📖 AVTC7_ Dynamic charts

DYNAMIC CHARTS
I. Pre-writing
1. Definition and Characteristics
* Definition: A dynamic chart represents the changes of data over different time periods,
which can be in different years, months in a year, or even hours in a day.
* Characteristics:
- Dynamic charts may display data from various time periods, including the past, present, or
predicted future. Therefore, it’s important to use the correct tense to accurately present these
timeframes.
- Dynamic charts often contain a large amount of data. Therefore, it’s crucial to be selective
when deciding which information to report.
- Unlike static charts, dynamic charts show trends and changes of data in different time
periods. Therefore, it is important to use vocabulary words and phrases that highlight trends
and changes of data over a period.
* Common types of dynamic charts:
- Bar charts
- Pie charts
- Tables
- Line graphs

(Adapted from: Cullen, P. The Key to IELTS Writing Task 1 Academic)

*An example of a dynamic bar chart:

Average monthly rainfall in one Asian city, 1950-2000

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 1

📖 AVTC7_ Dynamic charts

(Adapted from Rogers, B., & Kenny, N. (2016). The Complete Guide to IELTS: Students book: Band 5.5-7+. National
Geographic Learning, Cengage Learning.

*An example of a dynamic pie chart:

The pie charts show the crops grown in one US county in 1990 and 2010.

(Adapted from Rogers, B., & Kenny, N. (2016). The Complete Guide to IELTS: Students book: Band 5.5-7+. National

Geographic Learning, Cengage Learning.)

*An example of a dynamic table:

The table below gives information about the languages that high school students speak at
home in one school district in the USA.

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 2

📖 AVTC7_ Dynamic charts

(Adapted from Rogers, B., & Kenny, N. (2016). The Complete Guide to IELTS: Students book: Band 5.5-7+. National
Geographic Learning, Cengage Learning.)

*An example of a dynamic line graph with future trend

The graph below shows the number of cars manufactured from 2020 to 2035

(Source: Focus, R.I. (2023) IELTS writing task 1: Line graph with a future trend, Preparation for the IELTS Exam. Available
at: https://ieltsfocus.com/2017/05/15/ielts-graphs-future-trend/.)

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 3

📖 AVTC7_ Dynamic charts

2. Structure of a dynamic chart report

There are 2 ways students can apply to divide data, such as grouping information by time periods or
grouping information by category.

2.1. Grouping by time periods

a. Introduction Explain in your own words what the chart shows (Paraphrase the
question)
You should include:
Type of the chart – What the chart shows – Time period
b. Overview Highlight the general trends of the given categories from the first year
to the last year, and some comparisons among these categories.
- Answer the questions:
 What is the trend of each category? (increasing/ decreasing/
fluctuating/ stable)
 Which categories increase/ decrease the most?
 Ranking (the highest/lowest data)

c. Body 1 Select and report data from year 1 to year X

- Describe and compare data from year 1 to year X
- Highlight the similarities or differences in trends among categories
during this time.
- Include detailed information and make comparisons where relevant.
d. Body 2 Select and report data from year X to the last year
- Do the same process as in body 1, but only report important features
from year X to the last year.

2.2. Grouping data by categories

- It is easier to group categories that share the same trend while showing differences and making
comparisons with categories that have different trends.

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 4

📖 AVTC7_ Dynamic charts

a. Introduction Explain in your own words what the chart shows (Paraphrase the
question)
You should include:
Type of the chart – What the graph shows – Time period
b. Overview Highlight the general trends of the given categories from the first year
to the last year, and some comparisons among these categories.
- Answer the questions:
 What is the trend of each category? (increasing/ decreasing/
fluctuating/ stable)
 Which categories increase/ decrease the most?
 Ranking (the highest/lowest data)

c. Body 1 Select and report categories showing important features

(Including categories that show the same trends, the highest, lowest
range, or even contrasting trends.)
Key features to focus on:
- Data in the first year, the ranking changing point, the highest/
lowest point, last year.
- Include more detailed information and make comparisons where
relevant.
d. Body 2 Select and report categories of the remaining features
- do the same process as in body 1, but only report categories with
important remaining features.

Notes:

- Do not discuss specific data in the overview.

- If you do NOT give any overview, you will get below band 5 for the Task Achievement criterion.

- Use cohesive devices or linking words when describing changes of trends.

