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The three given pie charts illustrate the transformation about yearly consuming of a specific UK school in two 10-year period from 1981 to 2001.

The three given pie charts illustrate the transformation about yearly consuming of a specific UK school in two 10-year period from 1981 to 2001. yx5Ag
The three given pie charts illustrate the transformation about yearly consuming of a specific UK school in two 10-year period from 1981 to 2001. Overall, the proportion of five things spent money in three timepoints fluctuated. Teachers' salaries took the most money, and the amount of money provided for insurance was the least. In the first period between 1981 and 1991, the amount of money spent for teachers’ salaries increased by one in ten total revenue, which doubled that of resources e. g. books and was five times as much as the using for insurance. Meanwhile, the expenditure on furniture and equipment, and other workers’ salaries declined ten percent and six percent respectively Contrary to the first period, the proportion of teachers’ salaries and resources e. g. books went down in the second period, the expenditure on resources e. g. books decreased by 11 percent, which was more than double that of teachers’ salaries. Additionally, the percentage of furniture and equipment rose from 5% to 23%. Though least, consuming for insurance grew remarkably, reaching 8% in 2001. Remaining other workers’ salaries continued to fall by 7%.
The three
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given
pie charts illustrate the transformation about yearly consuming of a specific UK school in two 10-year
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period
from 1981 to 2001.

Overall
, the proportion of five things spent
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money
in three
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timepoints
fluctuated. Teachers'
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salaries
took the most
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money
, and the amount of
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money
provided for insurance was the least.

In the
first
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period
between 1981 and 1991, the amount of
You use this word too often, consider replacing it with
money
spent for teachers’
You use this word too often, consider replacing it with
salaries
increased by one in ten total revenue, which doubled that of resources
There should be no space here: "e.g.".
e. g.
books and was five times as much as the using for insurance. Meanwhile, the expenditure on furniture and equipment, and other workers’
You use this word too often, consider replacing it with
salaries
declined ten percent and six percent
respectively


Contrary to the
first
You use this word too often, consider replacing it with
period
, the proportion of teachers’
You use this word too often, consider replacing it with
salaries
and resources
There should be no space here: "e.g.".
e. g.
books went down in the second
You use this word too often, consider replacing it with
period
, the expenditure on resources
There should be no space here: "e.g.".
e. g.
books decreased by 11 percent, which was more than double that of teachers’
You use this word too often, consider replacing it with
salaries
.
Additionally
, the percentage of furniture and equipment rose from 5% to 23%. Though least, consuming for insurance grew
remarkably
, reaching 8% in 2001. Remaining other workers’
You use this word too often, consider replacing it with
salaries
continued to fall by 7%.
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IELTS academic The three given pie charts illustrate the transformation about yearly consuming of a specific UK school in two 10-year period from 1981 to 2001.

Academic
  American English
3 paragraphs
186 words
6.0
Overall Band Score
Coherence and Cohesion: 7.0
  • Structure your answers in logical paragraphs
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    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
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    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: 5.0
  • Use a variety of complex and simple sentences
  • Check your writing for errors
Task Achievement: 5.0
  • Answer all parts of the question
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    Present relevant ideas
  • Fully explain these ideas
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    Support ideas with relevant, specific examples
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