表作文常模板
第一段：体描述表，指明段，指出突出化或不同常用句型
或短：
As is clearly shown in the chart(表 ) / table(表格 )/graph（表） , ___________
According to the figures given in the table/chart/graph, ____________
It can be seen from the table/chart/graph, _____________________.
The figures（数据、数字）in the table/chart reflect that ________________.
（指出突出化）
especially,
第二段：（分析原因）
There are several factors leading to this change / difference⋯⋯ ..
There are several reasons for _____________引.(出原因 )
To begin with, _______(原因一 )
In addition, ______________（原因二）
For example, _________（例明）
Last but not the least,（原因三）
To sum up（要）
第三段：自己的点
As for me, ____________
On the one hand, ________
on the other, ____
In brief， _____________________.
表作文写作常
一、形种及概述法：
泛指一份数据表： a data graph/chart/diagram/illustration/table
： pie chart
直方或柱形： bar chart / histogram
曲： line chart / curve diagram
表格： table
流程或程： flow chart / sequence diagram
程序： processing/procedures diagram
二、常用的描述用法
The table/chart diagram/graph shows（ that）
According to the table/chart diagram/graph
As （ is） shown in the table/chart diagram/graph
As can be seen from the table/chart/diagram/graph/figures，figures/statistics shows （that）⋯⋯ It can be seen from the figures/statistics
We can see from the figures/statistics
It is clear from the figures/statistics
It is apparent from the figures/statistics/table/chart/diagram/graph figures（ that）⋯⋯
table/chart/diagram/graph shows/describes/illustrates how⋯⋯
三、表中的数据（ Data）具体表达法
数据（ Data）在某一个段固定不：fixed in time
在一系列的段中：changes over time
持化的 data 在不同情况下：
增加： increase / raise / rise / go up
减少： decrease / grow down / drop / fall
波： fluctuate / rebound / undulate / wave 定： remain stable/ stabilize / level off
最常用的两种表达法：
+副形式（ Verb+Adverb form ）
形容 +名形式（ Adjective+Noun form ）四、英表写作套句精⋯⋯
⋯⋯
⋯⋯
⋯⋯
1.the table shows the changes in the number of⋯⋯ over the period from⋯⋯ to ⋯⋯
表格描述了在⋯⋯ 年与⋯⋯ 年⋯⋯ 数量的化。
2.the bar chart illustrates that⋯⋯
柱状展示了⋯⋯
3.the graph provides some interesting data regarding⋯⋯
我提供了有关⋯⋯ 有趣数据。
4.the diagram shows （that）⋯⋯
向我展示了⋯⋯
5.the pie graph depicts （that）⋯⋯
形揭示了⋯⋯
6.this is a cure graph which describes the trend of⋯⋯
个曲描述了⋯⋯ 的。
7.the figures/statistics show （ that）⋯⋯
数据（字）表明⋯⋯
8.the tree diagram reveals how⋯⋯
型向我揭示了如何⋯⋯
9.the data/statistics show （ that）⋯⋯
数据（字）可以理解⋯⋯
10.the data/statistics/figures lead us to the conclusion that⋯⋯
些数据料令我得出⋯⋯
11.as is shown/demonstrated/exhibited in the diagram/graph/chart/table⋯
如所示⋯
12.according to the chart/figures⋯⋯
根据些表（数字）⋯⋯
13.as is shown in the table⋯⋯
如表格所示⋯⋯
14.as can be seen from the diagram， great changes have taken place in⋯⋯
从中可以看出，⋯⋯ 生了巨大化。
15.from the table/chart/diagram/figure，we can see clearly that⋯⋯ or it is clear/apparent from the chart that⋯⋯
从表我可以很清楚（明）看到16.this is a graph which illustrates ⋯⋯⋯⋯
个表向我展示了⋯⋯
17.this table shows the changing proportion of a & b from
表格描述了⋯⋯年到⋯⋯年 a 与 b 的比例关系。
18.the graph，presented in a pie chart， shows the general trend in ⋯⋯ to ⋯⋯
⋯⋯
以形形式描述了⋯⋯的。
19.this is a column chart showing⋯⋯
是个柱型，描述了⋯⋯
20.as can be seen from the graph， the two curves show the fluctuation of⋯⋯
如所示，两条曲描述了⋯⋯的波情况。
21.over the period from⋯to⋯ the⋯ remained level.
在⋯至⋯期，⋯基本不。
22.in the year between⋯⋯and⋯⋯
在⋯⋯ 年到⋯⋯ 期⋯⋯
23.in the 3 years spanning from 1995 through 1998
⋯⋯
1995 年至 1998 三年里⋯⋯
24.from then on/from this time onwards⋯⋯
从那起⋯⋯
25.the number of ⋯⋯ remained steady/stable from（month/year
）to（month/year ）。
⋯⋯月（年）至⋯⋯ 月（年）⋯⋯ 的数量基本不。
26.the number sharply went up to⋯⋯
数字急上升至⋯⋯
27.the percentage of⋯stayed the same between⋯and⋯⋯
至⋯期⋯ 的比率持不。
28.the figures peaked at⋯⋯（month/yearin）
⋯⋯的数目在⋯⋯ 月（年）达到点，⋯⋯
29.the percentage remained steady at⋯⋯
比率持在⋯⋯
30.the percentage of⋯lightlyiss larger/smaller than that of
比例比⋯ 的比例略高（低）。
31.there is not a great deal of difference between⋯⋯ and⋯⋯
⋯与⋯⋯的区不大。
32.the graphs show a threefold increase in the number of⋯⋯
表表明⋯⋯ 的数目增了三倍。
33.⋯⋯ decreased year by year while⋯⋯increased steadily.