- You do not have to describe every single detail in the body paragraphs. Focus on the most outstanding
trends instead.
[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 5
📖 AVTC7_ Dynamic charts

3. Useful language
a. Introduction
Type of
Verb Noun phrase Time
chart
The [Type of illustrate(s)  The percentage/ proportion
chart] compare(s) of + countable/uncountable  between 2010 and
highlight(s) noun/ noun phrase 2020.
give(s) information  the number of + countable  from 2010 to
about noun/ noun phrase 2020.
 the amount of +  over a 10-year
uncountable noun/ noun period.
phrase
 Noun + V3/ed + by + O

Examples:

- The bar chart illustrates the amount of rainfall in an Asian city from 1950 to 2000.

- The pie charts compare the percentage of crops produced in America between 1990 and 2010.

- The given table highlights the languages spoken by high school students at home in a particular
American school district from 2008 to 2014

- The line graph gives information about the technology equipment used for watching TV at home in a
US city over a 10-year period.

b. Overview

Function Linking words Structure

Commenting Overall, 1. There + be + a significant difference between A
on general Generally, and B
difference It is noticeable that 2. There + be + a wide disparity in the number of/
As can be seen from the amount of + Noun/ Noun phrase
the graph,

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 6

📖 AVTC7_ Dynamic charts

Example:
- Overall, there was a wide disparity in the amount of money donated to developing countries by the
USA, the EU and other countries from 2016 to 2020.

Function Linking words Structure Time

Describing Overall, 1. S + V (show/ see/ present) + a(n) + from ...
trend with Generally, adj + increase/decrease. to...
different time It is noticeable that 2. There + be + an upward trend + ... between...
periods As can be seen 3. There + be + a downward trend + ... and...
from the graph,
Example:
- Overall, the percentage of wheat and corn saw a dramatic increase from 1990 to 2010.
- It is evident that the number of cars manufactured in China has shown a gradual increase from 2020
to 2025.
- As can be seen from the graph, there was a downward trend in the amount of food during a 10-year
period.

Function Structure Time

Describing It is estimated/ forecast/ predicted that S + will + V + O next year
trend with It is estimated/ forecast/ predicted that S + will + have + by (2040)
future tense V3/ed + O over the next X
S + is/are expected to V + O years
S + is/are predicted to V + O near the end of the
period
Example:
- It is estimated that the number of cars manufactured will decline near the end of the period.
- It is forecast that the number of cars manufactured will have increased by 2024.
- The number of cars manufactured in China is predicted to fall by 2035.

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 7

📖 AVTC7_ Dynamic charts

Function Linking words Structure

Contrasting It is noticeable/evident that S+ V+ O. However,/ In contrast,/ On the
information As can be seen from the other hand,/ Meanwhile, S1 + V1 + O1.
graph,
S + V + O, while S1 + V1 + O1.
S + V + O, whereas S1 + V1 + O1.
Example:
- As can be seen from the graph, the number of cars manufactured in the USA will have declined near
the end of the period. Meanwhile, the number of cars manufactured in China will have increased by
2035.
- It is evident that the number of cars manufactured in Japan, the USA, and the UK has witnessed a
downward trend while the number of cars manufactured in China has experienced an upward trend
from 2020 to 2035.
c. Body paragraphs
1. Linking ideas
LINKING WORDS
SAME TREND OPPOSITE TREND
Following the same trend, However,
Similarly, In contrast,
Likewise, On the contrary,
Conversely,
Example:
- The number of cars manufactured in the USA from 2020 to 2025 has witnessed a downward trend.
Similarly, the same pattern has been seen in the number of cars manufactured in the UK in the given
period.

- The number of cars manufactured in the USA from 2020 to 2025 has witnessed a downward trend. In
contrast, the number of cars produced in China during this time has experienced an upward trend.

2. Describing trends

- Common verbs and phrases that are used to describe trends.

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 8

📖 AVTC7_ Dynamic charts

Trends Verbs/ Phrases Nouns/ Phrases

to rise a rise
to increase an increase
to grow a growth from
from to
to decrease to a decrease of
to fall by a fall in
to drop a drop
to decline a decline

to remain
unchanged/
at
stable/ steady
to stay the same
to fluctuate between … and …
to fluctuate around a fluctuation

to stabilize at
a stabilization
to level off

to reach a
at
plateau

to peak at

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 9

📖 AVTC7_ Dynamic charts

to bottom out at

3. Describing the speed of change

Adjectives and adverbs are used to describe the speed of change.

