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It clarifies common language points such as naming conventions for figures and typical grammatical patterns for describing change (e.g., increase by/in/of). A model graph of teenagers’ pocket money illustrates axes, trends, and interpretation, followed by exercises that test diagram types, chart reading, and replacing underlined words with more precise academic vocabulary.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/graphs-and-diagrams-academic-vocabulary-in-use-exercises-351-354/665366/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/graphs-and-diagrams-academic-vocabulary-in-use-exercises-351-354/665366.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-29",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the difference between a pie chart and a bar chart?","Question",{"text":112,"@type":113},"A pie chart is a circle divided into segments that show how a total is divided up. A bar chart uses vertical or horizontal bars to represent different amounts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How should increase and decrease be used grammatically?",{"text":117,"@type":113},"The verbs increase and decrease are followed by by (e.g., increased by 10%). Nouns like increase, rise, growth, and decrease are typically followed by in or of to explain what is rising or the size of the change.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the graph of teenagers’ pocket money show?",{"text":121,"@type":113},"The graph plots age on the x-axis and weekly pocket money on the y-axis. It shows that pocket money reaches a peak at age 18 and then declines.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},665366,1793301538,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":24},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","35  \nA  \nMCCARTHY, Michael, O'DELL, Felicity. (2008). Academic Vocabulary in Use: Vocabulary Reference and Practice (2). Cambridge: Cambridge University Press.  \nGraphs and diagrams  \nTypes of diagrams  \nDiagrams are visual ways of presenting data concisely. They are often also called figures.  \nIn an academic article they are usually labelled Fig. (Figure) 1, Fig. 2, etc.  \nA pie chart is a circle divided into segments from the middle (like slices of a cake) to show how the total is divided up. A key or legend shows what each segment represents.  \nA bar chart is a diagram in which different amounts are represented by thin vertical or horizontal bars which have the same width but vary in height or length.  \nA histogram is a kind of bar chart but the bar width also varies to indicate different values.  \n\n| Number | Amount |\n| --- | --- |\n| 1 | 10 |\n| 2 | 5 |\n| 3 | 20 |\n\nA table is a grid with columns and rows of numbers.  \nA cross-section is something, or a model of something, cut across the middle so that you can see the inside. A cross-section of the earth’s crust, for example, shows the different layers that make it up. A label gives the name of each part of the cross-section. Cross-section can also be used to mean a small group that is representative of all the different types within the total group (e.g. the survey looked at a cross-section of society) .  \nA flowchart is a diagram which indicates the stages of a process.  \nCommon Mistake  \nDon’t use the definite article (the) when referring to a specific diagram. See Table 4 below.(NOT See the table 4   )  \nB  A graph  \nThe graph presents data relating to teenagers and pocket money. A random sample of 1,000 teenagers were surveyed and the average pocket money received at each age has been plotted on the graph. The x axis or horizontal axis indicates age and the y axis or vertical axis shows the amount of money received per week. The graph shows that 15-year-olds receive twice as much pocket money as 13-year-olds. From the graph we can see that the amount  \n\n| 30~~ ~~\u003Cbr>25~~ ~~\u003Cbr>20~~ ~~\u003Cbr>15~~ ~~\u003Cbr>10\u003Cbr>5~~ ~~\u003Cbr>\u003Cbr>\u003Cbr>13 14 15 16 17 18 19 age\u003Cbr>| Weekly pocket money received by teenagers in the UK |\n| --- | --- |\n\nreceived reaches a peak at the age of 18 and then starts to decline. This decline can perhaps be explained by the fact that many teenagers start earning and stop receiving pocket money at the age of 18.  \n0  \namount received in £s  \nGraphs are drawn by plotting points on them and then drawing a line to join adjacent points. If there are two separate lines on a graph, the lines can cross or intersect at various points.  \nLines that run parallel to one another never intersect.  \nGraphs show how numbers increase or decrease. Numbers can also be said to rise or grow and fall, drop or decline. Other verbs used about growth include double1, soar2, multiply3, appreciate4 and exceed5 [another number] .  \n1 increase to twice the number or amount; opposite = halve 2 increase very quickly and by a large amount; opposite = plummet 3 increase to a very large number 4 increase in value; opposite = depreciate 5 increase to greater than a particular number or amount; opposite = fall below  \nLanguage help  \nThe verbs increase and decrease are followed by by (e.g. The population of the city has increased by 10%.). The nouns increase, rise, growth, fall, drop and decline, decrease, are followed by in (to explain what is rising) or of (to explain the size of the change), e.g. a rise / an increase of 15% in the number of cars.  \n78 Academic Vocabulary in Use  \nExercises  \n35.1 Look at the chart and complete the text with the missing words.  \nCars entering downtown West City  \nThe chart 1 the number of cars entering the downtown area of West City each day over an eight-year period (years 1-8) . The totals are listed on the 2 axis (give two answers), while the years are listed on the  \n3 axis (give two answers) . To the top right of the graph we see the 4 .The number of cars 5","cbCailbFc58YFcQa","https://ap.wps.com/l/cbCailbFc58YFcQa","pdf",124415,"English","# Types of diagrams\n## Pie chart\n## Bar chart and histogram\n## Table\n## Cross-section\n## Flowchart\n# A graph\n## Interpreting axes and trends\n# Language help\n## Verb and noun patterns for increase/decrease\n# Exercises\n## 35.1 Complete the text with missing words\n## 35.2 Answer the questions\n## 35.3 Replace underlined words with academic words\n## 35.4 Rewrite underlined words and phrases","[{\"question\":\"What is the difference between a pie chart and a bar chart?\",\"answer\":\"A pie chart is a circle divided into segments that show how a total is divided up. A bar chart uses vertical or horizontal bars to represent different amounts.\"},{\"question\":\"How should increase and decrease be used grammatically?\",\"answer\":\"The verbs increase and decrease are followed by by (e.g., increased by 10%). Nouns like increase, rise, growth, and decrease are typically followed by in or of to explain what is rising or the size of the change.\"},{\"question\":\"What does the graph of teenagers’ pocket money show?\",\"answer\":\"The graph plots age on the x-axis and weekly pocket money on the y-axis. It shows that pocket money reaches a peak at age 18 and then declines.\"}]","Graphs and diagrams - Academic Vocabulary in Use - Exercises 35.1-35.4 | PDF"]