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The presented graph demonstrates the comparison of two primary schools specialized in the students with low academic skills between 2005 and 2015.

The presented graph demonstrates the comparison of two primary schools specialized in the students with low academic skills between 2005 and 2015. PREA2
In general, the issues related as being attentive and acting on requests experienced a downfall in the school A, while the school B shows a reversal of the situation. Interestingly, the same tendency appeared in communication skills like spelling, listening and interpretation. The only one category remained unchanged is handwriting. The school A showed a positive result in all directions except reading and writing. In comparison, there were the highest (24%) and the lowest (5%) drops in following instructions and spelling respectively in this school for a period of 15 years. Although similar average consequences came out in other skills. When it comes to the school B, the negative progress can be seen since percentage of many abilities climbed up in the given data. To be specific, following instructions and spelling presented a raise for half compared with 2005. Other categories continued to grow steady. In contrast, handwriting in both and focusing in only school B kept a plateau.
In general
, the issues related as being attentive and acting on requests experienced a downfall in the
You use this word too often, consider replacing it with
school
A, while the
You use this word too often, consider replacing it with
school
B
This phrase/word (depending on the context) can be potentially replaced with :
shows
a reversal of the situation.
Interestingly
, the same tendency appeared in communication
This phrase/word (depending on the context) can be potentially replaced with :
skills
like spelling, listening and interpretation. The
This phrase/word (depending on the context) can be potentially replaced with :
only
one category remained unchanged is handwriting.

The
You use this word too often, consider replacing it with
school
A
This phrase/word (depending on the context) can be potentially replaced with :
showed
a
This phrase/word is too simple and can be replaced with:
positive
result in all directions except reading and writing.
In comparison
, there were the highest (24%) and the lowest (5%) drops in following instructions and spelling
respectively
in this
You use this word too often, consider replacing it with
school
for a period of 15 years.
“Although” at the beginning of a sentence usually requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
Although
similar average consequences came out in other
This phrase/word (depending on the context) can be potentially replaced with :
skills
.

When it
This phrase/word (depending on the context) can be potentially replaced with :
comes
to the
You use this word too often, consider replacing it with
school
B, the
This phrase/word is too simple and can be replaced with:
negative
progress can be
This phrase/word (depending on the context) can be potentially replaced with :
seen
since percentage of
This phrase/word is too simple and can be replaced with:
many
abilities climbed up in the
This phrase/word (depending on the context) can be potentially replaced with :
given
data. To be specific, following instructions and spelling presented a raise for half compared with 2005. Other categories continued to grow steady.
In contrast
, handwriting in both and focusing in
This phrase/word (depending on the context) can be potentially replaced with :
only
You use this word too often, consider replacing it with
school
B
This phrase/word (depending on the context) can be potentially replaced with :
kept
a plateau.
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IELTS academic The presented graph demonstrates the comparison of two primary schools specialized in the students with low academic skills between 2005 and 2015.

Academic
  American English
3 paragraphs
159 words
6.5
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 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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