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The table gives figures for student applications and acceptances for UK university

The table gives figures for student applications and acceptances for UK university 3LRA5
The table depicts information on student registration and acquiescence in terms of three different fields (tourism, transport, and travel) of UK post-educational programs over a period of three years from 2000. As can be seen, the figures for men were higher than those of women in all items and an upward trend was witnessed. Both the numbers of men and women applicants declined over the period reported. Starting in 2000 at 3, 400, the quantity of male students applying courses went down to 2, 750 in 2002. Likewise, this number for females started with the figure being a fourth as many as that of male before decreasing to over 700 students. The rate of both sexes students accepted to courses only ranged between 15% to a fifth of those applied. Furthermore, the amount of men and women students both slightly fluctuated. While the highest number for men was recorded in 2001 with 600 candidates, this was also true for the figure of women applicants with the figure at 200, being a third lower than men, in the same year.
The table depicts information on
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student
registration and acquiescence in terms of three
This phrase/word is too simple and can be replaced with:
different
fields (tourism, transport, and travel) of UK post-educational programs over a period of three years from 2000. As can be
This phrase/word (depending on the context) can be potentially replaced with :
seen
, the
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figures
for
You use this word too often, consider replacing it with
men
were higher than those of
You use this word too often, consider replacing it with
women
in all items and an upward trend
was witnessed
.

Both the numbers of
You use this word too often, consider replacing it with
men
and
You use this word too often, consider replacing it with
women
applicants declined over the period reported. Starting in 2000 at 3, 400, the quantity of male
You use this word too often, consider replacing it with
students
applying courses went down to 2, 750 in 2002.
Likewise
, this number for females
This phrase/word (depending on the context) can be potentially replaced with :
started
with the
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figure
being a fourth as
This phrase/word is too simple and can be replaced with:
many
as that of male
This phrase/word is too simple and can be replaced with:
before
decreasing to over 700 students.

The rate of both sexes
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students
This phrase/word is too simple and can be replaced with:
accepted
to courses
This phrase/word (depending on the context) can be potentially replaced with :
only
ranged between 15% to a fifth of those applied.
Furthermore
, the amount of
You use this word too often, consider replacing it with
men
and
You use this word too often, consider replacing it with
women
You use this word too often, consider replacing it with
students
both
slightly
fluctuated. While the highest number for
You use this word too often, consider replacing it with
men
was recorded
in 2001 with 600 candidates, this was
also
true for the
You use this word too often, consider replacing it with
figure
of
You use this word too often, consider replacing it with
women
applicants with the
You use this word too often, consider replacing it with
figure
at 200, being a third lower than
You use this word too often, consider replacing it with
men
, in the same year.
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IELTS academic The table gives figures for student applications and acceptances for UK university

Academic
  American English
3 paragraphs
179 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: 6.5
  • 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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