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The first graph shows the reasons for studying in the UK by age, while the second graph shows the support given by employers for training by age. Summarise the information in the charts and make comparisons where appropriate.

The first graph shows the reasons for studying in the UK by age, while the second graph shows the support given by employers for training by age. mqQK
The bar chart shows the percentage of students who choose to study because of their career or interest in the UK in five different age groups while the line graph shows how the level of support as a percentage from employers in terms of time-off work and help with fees changes between the age of 20 and 60. The bar shows that young people in the under-25 age group study primarily for reasons of career development (80%) but this number decreases steadily over time and falls to 67% for the 30-39 age group. By the time people reach the 50- 59 age group fewer than 20% study because of their career. The opposite trend is seen with the number of students studying because of interest increasing steadily as they age with only 20% studying because of interest in the under 25 group, but this rises to nearly 70% in those in the 50-59 age group. The second chart shows that the level of support for study by employers is high in the early stages of people’s career at about 80% for people aged 20, but this decreases steadily to around 60% by age 40 before falling more steeply to 20% by age 60.
The bar chart
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shows
the percentage of students who choose to
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study
This phrase/word is too simple and can be replaced with:
because


of their
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career
or interest in the UK in five
This phrase/word is too simple and can be replaced with:
different
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age
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groups
while the line

graph
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shows
how the level of support as a percentage from employers in terms

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of
time-off work and
This phrase/word (depending on the context) can be potentially replaced with :
help
with fees
This phrase/word (depending on the context) can be potentially replaced with :
changes
between the
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age
of 20 and 60.

The bar
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shows
that young
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people
in the under-25
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age
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group
You use this word too often, consider replacing it with
study
primarily
for

reasons of
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career
development (80%)
This phrase/word is too simple and can be replaced with:
but
this number decreases
steadily
over

This sentence does not start with an uppercase letter
time
and falls to 67% for the 30-39
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age
You use this word too often, consider replacing it with
group
. By the time
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people
reach the
Consider using an n-dash (half dash), if you want to indicate numerical ranges or time ranges.
50- 59
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age
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group
fewer than 20%
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study
This phrase/word is too simple and can be replaced with:
because
of their
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career
. The opposite
Please add a punctuation mark at the end of paragraph
trend


is
This phrase/word (depending on the context) can be potentially replaced with :
seen
with the number of students studying
This phrase/word is too simple and can be replaced with:
because
of interest increasing

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steadily
as they
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age
with
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only
20% studying
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because
of interest in the under
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25 group
,
This phrase/word is too simple and can be replaced with:
but
this rises to
nearly
70% in those in the 50-59
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age
group.

The second chart
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shows
that the level of support for
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study
by employers is high

in the early stages of
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people’s
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career
at about 80% for
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people
aged 20,
This phrase/word is too simple and can be replaced with:
but
this

decreases
steadily
to around 60% by
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age
40
This phrase/word is too simple and can be replaced with:
before
falling more
steeply
to 20%

This sentence does not start with an uppercase letter
by
You use this word too often, consider replacing it with
age
60.
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IELTS academic The first graph shows the reasons for studying in the UK by age, while the second graph shows the support given by employers for training by age.

Academic
  American English
13 paragraphs
203 words
5.5
Overall Band Score
Coherence and Cohesion: 5.0
  • 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: 5.0
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
  • ?
    Support ideas with relevant, specific examples
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