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The chart below shows the number of men and women in further education in Britain in three periods and whether they were studying fulltime or part-time. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The bar graph describes how many males and females have enrolled in tertiary level of education in the years 1970/71, 1980/81 and 1990/91 and whether they are studying full-time and part-time. Overall, it is clear that in all three periods more people of both sexes were involved in part-time education than full-time education. However, while the number of women studying all types of courses increased significantly over the period shown, the number of men studying part-time decreased moderately. With respect to part-time education, the number of men doubled over the period, rising from 100000 in 1970/71 to 200000 by 1990/91. The number of women studying in this way was also around 200000, which was substantially higher than the figure of 40000 in 1970/71. As for full-time studying, there was considerable growth in the number of women, with the figure climbing from 700000 to 1. 1 million, which was the highest level in any period for any kind of studying. On the other hand, the number of men studying full-time dropped from 1 million to about 800000 between 1970/71 and 1980/81, although it then rose again to 900000 in 1990/91, resulting in a decline of 100000 over the whole period.
The bar graph
This phrase/word (depending on the context) can be potentially replaced with :
describes
how
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many
males and females have enrolled in tertiary level of
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education
in the years 1970/71, 1980/81 and 1990/91 and whether they are
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studying
full-time and part-time.
Overall
, it is
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clear
that in all three
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periods
more
This phrase/word (depending on the context) can be potentially replaced with :
people
of both sexes
were involved
in part-time
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education
than full-time
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education
.
However
, while the
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number
of women
You use this word too often, consider replacing it with
studying
all types of courses increased
significantly
over the
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period
shown, the
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number
of
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men
You use this word too often, consider replacing it with
studying
part-time decreased
moderately
. With respect to part-time
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education
, the
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number
of
This phrase/word (depending on the context) can be potentially replaced with :
men
doubled over the
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period
, rising from 100000 in 1970/71 to 200000 by 1990/91. The
You use this word too often, consider replacing it with
number
of women
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studying
in this way was
also
around 200000, which was
substantially
higher than the figure of 40000 in 1970/71.

As for full-time
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studying
, there was considerable growth in the
You use this word too often, consider replacing it with
number
of women, with the figure climbing from 700000 to 1. 1 million, which was the highest level in any
You use this word too often, consider replacing it with
period
for any kind of
You use this word too often, consider replacing it with
studying
.
On the other hand
, the
You use this word too often, consider replacing it with
number
of
This phrase/word (depending on the context) can be potentially replaced with :
men
You use this word too often, consider replacing it with
studying
full-time dropped from 1 million to about 800000 between 1970/71 and 1980/81, although it then rose again to 900000 in 1990/91, resulting in a decline of 100000 over the whole
You use this word too often, consider replacing it with
period
.
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IELTS academic The chart below shows the number of men and women in further education in Britain in three periods and whether they were studying fulltime or part-time.

Academic
  American English
2 paragraphs
199 words
6.0
Overall Band Score
Coherence and Cohesion: 5.5
  • 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: 7.0
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
  • ?
    Support ideas with relevant, specific examples
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