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Thursday, June 08, 2017

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The table illustrates data of the two primary school pupils, who faced the problems in 7 different areas during 2005 and 2015.

Overall, it is clear that in 2005 and 2010 school A counter more problems compared to School B, however, in 2015 School A had faced less problems to 2005. School B percentage remained relatively similar in 2015 as well.

In 2005, School A faced major problem in Following Instructions about 42 %, in contrast school B faced only 6%. Similar trend was seen in other areas but in lesser extent, for example, in Reading, Handwriting and Spelling school A had faced 22, 28 and 30 percent, compared to 8, 9 and 5 percent respectively. In listening skills, Verbal expression of Ideas and Concentration in lessons School A had faced approximately 3 times more problems compared to School B in 2005.

Moving to the year 2015, School A and B had almost similar number of problems in Reading ability and Handwriting to 2005, but in the rest of the areas the problems had been alleviated for School A. The major difference was seen in the Field of concentration in lessons and Following instructions 18 % each. Whereas. School B faced same number of problems in 2015, apart from the one field (Following Instructions) rose to 12 % compared to 6% in 2005.

I would like to mention School A had improved student's behaviour problems and School A had more problem than School B in the both years.

The table provides the percentage of students who had problems in seven educational categories measured in two different years for primary schools A and B.

In 2005, students had less problem in reading with 22% while following instructions was the most tough ability with 42% in school A. Also, listening along with verbal expression of ideas saw the same percentage of difficulty, 35%. At the same time, spelling skill had been the easiest ability included only 5% of difficulty whereas the most difficult problem area had been shown to be 15% in school B. Totally, students in school B had faced problems far better than their peers in school A in 2005.

In 2015, concentration in lessons and following instructions improved a lot from 40% and 42% to 18% and 18%, respectively in school A. Meanwhile, the most challenging problems area have been verbal expression of idea and concentration in lessons with 15% of difficulty in school B. In comparison to 2005, spelling and following instructions have doubled over 10 years, 10% and 15% respectively in school B. Moreover, students in school B have still had better abilities.


Overall, difficulty with reading has slightly increased in both primary schools while handwriting has remained the same during 10 years. In addition, all problems have almost experienced a considerable fall in school A compared to school B in which all items have almost seen a slight rise from 2005 to 2015.

Revision to Kami's writing:

In paragraph three in the bottom line, "However" should have been used instead of " Moreover".

The table illustrates the data of difficulties that pupils encountered in two different primary schools over a period of 10 years.
Overall, it is clear that the percentages of students facing various problem were higher in School A than that of in school B. While school A saw improvements in some of problems students facing, no improvements showed in school B over a course of 10 years.
Looking at school A, 42% students and 40% students in school A had troubles in following instructions and concentration in lessons in 2005 respectively, while the corresponding figures for these two problems dropped considerably 10 years later, both at 18%. The improvements also showed in problems in listening skills and verbal expression of ideas over a course of 10 years.
However, school B saw regressions in the problems encountered by pupils. For example, 6% students having troubles in spelling in 2005, while the figured doubled to 10% in 2015. The same pattern can be seen in students having troubles in following instructions. By contrast, the figures for pupils facing problems in handwriting and concentration in lessons remained the same over a period of 10 years at 7% and 15% respectively.

The tables reveal information about seven educational difficulties encountered by the student in school A and B between 2005 and 2015. Overall, children in school A have more problem than other. However, in 2015, the figure of the trouble in the first school tends to decreased compared 2005 while school B percentage remained approximately similar in 2015 as well.

On the one hand, in school A, the student had more problem about following instructions with 42% while reading ability was least in 2005. Also, concentration in lesson had the second difficult level with 40% and verbal expression of ideas and listening skills the same level with 35%. By contrast with 2015, the percentage of concentration in lessons and following instructions was the fewest as 18%. Handwriting accounted level off with 28% in two years, yet it was the most percentage of the problem in 2015.

