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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 given chart illustrates how many female and male in further education in Britain in each decade period and how they choose their study time either full-time or part-time. Overall, it can easily be seen that both men and women prefer to choose part-time education rather than full-time education in all those years. But within those three decades, the number of men who choose part-time education showed fluctuation while female with those study pattern increased significantly and exceeds the male number in the end of the period. Both genders choose full-time education more and more as the years passed by. In 1970/71, the number of men who took part-time education was one million while those of men who took full-time education were just around one-tenth. In 1980/81, it showed a slight decrease in the former number, around nine hundred thousand and the latter number increased slightly. In 1990/91, men who took part-time education rose a little back which was still under one million. The number of female who chose part-time education was around seven hundred thousand while those who took full-time study was just approximately below one hundred thousand in 1970/71. In 1980/81, both part-time and full-time education female students rose; above eight hundred thousand and two hundred thousand respectively. In 1990/91, female students who chose part-time education surged to above one million with those who chose full-time education was nearly the same as the amount in 1980/81.
The
This phrase/word (depending on the context) can be potentially replaced with :
given
chart illustrates how
This phrase/word is too simple and can be replaced with:
many
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female
and male in
further
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education
in Britain in each decade period and how they
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choose
their study time either full-time or part-time.

Overall
, it can
easily
be
This phrase/word (depending on the context) can be potentially replaced with :
seen
that both
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men
and women prefer to
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choose
part-time
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education
rather
than full-time
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education
in all those years.
This phrase/word is too simple and can be replaced with:
But
within those three decades, the
You use this word too often, consider replacing it with
number
of
You use this word too often, consider replacing it with
men
You use this word too often, consider replacing it with
who
You use this word too often, consider replacing it with
choose
part-time
You use this word too often, consider replacing it with
education
This phrase/word (depending on the context) can be potentially replaced with :
showed
fluctuation while
You use this word too often, consider replacing it with
female
with those study pattern increased
significantly
and exceeds the male
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number
in the
This phrase/word (depending on the context) can be potentially replaced with :
end
of the period. Both genders
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choose
full-time
You use this word too often, consider replacing it with
education
more and more as the years passed by.

In 1970/71, the
You use this word too often, consider replacing it with
number
of
You use this word too often, consider replacing it with
men
You use this word too often, consider replacing it with
who
You use this word too often, consider replacing it with
took
part-time
You use this word too often, consider replacing it with
education
was one million while those of
You use this word too often, consider replacing it with
men
You use this word too often, consider replacing it with
who
You use this word too often, consider replacing it with
took
full-time
You use this word too often, consider replacing it with
education
were
This phrase/word is too simple and can be replaced with:
just
around one-tenth. In 1980/81, it
This phrase/word (depending on the context) can be potentially replaced with :
showed
a slight decrease in the former
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number
, around nine hundred thousand and the latter
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number
increased
slightly
. In 1990/91,
You use this word too often, consider replacing it with
men
You use this word too often, consider replacing it with
who
You use this word too often, consider replacing it with
took
part-time
You use this word too often, consider replacing it with
education
rose a
This phrase/word is too simple and can be replaced with:
little
back which was
still
under one million.

The
You use this word too often, consider replacing it with
number
of
You use this word too often, consider replacing it with
female
You use this word too often, consider replacing it with
who
chose part-time
You use this word too often, consider replacing it with
education
was around seven hundred thousand while those
You use this word too often, consider replacing it with
who
You use this word too often, consider replacing it with
took
full-time study was
This phrase/word is too simple and can be replaced with:
just
approximately below one hundred thousand in 1970/71. In 1980/81, both part-time and full-time
You use this word too often, consider replacing it with
education
You use this word too often, consider replacing it with
female
students rose; above eight hundred thousand and two hundred thousand
respectively
. In 1990/91,
You use this word too often, consider replacing it with
female
students
You use this word too often, consider replacing it with
who
chose part-time
You use this word too often, consider replacing it with
education
surged to above one million with those
You use this word too often, consider replacing it with
who
chose full-time
You use this word too often, consider replacing it with
education
was
nearly
the same as the amount in 1980/81.
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As a hawk flieth not high with one wing, even so a man reacheth not to excellence with one tongue.
Roger Ascham

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
4 paragraphs
238 words
6.5
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: 6.5
  • 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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