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The pie charts give information about how much time spent in a British university library by three kinds of students: undergraduates, postgraduates and other students.

The pie charts give information about how much time spent in a British university library by three kinds of students: undergraduates, postgraduates and other students. yxnjr
The pie charts give information about how much time spent in a British university library by three kinds of students: undergraduates, postgraduates and other students. Overall, postgraduates spent the most time in library while the fewest hours are spent by all students. Moreover, the second raking belongs to undergraduate students. About one seconds of postgraduates spent fifteen hours or more in library per week. This number is higher than that of undergraduates and all students combined. Meanwhile, the rate of postgraduates who spent from 8 to 14 hours every week is 32%. Only 17% of postgraduates spent less than 7 hours in library while the student who undergraduate account for 63%. Besides, 8-14 hours are spent by 28% of undergraduates. Meanwhile, the pattern for all students was substantially different. To be specific, a haft of them spent from 1 to 7 hours in library per week. In addition, the proportion of entire students who spent fifteen hours per week or more in the library was 15% and seven in twenty spent from 8 to 14 hours each week.
The pie charts give information about how much time
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spent
in a British university library by three kinds of
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students
:
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undergraduates
,
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postgraduates
and other students.

Overall
,
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postgraduates
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spent
the most time in library while the fewest
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hours
are
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spent
by all
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students
.
Moreover
, the second raking belongs to
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undergraduate
students.

About one seconds of
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postgraduates
You use this word too often, consider replacing it with
spent
fifteen
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hours
or more in library per
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week
. This number is higher than that of
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undergraduates
and all
You use this word too often, consider replacing it with
students
combined. Meanwhile, the rate of
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postgraduates
who
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spent
from 8 to 14
You use this word too often, consider replacing it with
hours
every
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week
is 32%.
This phrase/word (depending on the context) can be potentially replaced with :
Only
17% of
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postgraduates
You use this word too often, consider replacing it with
spent
less than 7
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hours
in library while the
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student
who
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undergraduate
account for 63%.
Besides
, 8-14
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hours
are
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spent
by 28% of undergraduates.

Meanwhile, the pattern for all
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students
was
substantially
This phrase/word is too simple and can be replaced with:
different
. To be specific, a haft of them
You use this word too often, consider replacing it with
spent
from 1 to 7
You use this word too often, consider replacing it with
hours
in library per
You use this word too often, consider replacing it with
week
.
In addition
, the proportion of entire
You use this word too often, consider replacing it with
students
who
You use this word too often, consider replacing it with
spent
fifteen
You use this word too often, consider replacing it with
hours
per
You use this word too often, consider replacing it with
week
or more in the library was 15% and seven in twenty
You use this word too often, consider replacing it with
spent
from 8 to 14
You use this word too often, consider replacing it with
hours
each
You use this word too often, consider replacing it with
week
.
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IELTS academic The pie charts give information about how much time spent in a British university library by three kinds of students: undergraduates, postgraduates and other students.

Academic
  American English
4 paragraphs
178 words
6.5
Overall Band Score
Coherence and Cohesion: 7.0
  • Structure your answers in logical paragraphs
  • ?
    One main idea per paragraph
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    Include an introduction and conclusion
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    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: 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: 6.5
  • Use a variety of complex and simple sentences
  • Check your writing for errors
Task Achievement: 6.5
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
  • ?
    Support ideas with relevant, specific examples
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