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The bar chart depicts two languages, namely French and Japanese in terms of the number of 15-year-old students selecting to study in a particular school in Australia over a ten-year period between 2005 and 2015.

The bar chart depicts two languages, namely French and Japanese in terms of the number of 15-year-old students selecting to study in a particular school in Australia over a ten-year period between 2005 and 2015. okwLw
The bar chart depicts two languages, namely French and Japanese in terms of the number of 15-year-old students selecting to study in a particular school in Australia over a ten-year period between 2005 and 2015. Overall, What stands out from the chart is that there was an upward trend in the figure of students who decided to study Japanese while that of students choosing to study French experienced a downward trend. The most striking feature of the chart is that French was always the most popular over the period. As regards the decreasing trend, in 2005, the number of 15-year-old students selecting French to study was 13 times as much as that of students choosing Japanese to study, at exactly 130 students. After that year, the figure of students learning French underwent a considerable drop, with most of the decrease occurring in a 5-year period later, from 130 students to 90 students. Having reached a trough, that number rose fractionally, followed by a fluctuation between 90 and 98 students. Conversely, there was a dramatic growth in the figure of 15-year-old students selecting Japanese to study, from 10 students to a peak of 85 students in 2010. Despite a significant rise, it is obvious that there were considerably fewer pupils studying Japanese than students learning French. Following this, the number of pupils choosing Japanese to learn saw a slight drop, after which it varied between 65 students and 67 students. At the end of the period, this number finished at 65 students, which is 27 students less than the number of students learning French.
The bar chart depicts two languages,
namely
French and Japanese in terms of the
You use this word too often, consider replacing it with
number
of 15-year-
This phrase/word is too simple and can be replaced with:
old
You use this word too often, consider replacing it with
students
selecting to
You use this word too often, consider replacing it with
study
in a particular school in Australia over a ten-year period between 2005 and 2015.

Overall
, What stands out from the chart is that there was an upward trend in the figure of
You use this word too often, consider replacing it with
students
who decided to
You use this word too often, consider replacing it with
study
Japanese while that of
You use this word too often, consider replacing it with
students
choosing to
You use this word too often, consider replacing it with
study
French experienced a downward trend. The most striking feature of the chart is that French was always the most popular over the period.

As regards the decreasing trend, in 2005, the
You use this word too often, consider replacing it with
number
of 15-year-
This phrase/word is too simple and can be replaced with:
old
You use this word too often, consider replacing it with
students
selecting French to
You use this word too often, consider replacing it with
study
was 13 times as much as that of
You use this word too often, consider replacing it with
students
choosing Japanese to
You use this word too often, consider replacing it with
study
, at exactly 130
You use this word too often, consider replacing it with
students
. After that year, the figure of
You use this word too often, consider replacing it with
students
learning French underwent a considerable drop, with most of the decrease occurring in a 5-year period later, from 130
You use this word too often, consider replacing it with
students
to 90
You use this word too often, consider replacing it with
students
. Having reached a trough, that
You use this word too often, consider replacing it with
number
rose
fractionally
, followed by a fluctuation between 90 and 98 students.

Conversely
, there was a dramatic growth in the figure of 15-year-
This phrase/word is too simple and can be replaced with:
old
You use this word too often, consider replacing it with
students
selecting Japanese to
You use this word too often, consider replacing it with
study
, from 10
You use this word too often, consider replacing it with
students
to a peak of 85
You use this word too often, consider replacing it with
students
in 2010. Despite a significant rise, it is obvious that there were
considerably
fewer pupils studying Japanese than
You use this word too often, consider replacing it with
students
learning French. Following this, the
You use this word too often, consider replacing it with
number
of pupils choosing Japanese to learn
This phrase/word (depending on the context) can be potentially replaced with :
saw
a slight drop, after which it varied between 65
You use this word too often, consider replacing it with
students
and 67
You use this word too often, consider replacing it with
students
. At the
This phrase/word (depending on the context) can be potentially replaced with :
end
of the period, this
You use this word too often, consider replacing it with
number
finished at 65
You use this word too often, consider replacing it with
students
, which is 27
You use this word too often, consider replacing it with
students
less than the
You use this word too often, consider replacing it with
number
of
You use this word too often, consider replacing it with
students
learning French.

IELTS academic The bar chart depicts two languages, namely French and Japanese in terms of the number of 15-year-old students selecting to study in a particular school in Australia over a ten-year period between 2005 and 2015.

Academic
  American English
4 paragraphs
263 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: 7.0
  • 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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