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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 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. e5JmJ
The chart shows how many male and female students were studying full-time or part-time in further education in Britain between 1970/71 and 1990/91. Overall, the vast majority of students were part-time and there were more students in 1990/91 than in 1970/71, especially women. Looking firstly at part-time versus full-time study, it is clear that most students were part-time in each year shown in the chart. The number of part-time students was over 700, 000 per gender per year, going as high as 1. 1 million, whereas for full-time study the number was between 70, 000 and 250, 000. Moving on to look at gender differences, numbers of female students increased in both full-time and part-time education whereas the number of males in part-time education decreased. For example, there were 70, 000 full-time and about 750, 000 part-time female students in 1970/71, but by 1990/91 these numbers had risen to over 200, 000 full-time and around 1. 1 million part-time. The number of male full-time students also went up from around 100, 000 in 1970/71 to over 200, 000 in 1990/91, whereas for part-time study their numbers went down from 1 million in 1970/71 to around 850, 000 in 1980/81, before rising slightly to about 900, 000 in 1990/91.
The chart
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shows
how
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many
male and female
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students
were studying full-time or part-time in
further
education in Britain between 1970/71 and 1990/91.
Overall
, the vast majority of
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students
were part-time and there were more
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students
in 1990/91 than in 1970/71,
especially
women.

Looking
firstly
at part-time versus full-time study, it is
This phrase/word (depending on the context) can be potentially replaced with :
clear
that most
You use this word too often, consider replacing it with
students
were part-time in each year shown in the chart. The
You use this word too often, consider replacing it with
number
of part-time
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students
was over 700, 000 per gender per year, going as high as 1. 1 million, whereas for full-time study the
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number
was between 70, 000 and 250, 000.

Moving on to look at gender differences,
You use this word too often, consider replacing it with
numbers
of female
You use this word too often, consider replacing it with
students
increased in both full-time and part-time education whereas the
You use this word too often, consider replacing it with
number
of males in part-time education decreased.
For example
, there were 70, 000 full-time and about 750, 000 part-time female
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students
in 1970/71,
This phrase/word is too simple and can be replaced with:
but
by 1990/91 these
You use this word too often, consider replacing it with
numbers
had risen to over 200, 000 full-time and around 1. 1 million part-time. The
You use this word too often, consider replacing it with
number
of male full-time
You use this word too often, consider replacing it with
students
also
went up from around 100, 000 in 1970/71 to over 200, 000 in 1990/91, whereas for part-time study their
You use this word too often, consider replacing it with
numbers
went down from 1 million in 1970/71 to around 850, 000 in 1980/81,
This phrase/word is too simple and can be replaced with:
before
rising
slightly
to about 900, 000 in 1990/91.

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
3 paragraphs
208 words
6.0
Overall Band Score
Coherence and Cohesion: 7.0
  • Structure your answers in logical paragraphs
  • ?
    One main idea per paragraph
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    Include an introduction and conclusion
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    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: 6.0
  • 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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