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Academic Writing test 1 - Task 1 Academic Writing Take a look at the graphs and complete the task below. Task 1 The graphs above give information about computer ownership as a percentage of the population between 2002 and 2010, and by level of education for the years 2002 and 2010. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.

Academic Writing test 1 - Task 1 Academic Writing Take a look at the graphs and complete the task below. Task 1 The graphs above give information about computer ownership as a percentage of the population between 2002 and 2010, and by level of education for the years 2002 and 2010. YYer
The graphs show information about computer ownership in terms of percentage. From the first graph, we can see that there is a steady increase in computer ownership in the entire population from 2002 to 2010. In fact, in 2002, there is less than 60% of the population that owns a computer. But in 2010, almost 80% of the population already owns one. From the second graph, we can see the difference of ownership of computers in the year 2002 as compared to 2010. This shows differences of ownership among different education levels. Year 2002 certainly shows a lot lesser ownership among different education levels as compared to 2010 figures. It is to be noted as well that as the education level gets higher, the computer ownership gets higher as well. For instance, those with computer in the group with no high school diploma are much lesser than those with computer among people with postgraduate qualification. Using the two graphs, we can surmise that computer ownership increases every year from 2002 – 2010 and those with higher education levels own computer more than those with lower education levels.
The
You use this word too often, consider replacing it with
graphs
This phrase/word (depending on the context) can be potentially replaced with :
show
information about computer
You use this word too often, consider replacing it with
ownership
in terms of percentage. From the
first
You use this word too often, consider replacing it with
graph
, we can
This phrase/word (depending on the context) can be potentially replaced with :
see
that there is a steady increase in computer
You use this word too often, consider replacing it with
ownership
in the entire population from 2002 to 2010. In fact, in 2002, there is less than 60% of the population that
This phrase/word (depending on the context) can be potentially replaced with :
owns
a computer.
This phrase/word is too simple and can be replaced with:
But
in 2010, almost 80% of the population already
This phrase/word (depending on the context) can be potentially replaced with :
owns
one.

From the second
You use this word too often, consider replacing it with
graph
, we can
This phrase/word (depending on the context) can be potentially replaced with :
see
the difference of
You use this word too often, consider replacing it with
ownership
of computers in the year 2002 as compared to 2010. This
This phrase/word (depending on the context) can be potentially replaced with :
shows
differences of
You use this word too often, consider replacing it with
ownership
among
This phrase/word is too simple and can be replaced with:
different
You use this word too often, consider replacing it with
education
You use this word too often, consider replacing it with
levels
. Year 2002
certainly
This phrase/word (depending on the context) can be potentially replaced with :
shows
a lot lesser
You use this word too often, consider replacing it with
ownership
among
This phrase/word is too simple and can be replaced with:
different
You use this word too often, consider replacing it with
education
You use this word too often, consider replacing it with
levels
as compared to 2010 figures. It is to
be noted
as well
that as the
You use this word too often, consider replacing it with
education
You use this word too often, consider replacing it with
level
This phrase/word (depending on the context) can be potentially replaced with :
gets
higher, the computer
You use this word too often, consider replacing it with
ownership
This phrase/word (depending on the context) can be potentially replaced with :
gets
higher
Comparison requires "than", not 'then' nor 'as'.
as
well.
For instance
, those with computer in the group with no high school diploma are much lesser than those with computer among
This phrase/word (depending on the context) can be potentially replaced with :
people
with postgraduate qualification.

Using the two
You use this word too often, consider replacing it with
graphs
, we can surmise that computer
You use this word too often, consider replacing it with
ownership
increases every year
Nonstandard phrase. Did you mean: "from 2002 to 2010"?
from 2002 – 2010
and those with higher
You use this word too often, consider replacing it with
education
You use this word too often, consider replacing it with
levels
This phrase/word (depending on the context) can be potentially replaced with :
own
computer more than those with lower
You use this word too often, consider replacing it with
education
You use this word too often, consider replacing it with
levels
.
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IELTS academic Academic Writing test 1 - Task 1 Academic Writing Take a look at the graphs and complete the task below. Task 1 The graphs above give information about computer ownership as a percentage of the population between 2002 and 2010, and by level of education for the years 2002 and 2010.

Academic
  American English
3 paragraphs
187 words
6.0
Overall Band Score
Coherence and Cohesion: 7.0
  • Structure your answers in logical paragraphs
  • ?
    One main idea per paragraph
  • ?
    Include an introduction and conclusion
  • ?
    Support main points with an explanation and then an example
  • Use cohesive linking words accurately and appropriately
  • ?
    Vary your linking phrases using synonyms
Lexical Resource: 5.5
  • Try to vary your vocabulary using accurate synonyms
  • Use less common question specific words that accurately convey meaning
  • Check your work for spelling and word formation mistakes
Grammatical Range: 6.5
  • Use a variety of complex and simple sentences
  • Check your writing for errors
Task Achievement: 5.5
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
  • ?
    Support ideas with relevant, specific examples
Labels Descriptions
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  • Meet the criteria
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