Slow Moderate Fast Sudden

Adj gradual steady quick sudden
slow rapid unexpected
slight
Adv gradually steadily quickly suddenly
slowly rapidly unexpectedly
slightly

Adjectives and adverbs are used to describe the degree of change.

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 10

📖 AVTC7_ Dynamic charts

4. Preposition

Verbs/ Nouns Preposition Example

The amount of rainfall decreased from 5 mm. =>
from The amount of rainfall was at a level of 5 mm at
the beginning of the period.
Using verbs: The amount of rainfall increased to 17 mm in
To increase to Dec. => The amount of rainfall was at 17 mm in
To decrease Dec.
The amount of rainfall increased by 12 mm. =>
by The amount of rainfall grew by an additional 12
mm from the beginning to the end of the period.
There was a decline from 188 mm to 17 mm over
the 4-month period. => The amount of rainfall
from... to...
Using nouns: was at 188mm at the beginning of the period
An increase (Sep) and 17 mm at the end of the period (Dec).
A decrease/ a decline of There was a decrease of 171 mm in the amount
of rainfall. => The amount of rainfall declined by
in
171 mm during the period.

5. Useful structures to describe trends

Basic Structures Advanced structures

Before/ After + V_ing (+ time 1), S + V + Adv
(+ time 2).
Time, S + V + Adv.
After declining rapidly in 2001, the number of
1 In 2001, the number of cars declined
cars climbed dramatically in 2005.
rapidly.
Before climbing dramatically in 2005, the
number of cars declined rapidly in 2001.
Time 1, S + V + Adv + before/ prior to +
2
V_ing 2 + Adv 2 + time 2.

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 11

📖 AVTC7_ Dynamic charts

In 2001, the number of cars declined rapidly,

prior to recovering slightly in the following year.
There + be + a/an + Adj+ N + in + … which was followed by + a/an + Adj 2 + N2
something + time + time 2.
3 There was a sharp decline in the OR
number of students in 2010. There was a sharp decline in the number of
students in 2010, which was followed by a slight

Something + see/ witness/ experience decrease two years later.

+ a/an+ Adj + N + time or
4
The number of students experienced a The number of students experienced a sharp

sharp decrease in 2010. decline in 2010, which was followed by a slight

Time + see/ witness/ experience + decrease two years later.

a/an+ Adj + something + in + S or

5 The year 2010 saw a sharp decline in The year 2010 saw a sharp decline in the number

student numbers. of students, which was followed by a slight

decrease two years later.

A/ an + Adj 1 + N1 + be + recorded + in + S +
A/ an + Adj + N + be + recorded + time 1, while/ whereas time 2 witnessed/
in + something + time. experienced + a/ an + Adj 2 + N2
6
A sharp decline was recorded in the A sharp decline was recorded in the number of
number of students in 2010. students in 2010, whereas the year 2012
witnessed a considerable growth.

4. Analyze a sample report

Task 1. Read the writing task below and answer the following questions.

The table shows the amount of money given to developing countries by the USA, EU
countries, and other countries from 20016 to 2020 (Figures are in millions of dollars).
Summarise the information by selecting and reporting the main features and make
comparisons where relevant.

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 12

📖 AVTC7_ Dynamic charts

(Source: Adapted from Smith, A. (2021) IELTS academic writing task 1 topic: Amount of money given in aid of developing
countries - table, IELTSMaterial.com.)

1. What does the table show?

____________________________________________________________________________________
____________________________________________________________________

2. What do the rows and columns on the table indicate?

____________________________________________________________________________________
____________________________________________________________________

3. What is the given period? What tense should we use?

____________________________________________________________________________________
____________________________________________________________________

4. What is the unit of measurement?

____________________________________________________________________________________
____________________________________________________________________

5. What trend do you see in the amount of money given by the USA, EU, and other countries, and
in the total donations of all countries during the given period? Are there any exceptions?
____________________________________________________________________________________
____________________________________________________________________

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 13

📖 AVTC7_ Dynamic charts

6. Which country made the biggest contribution to the funding aid for developing countries in the
given period?
____________________________________________________________________________________
____________________________________________________________________

7. Combining the information from questions 5 and 6, what key features can you observe in the
table?
____________________________________________________________________________________
____________________________________________________________________

8. How do you organize your ideas in body paragraphs?

____________________________________________________________________________

____________________________________________________________________________

Task 2. Read the sample body paragraphs of the table in Task 1. Fill in the blanks with an
appropriate word.

between 2006 and 2010 illustrates an upward trend

prior to from followed biggest
As can be seen from the graph
experienced a significant increase to by
recorded drop

The table (1) ..... the total amount of funding that the United States, the European Union, and other nations
allocated to developing countries (2).....

