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The graph below shows the percentage of New Zealand primary school students learning a second language by language learned for the years 2006 to 2014 v. 2

The given graphical representation offer a fleet glimpse of miscellaneous foreign languages mastered by the primary students taught at the school nestled at New Zealand the over the last 8 years. Statistical figures show that French language is consolidating its status as the prevalent foreign language whereas at the present time, German is misplacing its significance in the learning field amid school students in relation to early years. From 2006 onwards, the languages including French together with Japanese outnumber others, comprising roughly 28%. Concurrently, the figure of French language saw mild fluctuations between 28% and 33% from time to time and remained all-time high. I n stark contrast, the rates of Spanish language learners declines sharply by approximately 17% in 2013, however, it started it upward trend by just under 20% in 2014. By comparison, in 2006, the Spanish was third for this group, making up a little more than 20%, nevertheless, the trend began to swell by roughly 28% in 2011 and saw a steady decrease by 25% in 2014, becoming second largest one. In the interim, the percentage of students learning German language rose and fell at a lower level between 13% and 16% from 2006 to 2013, but experienced a slump in 2014. In particular, the rates of Chinese accelerated noticeably from a paltry 4% to 15% in the end of the year. On the contrary, the figure for other languages changes sporadically, rising up to 10 % in 2014.

IELTS academic The graph below shows the percentage of New Zealand primary school students learning a second language by language learned for the years 2006 to 2014 v.2

The
given
graphical representation offer a fleet glimpse of miscellaneous foreign
languages
mastered by the primary students taught at the school nestled at New Zealand the over the last 8 years. Statistical figures
show
that French
language
is consolidating its status as the prevalent foreign
language
whereas at the present time, German is misplacing its significance in the learning field
amid
school students in relation to early years. From 2006 onwards, the
languages
including French together with Japanese outnumber others, comprising roughly 28%.
Concurrently
, the figure of French
language
saw
mild fluctuations between 28% and 33% from time to time and remained all-time high. I n stark contrast, the rates of Spanish
language
learners declines
sharply
by approximately 17% in 2013,
however
, it
started
it upward
trend
by
just
under 20% in 2014. By comparison, in 2006, the Spanish was third for this group, making up a
little
more than 20%,
nevertheless
, the trend began to swell by roughly 28% in 2011 and
saw
a steady decrease by 25% in 2014, becoming second largest one. In the interim, the percentage of students learning German
language
rose and fell at a lower level between 13% and 16% from 2006 to 2013,
but
experienced a slump in 2014.
In particular
, the rates of Chinese accelerated
noticeably
from a paltry 4% to 15% in the
end
of the year.
On the contrary
, the figure for other
languages
changes
sporadically
, rising up to 10 % in 2014.
4Linking words, meeting the goal of 7 or more
8Repeated words, meeting the goal of 3 or fewer
2Mistakes
Academic
4 paragraphs
243 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 Resources: 6.0
  • 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
Labels Descriptions
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    Currently is not available
  • Band score ≥ 7
  • Band score ≤ 6
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