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The table and pie charts show the number of research students in Australian universities in 2001 and 2010. Summarize the information by selecting and reporting the main features and make comparisons where relevant. v.2

The table and pie charts show the number of research students in Australian universities in 2001 and 2010.
The table and the pie charts demonstrate the proportion of investigation students in universities of Australia in 2001 and 2010. Overall, the total number of research students significantly increased over period of 9 years. Besides, the percentage of local students who did experiments was far higher than that number of foreign students in both years. In 2001, there were 38849 students conducted investigation in Australian universities and 5192 of these from international which accounted for 13%. 2010 witnessed a significant growth of total research students to 54081 and a doubling the percentage of overseas students to 27%. In contrast, the figure of local students considerably dropped from 87% in 2001 to 73% in 2010. In the meantime, the ratios of local male and female performed experiments in 2001 were equal of 43%. This proportion of foreign students however were higher in male and both stood at a lower level of 9% and 4%, respectively. Along with the general trend, the percentage of international research male and female dramatically rose up to 12% and 15% in 2010. This resulted to the decline of local male and female rates to 12% and 15%, respectively.
The table and the pie charts demonstrate the proportion of investigation
You use this word too often, consider replacing it with
students
in universities of Australia in 2001 and 2010.

Overall
, the total number of research
You use this word too often, consider replacing it with
students
significantly
increased over period of 9 years.
Besides
, the percentage of
You use this word too often, consider replacing it with
local
You use this word too often, consider replacing it with
students
who did experiments was far higher than that number of foreign
You use this word too often, consider replacing it with
students
in both years.

In 2001, there were 38849
You use this word too often, consider replacing it with
students
conducted investigation in Australian universities and 5192 of these from international which accounted for 13%. 2010 witnessed a significant growth of total research
You use this word too often, consider replacing it with
students
to 54081 and a doubling the percentage of overseas
You use this word too often, consider replacing it with
students
to 27%.
In contrast
, the figure of
You use this word too often, consider replacing it with
local
You use this word too often, consider replacing it with
students
considerably
dropped from 87% in 2001 to 73% in 2010.

In the meantime, the ratios of
You use this word too often, consider replacing it with
local
male and female performed experiments in 2001 were equal of 43%. This proportion of foreign
You use this word too often, consider replacing it with
students
however
were higher in male and both stood at a lower level of 9% and 4%,
respectively
. Along with the general trend, the percentage of international research male and female
dramatically
rose up to 12% and 15% in 2010. This resulted to the decline of
You use this word too often, consider replacing it with
local
male and female rates to 12% and 15%,
respectively
.
4Linking words, meeting the goal of 7 or more
13Repeated words, meeting the goal of 3 or fewer
0Mistakes

IELTS academic The table and pie charts show the number of research students in Australian universities in 2001 and 2010.

Academic
  American English
4 paragraphs
192 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: 6.5
  • 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: 6.0
  • 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
  • ?
    Support ideas with relevant, specific examples
Labels Descriptions
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    Currently is not available
  • Meet the criteria
  • Doesn't meet the criteria
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