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provides the number of high rating students for different

provides the number of high rating students for different wxj6r
The given table provides the number of high rating students for different aspects in a certain university in the years 2000, 2005 and 2010 in percentage. In general, most aspects demonstrated an increase in the number of students that gave good rates in the whole period apart from range of modules offered which showed a decrease. Buildings/ teaching facilities maintained a constant rate. Teaching quality, printing resources and electronic resources are the ones that showed an increase. In 2000, teaching quality had 65% dropping slightly to 63% in 2005 before shooting to 69% in 2010 recording a 4% increase from the initial figure in the first year of study. On the other hand, printing resources had 84% of students rating it high in 2000. The figure increased to 89% in 2005. Despite recording a drop by 1% in 2010, it was 4% higher than it was in 2000. 45% of students rated high electronic resources in 2000. This figure shot to 72% in 2005 and recorded the highest in 2010 with 88% of students rating it high. Range of modules offered showed a decline during the whole period. In 2000, 32% of students rated it high. In 2005, this number dropped to 30%. In 2010, the figure decreased further by 3% making it the department with the lowest number of students rating it high. Buildings/ teaching facilities however, had a uniform number of students rating it high all through the period with 77% both in 2000, 2005 and 2010.
The
This phrase/word (depending on the context) can be potentially replaced with :
given
table provides the
You use this word too often, consider replacing it with
number
of
You use this word too often, consider replacing it with
high
You use this word too often, consider replacing it with
rating
You use this word too often, consider replacing it with
students
for
This phrase/word is too simple and can be replaced with:
different
aspects in a certain university in the years 2000, 2005 and 2010 in percentage.

In general
, most aspects demonstrated an increase in the
You use this word too often, consider replacing it with
number
of
You use this word too often, consider replacing it with
students
that gave
This phrase/word (depending on the context) can be potentially replaced with :
good
rates in the whole period apart from range of modules offered which
This phrase/word (depending on the context) can be potentially replaced with :
showed
a decrease. Buildings/ teaching facilities maintained a constant rate.

Teaching quality, printing resources and electronic resources are the ones that
This phrase/word (depending on the context) can be potentially replaced with :
showed
an increase. In 2000, teaching quality had 65% dropping
slightly
to 63% in 2005
This phrase/word is too simple and can be replaced with:
before
shooting to 69% in 2010 recording a 4% increase from the initial
You use this word too often, consider replacing it with
figure
in the
first
year of study.
On the other hand
, printing resources had 84% of
You use this word too often, consider replacing it with
students
You use this word too often, consider replacing it with
rating
it
You use this word too often, consider replacing it with
high
in 2000. The
You use this word too often, consider replacing it with
figure
increased to 89% in 2005. Despite recording a drop by 1% in 2010, it was 4% higher than it was in 2000. 45% of
You use this word too often, consider replacing it with
students
rated
You use this word too often, consider replacing it with
high
electronic resources in 2000. This
You use this word too often, consider replacing it with
figure
shot to 72% in 2005 and recorded the highest in 2010 with 88% of
You use this word too often, consider replacing it with
students
You use this word too often, consider replacing it with
rating
it high.

Range of modules offered
This phrase/word (depending on the context) can be potentially replaced with :
showed
a decline during the whole period. In 2000, 32% of
You use this word too often, consider replacing it with
students
rated it
You use this word too often, consider replacing it with
high
. In 2005, this
You use this word too often, consider replacing it with
number
dropped to 30%.
Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym.
In
2010, the
You use this word too often, consider replacing it with
figure
decreased
further
by 3% making it the department with the lowest
You use this word too often, consider replacing it with
number
of
You use this word too often, consider replacing it with
students
You use this word too often, consider replacing it with
rating
it
You use this word too often, consider replacing it with
high
. Buildings/ teaching facilities
however
, had a uniform
You use this word too often, consider replacing it with
number
of
You use this word too often, consider replacing it with
students
You use this word too often, consider replacing it with
rating
it
You use this word too often, consider replacing it with
high
all through the period with 77% both in 2000, 2005 and 2010.
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IELTS academic provides the number of high rating students for different

Academic
  American English
4 paragraphs
249 words
6.5
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: 6.0
  • Use a variety of complex and simple sentences
  • Check your writing for errors
Task Achievement: 6.5
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
  • ?
    Support ideas with relevant, specific examples
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