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The provided bar graph demonstrates the information about the figure of male and female in higher education between 1970 and 1991 in Britain for full-time and part-time education.

The provided bar graph demonstrates the information about the figure of male and female in higher education between 1970 and 1991 in Britain for full-time and part-time education. GMW5B
The provided bar graph demonstrates the information about the figure of male and female in higher education between 1970 and 1991 in Britain for full-time and part-time education. The data is measured in thousands. It is clear that full-time education showed an upward trend in both genders, whilist there had been a downward trend in part-time education over the given period. The data clearly indicate that in 1970/71, 1000 thousands men preferred to do full-time education, while in women, it decreased by 200 thousands. Interestingly, similar amount of data observed in both sexes in the next ten years around 850 thousands. Afterwards, 1500 thousands female gave preferance to full time education in 1990/91 which was greater as compared to male counter part. Moving ahead the further details, in the case of part-time education only 100, 000 males liked to do study in it, however it was slighly higher than that of women in 1970/71. The most striking feature is that both genders followed the same trend in 1980 to 1991. It started with 200, 000 and end at 300 thousands in 1990/91.
The provided bar graph demonstrates the information about the figure of male and female in higher
You use this word too often, consider replacing it with
education
between 1970 and 1991 in Britain for full-time and part-time
You use this word too often, consider replacing it with
education
. The data
is measured
in thousands.

It is
This phrase/word (depending on the context) can be potentially replaced with :
clear
that full-time
You use this word too often, consider replacing it with
education
This phrase/word (depending on the context) can be potentially replaced with :
showed
an upward trend in both genders,
Possible spelling mistake found.
whilist
there had been a downward trend in part-time
You use this word too often, consider replacing it with
education
over the
This phrase/word (depending on the context) can be potentially replaced with :
given
period.

The data
clearly
indicate that in 1970/71, 1000 thousands
This phrase/word (depending on the context) can be potentially replaced with :
men
preferred to do full-time
You use this word too often, consider replacing it with
education
, while in women, it decreased by 200 thousands.
Interestingly
, similar amount of data observed in both sexes in the
next
ten years around 850 thousands. Afterwards, 1500 thousands female gave
Possible spelling mistake found.
preferance
to full time
You use this word too often, consider replacing it with
education
in 1990/91 which was greater
Comparison requires "than", not 'then' nor 'as'.
as
compared to male
This word is normally spelled as one.
counter part
.

Moving ahead the
further
This phrase/word (depending on the context) can be potentially replaced with :
details
, in the case of part-time
You use this word too often, consider replacing it with
education
This phrase/word (depending on the context) can be potentially replaced with :
only
100, 000 males liked to do study in it,
however
it was
Possible spelling mistake found.
slighly
higher than that of women in 1970/71. The most striking feature is that both genders followed the same trend in 1980 to 1991. It
This phrase/word (depending on the context) can be potentially replaced with :
started
with 200, 000 and
This phrase/word (depending on the context) can be potentially replaced with :
end
at 300 thousands in 1990/91.
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IELTS academic The provided bar graph demonstrates the information about the figure of male and female in higher education between 1970 and 1991 in Britain for full-time and part-time education.

Academic
  American English
4 paragraphs
182 words
6.0
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
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    Vary your linking phrases using synonyms
Lexical Resource: 5.0
  • 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: 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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