大學(xué)英語四級考試---圖表作文寫作方法.ppt

1、2. 圖表作文,寫圖表作文時，首先要仔細(xì)觀察并分析圖表，以及題中所給出的有關(guān)信息，比如，作文題目，英文提綱、英文提示、英語關(guān)鍵詞等。在分析圖表時，要抓住與主題有關(guān)的信息，要發(fā)現(xiàn)數(shù)據(jù)呈現(xiàn)的規(guī)律，要充分利用圖表中的圖形、數(shù)據(jù)等去說明主題。但是注意不要過多地引用數(shù)據(jù)，以免造成濫用數(shù)據(jù)的后果。另外，在寫作圖表作文時可以套用一些常用詞匯或表達(dá)方式，這將有助于你寫出較為地道的圖表作文。例如： As can be seen from the table (graph, form) that. From the above table it can be seen (concluded) that. A ca

2、reful study of the table shows that. The number (percentage) is 3 times as much as that in 2000. It has decreased (fell, dropped) about twice, compared with (as compared with, as against) that of 2000. In 2001, it increased (went up, rose) from 5 to 15 percent of the total (to 15 percent, by 15 perc

3、ent).,圖表的類型,圖表的類型主要有下列幾種：簡稱“三圖一表”即柱狀圖（Bar Graph/Chart）、線形圖(Line Graph)、餅狀圖(Pie Graph)和表格(Table)。下邊給出了三種圖樣：,圖表題的寫作邏輯結(jié)構(gòu)：,Paragraph I:（1）概括描述圖表：趨勢描寫； （2）具體描述圖表：必要數(shù)據(jù)支持（細(xì) 節(jié)性）。 Paragraph II:（1）提出自己理由和觀點（本段主題句）； （2）細(xì)節(jié)性分論點（主要是原因，用于支持自己的觀點，至少兩點）。 Paragraph III:（1）預(yù)測未來和提出解決方法； （2）總結(jié)全文和表達(dá)作者自己觀點。,（一）首段的寫作,不管是gr

4、aph還是table，都需要進(jìn)行描述，一般放在文章的第一部分，長度宜適中。描述數(shù)據(jù)我們要首先看看是幾個變量（A），每個變量有幾個數(shù)據(jù)（B），不妨以A*B表示。 如果只有一個變量，有三個數(shù)據(jù)，可以描述如下： From the chart we can see clearly that the average number of hours a student spends on Internet per week has increased from less than two hours in 1990 to nearly six hours in 1995, and then to near

5、ly 20 hours in 2000.,如果是最常見的是2*3的情形，可以描述如下： From the chart, we can see clearly that in a big city in China, state owned houses declined from 75% in 1990 to 60% in 1995 and then to 20% in 2000, while private houses rose from 25% to 40% and then to 80% during the same period. 這里用了while引起從句來突顯對比，是一種非常好

6、的辦法，如果用兩句話來描述，也完全可以。 如果是1*n（n3）的情形，將頭與尾描述出來即可，比較好的方法就是在句中描述最后一個與第一個相比變化了多少。 碰到多變量、每個變量多數(shù)據(jù)的情形，大家應(yīng)首先進(jìn)行分類，分成上升、下降兩類，或者上升、下降、不變?nèi)?，這樣問題就迎刃而解了。,（二） 第二段的寫作,此段的主題句(topic sentence)的問題。 主觀： We believe/I believe that three reasons can account for this phenomenon. In my mind, the reasons why the overseas studen

7、ts are on the rise are as follows. 主觀之變體（使用插入語，突顯主語）： Three reasons, we believe/I believe/in my mind, can account for this phenomenon. 注意:插入語的使用屬于看似平淡卻極富功力的技巧，可以達(dá)到很好的效果。 客觀：Several reasons can account for this phenomenon.,在主題句之后，可以使用連接詞分兩個、三個或四個方面來寫，其中分三個方面來寫最為常見。,（三） 第三段的寫作,第三段直接寫結(jié)論的情況已基本沒有了。如果這篇文章

8、講的是一個令人擔(dān)憂的問題，那么這一段寫解決辦法的可能性最大。如果這篇文章講的是一個好的變化，那么這一段很可能是兩種情況可能寫負(fù)面的影響或存在的問題，或者寫未來趨勢或發(fā)展方向。 上述均根據(jù)具體情況而定。,（四）圖表作文基本模式,(a) 段落一：According to the figures given in the diagram/picture/pie chart, we can see that _ is increasing in the past _, while _ is decreasing. (從整體上對事物發(fā)展的趨勢作概括) 段落二：Possible reasons for t

9、his are as follows. (問題產(chǎn)生的原因) On the one hand, _. (原因一) On the other hand, _. (原因二) Furthermore, _. (原因三) 段落三： From what has been analyzed, we can draw a conclusion that _. (得出結(jié)論) As a matter of fact, with the improvements in _, the trend will go on in the future. (提出改進(jìn)的方法或措施) Therefore, _. (最后再強(qiáng)調(diào)觀點

10、),(b) 段落一：The chart gives us an overall picture of the _(圖表主題). The first thing we notice is that_(圖表最大特點). This means that as _, _(進(jìn)一步說明). 段落二：We can see from the statistics given that _(圖表細(xì)節(jié)一). After ving_(細(xì)節(jié)一中的第一個變化), the _Ved+幅度+時間(緊跟著的變化). The figures also tells us that_(圖表細(xì)節(jié)二). (數(shù)據(jù)位置，如In the s

11、econd column), we can see that _accounts for _(進(jìn)一步描述). 段落三：Judging from these figures, we can draw the conclusion that_(結(jié)論). The reason for this, as far as I am concerned is that_(給出原因). / It is high time that (發(fā)出倡議),Directions: For this part you are allowed thirty minutes to write a composition on

12、the topic Student Use of Computers. You should write at least 120 words and base your composition on the chart and the outline given below,Average number of hours a student spends on the computer per week,2002年6月四級真題,1. 上圖所示為1990年、1995年、2000年某校大學(xué)生使用計算機(jī)的情況，請描述其變化； 2. 請說明發(fā)生這些變化的原因（可從計算機(jī)的用途、價格或社會發(fā)展等方面加

13、以說明）； 3. 你認(rèn)為目前大學(xué)生在計算機(jī)使用中有什么困難或問題。,Model Composition,Great changes have taken place in student use of computers in the university. The hours the student spent on computers per week skyrocketed from about 2 in 1990 to 20 in 2000, more than 9 times higher. This rapid increase proves that students were

14、in closer contact with computers.,To account for this phenomenon, people have come up with various reasons as listed below. In the first place, with the drop in prices of computers, more students could afford computers, therefore they could spend much more time with computers. In the second place, the computers were applied to wider and wider use and students had to take advantage of this modern invention. Last but not the least important, the development of society pushed computers into more dormitories.,Whatever the reason, there are still some probl