On the other hand, in school B, student have still had better abilities. Handwriting stabilizes with 7%, accounting for the lowest proportion from 2005 to 2015. Meanwhile, the number of student concentration in lessons unchanged steady at 15% and it was the most percentage. After that, the student had listening skills and following instructions equally important at 12%.

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The table compares the changes in the percentage of children in terms of their problems with studies in seven aspects in two primary schools in 2005 and 2015.

Overall, it can be seen that more students in school A had problems than those in school B in both years. In general, however, school A had made big improvement over the 10 years' period, while the situation in school B remained almost unchanged, some problems even got worse.

In 2005, students having problems in following instructions and concentration in lessons were the biggest issues in school A, with around 40%. Followed by the same number 35% of students in listening skills and verbal expression of ideas. The lowest number (22%) was for reading problem. In comparison, the highest figure was in concentration in lessons and verbal expression of ideas in school B, accounted for only around 15% each. Only 5% of students had spelling problem.
After a decade, in school A, the biggest change can be seen in concentration in lessons and following instructions , with the same figure of 18%, which was the lowest number in 2015. In school B, the numbers in following instructions(12%) and spelling(10%) had doubled. The percentage of students in other aspects remained relatively stable.

The tables reveal information about seven educational difficulties encountered by the student in school A and B between 2005 and 2015. Overall, children in school A have more problem than the other school. However, in 2015, the figure of the troubles in the first school tends to decreased compared 2005 while school B percentages remained approximately similar to 2015.

On the one hand, in school A, the student had more difficulties with following instructions which accounted for 42% while reading ability was their strongest point in 2005. Also, concentration in lesson had the second difficult level with 40% and verbal expression of ideas and listening skills the same level with 35%. By contrast with 2015, the percentage of children who find it hard to concentrate in lessons and follow instructions was the fewest as 18%. Handwriting become less the problem when the proportion reduced to 28%, yet it became the most popular problem in 2015, yet it was the most percentage of the problem in 2015.

On the other hand, overall students in school B have better abilities compare to school A. Handwriting stabilizes with 7%, accounting for the lowest proportion from 2005 to 2015. Meanwhile, the portion of student that cannot concentrate in lessons remain steady at 15% and it was the highest percentage. Finally, the students that are bad at listening skills and following instructions equally important at 12%.

I would like to mention that School A has higher percentage of schooling problems in both years and the percentage of children with concentration and following instructions issues decreased significantly in 2015. While most of the sectors in School B remained the same, children with spelling and following instructions problems increased.

The table presents several problems related to education that children from 2 schools encountered in the period of 10 years.

It is clearly seen that school A had a larger number of those who had poor performance at school than school B did in both 2005 and 2015. In addition, the percentage of pupils who found learning difficult in school A noticeably decreased after 10 years, while that of school B showed less changes.

Over the time, school A witnessed an improvement in all categories but reading reading ability and handwriting. Concentration in lessons and following instructions were the most impressive achievement as the number of children facing these problem in 2015 was about two times less than those in 2015, from 40% and 42% respectively to 18%. Followed were spelling, listening skills and verbal expression of ideas.

Regarding to the situation in school B, spelling and following instructions seemed to be the most difficult skills as the number of 2015 (5% and 6% respectively) doubled that of 2005 (10% and 12%). Whereas, the percentage of pupils with difficulty in reading ability, listening skills and verbal expression of ideas increased by 1% over the mentioned period. Handwriting and concentration in lesson was not enhanced.

The figure compares two primary schools' proportions of pupils countering 7 schooling problems over the period of 10 years.

Overall, it is reported that school A students deal more problems than students from school B. In addition, School A had a significant decrease in those percentages while school B saw a narrow reluctance over the period of 2005 and 2015.

On the one hand, the most popular problems school A's students to face with in 2005 are Concentration in lessons and Following instructions, which are around 41%, and in 2015 they are replaced by Hand writing and Spelling, which are 28% and 25% each.

On the other hand, over a decade in school B, while the percentage of Handwriting and Concentration in lessons are still remain the same at 7% and 15% each, there were doubled rises in Following instructions, from 6% to 12%, and Spelling, from 5% to 10%.

