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The given charts illustrate the number of undergraduates in the UK between 1991 to 2001, the financial support offered by the UK and their family financial background in 1991. While undergraduate numbers increased dramatically by varying degrees, as opposed to a decline in government subsidy for each individual during the period. The majority of the university students coming from middle-income families accounted for the largest proportion. There was a dramatic rise in the number of students attending university in the UK over the period of time. It began with 1, 1 millions in 1991 and went up noticeably to 1, 5 and 1, 7 millions in 1993 and 1995 respectively. By then it continued to rise slightly to 1, 8 millions in 1997 before peaking at 2, 2 million in the next 2 years. By contrast, there was a minimal drop to 2 million in the final year. The reverse was true for government funding when it started at 6500 pounds in 1991 and gradually slumped down to approximately 4800 pounds in 1995. This figure became stable in a few couples of years and remained at 4700 pounds until the end of the period. The proportion of undergraduates belonging to middle-income households accounted for over 60%, which was double that of those coming from high-income families. At the same time, the figure for low-income families made up only 8%.
The
This phrase/word (depending on the context) can be potentially replaced with :
given
charts illustrate the number of undergraduates in the UK
Use "between" + "and" not "to." Try this: "between 1991 and 2001".
between 1991 to 2001
, the financial support offered by the UK and their
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family
financial background in 1991.

While undergraduate numbers increased
dramatically
by varying degrees, as opposed to a decline in
This phrase/word (depending on the context) can be potentially replaced with :
government
subsidy for each individual during the period. The majority of the university students coming from middle-income
You use this word too often, consider replacing it with
families
accounted for the largest proportion.

There was a dramatic rise in the number of students attending university in the UK over the period of time. It began with 1, 1
You use this word too often, consider replacing it with
millions
in 1991 and went up
noticeably
to 1, 5 and 1, 7
You use this word too often, consider replacing it with
millions
in 1993 and 1995
respectively
. By then it continued to rise
slightly
to 1, 8
You use this word too often, consider replacing it with
millions
in 1997
This phrase/word is too simple and can be replaced with:
before
peaking at 2, 2
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million
in the
next
2 years. By contrast, there was a minimal drop to 2
You use this word too often, consider replacing it with
million
in the final year.

The reverse was true for
This phrase/word (depending on the context) can be potentially replaced with :
government
funding when it
This phrase/word (depending on the context) can be potentially replaced with :
started
at
Writing for an international audience? Consider adding the metric equivalent.
6500 pounds
in 1991 and
gradually
slumped down to approximately
Writing for an international audience? Consider adding the metric equivalent.
4800 pounds
in 1995. This figure became stable in a few couples of years and remained at
Writing for an international audience? Consider adding the metric equivalent.
4700 pounds
until the
This phrase/word (depending on the context) can be potentially replaced with :
end
of the period.

The proportion of undergraduates belonging to middle-income households accounted for over 60%, which was double that of those coming from high-income
You use this word too often, consider replacing it with
families
. At the same time, the figure for low-income
You use this word too often, consider replacing it with
families
made up
This phrase/word (depending on the context) can be potentially replaced with :
only
8%.

IELTS academic The table below shows the. . . Mix chart

Academic
  American English
5 paragraphs
229 words
5.0
Overall Band Score
Coherence and Cohesion: 5.5
  • 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: 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: 6.0
  • 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
Labels Descriptions
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    Currently is not available
  • Meet the criteria
  • Doesn't meet the criteria
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