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The charts below show the differences in how people in 3 countries learned English in 2010 and 2015.

The charts below show the differences in how people in 3 countries learned English in 2010 and 2015. 5A3pP
The pie charts illustrate the way that three different countries learning English over the period from 2010 to. 2015. Overall, as can be seen from the charts, the vast majority of proportions of English learners in all 3 countries is evening class, while the opposite is observed for online and abroad during the period of time. In particular, in 2010, the percentage of evening class was the highest, at 94% in country C, surpassed those of country B and country A, at 72% and 70% respectively. In contrast, there was no English learners chose study Abroad in country C while the figures in country A was 25% and country B was 20%. The proportion of study online was under 10% in both countries. By comparison, in 5 years later, the percentage of evening class was significant decrease, at 67% in country A, 48% in country B, and 82% in country C respectively. Meanwhile, the English learner chose study online was increase in both countries. The figures for people learning English abroad did not change much as they remained at around 20% and higher in country A and B while country C saw a small rose of just 3%.
The pie charts illustrate the way that three
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different
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countries
learning English over the period from 2010 to. 2015.
Overall
, as can be
This phrase/word (depending on the context) can be potentially replaced with :
seen
from the charts, the vast majority of proportions of English learners in all 3
You use this word too often, consider replacing it with
countries
is evening
This phrase/word (depending on the context) can be potentially replaced with :
class
, while the opposite
is observed
for online and abroad during the period of time.
In particular
, in 2010, the percentage of evening
This phrase/word (depending on the context) can be potentially replaced with :
class
was the highest, at 94% in
You use this word too often, consider replacing it with
country
C, surpassed those of
You use this word too often, consider replacing it with
country
B and
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country
A, at 72% and 70%
respectively
.
In contrast
, there was no English learners chose study Abroad in
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country
C while the figures in
You use this word too often, consider replacing it with
country
A was 25% and
You use this word too often, consider replacing it with
country
B was 20%. The proportion of study online was under 10% in both
You use this word too often, consider replacing it with
countries
. By comparison, in 5 years later, the percentage of evening
This phrase/word (depending on the context) can be potentially replaced with :
class
was significant decrease, at 67% in
You use this word too often, consider replacing it with
country
A, 48% in
You use this word too often, consider replacing it with
country
B, and 82% in
You use this word too often, consider replacing it with
country
C
respectively
. Meanwhile, the English learner chose study online was increase in both
You use this word too often, consider replacing it with
countries
. The figures for
This phrase/word (depending on the context) can be potentially replaced with :
people
learning English abroad did not
This phrase/word (depending on the context) can be potentially replaced with :
change
much as they remained at around 20% and higher in
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country
A and B while
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country
C
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saw
a
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small
rose of
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just
3%.
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IELTS academic The charts below show the differences in how people in 3 countries learned English in 2010 and 2015.

Academic
  American English
1 paragraphs
198 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
Labels Descriptions
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  • Meet the criteria
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