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The three pie charts illustrate how many hours spent in a library by undergraduate and postgraduates compared to the total student population at a university in Britain . Overall, it is clear that students who are preparing for a doctorate spend more time in the library than either undergraduates or all students.

The three pie charts illustrate how many hours spent in a library by undergraduate and postgraduates compared to the total student population at a university in Britain. Overall, it is clear that students who are preparing for a doctorate spend more time in the library than either undergraduates or all students. E7NyR
The three pie charts illustrate how many hours spent in a library by undergraduate and postgraduates compared to the total student population at a university in Britain. Overall, it is clear that students who are preparing for a doctorate spend more time in the library than either undergraduates or all students. As can be seen from the chart, the majority of postgraduates spend fifteen or more hours in the library, with 51% while only 15 percent of all students and 9% of undergraduates spend the same amount of time. Meanwhile, only nearly one-third of students who are researching for Ph. D. spend from 8 to 14 hours in the library, which slightly lowers than of all students, with 32% compared with 35%. however, this percentage is still higher than that of undergraduates which accounts for 28%. By contrast, undergraduates and the total student population experience the same pattern, the vast majority of undergraduates and all students spend from 1 to 7 hours in a library, with 63% and 50% respectively while the least proportion of them spending 15 hours or more in the library, with only 9% and 15% each.
The three pie charts illustrate how
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many
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hours
spent in a library by
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undergraduate
and postgraduates compared to the total
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student
population at a university in Britain.
Overall
, it is
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clear
that
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students
who are preparing for a doctorate
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spend
more time in the library than either
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undergraduates
or all
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students
. As can be
This phrase/word (depending on the context) can be potentially replaced with :
seen
from the chart, the majority of postgraduates
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spend
fifteen or more
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hours
in the library, with 51% while
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only
15 percent of all
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students
and 9% of
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undergraduates
You use this word too often, consider replacing it with
spend
the same amount of time. Meanwhile,
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only
nearly
one-third of
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students
who are researching for
The more common abbreviation of the term 'philosophiae doctor' is "Ph.D.".
Ph. D.
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spend
from 8 to 14
You use this word too often, consider replacing it with
hours
in the library, which
slightly
lowers than of all
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students
, with 32% compared with 35%.
This sentence does not start with an uppercase letter
however
, this percentage is
still
higher than that of
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undergraduates
which accounts for 28%. By contrast,
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undergraduates
and the total
You use this word too often, consider replacing it with
student
population experience the same pattern, the vast majority of
You use this word too often, consider replacing it with
undergraduates
and all
You use this word too often, consider replacing it with
students
You use this word too often, consider replacing it with
spend
from 1 to 7
You use this word too often, consider replacing it with
hours
in a library, with 63% and 50%
respectively
while the least proportion of them spending 15
You use this word too often, consider replacing it with
hours
or more in the library, with
This phrase/word (depending on the context) can be potentially replaced with :
only
9% and 15% each.
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IELTS academic The three pie charts illustrate how many hours spent in a library by undergraduate and postgraduates compared to the total student population at a university in Britain. Overall, it is clear that students who are preparing for a doctorate spend more time in the library than either undergraduates or all students.

Academic
  American English
1 paragraphs
190 words
6.0
Overall Band Score
Coherence and Cohesion: 5.5
  • 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: 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: 5.5
  • 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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