⋯⋯逐年减少，而⋯⋯ 逐步上升。
34.the situation reached a peak（ a high point at） of[%].
⋯⋯的情况（局）到达（高）点，⋯⋯百分点。
35.the figures/situation bottomed out in⋯⋯
数字（情况）在⋯⋯ 达到底部。
36.the figures reached the bottom/a low point/hit a trough.
数字（情况）达到底部（低谷）。
7.a is⋯⋯times as much/many as b.
a 是
b 的⋯⋯倍。
38.a increased by⋯⋯
a 增了⋯⋯
39.a increased to⋯⋯
a 增到⋯⋯
40.there is an upward trend in the number of⋯⋯
⋯⋯数字呈上升。
41.a considerable increase/decrease occurred from⋯⋯ to ⋯
⋯⋯到⋯⋯生急上升。
42.from ⋯⋯ to ⋯⋯ the rate of decrease slow down.
从⋯⋯ 到⋯⋯，下降速率减慢。
43.From this year on，there was a gradual reduction in the⋯⋯，reaching a figure of⋯⋯
从年起，⋯⋯ 逐下降至⋯⋯
44.be similar to⋯⋯
与⋯⋯ 相似
45.be the same as⋯⋯
与⋯⋯ 相同
46.there are a lot similarities/differences between⋯⋯ and⋯⋯
⋯⋯与⋯⋯之有多相似（不同）之
47.a has something in common with b
a 于
b 有共同之。
48.the difference between a and b lies in⋯⋯
a 与
b 之的差在于⋯⋯
49⋯⋯（year）witnessed/saw a sharp rise in
⋯⋯
⋯⋯年⋯⋯急上升
50. Compared with⋯，
与⋯相比，
表作文常用句型
(1)常用的开篇句型 (即概述表内容常用的表达法)
① According to the table/pie chart/line graph/bar graph, we can see/conclude that⋯
根据表 /，我可知⋯⋯
② The table/graph reveals (shows/indicates/illustrates/ represents/points out) that⋯
表 /表明⋯⋯
③ As we can see from the table⋯
As can be seen from the line/bar graph⋯
As is shown (illustrated/indicated) in the pie chart如表/所示⋯，⋯⋯
数据化常用句型
1）表示数据增
The number of ⋯. grew（ increased或 rose）steadily from ⋯ to⋯..in 2009.
There was a rapid（sharp /dramatic/marked /sudden/steady/ gradual / slow/small） increase（/rise） in the number of ⋯
The increase of⋯. has reached to⋯.
2）表示数据降低
The number of ⋯ dropped（decreased或 fall ）steadily from ⋯ to ⋯ in 2008.
There was a rapid（sharp /dramatic/marked /sudden/steady/ gradual / slow/small） drop (decrease/ decline/ fall/ reduction)⋯ . in the number of ⋯ in 2008.
14
12
10
2002Hours
8
6
4
2
1990
19952002
例文：Students Use of Computers
提纲： 1. 上图所示为某校大学生平均每周使用计算机的时间：1990 年（2 hours）, 1995 年 (4 hours), 2002年(14 hours)，请描述其变化；
2.请说明发生这些变化的原因（可从计算机的用途、价格或社会发展等方面加以说明）；
3.你认为目前大学生在计算机使用中有什么困难或问题。
参考范文 (1)
Student Use of Computers
As is clearly shown in the chart, the number of hours students spent on computers increased from two
to four hours per week from 1990 to 1995. Especially, the number rose to about 14 hour per week in 2002.
There are three factors leading to the change. To begin with, the price of computers is getting much lower than before so that many students can afford it. In addition, it is very convenient for us to study with the help of computers. For example, e-mails enable us to keep in touch with our teachers and friends. Last but not least, with fast development of the modern society, a computer has become a must for many people. To sum up,
low price, convenience and wide use contribute to the increase in the use of computers.
As for me, student use of computers is a double-edged sword(双刃剑 ). On the one hand, it is a good helper in searching for information, drawing pictures, etc. One the other hand, various computer games might distract students from their studies. In brief, computers can serve us well if they are used in the right way.
参考范文（ 2）
Student Use of Computers
As is clearly shown in the chart, the average number of hours a student spent on computers increased from two to four hours per week from 1990 to 1995. Especially, the number reached approximately 14 hour per week in 2002. Why are there such great changes during these days?
