In the vein of current whipping changes relative to EGE writing tasks, I’d like to express my utter outrage upon the fact that school students are not furnished with prime examples of how to write an essay in which they must analyse the data. What lexicographers give in their books are only tips and plans for crafting the answer. But it is not enough! All teachers know what I mean. Why do such instructors not condescend to share their own writing experience with students? Economical with kindness?
Well, I’m not going to dwell on a frustrating note. I’d rather give an example on one of the tasks. The task’s form is authentic to the EGE-23 standard. I have retrieved the statistics from a student book by E.C. Muzlanova, and have converted it into a pie chart. The data presents the number of teenagers who like different types of music, in percentage.
TASK. Imagine that you are doing a project on the issue of what music genres are popular among teenagers in Zetland. You have found some data on the subject -- the results of the opinion polls (see the pie chart below) Comment on the data in the graph and give your opinion on the subject of the project.
A Model Answer
Today many experts study teenagers' music preferences. Currently doing a project on what music genres are popular among teenagers in Zetland, I have found relevant statistics that I will analyse in the following essay.
Overall, the pie graph illustrates a breakdown of youngsters’ preferred styles of music. This data reveals the two main facts. First, most of the respondents (65%) are keen on pop music. Second, jazz music is enjoyed only by 5% of respondents.
In detail, as is seen from the chart, the number of jazz fans (5 %) is thirteen times less than pop music supporters’ (65 %). In my opinion, these disparities must be caused by the age factor, as if jazz were for the elderly while pop music for the youth. The other disproportion is that over three times fewer respondents enjoy classical and rap music( 18% and 20%, respectively), compared to the number of pop music lovers (65 %). I can explain it by the lack of popularisation of classical and rap music.
However, expressing or concealing their music tastes, teenagers may face discrimination because they do not jump on the bandwagon. I find it possible to eliminate this imbalance by popularising less common types of music by creating special classes at schools to help the youth enrich their knowledge.
To conclude, music has been an important part of almost all teenagers’ lives since their childhood. As for me, music is a powerful influencer. For instance, classical music can relax and placate; it can also develop patriotic feelings. Pop music, in turn, helps the youth cheer up. Examples abound.
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