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The first bar chart illustrates how the percentage of people owning a computer changed from 2002 to 2010. The second one compares it by five levels of education during the same period.

The first bar chart illustrates how the percentage of people owning a computer changed from 2002 to 2010. The second one compares it by five levels of education during the same period. YL0eK
The first bar chart illustrates how the percentage of people owning a computer changed from 2002 to 2010. The second one compares it by five levels of education during the same period. Overall, it is noticeable that there was an increase in both computer ownership in general and the percentage of people who had a computer in different education diplomas. During the entire period, the proportion of people who owned a computer rose significantly and steadily from roughly 55% in 2002 to over 70% eight years later. Similarly, this period saw a growth in the figure of people having this device at all education levels. The computer ownership of those who did not graduate from high school increased rapidly by nearly 25%, from only 15% in the first year. There was around 20% growth in the figure of people who reached a high school education and failed in college graduation, increasing to over 60% and over 80%, respectively. At the same time, 20% more of people with bachelor's and post-graduate degree were able to own a computer by 2010, with the figure was just under 70% and 75%.
The
first
bar chart illustrates how the percentage of
You use this word too often, consider replacing it with
people
owning a computer
This phrase/word (depending on the context) can be potentially replaced with :
changed
from 2002 to 2010. The second one compares it by five levels of
You use this word too often, consider replacing it with
education
during the same period.

Overall
, it is noticeable that there was an increase in both computer ownership
in general
and the percentage of
You use this word too often, consider replacing it with
people
You use this word too often, consider replacing it with
who
had a computer in
This phrase/word is too simple and can be replaced with:
different
You use this word too often, consider replacing it with
education
diplomas.

During the entire period, the proportion of
You use this word too often, consider replacing it with
people
You use this word too often, consider replacing it with
who
This phrase/word (depending on the context) can be potentially replaced with :
owned
a computer rose
significantly
and
steadily
from roughly 55% in 2002 to over 70% eight years later.

Similarly
, this period
This phrase/word (depending on the context) can be potentially replaced with :
saw
a growth in the figure of
You use this word too often, consider replacing it with
people
having this device at all
You use this word too often, consider replacing it with
education
levels. The computer ownership of those
You use this word too often, consider replacing it with
who
did not graduate from high school increased
rapidly
by
nearly
25%, from
This phrase/word (depending on the context) can be potentially replaced with :
only
15% in the
first
year. There was around 20% growth in the figure of
You use this word too often, consider replacing it with
people
You use this word too often, consider replacing it with
who
reached a high school
You use this word too often, consider replacing it with
education
and failed in college graduation, increasing to over 60% and over 80%,
respectively
. At the same time, 20% more of
You use this word too often, consider replacing it with
people
with bachelor's and post-graduate degree were able to
This phrase/word (depending on the context) can be potentially replaced with :
own
a computer by 2010, with the figure was
This phrase/word is too simple and can be replaced with:
just
under 70% and 75%.
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IELTS academic The first bar chart illustrates how the percentage of people owning a computer changed from 2002 to 2010. The second one compares it by five levels of education during the same period.

Academic
  American English
4 paragraphs
188 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: 6.0
  • 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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