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  • Hi.

  • Welcome to another Eilts video.

  • In this lesson, we're going to go over what to do when faced with two or more data sources in academic task.

  • One.

  • If you find this video helpful, visit to my blogging.

  • I'll silence dot com and join us at the forum Eilts network dot com to illustrate what to do in the event you are given more than one data source in your academic task.

  • One question.

  • We're going to use this sample task.

  • The task description reads.

  • Write a report summarizing the information below right, at least 150 words.

  • So here we have three data sources to pie charts and a table, and the challenge with multiple data sources is figuring out the relationship between them and expressing this relationship logically in written English.

  • So the first step we should take after reading the task One description is to digest exactly what each data source individually reveals and whether or not a trend is present within the data source itself or through a couple ing of data sources.

  • Pie charts are often but not always given in pairs, as is the case we see here and typically will present a trend between them.

  • So the title given for these pie charts is deaths from infectious diseases in Canada, and we see details of the death rates resulting from six infectious disease categories in Canada in 1900 and a snapshot for the same six infectious disease death rates in 1930.

  • So because we're being shown thio the same data at two different points in time, we can establish some kind of trend.

  • So in this case, it looks like, um, cases of certain infectious diseases in the list diminishes while, um, the number of deaths due to measles remains stable.

  • And, um, infectious disease deaths under the category of other non pandemic appears to grow.

  • So the trends that exist here are fairly straightforward.

  • However, if we look at our third data source, we're throwing a bit of a curveball.

  • This status source shows overall death rates due to infectious diseases at the same two points in time scene in the Pine Shirts, 1919 30.

  • And once again we can mentally flesh out the trend that is being presented to us.

  • Namely that overall death rates due to infectious diseases dropped significantly during the 30 years in question.

  • So now we need to piece together exactly what is going on and how we are going to convert what we see here into logically Britain English.

  • It appears that the trend present between the pie charts shows a decreased share of overall infectious disease deaths among several of the diseases.

  • Except for, um, I guess other non pandemic measles and whooping cough.

  • And this information is obviously skewed by the fact that overall deaths due to infectious diseases drops significantly.

  • So the trend illustrated between these three pieces of data is that infectious disease deaths in Canada as a whole diminished quickly between 1919 30 and this diminishing, uh, cause to re balance among which diseases where most were the most prevalent killers at this time.

  • So it's important to point out that the re balancing is somewhat distorted because it is not reflecting a growth in the prevalence of any of these diseases, but rather illustrates new shares of a diminishing hole.

  • Okay, so now that we understand what is going on here in each individual data source and in the relationship between the three data sources, we're ready to, uh, put pen to paper and start our response.

  • So to respond to this, we'd create an overview paragraphs of some sort of introduction, um, outlining what the data is.

  • And then we start our first analyzing paragraph, which would focus on the two pie charts and the trend that exists between them.

  • In a second analyzing paragraph, we would illustrate how the information presented in the table, um, sort of reframes the trends that are present between the two pine charts.

  • So this is where we're going to have to be careful with our warning structures to ensure that we're presenting a dramatically sound, um, an accurate representation of the data.

  • Okay, so I have pulled together a model response.

  • Pie Charts display the fatality rates of six infectious disease categories as percentages of overall infectious disease deaths in Canada in the years 1919 30.

  • The corresponding table outlines the number of deaths due to infectious diseases per 1000 people in Canada.

  • For the same years, deaths caused by three of the six infectious disease categories shrunk as percentages of overall infectious disease deaths.

  • Between the years 1919 30 diphtheria dropped from 37% to 24%.

  • Typhoid and scarlet fever dropped from 29% to 18% and 9% to 5% respectively.

  • Measles was the only disease that held a consistent proportion of overall infectious disease deaths at 12% whooping cough grew from 11% to 15% and other non pandemic diseases swelled from 2% to 26%.

  • However, the table and significant context to the above values It appears as though the overall death rates due to infectious diseases fell tremendously over the period in question.

  • In 1986 out of 1000 people died of infectious diseases in Canada.

  • In 1930 however, this figure was only 32.

  • Thus, because overall death rates from infectious diseases shrunk so dramatically over the 30 years in question, any trends observed between the two pie charts can be assumed less intense than they appear.

  • Okay, I hope you found that model response helpful that you're walking away with a few new ways toward your academic task.

  • One.



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B1 中級

Ryan's IELTS Academic Task 1 Writing Model #3 (複数のデータソース) (Ryan's IELTS Academic Task 1 Writing Model #3 (multiple data sources))

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    林宜悉 に公開 2021 年 01 月 14 日