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The table below shows the results of surveys in 2000, 2005 and 2010 about one university. v.1

The table below shows the results of surveys in 2000, 2005 and 2010 about one university. v. 1
The table illustrates the proportion of students who gave good ratings for various aspects of a university in three selected years. Overall, it is clear that the percentages of students who gave good ratings on all aspects were comparatively higher in 2010 than 2000 with the exception of the range of modules offered by the university. The most striking feature is that there was a significant rise in the percentage who rated for electronic resources. It started off at 45% in 2000, rose to 72% in 2005 and finally the figure almost doubled in 2010 than 2000. From 2000 to 2010, there were fluctuations in the percentage of students who gave a good rate for the teaching quality, print resources and also the range of modules offered. However, the modules offered by the university had a lower percentage of good ratings in 2010 than in 2000, the reverse was true for the other two aspects. It is interesting to note that the building and teaching facilities remained constant in its percentage of good ratings by the students over the given period which was 77.
The table illustrates the proportion of
You use this word too often, consider replacing it with
students
You use this word too often, consider replacing it with
who
gave
You use this word too often, consider replacing it with
good
You use this word too often, consider replacing it with
ratings
for various aspects of a university in three selected years.

Overall
, it is
This phrase/word (depending on the context) can be potentially replaced with :
clear
that the
You use this word too often, consider replacing it with
percentages
of
You use this word too often, consider replacing it with
students
You use this word too often, consider replacing it with
who
gave
You use this word too often, consider replacing it with
good
You use this word too often, consider replacing it with
ratings
on all aspects were
comparatively
higher in 2010 than 2000
Consider using "except" or "except for"
with the exception of
the range of modules offered by the university.

The most striking feature is that there was a significant rise in the
You use this word too often, consider replacing it with
percentage
You use this word too often, consider replacing it with
who
rated for electronic resources. It
This phrase/word (depending on the context) can be potentially replaced with :
started
off at 45% in 2000, rose to 72% in 2005 and
finally
the figure almost doubled in 2010 than 2000. From 2000 to 2010, there were fluctuations in the
You use this word too often, consider replacing it with
percentage
of
You use this word too often, consider replacing it with
students
You use this word too often, consider replacing it with
who
gave a
You use this word too often, consider replacing it with
good
rate for the teaching quality, print resources and
also
the range of modules offered.
However
, the modules offered by the university had a lower
You use this word too often, consider replacing it with
percentage
of
You use this word too often, consider replacing it with
good
You use this word too often, consider replacing it with
ratings
in 2010 than in 2000, the reverse was true for the other two aspects.

It is interesting to note that the building and teaching facilities remained constant in its
You use this word too often, consider replacing it with
percentage
of
You use this word too often, consider replacing it with
good
You use this word too often, consider replacing it with
ratings
by the
You use this word too often, consider replacing it with
students
over the
This phrase/word (depending on the context) can be potentially replaced with :
given
period which was 77.
4Linking words, meeting the goal of 7 or more
22Repeated words, meeting the goal of 3 or fewer
1Mistakes
You can never understand one language until you understand at least two.
Geoffrey Willans

IELTS academic The table below shows the results of surveys in 2000, 2005 and 2010 about one university. v. 1

Academic
  American English
4 paragraphs
184 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: 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: 6.5
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
  • ?
    Support ideas with relevant, specific examples
Labels Descriptions
  • ?
    Currently is not available
  • Meet the criteria
  • Doesn't meet the criteria
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