The table chart compares the percentage of student’s educational issues in seven different categories at two primary schools in the year 2005 and 2015.
It is noticeable that school A students had more educational problems than school B children in both years. While school B pupils reminded similar numbers of academic performance problems over the period, The students in school A greatly reduced some these issues by 2015.
In 2005, the major educational problem in school A students was in following instructions, at 42%, the figure was 7 times higher than school B, at 6 %. The educational problems that related to behaviour issues such as concentration in lessons, verbal expression of idea and listening skills marked at 40%, 35 % and 35% respectively in school A. In contrast, these numbers in school B students were less than half of school A children. Other academic difficulties were reading ability, hand writing and spelling, these figures were approximately 30 % in School A and these proportion in school B marked about less than one third.

In school B students remained the similar percentage in 5 categories in 2005 and 2015, however the percentage of Spelling difficulty and Following instructions doubled the number, from 5% to 10% and from 6% to 12% respectively. Furthermore, school A students dramatically reduced more than half of the number in concentration in lessons and following instructions, about 40% to 18% in over the10 years. Also the issues of spelling, listening skills and Verbal expression of ideas greatly improved and these figures were 25%, 20% and 21% by 2015. Other categories in school A had not changed the figures.

The table demonstrate the seven different problems of two primary school in which school pupils have difficulties for the year 2005 and the year 2015.
It is clear that, school A problems in 2005 greatly reduced in the year 2015. However, school B children’s still have same percentage of problems and some of them increased instead of decreasing.
Looking at the graph, we can see that school A children’s who have difficulties in reading and handwriting in 2005 that is 22 and 28 percent were also stable in 2015 just 1 percent increase in reading. Whereas, the problems like listening, concentration in lessons and following instruction were dramatically dropped in 2015 that were 20, 18 and 18 percent respectively as compared to the percentage in 2005 that was nearly 15 percent’s higher for each. Remaining category such as spelling and verbal expression also enhanced in 2015.
By contrast, school B children’s problems remained constant like handwriting and concentration in lessons which were noticed as same in both years such as 7 and 15 percent respectively. Some of the problems faced by children’s in school B increased by 1 percent in 2015 such as reading, listening and verbal expression and other were doubled like spelling mistake and following instruction in 2015.
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The table demonstrate the seven different problems of two primary school in which school pupils have difficulties for the year 2005 and the year 2015.

It is clear that, school A problems in 2005 greatly reduced in the year 2015. However, school B children’s still have same percentage of problems and some of them increased instead of decreasing.

Looking at the graph, we can see that school A children’s who have difficulties in reading and handwriting in 2005 that is 22 and 28 percent were also stable in 2015 just 1 percent increase in reading. Whereas, the problems like listening, concentration in lessons and following instruction were dramatically dropped in 2015 that were 20, 18 and 18 percent respectively as compared to the percentage in 2005 that was nearly 15 percent’s higher for each. Remaining category such as spelling and verbal expression also enhanced in 2015.

By contrast, school B children’s problems remained constant like handwriting and concentration in lessons which were noticed as same in both years such as 7 and 15 percent respectively. Some of the problems faced by children’s in school B increased by 1 percent in 2015 such as reading, listening and verbal expression and other were doubled like spelling mistake and following instruction in 2015.
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Hi all, I am newbie here for study IELTS especially in writing ,
please Mr. Simon and everyone who can help me..
correct my mistake.

here is my intoduction and overview.

The table compare the number of obstacles experienced by children in two different primary schools in 2005 and 2015.

According to the table, there were approximately seven obstacles throughout children's educational period. We can also see that the amount of children experienced the obstacles in school A were higher than school B in the survey period.

The table shows a comparison of primary level student schooling problems in percentage from two different schools in the year 2005 and 2015 respectively.

as shown in the table, there are seven major problem areas that primary student face, in the year 2005 and 2015.In 2005 school A's major problem is with concentration in lessons and following instructions, where as for school B it is with verbal expression of ideas and concentration in lessons.In the year 2015 school A faced a problem with following instructions and concentrating in lesson, on the other hand school B have major problem with handwriting and reading ability of students.

