The pie charts show the class size in primary schools in four states in Australia in 2010.
Summarise the information by selecting and reporting the main features and make comparisons where relevant.
Write at least 150 words.
My model answer (213 words)
The pie charts illustrate the proportions of four different class sizes in primary schools across four Australian states in 2010.
Overall, while classes with 20 students or fewer were the most prevalent in the Australian Capital Territory (ACT), Western Australia had the highest proportion of the largest classes, those containing 31 students or more. Across all four states, classes of 21–25 students generally formed the largest share.
Looking at the data in more detail, in the ACT and South Australia, the smallest class category of 20 students or fewer constituted a relatively high share of all classes, at 38% and 35% respectively. The figures for New South Wales and Western Australia were noticeably lower. As for classes of 21–25 students, the ACT recorded the largest share, at 51%. The figures for the other three states ranged from 33% in South Australia to 42% in Western Australia.
New South Wales registered the highest percentage of classes with 26–30 students, at 33%, followed closely by South Australia and Western Australia. By contrast, this category accounted for a mere 10% of all classes in the ACT. The largest class of 31 students or more was the least common class size across all states, varying from just 1% in the ACT to 5% in Western Australia.
📊 Language Toolkit for Static Charts
（2010年澳洲四州小学班级规模饼状图）
1️⃣ 核心动词与句式逻辑 (Core Verbs & Sentence Structures)
…constituted a relatively high share of all classes, at 38% and 35% respectively.
以数据类别为主语，使用 constituted 描述占比，再用 at…respectively 在句末逐一列出数值，避免重复写两个完整的句子。
The ACT recorded the largest share, at 51%.
以地点为主语，用 recorded 呈现数据，at 前加逗号引出补充数值。
New South Wales registered the highest percentage of classes with 26–30 students, at 33%.
registered 与 recorded 同义替换，增加词汇多样性。
The figures for the other three states ranged from 33% in South Australia to 42% in Western Australia.
使用 ranged from…to… 一句话概括三个州的数据区间（注意：该表达只适用于概括三个或三个以上的数值）。
…varying from just 1% in the ACT to 5% in Western Australia.
用现在分词 varying from…to… 作状语，功能与 ranged from 类似，但作为分词短语附在主句后，句式更灵活。
2️⃣ 比较与程度修饰 (Comparison & Degree Modifiers)
…were the most prevalent in the ACT
prevalent（普遍的），可用来替代 common。
…were noticeably lower
noticeably 表示”明显地”，比 significantly 语气稍轻，适用于差距存在但不悬殊的场景。
…followed closely by South Australia and Western Australia
followed closely by 一个短语完成程度修饰，表示后续数值与前者非常接近。
…accounted for a mere 10%
a mere 强调数值很小。
3️⃣ 衔接与逻辑工具 (Cohesive Devices)
Overall, while…, …
Overall 引出总括，while 在同一句内构建对比，将两个相反的情况压缩为一句话，既简洁又展示语法复杂度。
By contrast
用于引出极端对比（如 33% vs 10%），比 However 更精准地指向数据层面的反差。
As for
用于切换描述对象（从一个班级规模类别转向另一个），引导读者注意力平滑过渡。
Looking at the data in more detail
从概述段过渡到细节段的标准信号短语，告诉读者接下来进入具体数据分析。
4️⃣ 高阶数据整合收纳法 (Data Integration Strategy)
这是处理饼状图中多组零散数据的高效技巧——“精准 + 模糊”配合法：
范例原句：
In the ACT and South Australia, the smallest class category of 20 students or fewer constituted a relatively high share of all classes, at 38% and 35% respectively. The figures for New South Wales and Western Australia were noticeably lower.
技巧解析：
精准呈现——前一句用 at 38% and 35% respectively 给出两个高值州的精确数据。
模糊概括——后一句不再罗列具体百分比，而是用 noticeably lower 一个短语概括性地指代剩余两州的数据，既节省词数，又突出了”高 vs 低”的对比逻辑。
5️⃣ 主体段分段逻辑 (Body Paragraph Structure)
本篇范文将四个班级规模类别按大小分成两组，分别放入两个主体段：
主体段1：较小的班级（20人及以下 + 21–25人）
主体段2：较大的班级（26–30人 + 31人及以上）
这种分法的好处在于：每段内部的两个类别占比特征相似（段1的两类占比较高，段2的两类占比较低），段内数据对比自然流畅，段间又形成”大占比 vs 小占比”的整体对照。同时更容易在段内做横向跨州比较，这正是考官希望看到的 comparison。
