academic, but not complicated.
 The choice of words is academic (e.g. turmoil, insufficient,
invaluable) but still clear.
 There are clear linking phrases to guide the reader through the
stages of the essay (e.g. firstly, finally, to conclude.)
IDEAS type tasks
 This is an IDEAS > PROBLEM/SOLUTION type essay.
 It does not ask for your opinion about a topic, such as whether you
think cybercrime is good or bad, or if you think it is important or
not.
 It asks you to think of some problems in a situation, and suggest
some solutions to these problems.
 In tasks such as this, you should introduce the topic, describe two
or three problems, then offer two or three solutions, and then
summarize in the final paragraph.
 Remember, this is not an OPINION type task. You will lose marks
if you give a strong personal opinion in this essay.
 Model Essay
Introduction
 Cybercrime is a cause of widespread concern today, as so many
people use technology to store and transmit sensitive data. There
are a number of problems that people suffer as a result of these
crimes, but also some straightforward measures we can take to
protect ourselves.
Body
Perhaps the worst problem stemming from this is the financial
impact. If someone has his or her bank account emptied, or has false
credit lines created under their name, they are potentially liable for
large sums of money. Even if they can avoid the consequences, their
bank or finance company has to cover the losses, which can damage
their performance. A further problem is the way in which these stolen
funds are used to subsidize other crimes, such as drug distribution or
even terrorism. Once the money enters the criminal networks, we
have no way of knowing how it will be used. Finally, there is the
problem of anxiety and stress caused to the innocent victims of these
crimes. The initial shock is often followed by months or years or legal
wrangling, paperwork and a sense of insecurity.
Body
Turning to possible solutions, probably the most effective measure
is to improve personal security, ranging from passwords to the
shredding of documents. This denies the criminals the raw materials
to work with. Secondly, we should raise awareness of the risks
among the elderly or the very young – two groups who are often
specifically targeted – via publicity and public education. Ultimately,
however, it is the financial companies who can make the greatest
contribution, by increasing their security and detection systems –
ideally in partnership with the police.
Conclusions
Overall, the problems caused are both financial and social, and the
solutions should involve coordinated action by individuals,
corporations and the state.
Comments
The essay is clearly organized into sections, within which there are
linking words (a further problem, Turning to, ultimately, overall) which
signpost the ideas. The writer describes three problems and then
three solutions, using relevant examples that do not rely on technical
knowledge. The examples are presented in a variety of ways (e.g.,
such as, ranging from/to). The English is fairly formal (e.g. potentially
liable, consequences, initial shock) but always modern and clear. The
essay describes a controversial subject without any bias or emotion,
and no personal opinion is given.