人的记忆力会随着岁月的流逝而衰退，写作可以弥补记忆的不足，将曾经的人生经历和感悟记录下来，也便于保存一份美好的回忆。写范文的时候需要注意什么呢？有哪些格式需要注意呢？以下是我为大家搜集的优质范文，仅供参考，一起来看看吧
柱形图雅思作文篇一
柱状图的
基本特征
就是，在适当的地方作比较。大家别忘了，剑桥雅思官方对小作文的题目要求是：summarise the information by selecting and reporting the main features, and
make comparisons where relevant.
（在有关联的数据之间作比较）数据之间的比较，指的就是
倍数、分数、相等
这三种关系。所以，我们需要掌握各种比较关系的表达，小轩总结了三种最实用
、最经典
的句型：比如分别用这三种句型来描述下面的图：
句型一：
the amount of co2 emitted from cars in 1999 was three times more than that in 2000. （没错，这是“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.再来一个例子：
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、柱状图的分类和写作方法
雅思考试里的柱状图可以分为两大类，在拿到题目时就要决定是属于哪一类，因为不同的分类，写作的思路会完全不一样。>> 第一类：
有时间推移的，通常是横轴上数据表示时间。对于这种类型的柱状图，
把它转化为线形图，按照时间的先后顺序来写，一般是从左到右
，因为存在时间推移是线形图的首要特征。（线形图的写作步骤请移步到part 1：线形图）
比如下面的例子：横轴上表示的是年份，总共有male和female两个元素，我们应该把这图看作是有两条线的线形图，一条线写一个主体段，
总共两个主体段
。再如：
横轴上标示的也是年份，但这个图有三元素：games software, dvd/video, cds，我们把这图转化为线形图后，可以就每一个元素写一个主体段。
又因为留意到dvd/video和games software的趋势都是升高的，所以我们也可以把这两个元素合并在一个主体段，另外cds单独一个主体段，
所以总共写两个主体段
。>> 第二类：
不存在时间推移的，按照同一分类标准，写内部的各种元素，而各元素又按照数值从大到小的顺序写。听起来好像很抽象，小轩用一个例题来解释：
我们看到图里有两种分类方式，分别是三个国家（japan, brazil, india）和三种行业（agriculture, industry, service sector）。我们在开始写之前，首先要决定好用的是什么分类标准。
就这道题来说，要么
以三个国家为线索
，分别写每个国家里三种行业工作的人数；要么以三个行业为线索
，分别写每个行业里三个国家分别的劳动人数。这是最清晰、最有规律的，而且是最容易掌握的写法！
小轩在课上时常听到烤鸭们争吵柱状图究竟应该按照什么标准来分类，有的老师说应该按照国家分，有的范文又说应该按照行业来分。其实，因为分类标准不一样，所以写出来的文章结构会不一样，但都是正确的写法！
如果细心观察这图，会发现存在一些
倍数
和相等
的数据，比如，在日本从事服务业的人数是工业的两倍，在巴西从事农业和工业的人数相等，在印度从事农业的远比工业和农业的多，这些都是特征数据，应该在写作时有意突出
。根据这些特征，以三个国家为线索先写一个中文的提纲：
根据这个中文提纲，就可以很简单地写出全部主体段了：
柱形图雅思作文篇二
图表类例文
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 %.( 柱状图第一段，描述图表给是数据)
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. (饼状图第一段，描述图表给的数据)
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.(预测未来情况)
柱形图雅思作文篇三
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.
