支招小作文（86） | 餅圖5 語(yǔ)言多樣性

* 餅圖，選自《劍橋雅思真題集11》

【內(nèi)容思路】

通過(guò)找異同（similarities and differences）確定分組（groups）：

1）有一部分人是English monolingual。他們單獨(dú)一組。

2）另一組是being able to speak at least one foreign language是絕 對(duì)主流（the overwhelming majority / dominant part）。絕 對(duì)主流這一組的內(nèi)部，還有主流（Spanish-English bilinguals），同時(shí)，其它bilinguals或者trilingual speakers的百分比在一個(gè)區(qū)間內(nèi)（in the range of 10% to 20%）。

Introduction

Shown in the pair of charts is the linguistic diversity of British students at one university in England, and the statistics/data are from two separate years – 2000 and 2010. Overall, there was a noticeable change in each language group except the German one.

* 第 一句的句子開頭的倒裝，可以當(dāng)成套話用。

* 第 一句的句子末尾同位語(yǔ)。

Body（遵循【內(nèi)容思路】來(lái)寫）

In both years, students who are able to speak at least one foreign language were the overwhelming majority, and English monolingual speakers accounted for 10% and 20% respectively in those two years.

* 這一部分English monolingual的人，他們單獨(dú)一組，那就干脆單獨(dú)一個(gè)段落。

Among the bilinguals and trilingual students, being able to speak Spanish was the mainstream. In 2000, 30% of the students were Spanish-English bilinguals, and ten year later, their proportion increased to 35%. Secondly, French-English bilinguals, whose proportion was 15% in 2000, had a slightly decreased percentage (10%) in 2010, and German-English dual-language speakers remained 10% of all students. It is also worth noting that other bilinguals and trilingual students became proportionally more in 2010, accounting for 20% and 15% respectively.

* 第 一句話中，高亮標(biāo)出的部分值得注意。不僅僅是用詞，更重要的是避免了機(jī)械陳述數(shù)據(jù)本身，而是把數(shù)據(jù)情況解讀為“mainstream”，超越了僵硬的數(shù)字表達(dá)。

* 在陳述數(shù)據(jù)的時(shí)候，要特別注意句型、詞匯的變化，不要趨同。

Conclusion

In general, the difference between the two years is apparent.

* 小作文不要洋洋灑灑寫太多。控制在180 words以內(nèi)（本篇共計(jì)165 words）是老章一貫的原則。