There are three factors leading to this phenomenon（现象）. Firstly, because of the sharp decline in the price of computers, most college students can afford one. Secondly, the Internet provides access to various kinds of information students are interested in. Finally, playing computer games or surfing online is relaxing. To sum up, low price, easy access to information and wide use make students use computers a lot.
As for me, computers do bring convenience to students; however, it is no good fro students to spend too much time chatting online or playing computer games. In brief, in spite of the problems concerning the use
of computers, we can’tdeny that computers are of more merits than defects.
参考范文（ 3）
Student Use of Computers
Reading this chart, we can find that the average number of hours students spend on computers per
week has increased sharply. In 1990, it was less than two hours; in 1995, it increased to almost four hours; and in 2005, the number rosed to 14 hours per week.
There are several reasons for this phenomenon. First, computers provide facilities for us in many aspects of life. In addition, the fast development of the Internet contributes to our increasing demand for computers. We can easily contact friends in faraway places through the Internet. Besides, the prices of computers are getting lower and lower, which enables us to purchase them.
However, there are still some problems. For example, computers may crash from time to time because of viruses transmitted through the Internet. And how to balance the time between using computers and studying is also a serious problem. Anyway, we will benefit a lot from computers as long as we use them properly.
Financial Sources of College Students
1.描述中美大学生经济资助状况
2.分析这种状况的成因
3.预测中国大学生经济资助的可能变化
examinees
American Students Chinese Students
financial sources
parents45%90%
Part-time jobs40%5%
scholarship15%5%
Sample 1
Financial Sources of College Students
From the table, we can see clearly that Chinese college students and their American peers rely on different financial sources for their life and study. About 90% of Chinese students get money from their parents. In contrast, only 45% of American students resort to this way. About 40% of American students depend on part-time jobs for income, but only 5% of Chinese students do so. Scholarship is the financial source for 15% of American students, whereas only for 5% of Chinese students.
There are several reasons leading to this difference. On the one hand, independence is greatly honored in American society, and students would be proud to depend on themselves. Besides, they have a more flexible schedule so they can have more time to do part-time jobs. On the other hand, some Chinese students take their parents’financial support for granted. Similarly, parents believe it ’s their duty to finance their children’s education.
I think with the reform in college education, this tendency in China may be changed. The widespread adoption of credit-system will give Chinese students more time and flexibility to pursue part-time jobs and get more independence from their parents. Also, with the passage of time, both the students’and the
parents’ideas will change greatly. Thus, more and more Chinese college students are sure to rely on themselves rather than on their parents for finance.
作文 3
The table below gives information about changes in modes of travel in England between 1985 and
2000.Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
范文 :
The table indicates the number of miles by the average English person in 1985 and 2000, using various means of transport.
The number of miles walked, cycled and travelled by local bus all decreased.Of these, the number of miles travelled by local bus decreased the most, from 429 miles in 1985 to 274 miles in 2000.
The number of miles travelled by car, long distance bus, train and taxi all increased.
The number of miles driven by car was 3,199 in 1985 and rose by 50% to 4,806 in 2000. The number of miles travelled by long distance bus more than doubled from 54 miles (1985)to 124 miles (2000). The number of miles driven by taxi trebled from 13 miles (1985) to 42 miles (2000). The use of other, unspecified, forms of transport also increased.
Overall, the number of miles travelled by the average English person rose from 4,740 miles in 1985 to 6,475 miles in 2000, with the increase of cars accounting for almost all of that increase. (173 words)
作文 4
Directions: For this part, you are allowed 30 minutes to write a composition of no less than 100 words on Income Sources between Chinese and American Students. Study the following table carefully and your composition must be based on the in formation given in the table. Write three paragraphs to:
1.Describe the differences of the income sources between Chinese and American students.
2.Analyze possible reasons for these differences.
3.Predicate future tendency.
Source of income Percentage of Total Income
______________________________________________________________________________
Parents Part-time job Fellowship or Scholarship
American students50%35%15%
Chinese students90%5%5%
_______________________________________________________________________________
范文 :
Income Sources Between Chinese Students and American Students
Income sources of Chinese students are quite different from those of American students. In China, students get 90% of their money from their parents while in America, only 50% of students` money is provided by
parents. In addition, Chinese students earn only 5% of their money from part time jobs and 5% from fellowship or scholarship while income from these two resources for American students takes up 35% and 15% respectively of their total income.
I think there are probably three reasons for their differences. First, because of the influence of different social and family values, Chinese students have formed the habit of asking for money from their parents while American students have developed more sense of being financially independent. Second, most Chinese parents devote too much care to their children and they would rather save up to afford their childrens education rather than encourage them to take part-time jobs. But in America, many parents pay more attention to developing the students ability of self-reliance, so they encourage their children to find part-time job to earn some money by themselves. Third, since America is more developed than China, it is relatively easy for students to find part-time jobs. In China, such opportunities are rather rare.
I believe with the development of China, more and more Chinese students will realize and pay more attention to the necessity of self-dependence. In addition, more and more opportunities will be provided for them to take part-time jobs. So more students will go out of the ivory tower to broaden their knowledge and
to become the master of their own lives.。
