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Essay structure- Model 2

WRITING TASK 1. FEBRUARY 5 th 2013 2:00pm-4:00pm. Essay structure- Model 2. What did we discuss yesterday?. Activity 1. Let’s try this to recap yesterday’s lesson. Look at the following sample answer to the writing task. Write a word in each space.

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Essay structure- Model 2

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  1. WRITING TASK 1 FEBRUARY 5th 2013 2:00pm-4:00pm Essay structure- Model 2

  2. What did we discuss yesterday?

  3. Activity 1 Let’s try this to recap yesterday’s lesson. Look at the following sample answer to the writing task. Write a word in each space. Then, analyze the information presented in the essay.

  4. MODEL ANSWER The chart shows the average number of minutes per day men and women in Great Britain spend on jobs around the house. In total, men spend just over two-and-a-half hours on household tasks whereas women spend slightly less than four hours. Women spend more than twice as much time doing kitchen tasks such as cooking and washing up thanmen, 74 minutes for women as opposed to 30 minutes for men. Women are also more active in cleaning the house- it takes 58 minutes of their day compared to / with13 minutes for men - and childcare, where women put in more than twice as much time as men. On the other hand, men are more active in gardening and pet care, where they spend twice as long as women, and maintenance and DIY, on which they spend 15 minutes more than women. Women account for almost all the time spent on washing and ironing clothes. This takes them 25 minutes, while / whereasmen spend just 2 minutes on this task.Overall the figures show that women spend more time on routine domestic chores than men, while / whereasmen do more household maintenance, gardening and pet care.

  5. Four (4) paragraphs with at least 150 words (less than 200 words). Paragraph 1: INTRODUCTION Paragraph 2: BODY Paragraph 3: BODY Paragraph 4: CONCLUSION MODEL 2

  6. Two or more graphical forms Describing as they are/ what you see: • 2 graphics often show different information, so comparison is NOT needed. • If the units are different (e.g. one chart shows 'millions' and the other shows 'percentages'), you can't usually compare them.

  7. Describing as they are: Paragraph 1 Introduce the graphics (e.g. table and graph) Paragraph 2 Describe data source 1 (e.g. table) Paragraph 3 Describe data source 2 (e.g. graph) Paragraph 4 Conclusion

  8. Activity 2 Read this sample report and fill each space by choosing one of the words in the box.

  9. The bar graph shows the cinema industry’s share of the Australian and UK cinema market by origin in 2001. In both countries, films made in the United States predominated with 77% of the market in the UK compared to 67% in Australia. UK films accounted for 21% of the UK cinema market and 6% of the Australian market. On the other hand, while 11% of the films shown in Australia were Australian, no Australian films were shown in the UK. Films from other countries had 16% of the market share in Australia as opposed/compared to just 2% in the UK.The line graph shows cinema admissions in the UK and Australia since 1976. In both countries cinema admissions dropped/fell in the early 1980s. In Australia admissionsfell/droppedfrom just under 40 million in 1980 to about 30 million in 1984–6 while in the UK the decrease was far more dramatic (from 100 million in 1980 to less than 60 million in 1984). Since then, however, the industry has recovered in both countries. In 2001, cinema admissions in the UK stood at over 150 million, whereas in Australia they reached 90 million.Overall, the charts show that the cinema has increased in popularity in both countries over the last 15 years, but that the origins of the films projected in Australia are more diverse than in the UK.

  10. Two or more graphical forms Comparison and contrast: • If the units are the same, you can probably compare the charts. • If there are 3 or 4 charts, you can usually compare them.

  11. You should spend about 20 minutes on this task. The chart below shows the number of men and women in further education in Britain in three periods and whether they were studying fulltime or part-time.Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words. What are the information that you can compare?

  12. Too many details in one graph • A table usually provides much information • Group the information to be arranged into two body paragraphs.

  13. Comparison and contrast: Paragraph 1 Introduce the graphics (e.g. table and graph) Paragraph 2 Describe data source 1 (e.g. table) Paragraph 3 Describe data source 2 (e.g. graph) Paragraph 4 Brief description of the relationship between the data types and conclusion

  14. Activity 3 Describe the table in 4 paragraphs by comparing and contrasting information of the highest and lowest percentage of spending.

  15. MODEL ANSWER The table shows percentages of consumer expenditure for three categories of products and services in five countries in 2012. Out of the five countries, consumer spending on food, drinks and tobacco was noticeably higher in Turkey, at 32.14%, and Ireland, at nearly 29%. The proportion of spending on leisure and education was also highest in Turkey, at 4.35%, while expenditure on clothing and footwear was significantly higher in Italy, at 9%, than in any of the other countries. It can be seen that Sweden had the lowest percentages of national consumer expenditure for food/drinks/tobacco and for clothing/footwear, at nearly 16% and just over 5% respectively. Spain had slightly higher figures for these categories, but the lowest figure for leisure/education, at only 1.98%. In short, it is clear that the largest proportion of consumer spending in each country went on food, drinks and tobacco. On the other hand, the leisure/education category has the lowest percentages in the table.

  16. SUMMARY Advantages and disadvantages of different types of graphical forms http://math.youngzones.org/stat_graph.html

  17. LET’S PRACTICE

  18. See you tomorrow! February 6th, 2013

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