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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 full-time or part-time. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The bar graph illustrates the number of students, males, and females, having full-time and part-time education for three years. Overall, the noticeable feature is that the majority was interested in part-time courses, moreover, the percentage between genders is similar every year. To begin the comparison of main features, only 80 thousand women were taking full-time education in 1970/71, while men´s average was around 140 thousand in the same year. Furthermore, the participation of this type of education slightly grew in both genders. In contrast, the average number of males in part-time education fluctuated, whereas it dropped down in 1980/81 and subsequently rose over the one decade. However, females were more motivated of taking part-time programmes, due to an exponential growth, where in 1970/71 the average was 775 thousand, in 1980/81 it increased to 820 thousand, and in 1990/91, the peak was almost 1200 thousands female´s participants. In addition, approximately more than 60 percent of students prefer part-time over full-time education.
The bar graph illustrates the number of students, males, and females, having full-time and part-time
You use this word too often, consider replacing it with
education
for three years.
Overall
, the noticeable feature is that the majority
was interested
in part-time courses,
moreover
, the percentage between genders is similar every year.

To
This phrase/word (depending on the context) can be potentially replaced with :
begin
the comparison of main features,
This phrase/word (depending on the context) can be potentially replaced with :
only
80 thousand women were taking full-time
You use this word too often, consider replacing it with
education
in 1970/71, while
The character between ‘men’ and ‘s’ is an accent character, not a standard apostrophe character. Use “men’s” (curly apostrophe) or “men’s” (straight apostrophe).
men´s
average was around 140 thousand in the same year.
Furthermore
, the participation of this type of
You use this word too often, consider replacing it with
education
slightly
grew in both genders.
In contrast
, the average number of males in part-time
You use this word too often, consider replacing it with
education
fluctuated, whereas it
This phrase is redundant. Consider using “dropped”.
dropped down
in 1980/81 and
subsequently
rose over the one decade.
However
, females were more motivated of taking part-time
Possible spelling mistake. ‘programmes’ is British English.
programmes
, due to an exponential growth, where in 1970/71 the average was 775 thousand, in 1980/81 it increased to 820 thousand, and in 1990/91, the peak was almost 1200 thousands
The character between ‘female’ and ‘s’ is an accent character, not a standard apostrophe character. Use “female’s” (curly apostrophe) or “female’s” (straight apostrophe).
female´s
participants.
In addition
, approximately more than 60 percent of students prefer part-time over full-time
You use this word too often, consider replacing it with
education
.
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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 full-time or part-time.

Academic
  American English
2 paragraphs
160 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: 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: 6.5
  • Use a variety of complex and simple sentences
  • Check your writing for errors
Task Achievement: 5.0
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
  • ?
    Support ideas with relevant, specific examples
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