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The bar chart illustrates how many hours a teacher spents teaching in 2001 in Primary school, Lower Secondary school or upper secondary school and compares the four countries Japan, Spain, Iceland and USA.

The bar chart illustrates how many hours a teacher spents teaching in 2001 in Primary school, Lower Secondary school or upper secondary school and compares the four countries Japan, Spain, Iceland and USA. RDxM
The bar chart illustrates how many hours a teacher spents teaching in 2001 in Primary school, Lower Secondary school or upper secondary school and compares the four countries Japan, Spain, Iceland and USA. Overall, in all four coutries the number of hours spent in teaching in primay school and lower secondary education are lower than the hours spent in upper seconday school. However, the absolute number of teaching hours varies, comparing the coutries. In Iceland, teachers spent about 470 hours in primary school. The numbers were slightly higher in Japan with 600 hours. In Spain, teachers spent approximately 650 hours for primary school teaching. USA was outracing the other coutries with around 750 hours per year. In lower secondary school the order of coutries stayed the same, although in all four coutries more teaching time compared to the primary school can be seen. In the upper secondary education Japan had the least amount of teaching with 700 hours. Spain's and Iceland's teachers were neary the same amount of hours active in this school type with approximately 900 hours per year. USA exceeds also here with close to 1200 hours of teaching in upper secondary school. The total amount of hours spent in teaching was the hightest in the USA, followed by Japan, Iceland and lastly Spain.
The bar chart illustrates how
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many
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hours
a teacher

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spents
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teaching
in 2001 in
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Primary
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school
, Lower
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Secondary
school

This sentence does not start with an uppercase letter
or
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upper
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secondary
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school
and compares the four countries
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Japan
, Spain, Iceland and USA.

Overall
, in all four
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coutries
the number of
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hours
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spent
in
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teaching
in
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primay
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school
and lower
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secondary
education are lower than the
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hours
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spent
in
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upper
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seconday
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school
.
However
, the absolute number of
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teaching
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hours
varies, comparing the
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coutries
.

In Iceland, teachers
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spent
about 470
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hours
in
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primary
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school
. The numbers were
slightly
higher in
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Japan
with 600
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hours
. In Spain, teachers
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spent
approximately 650
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hours
for
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primary
You use this word too often, consider replacing it with
school
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teaching
. USA was outracing the other
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coutries
with around 750
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hours
per year. In lower
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secondary
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school
the order of
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coutries
stayed the same, although in all four
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coutries
more
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teaching
time compared to the
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primary
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school
can be
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seen
.

In the
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upper
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secondary
education
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Japan
had the least amount of
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teaching
with 700
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hours
. Spain's and Iceland's teachers were
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neary
the same amount of
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hours
active in this
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school
type with approximately 900
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hours
per year. USA exceeds
also
here with close to 1200
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hours
of
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teaching
in
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upper
You use this word too often, consider replacing it with
secondary
You use this word too often, consider replacing it with
school
. The total amount of
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hours
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spent
in
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teaching
was the
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hightest
in the USA, followed by
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Japan
, Iceland and
lastly
Spain.
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IELTS academic The bar chart illustrates how many hours a teacher spents teaching in 2001 in Primary school, Lower Secondary school or upper secondary school and compares the four countries Japan, Spain, Iceland and USA.

Academic
  American English
6 paragraphs
216 words
5.0
Overall Band Score
Coherence and Cohesion: 5.5
  • Structure your answers in logical paragraphs
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    One main idea per paragraph
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    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: 5.0
  • Answer all parts of the question
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    Present relevant ideas
  • Fully explain these ideas
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    Support ideas with relevant, specific examples
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