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the given chart gives information about the number of students at university in the uk

the given chart gives information about the number of students at university in the uk 75rdn
The charts illustrate the number of undergraduates, government spending on each student from 1991 to 2001, and compare the percentages of students of different family economic backgrounds in 1991. Figures were taken in the UK. Overall, in 1991 the majority of undergraduates came from middle-income families. Also, in contrast to the increased number of university students, government spending became more and more limited toward the end of the period. The proportion of university students whose family financial background fell into the middle category was just over 60%, approximately twice as much as that of students from high-income families. Meanwhile, only 8% of UK’s undergraduates were from families with low income in 1991. There was a moderate rise in the number of undergraduates from over 1000000 in 1991 to more than 2000000 in 1999. This figure then slightly declined to precisely 2000000 after 2 years. Despite the overall increase in students’ number, government budget allocated for supporting those students fell exponentially from 6500 pounds to around 4700 pounds, a decrease of 1200 pounds in only 5 years. After that, the figure experienced almost no change until the end of the period.
The charts illustrate the
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number
of
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undergraduates
,
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government
spending on each
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student
from 1991 to 2001, and compare the percentages of
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students
of
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different
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family
economic backgrounds in 1991. Figures
were taken
in the UK.

Overall
, in 1991 the majority of
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undergraduates
came from middle-income
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families
.
Also
,
in contrast
to the increased
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number
of university
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students
,
This phrase/word (depending on the context) can be potentially replaced with :
government
spending became more and more limited toward the
This phrase/word (depending on the context) can be potentially replaced with :
end
of the period.

The proportion of university
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students
whose
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family
financial background fell into the middle category was
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just
over 60%, approximately twice as much as that of
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students
from high-income
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families
. Meanwhile,
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only
8% of UK’s
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undergraduates
were from
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families
with low income in 1991.

There was a moderate rise in the
You use this word too often, consider replacing it with
number
of
You use this word too often, consider replacing it with
undergraduates
from over 1000000 in 1991 to more than 2000000 in 1999. This figure then
slightly
declined to
precisely
2000000 after 2 years.

Despite the
overall
increase in
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students’
You use this word too often, consider replacing it with
number
,
This phrase/word (depending on the context) can be potentially replaced with :
government
budget allocated for supporting those
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students
fell
exponentially
from
Writing for an international audience? Consider adding the metric equivalent.
6500 pounds
to around
Writing for an international audience? Consider adding the metric equivalent.
4700 pounds
, a decrease of
Writing for an international audience? Consider adding the metric equivalent.
1200 pounds
in
This phrase/word (depending on the context) can be potentially replaced with :
only
5 years. After that, the figure experienced almost no
This phrase/word (depending on the context) can be potentially replaced with :
change
until the
This phrase/word (depending on the context) can be potentially replaced with :
end
of the period.

IELTS academic the given chart gives information about the number of students at university in the uk

Academic
  American English
5 paragraphs
190 words
5.0
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: 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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