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The table below shows the results of surveys in 2005, 2010 and 2015 about McGill University. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The table below shows the results of surveys in 2005, 2010 and 2015 about McGill University. 0Q5G
The table shows the change in attitude, over ten years, of students at McGill University to different aspects of its academic provision. Overall, the most striking set of statistics relate to approval for student services. There was a sharp increase in the number of students giving these services a good rating, particularly in the first five years: from 54 percent in 2005, to 81 percent in 2010, and 95 percent in 2015. There was also an overall improvement in ratings for teaching quality, though the increase was relatively small (74 percent in 2005 rising to 78 percent in 2015) and there was a decline in the interim (72 percent in 2010). There was also a fluctuation in attitudes to library resources, rising from 86 percent to 88 percent in the first five years and then falling by one percent in 2015. Good ratings for the university’s sports and social facilities were identical throughout, at 65 percent. Finally, there were poor ratings at the beginning of the period for the range of modules offered (39 percent in 2005) and they got worse, falling steadily to 31 percent in 2010 and 25 percent in 2015.
The table
This phrase/word (depending on the context) can be potentially replaced with :
shows
the
This phrase/word (depending on the context) can be potentially replaced with :
change
in attitude, over ten years, of students at McGill University to
This phrase/word is too simple and can be replaced with:
different
aspects of its academic provision.

Overall
, the most striking set of statistics relate to approval for student services. There was a sharp increase in the number of students giving these services a
This phrase/word (depending on the context) can be potentially replaced with :
good
You use this word too often, consider replacing it with
rating
,
particularly
in the
first
five years: from 54
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percent
in 2005, to 81
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percent
in 2010, and 95
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percent
in 2015. There was
also
an
overall
improvement in
You use this word too often, consider replacing it with
ratings
for teaching quality, though the increase was
relatively
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small
(74
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percent
in 2005 rising to 78
You use this word too often, consider replacing it with
percent
in 2015) and there was a decline in the interim (72
You use this word too often, consider replacing it with
percent
in 2010).
Three successive sentences begin with the same word. Consider rewording the sentence or use a thesaurus to find a synonym.
There
was
also
a fluctuation in attitudes to library resources, rising from 86
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percent
to 88
You use this word too often, consider replacing it with
percent
in the
first
five years and then falling by one
You use this word too often, consider replacing it with
percent
in 2015.
This phrase/word (depending on the context) can be potentially replaced with :
Good
You use this word too often, consider replacing it with
ratings
for the university’s sports and social facilities were identical throughout, at 65
You use this word too often, consider replacing it with
percent
.
Finally
, there were poor
You use this word too often, consider replacing it with
ratings
at the beginning of the period for the range of modules offered (39
You use this word too often, consider replacing it with
percent
in 2005) and they
This phrase/word (depending on the context) can be potentially replaced with :
got
worse, falling
steadily
to 31
You use this word too often, consider replacing it with
percent
in 2010 and 25
You use this word too often, consider replacing it with
percent
in 2015.

IELTS academic The table below shows the results of surveys in 2005, 2010 and 2015 about McGill University.

Academic
  American English
2 paragraphs
193 words
6.0
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: 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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  • The table below shows the results of surveys in 2005, 2010 and 2015 about McGill University. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.