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the bar chart below information about the languages that 15 year-old students in one school in Australia chose to study rrom 2005 to 2015

the bar chart below information about the languages that 15 year-old students in one school in Australia chose to study rrom 2005 to 2015 KlBXN
The bar chart above illustrates how many languages that 15-year-old pupils choose to research in one school in Australia from 2005 and 2015. Overall, what stands out from the bar chart, the trend for French and Japanese experienced a fluctuation during this time. However, the number of students who chose to study French is still higher than the number of pupils who studied Japanese from 2005 to 2015, about a decade. As the chart shows, in 2005, the number of juniors who took French was about 130, paralleled to merely under 10 students who chose French, consequently, there was a significant difference in numbers at this time. Over the next five years, the figure for French went down dramatically and hit the lowest point at 100 students. On the other hand, the proportion of pupils rose significantly for Japanese and reached a peak at 85. Since about 2010, the trends stayed unchanged. The year 2005 witnessed a reach the highest point of 130 in the number of students who chose to study French, on the contrary, it has fluctuated since then at about from 90 to 100 pupils. By contrast, the number of students taking Japanese increased gradually from 2005 to 2010 with 10 students and 85 students, respectively. However, it has remained stable since it reached a peak at 85 students.
The bar chart above illustrates how
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many
languages that 15-year-
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old
You use this word too often, consider replacing it with
pupils
choose to research in one school in Australia
Nonstandard phrase. Did you mean: "from 2005 to 2015"?
from 2005 and 2015
.

Overall
, what stands out from the bar chart, the trend for French and Japanese experienced a fluctuation during this time.
However
, the
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number
of
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students
You use this word too often, consider replacing it with
who
chose to study French is
still
higher than the
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number
of
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pupils
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who
studied Japanese from 2005 to 2015, about a decade.

As the chart
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shows
, in 2005, the
You use this word too often, consider replacing it with
number
of juniors
You use this word too often, consider replacing it with
who
took French was about 130, paralleled to
merely
under 10
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students
You use this word too often, consider replacing it with
who
chose French,
consequently
, there was a significant difference in
You use this word too often, consider replacing it with
numbers
at this time. Over the
next
five years, the figure for French went down
dramatically
and hit the lowest point at 100
You use this word too often, consider replacing it with
students
.
On the other hand
, the proportion of
You use this word too often, consider replacing it with
pupils
rose
significantly
for Japanese and reached a peak at 85.

Since about 2010, the trends stayed unchanged. The year 2005 witnessed a reach the highest point of 130 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
You use this word too often, consider replacing it with
who
chose to study French,
on the contrary
, it has fluctuated since then at about from 90 to 100
You use this word too often, consider replacing it with
pupils
. By contrast, the
You use this word too often, consider replacing it with
number
of
You use this word too often, consider replacing it with
students
taking Japanese increased
gradually
from 2005 to 2010 with 10
You use this word too often, consider replacing it with
students
and 85
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students
,
respectively
.
However
, it has remained stable since it reached a peak at 85
You use this word too often, consider replacing it with
students
.

IELTS academic the bar chart below information about the languages that 15 year-old students in one school in Australia chose to study rrom 2005 to 2015

Academic
  American English
4 paragraphs
222 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: 6.0
  • 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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