The highest percentage of problem area for the year 2005 is school A's listening skills and verbal expression of ideas both with 35%, and the lowest percentage of problem area faced by students is following instructions with 6% from school B. In the year 2015, 28% of the primary student from school A have problems with handwriting unlike school B with only 7% for handwriting problem.

For school A 42% of students have difficulty following instructions in 2005, and in 2015 it significantly dropped to 18%. In the year 2005 and 2015 school B's students have only 8-9 % problem in reading, however for following instructions the percentage increased from 6% in 2005 to 12% in 2015.

The table illustrates some kinds of educational problems which students faced in two primary schools in two year 2005 and 2015.
Overall, school A had more students faced many difficulties in learning than school B. In addition, these problems were addressed better in school A, while the figure for school B had tendency to increase over the same period.
There was a small rise of 1% in the percentage of problem in reading ability at both school between 2005 and 2015. However, the proportions of students who had difficulties in hand writing of school A and B were identical in 2005 and 2015, accounted for 28% and 7% respectively. By contrast, School A saw a significant decrease in the spelling and listening skill problems, while the figure for school B rose slightly during the 10-year period.
The percentage of children aged 6 to 10 facing to verbal expression of ideas and concentration in lessons decreased a half of the sample in school A. The figure for school B remained relatively stable, at around 15%. Likewise, about 42% of school children had difficulties in following instructions by teachers of school A in 2005, compared to 18% in the year 2015, a rise of 22% in 10 years. In contrast, the figure for these problem of school B’s children doubled from 6% to 12%.

Hi Simon, have a good day. I'm posting my first writing task 1, here it is:

The table compares percentages of students in two primary school in terms of seven different categories of educational issues between 2005 and 2015.
It is clear that the proportions of pupils who had learning difficulties in school A declined during 10-year period while those figures for their counterparts in school B remained steady. The handwriting issues in two school showed no change over this period.
In 2005, concentration in classes and following instructions from teachers were the most popular troubles in school A (approximately 40% for each), while the difficulties in expressing ideas verbally and focusing in classes ranked first in school B at about 15% of students apiece. The second most common issues in school A (about 35 %) were listening and verbal expression matters, whereas just about 11% of school B pupils had listening troubles. By contrast, the proportions of students suffered from reading, handwriting and spelling difficulties in both primary schools were the least common educational problems, from 20% to 30% in school A and below 10% in school B.
By 2015, five out of seven types of pupils with educational troubles in the first primary school saw a significant decline, while the figures for school B children remained relatively stable. It is intriguing to note that reading and handwriting problems in children who went to school A, were fairly steady, whereas difficulties in spelling and following given instructions in school B kids almost double over the period shown.

The table illustrates data about the seven education problems affronted by students in two different primary school, at the year 2005 and 2015.
It is clear that the total percentage of students who had education problems school A were higher than school B, in both years.
In a close look at school B, the percentage of pupils with handwriting and concentration in lesson, were the same in 2005 and 2015.While, children with difficulty in following instructions and spelling increased twice more, figured in 2015 12% and 10%, respectively.Among others education problems like listening skills and reading ability the percentage remained almost the same in both years.
However, School A the total percentage of students with education problems decreased in five areas, as spelling, listening, verbal expression, concentration in lesson and following instructions. Otherwise problem with reading ability increased slightly, just 1%,2005(22%) and 2015(23%). While handwriting remained the same percentage, 28%.

The table shows the percentage of pupils with learning difficulties in two different schools in the years 2005 and 2015.

It is clear that school A saw a disability students fall in 2005, while the percentage of children with learning problems attended school B increased. Overall, the majority students in school A experienced more problems than in school B.

Looking at the table in more detail, we can see that almost half of the students in school A had trouble in following directions (42%) and lack of concentration (40%) in 2005. Over the following 10 years, both figures had fallen dramatically to 18% and 15% respectively. By contrast, inability to concentrate and expressive language disorder were the main problem among pupils in school B, accounted for around 15% of the total. By 2015, this figure remained relatively stable.

