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The table illustrates the proportion of students who gave positive feedback for five different aspects of a Chinese university in the years 2000, 2005 and 2010.

The table illustrates the proportion of students who gave positive feedback for five different aspects of a Chinese university in the years 2000, 2005 and 2010. ELlLR
The table illustrates the proportion of students who gave positive feedback for five different aspects of a Chinese university in the years 2000, 2005 and 2010. Overall, the rate of students giving good ratings for technical quality, print and electronic resources went up over the period given, while that for the range of modules offered declined and building/teaching facilities stabilized. Noticeably, the figures for building/teaching facilities remained stable in three years. To begin with, the figures for print resources accounted for 87% in the first year. After which, it increased dramatically to 95% in 2005 before falling to 91% in 2010. Besides, the percentages of students giving good ratings for technical quality recorded no change in 2000 and 2005 at 63% then rose slightly to 69% in 2010. Similarly, the figures for electronic resources accounted for 45% in 2000 before roughly doubling to 89% in the last year. On the contrary, the rates of students who gave appreciation for the range of modules offered started 33% in 2000 before falling and hit the lowest point of 26% in 2010. Meanwhile, the figures for building/teaching facilities stood at 75% throughout the three years given.
The table illustrates the proportion of
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students
who gave
This phrase/word is too simple and can be replaced with:
positive
feedback for five
This phrase/word is too simple and can be replaced with:
different
aspects of a Chinese university in the years 2000, 2005 and 2010.

Overall
, the rate of
You use this word too often, consider replacing it with
students
giving
This phrase/word (depending on the context) can be potentially replaced with :
good
ratings for technical quality, print and electronic resources went up over the period
This phrase/word (depending on the context) can be potentially replaced with :
given
, while that for the range of modules offered declined and building/teaching facilities stabilized.
Noticeably
, the
You use this word too often, consider replacing it with
figures
for building/teaching facilities remained stable in three years.

To
This phrase/word (depending on the context) can be potentially replaced with :
begin
with, the
You use this word too often, consider replacing it with
figures
for print resources accounted for 87% in the
first
year. After which, it increased
dramatically
to 95% in 2005
This phrase/word is too simple and can be replaced with:
before
falling to 91% in 2010.
Besides
, the percentages of
You use this word too often, consider replacing it with
students
giving
This phrase/word (depending on the context) can be potentially replaced with :
good
ratings for technical quality recorded no
This phrase/word (depending on the context) can be potentially replaced with :
change
in 2000 and 2005 at 63% then rose
slightly
to 69% in 2010.
Similarly
, the
You use this word too often, consider replacing it with
figures
for electronic resources accounted for 45% in 2000
This phrase/word is too simple and can be replaced with:
before
roughly doubling to 89% in the last year.

On the contrary
, the rates of
You use this word too often, consider replacing it with
students
who gave appreciation for the range of modules offered
This phrase/word (depending on the context) can be potentially replaced with :
started
33% in 2000
This phrase/word is too simple and can be replaced with:
before
falling and hit the lowest point of 26% in 2010. Meanwhile, the
You use this word too often, consider replacing it with
figures
for building/teaching facilities stood at 75% throughout the three years
This phrase/word (depending on the context) can be potentially replaced with :
given
.
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IELTS academic The table illustrates the proportion of students who gave positive feedback for five different aspects of a Chinese university in the years 2000, 2005 and 2010.

Academic
  American English
4 paragraphs
193 words
6.5
Overall Band Score
Coherence and Cohesion: 7.0
  • Structure your answers in logical paragraphs
  • ?
    One main idea per paragraph
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    Include an introduction and conclusion
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    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: 6.0
  • 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
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