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The charts below show the proportions of British students at one university in England who were able to speak other languages in addition to English, in 2000 and 2010. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The charts below show the proportions of British students at one university in England who were able to speak other languages in addition to English, in 2000 and 2010. 1eYN
The chart demonstrate the ratio of UK's undergraduates at one university in England who were able to speak various languages along with English, in year 2000 and 2010. It can be clearly seen that, most of British students do not prefer to speak any other language in 2000 and 2010. 30% of students do not used any other language to communicate in 2000, while, the percentage dropped significantly to 30% in 2010. Similarly, 20% undergraduate used to speak Spanish language in 2000 but, the number decline slightly to 10%. Correspondingly, Number of French language users in 2000 was about 15% and plummeted to 10% in next ten years. There was a markedly growth from 10% to 15% in students who speak other two language in this decade. At the same time growth in another language speakers went up slightly from 15% to 20, Although, number of students who used to speak German remains plateaued in given period of time.
The chart
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demonstrate
the ratio of UK's undergraduates at one university in England who were able to
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speak
various
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languages
along with English, in year 2000 and 2010. It can be
clearly
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seen
that, most of British
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students
do not prefer to
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speak
any other
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language
in 2000 and 2010.

30% of
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students
do not
This phrase/word (depending on the context) can be potentially replaced with :
used
any other
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language
to communicate in 2000, while, the percentage dropped
significantly
to 30% in 2010.
Similarly
, 20% undergraduate
This phrase/word (depending on the context) can be potentially replaced with :
used
to
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speak
Spanish
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language
in 2000
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but
, the number decline
slightly
to 10%.
Correspondingly
, Number of French
You use this word too often, consider replacing it with
language
users in 2000 was about 15% and plummeted to 10% in
next
ten years.

There was a
You used an adverb ('markedly') instead of an adjective, or a noun ('growth') instead of another adjective.
markedly growth
from 10% to 15% in
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students
who
You use this word too often, consider replacing it with
speak
other two
You use this word too often, consider replacing it with
language
in this decade. At the same time growth in another
You use this word too often, consider replacing it with
language
speakers went up
slightly
from 15% to 20, Although, number of
You use this word too often, consider replacing it with
students
who
This phrase/word (depending on the context) can be potentially replaced with :
used
to
You use this word too often, consider replacing it with
speak
German remains plateaued in
This phrase/word (depending on the context) can be potentially replaced with :
given
period of time.

IELTS academic The charts below show the proportions of British students at one university in England who were able to speak other languages in addition to English, in 2000 and 2010.

Academic
  American English
3 paragraphs
159 words
6.0
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: 6.0
  • Use a variety of complex and simple sentences
  • Check your writing for errors
Task Achievement: 5.5
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
  • ?
    Support ideas with relevant, specific examples
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