人的記憶力會隨著歲月的流逝而衰退，寫作可以彌補記憶的不足，將曾經的人生經歷和感悟記錄下來，也便于保存一份美好的回憶。寫范文的時候需要注意什么呢？有哪些格式需要注意呢？以下是我為大家搜集的優質范文，僅供參考，一起來看看吧
柱形圖雅思作文篇一
柱狀圖的
基本特征
就是，在適當的地方作比較。大家別忘了，劍橋雅思官方對小作文的題目要求是：summarise the information by selecting and reporting the main features, and
make comparisons where relevant.
（在有關聯的數據之間作比較）數據之間的比較，指的就是
倍數、分數、相等
這三種關系。所以，我們需要掌握各種比較關系的表達，小軒總結了三種最實用
、最經典
的句型：比如分別用這三種句型來描述下面的圖：
句型一：
the amount of co2 emitted from cars in 1999 was three times more than that in 2000. （沒錯，這是“a是b的3倍”的意思，不是4倍！
）句型二：
in 1999, cars produced three times more co2 than (they did) in 2000.句型三：
there was three times more co2 emitted by cars in 1999 than in 2000.再來一個例子：
句型一：
in 2000, the average amount of time spent on watching tv on a daily basis by adults in us was ten minutes higher than that by children.句型二：
in 2000, adults in us spent ten minutes more on watching tv every day on average than children (did).句型三：
in 2000, there were ten minutes more time spent on watching tv every day on average by adults in us than by children.二、柱狀圖的分類和寫作方法
雅思考試里的柱狀圖可以分為兩大類，在拿到題目時就要決定是屬于哪一類，因為不同的分類，寫作的思路會完全不一樣。>> 第一類：
有時間推移的，通常是橫軸上數據表示時間。對于這種類型的柱狀圖，
把它轉化為線形圖，按照時間的先后順序來寫，一般是從左到右
，因為存在時間推移是線形圖的首要特征。（線形圖的寫作步驟請移步到part 1：線形圖）
比如下面的例子：橫軸上表示的是年份，總共有male和female兩個元素，我們應該把這圖看作是有兩條線的線形圖，一條線寫一個主體段，
總共兩個主體段
。再如：
橫軸上標示的也是年份，但這個圖有三元素：games software, dvd/video, cds，我們把這圖轉化為線形圖后，可以就每一個元素寫一個主體段。
又因為留意到dvd/video和games software的趨勢都是升高的，所以我們也可以把這兩個元素合并在一個主體段，另外cds單獨一個主體段，
所以總共寫兩個主體段
。>> 第二類：
不存在時間推移的，按照同一分類標準，寫內部的各種元素，而各元素又按照數值從大到小的順序寫。聽起來好像很抽象，小軒用一個例題來解釋：
我們看到圖里有兩種分類方式，分別是三個國家（japan, brazil, india）和三種行業（agriculture, industry, service sector）。我們在開始寫之前，首先要決定好用的是什么分類標準。
就這道題來說，要么
以三個國家為線索
，分別寫每個國家里三種行業工作的人數；要么以三個行業為線索
，分別寫每個行業里三個國家分別的勞動人數。這是最清晰、最有規律的，而且是最容易掌握的寫法！
小軒在課上時常聽到烤鴨們爭吵柱狀圖究竟應該按照什么標準來分類，有的老師說應該按照國家分，有的范文又說應該按照行業來分。其實，因為分類標準不一樣，所以寫出來的文章結構會不一樣，但都是正確的寫法！
如果細心觀察這圖，會發現存在一些
倍數
和相等
的數據，比如，在日本從事服務業的人數是工業的兩倍，在巴西從事農業和工業的人數相等，在印度從事農業的遠比工業和農業的多，這些都是特征數據，應該在寫作時有意突出
。根據這些特征，以三個國家為線索先寫一個中文的提綱：
根據這個中文提綱，就可以很簡單地寫出全部主體段了：
柱形圖雅思作文篇二
圖表類例文
this line graph shows canadians’ saving and debt as a percentage of their disposable income between 1982 and 1998. in general, the figures reveal that canadians total debt increased dramatically while savings decreased greatly during that period. from 1982 to 1985, the total debt to disposable income remained at about 56% stably, including about 38% mortgage and
18%consumer debt to disposable income. however, the total debt to income jumped sharply from 1985 to 1998. in 1998,it reached the peak of 101%,of which mortgage debt took up72% and consumer debt took up 29%.on the
contrary, the savings to income fell rapidly between 1982 and 1987, and then it leveled off until 1992 when there came another steep decrease. in 1998, it bottomed out to 2 %.( 柱狀圖第一段，描述圖表給是數據)
this is a pie chart that shows the proportion of the meat sold in a
supermarket. the total meal sold is classified into six types as follows: chicken, pork, beef, lamb, fish and others. overall, chicken has he largest proportion, which accounts for 40%; while others has the smallest percentage, at 2%, as can be seen n the chart, chicken, which makes up 40%, is the most popular among the total meat sold, then next is pork with 20%, followed by beef,
constituting 18%, and finally come lamb, fish and others at 15%, 5% and d2% respectively. it should be noted that the sale of pork is half as much as that of chicken. and it is also interesting to note that the sale of chicken is 20 times as much as that of others. (餅狀圖第一段，描述圖表給的數據)
it’s not difficult to arrive at some possible factors that are directly
responsible for those changes/the proportional distributions as depicted above. the most important factor that needs to be highlighted here is that …what’s more … one more factor, though not conclusive, that should also be brought into attention is that…(分析原因)
just with many other things, it’s not easy to reverse the changes that have already taken place/the proportion that has already taken form. therefore, i predict that the current situation will continue for a short while.(預測未來情況)
柱形圖雅思作文篇三
the data shows the differences between developing and industrialized countries’ participation in education and science.
in terms of the number of years of schooling received, we see that the length of time people spend at school in industrialized countries was much greater at years in 1980, compared to years in developing countries. the gap was increased further in 1900 when the figures rose to years and years respectively.
we can see a similar pattern in the second graph, which shows that the number of people working as scientists and technicians in industrialized countries increased from 55 to 85 per 1,000 people between 1980 and 1990, while the number in developing countries went from 12 to 20.
finally, the figures for spending on research and development show that industrialized countries more than doubled their spending, from $200bn to$420bn, while developing countries decreased theirs , from$75bn down to $25bn.
overall we can see that not only are there very large differences between the two economies but that there gaps are widening.
