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The pie charts give the information about the ratios of college students from a university in Britain being monolingual, bilingual, trilingual in the years 2000 and 2010.

The pie charts give the information about the ratios of college students from a university in Britain being monolingual, bilingual, trilingual in the years 2000 and 2010. wOQ7m
The pie charts give the information about the ratios of college students from a university in Britain being monolingual, bilingual, trilingual in the years 2000 and 2010. Overall, the percentages of students who were able to speak other languages went up in 2010, except for French, in which Spanish was the most commonly spoken one in both years. In 2000, Spanish was spoken by approximately one-third of students, which was also the largest proportion in that year. Besides, that ratio was double the figures for French and another language; three times as high as two other languages and German. Meanwhile, the proportion of monolingual students occupied one-fifth of total students. Looking at the pie charts in more detail, the figures for bilinguals, other languages, and Spanish experienced a marginal increase of 5%, whereas the proportion of German-only speakers stayed unchanged at 10%. Additionally, the figures for English students who were capable of only using their mother tongue and only French declined significantly and each made up one-tenth of total students.
The pie charts give the information about the ratios of college
You use this word too often, consider replacing it with
students
from a university in Britain being monolingual, bilingual, trilingual in the years 2000 and 2010.

Overall
, the percentages of
You use this word too often, consider replacing it with
students
who were able to speak other
You use this word too often, consider replacing it with
languages
went up in 2010,
This phrase/word (depending on the context) can be potentially replaced with :
except for
French, in which Spanish was the most
commonly
spoken one in both years.

In 2000, Spanish
was spoken
by approximately one-third of
You use this word too often, consider replacing it with
students
, which was
also
the largest proportion in that year.
Besides
, that ratio was double the figures for French and another
You use this word too often, consider replacing it with
language
; three times as high as two other
You use this word too often, consider replacing it with
languages
and German. Meanwhile, the proportion of monolingual
You use this word too often, consider replacing it with
students
occupied one-fifth of total students.

Looking at the pie charts in more detail, the figures for bilinguals, other
You use this word too often, consider replacing it with
languages
, and Spanish experienced a marginal increase of 5%, whereas the proportion of German-
This phrase/word (depending on the context) can be potentially replaced with :
only
speakers stayed unchanged at 10%.
Additionally
, the figures for English
You use this word too often, consider replacing it with
students
who were capable of
This phrase/word (depending on the context) can be potentially replaced with :
only
using their mother tongue and
This phrase/word (depending on the context) can be potentially replaced with :
only
French declined
significantly
and each made up one-tenth of total
You use this word too often, consider replacing it with
students
.
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IELTS academic The pie charts give the information about the ratios of college students from a university in Britain being monolingual, bilingual, trilingual in the years 2000 and 2010.

Academic
  American English
4 paragraphs
170 words
6.5
Overall Band Score
Coherence and Cohesion: 7.0
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    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: 7.0
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
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    Support ideas with relevant, specific examples
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