# Correlating data in Task 1

*NOTE: This page relates to the Academic Module, not the General Training Module.*

In previous pages we have looked at some of the language needed to describe a graph, chart or table for Task 1. However, it is common in Task I to have more than one set of data to describe. However, it is not sufficient to simply describe each set in turn – you should show the examiner that you know how the information correlates (the connection or effect they have on each other).

Look at the two graphs below. What *correlation* do they show?

You should have identified that attendance fell as costs increased.

Here’s another example of more than one graph or chart in one Task 1 question. What correlation do you see here?

This is a little less clear, but in 1990 roughly one third of people had private healthcare, but as the cost of healthcare as a proportion of wages rose, this fell to close to one quarter in 2000.

**IMPORTANT NOTE**: Although writing about correlations is important when presented with different sets of data, do not feel that you have to think of an explanation as to *why *they might be correlated. For example, in the graph above, you could refer to a correlation between percentage cost of health insurance and the number of people who had private insurance, but you are not expected to say anything like ‘This could be a result of an economic recession’.

Here is some language that you can use to correlate data:

a (X) appears to have a direct impact on (Y).

b A rise in (X) causes an attendant increase in (Y).

c There is an inverse relationship between (X) and (Y).

d There is a direct relationship between (X) and (Y).

e There is a direct correlation between (X) and (Y).

f An increase in (X) resulted in a decrease in (Y).

g Closely linked to (X), it can be seen that (Y)…

h As a result of the decline in (X), (Y)..