Overall, there was (3) ..... in the amount of money donated to developing countries by the United States,
the European Union, and other nations from 2016 to 2020. Besides, the USA was the country that made
the (4) ..... contribution to the funding aid for developing countries while the EU and other countries had
much lower contributions during the period.

(5) ....., total donations of all countries witnessed a sharp increase, from 16.3 to 28.7 million dollars, except
for a drop of 0.9 million dollars in 2009. A similar pattern could be seen in the amount of funding aid
provided by the USA. The year 2018 (6) ..... in the amount of money funded by the USA, which was

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 14

📖 AVTC7_ Dynamic charts

followed by a fall (7) ..... 16.9 million dollars after a year. However, this figure rose (8) ..... 3.6 million
dollars at the end of the period.

Likewise, a gradual growth was (9) ..... in the amount of funding aid provided by the EU and other
countries, which increased (10) ..... 3.3 to 4.1 million dollars and from 3 to 3.7 million dollars, respectively.
This was (11) ..... a slight fall of 0.3 million dollars, (12) ..... recovering again at the end of the period.

5. Brainstorm and outline

Task 3. Read the Writing task below and brainstorm the ideas for the tasks based on the given
words/ phrases.
The graph below gives information about how teenagers (aged 12-19) in one state in the United
States communicated with each other.
Summarize the information by selecting and reporting the main features and make comparisons
where relevant.
You should spend about 20 minutes on this task.

(Rogers, B., & Kenny, N. (2016). The Complete Guide to IELTS: Students book: Band 5.5-7+. National Geographic Learning,
Cengage Learning.)

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 15

📖 AVTC7_ Dynamic charts

Task 3.1. Read the sentences that describe the graph. Fill in the blank with the preposition from
the box. You can use the preposition more than once.

from to between at by of

1. The percentage of text messaging by teenagers rose steadily from about 28%______ just under 40%
from November 2006 to November 2007, before leveling off in the next 3 months.
2. Then, the figure for text messages increased ________ approximately 15% between Feb 2008 and
Sep 2009 to become a common means of communication.
3. The number of people using a cell phone to make calls remained stable with a gradual rise _______
35%______ 38%
4. The proportion of face-to-face communication fluctuated ________ 30% and 35% during the
reported period, after peaking ________ 40% in Nov 2007.
5. Starting with 15% ______ the beginning of the period, the percentage of email usage slightly
dropped ______ about 18% to 10%, after a slight increase ______ nearly 3% in Nov 2007.
Task 3.2. Rearrange the words in the sentences that describe important trends of the line graph in
Task 3.

1. Reporting information related to text messages

all teenagers /between Nov 2006 and Feb 2008. / There was /in the percentage of/ a slight increase
/using text messages

E.g.: There was a slight increase in the percentage of all teenagers using text messages between Nov
2006 and Feb 2008.

2. Reporting information related to calls on cell phones

a steady increase/ using cell phones to make calls/ in the percentage of teens/, rising from/ 34% in 2006 /
There was/ to 40% in 2009. /

____________________________________________________________________________________
____________________________________________________________________

3. Reporting information related to talking face-to-face

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 16

📖 AVTC7_ Dynamic charts

Feb 2008/ in September 2009. / who communicated face-to-face / rising to 34% /

decline sharply/ saw the percentage of teenagers/, prior to /

____________________________________________________________________________________
____________________________________________________________________

4. Reporting information related to emailing

and Nov 2007,/ using emails / the percentage of teenagers /constantly decreased/ to 10% /at the end of
the period./ between Nov 2006/ After increasing slightly/

____________________________________________________________________________________
____________________________________________________________________

Task 4. Complete the outline for the charts based on the ideas in Task 3 and the useful language in
Pre-writing.

Paragraph 1: _____________________________________________________
Introduction _____________________________________________________

Paragraph 2: _____________________________________________________
Overview _____________________________________________________

_____________________________________________________

_____________________________________________________
Paragraph 3: Body 1
_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________
Paragraph 4: Body 2
_____________________________________________________

_____________________________________________________

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 17