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The bar chart and pie charts illustrate the percentage of people in Glasgow having three levels of education (university, school and those with no qualifications) in 2010. Information is divided into five age groups in the bar chart and by gender in the pie charts.

The bar chart and pie charts illustrate the percentage of people in Glasgow having three levels of education (university, school and those with no qualifications) in 2010. Information is divided into five age groups in the bar chart and by gender in the pie charts. XnqrP
The bar chart and pie charts illustrate the percentage of people in Glasgow having three levels of education (university, school and those with no qualifications) in 2010. Information is divided into five age groups in the bar chart and by gender in the pie charts. Overall, the majority of people with university education were in younger age groups, while in the oldest age group most people did not have any qualifications. The proportions of men and women were similar and showed little different between the levels of education. The percentage of people with university education was up to 76% in the younger three age groups compared to only 50% in those ages 50 to 75 and just 25% in those over 75. This trend was reversed in those with no qualifications (9% in younger people rising to 72% in the oldest age group). The figure for those with school education was relatively constant at around 20% but was as low as 3% in the over 75's. The proportion of men and women in each level of education was around one third with only a slightly difference of 3% in university graduates as well as those who didn't have educational qualifications.
The bar chart and pie charts illustrate the percentage of
You use this word too often, consider replacing it with
people
in Glasgow having three levels of
You use this word too often, consider replacing it with
education
You use this word too often, consider replacing it with
(university
, school and those with no
You use this word too often, consider replacing it with
qualifications)
in 2010. Information
is divided
into five
You use this word too often, consider replacing it with
age
You use this word too often, consider replacing it with
groups
in the bar chart and by gender in the pie charts.

Overall
, the majority of
You use this word too often, consider replacing it with
people
with
You use this word too often, consider replacing it with
university
You use this word too often, consider replacing it with
education
were in younger
You use this word too often, consider replacing it with
age
You use this word too often, consider replacing it with
groups
, while in the oldest
You use this word too often, consider replacing it with
age
You use this word too often, consider replacing it with
group
most
You use this word too often, consider replacing it with
people
did not have any
You use this word too often, consider replacing it with
qualifications
. The proportions of
This phrase/word (depending on the context) can be potentially replaced with :
men
and women were similar and
This phrase/word (depending on the context) can be potentially replaced with :
showed
This phrase/word is too simple and can be replaced with:
little
This phrase/word is too simple and can be replaced with:
different
between the levels of education.

The percentage of
You use this word too often, consider replacing it with
people
with
You use this word too often, consider replacing it with
university
You use this word too often, consider replacing it with
education
was up to 76% in the younger three
You use this word too often, consider replacing it with
age
You use this word too often, consider replacing it with
groups
compared to
This phrase/word (depending on the context) can be potentially replaced with :
only
50% in those
You use this word too often, consider replacing it with
ages
50 to 75 and
This phrase/word is too simple and can be replaced with:
just
25% in those over 75. This trend
was reversed
in those with no
You use this word too often, consider replacing it with
qualifications
(9% in younger
You use this word too often, consider replacing it with
people
rising to 72% in the oldest
You use this word too often, consider replacing it with
age
You use this word too often, consider replacing it with
group)
. The figure for those with school
You use this word too often, consider replacing it with
education
was
relatively
constant at around 20%
This phrase/word is too simple and can be replaced with:
but
was as low as 3% in the over 75's.

The proportion of
This phrase/word (depending on the context) can be potentially replaced with :
men
and women in each level of
You use this word too often, consider replacing it with
education
was around one third with
This phrase/word (depending on the context) can be potentially replaced with :
only
a
You used an adverb ('slightly') instead of an adjective, or a noun ('difference') instead of another adjective.
slightly difference
of 3% in
You use this word too often, consider replacing it with
university
graduates
as well
as those who didn't have educational
You use this word too often, consider replacing it with
qualifications
.
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IELTS academic The bar chart and pie charts illustrate the percentage of people in Glasgow having three levels of education (university, school and those with no qualifications) in 2010. Information is divided into five age groups in the bar chart and by gender in the pie charts.

Academic
  American English
4 paragraphs
200 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: 6.5
  • 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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