In French for Professionals, the training related to description of graphic representations does not appear to have generated much interest. This is the reason why we intend to present some ideas of training in description of graphic representations as we have been practising so far. This training seems useful to us for many reasons. First, a few years of practice have taught us that what Bowen calls ‘Graph literacy’ or ‘graphicacy’, that is, the ability to describe a graphic representation, is a skill that our students have gained incompletely, probably because it receives little attention in educational curricula. However, according to Pasternak, the issue is given much importance and the use of graphic representations has seen considerable extension. In fact, graphic representations are an appropriate way to encode large amounts of data to make them easily available. In French for Professionals, the training related to description of graphic representations does not appear to have generated much interest. This is the reason why we intend to present some ideas of training in description of graphic representations as we have been practising so far. This training seems useful to us for many reasons. First, a few years of practice have taught us that what Bowen calls ‘Graph literacy’ or ‘graphicacy’, that is, the ability to describe a graphic representation, is a skill that our students have gained incompletely, probably because it receives little attention in educational curricula. However, according to Pasternak, the issue is given much importance and the use of graphic representations has seen considerable extension. In fact, graphic representations are an appropriate way to encode large amounts of data to make them easily available. In French for Professionals, the training related to description of graphic representations does not appear to have generated much interest. This is the reason why we intend to present some ideas of training in description of graphic representations as we have been practicing so far. This training seems useful to us for many reasons. First, a few years of practice have taught us that what Bowen calls ‘Graph literacy’ or ‘graphicacy’, that is, the ability to describe a graphic representation, is a skill that our students have gained incompletely, probably because it receives little attention in educational curricula. However, according to Pasternak, the issue is given much importance and the use of graphic representations has seen considerable extension. In fact, graphic representations are an appropriate way to encode large amounts of data to make them easily available.