In the first part of your introduction paragraph you should paraphrase the task rubric. The task rubric (or task text) describes what the chart shows, and you should do the same, but using different words, voice, and parts of speech wherever possible.
Paraphrasing:
i. Synonyms (Different words with the same meaning):
Try to find different words and expressions with the same meanings. For example:
show > illustrate, depict, highlight, demonstrate
produce > make
involved in > necessary to
stages and equipment > system
ii. Different voices (passive and active)
You can usually change academic expressions from active to passive voice and vice versa. For example:
The diagram shows the stages and equipment > In the diagram, the stages and equipment involved are shown
The production of electricity > produce electricity
iii. Different parts of speech
It’s often possible to use a noun instead of a verb, or vice-versa. For example:
Producing electricity > the production of electricity
The final paraphrasing
As you can see, there are often many ways to paraphrase the task rubric. Here are a few final examples that include some of the language highlighted above:
The diagram illustrates the process and the equipment needed to produce electricity from wind energy.
In the diagram, the stages and equipment necessary to produce energy from wind is shown.
The diagram demonstrates the way in which wind is used to produce electricity, and the system involved in doing so.
The diagram depicts how wind energy is turned into electricity after passing through various pieces of equipment.
Exercise:
Match the academic vocabulary for describing a process in column A to synonyms in column B
Activity:
Paraphrase the following rubric from Academic Task 1 questions:
1. The pie charts below show the number of people employed in several job types in the United Kingdom in 1991 and 2001.
2. The graph below shows the average number of tickets sold in a theme park from Monday to Sunday during three periods of the day.
3. The graph below shows the consumption of orange juice and some other types of juice in a European country between 1990 and 2010.
4. The pie charts below show the proportions of people using various internet browsers around the world January 2010 and 2020.
5. The table below shows the percentages of household expenditure for four areas of consumption in various European countries.
6. The diagrams below show the changes that have occurred around a school between 1990 and 2010.
7. The diagram below shows the process and equipment involved in producing electricity with a nuclear reactor.
8. The line chart below shows world grain (cereal) production from 1960 through 2011 measured in million hectares planted and million tons harvested.
Exercise Answers:
1. Modify, 2. Gather, 3. Make up of, 4. Build, 5. Transform, 6. Let out, 7. Inspect, 8. Leave, 9. Produce, 10. Warm, 11. Emit, 12. Stay, 13. Keep, 14. Utilise
Activity Suggested Answers:
1. The pie charts provide data about the percentages of employees in various fields of work in the United Kingdom in two years, 1991 and 2001.
2. The bar chart provides information about the mean number of tickets sold each day of the week in a theme park over three parts of the day.
3. The chart illustrates how much apple juice and some other kinds of juice were consumed in a European country from 1990 to 2010.
4. The pie charts illustrate the percentages of people that used several different internet browsers across the globe in January 2010 and then in January 2020.
5. The table contains data on the percentages of spending on various types of consumption in four European countries.
6. The diagrams illustrate how the grounds around a school were developed over a 20 year period.
7. The diagram illustrates the way in which electricity is generated using a nuclear reactor.
8. The chart provides information on the trends in world grain production both in terms of the amount of grain produced and the amount of land used for production.
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