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The bar graph gives information about percent of computer ownership by 5 types of educational levels in 2002 and 2010.

The bar graph gives information about percent of computer ownership by 5 types of educational levels in 2002 and 2010. 3ayjJ
The bar graph gives information about percent of computer ownership by 5 types of educational levels in 2002 and 2010. Overall, according to the figures, it is clear that there were various computer ownerships by educational degrees in two different years. The percentage of Postgraduate qualification and Bachelor’s degree computer ownership were the highest level, on the contrary, others were less than 90% (college (incomplete), high school graduate and no high school diploma). Percent of the Postgraduate qualification computer ownership was the most striking one in both years. In addition, percent of the college (incomplete) was the third level after bachelor’s degree computer ownership, whereas, percent of high school graduate and no high school diploma computer ownership were the lowest one in 2002 and 2010. To conclude, the proportion of computer ownership by 5 type education level in 2002 was less than 2010.
The bar graph gives information about percent of computer
You use this word too often, consider replacing it with
ownership
by 5 types of educational
You use this word too often, consider replacing it with
levels
in 2002 and 2010.

Overall
, according to the figures, it is
This phrase/word (depending on the context) can be potentially replaced with :
clear
that there were various computer
Possible spelling mistake found.
ownerships
by educational degrees in two
This phrase/word is too simple and can be replaced with:
different
years. The percentage of Postgraduate qualification and Bachelor’s degree computer
You use this word too often, consider replacing it with
ownership
were the highest
You use this word too often, consider replacing it with
level
,
on the contrary
, others were less than 90% (college (incomplete),
You use this word too often, consider replacing it with
high
You use this word too often, consider replacing it with
school
graduate and no
You use this word too often, consider replacing it with
high
You use this word too often, consider replacing it with
school
diploma).

Percent of the Postgraduate qualification computer
You use this word too often, consider replacing it with
ownership
was the most striking one in both years.
In addition
, percent of the college (incomplete) was the third
You use this word too often, consider replacing it with
level
after bachelor’s degree computer
You use this word too often, consider replacing it with
ownership
, whereas, percent of
You use this word too often, consider replacing it with
high
You use this word too often, consider replacing it with
school
graduate and no
You use this word too often, consider replacing it with
high
You use this word too often, consider replacing it with
school
diploma computer
You use this word too often, consider replacing it with
ownership
were the lowest one in 2002 and 2010.

To conclude
, the proportion of computer
You use this word too often, consider replacing it with
ownership
by 5 type education
You use this word too often, consider replacing it with
level
in 2002 was less than 2010.
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IELTS academic The bar graph gives information about percent of computer ownership by 5 types of educational levels in 2002 and 2010.

Academic
  American English
4 paragraphs
143 words
This writing has been penalized,
text can't be
less than 250 words in Task 2
and less than 150 words in Task 1
5.0
Overall Band Score
Coherence and Cohesion: 7.0
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    Include an introduction and conclusion
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    Vary your linking phrases using synonyms
Lexical Resource: 6.0
  • 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
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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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