In 2005, only 22% of students in school A suffered reading issue, but this school saw a slight increase of 1% in the year 2015. Children with difficulties in following instructions was much lower in school B, at 6%. However, there were twice as many disability children in 2005 as in 2015.

The table compares the percentage of children who was faced 7 educational problems in two primary school in 2005 and 2015.

It is clear that in the percentage of children with educational problem in school A is higher than school B in both 2005 and 2015. However, school A made the most progress in student's problem about concentration in class .

The table illustrates the seven areas of difficulties encountered by pupils in two primary schools in 2005 and 2015.

Overall, there were more students from school A facing the seven problems than from school B in both given years. While the most students from school A found it difficult to follow instructions in 2005, students from school B reflected concentrating in lessons as the major problem. Whereas in 2015, children in school A faced problems in having good handwriting, while not being able to keep concentrated in lessons was still the main problem for school B.

In 2005, 42% of students of school A had problem in following instructions, followed by 40% of them found difficulties in concentrating in classes. In contrast, the former problem involved the second least proportion of children in school B (only 6%), but the latter problem was also a main one, with 15% of students involved. The remaining problems was at range of around 20% to 35% and about 5% to 15% in school A and school B respectively.

In 2015, the figures of the seven problems for both schools were similar, except for the significant decrease in percentage for the two major problems in school A, both halved from over 40% to under 20%, and the slight climb for school B in terms of following instructions from 6% to 12%.

The table compares between school A and school B in term of the problems which primary school student have to meet in studying process in 2005 and 2015.
According to the given table, one of the most difficult problems which students in school B have to solve was how to focus on lessons while following guidance and handwriting are the biggest challenge for student in school A in 2005 and 2015, respectively. In 2005, 42% of student in school A met following instructions problem, followed by concentration in lessons with 40%. Besides, listening skills and verbal expression of ideas ranked the third accounting for 35%. In contrast, Reading is one of the pie of cake skills with only 22%. However, after 10 years, an absolutely different picture can be seen in school A. A witnesses the most noticeable chage was that handwriting became a far from easy skill to student with 28% but following instructions of teacher was improved sharply from 42% in 2005 to 18% in 2015. In school B, there is no different significantly over the period of 10 years. Only spelling and following instructions problem did the percentage of student increased precipitously by double.
In conclusion, the percentage of children in school A having problems surpassed that of school B.

The table compares seven different educational difficulties in two elementary school which students experienced in the years 2005 and 2015. It is noticeable that while school A managed to reduce the incidence of these difficulties between 2005 and 2015, school B saw an overall rise of the rate of children who were struggling.

In 2005, the most two significant problems that students at school A had to deal with were following instructions and concentration in lessons, which accounted for above 40%. Meanwhile, the percentage of these two difficulties decreased dramatically to 18% in 2015.. There were slight reductions in the proportion of spelling, listening skills and verbal expression of ideas in the period, which were to 5%, 15%, 4% respectively. This percentage of students reading ability rose by 1% and the amount of handwriting still stable.

Students at school B considered verbal expression ideas and concentration in lessons were the biggest difficulties, which around 15% of them struggling. The other problems had slowly rise about 1 to 6%. There was only the rate of handwriting still unchanged.

(177 words)

The given table illustrates the proportion of students who had seven educational issues measured in school A and school B over a period of ten years.
It can clearly be seen that there was an opposite trend in the percentage of primary school students who faced various educational problems in the years 2005 and 2015. In particular, school A reached the higher point of children with all seven educational problems in comparison with school B in 2015.
Looking at the information more detail, we can see that, in 2005, listening skills had 35% of children struggling in school A, compare to just 28% of handwriting and only 22% of reading ability. 30% of students who had problems with spelling was recorded in school A, which was six times as high as that for school B (exactly 5%). It is remarkable that the figure of children with following instructions for school A outnumbered that of school B ( 42% and 6%, respectively).
As illustrated, the year 2015 was the period having a considerable decrease from 40% to 18% of boys and girls struggling with concentration in lessons in school A, with that number for school B not for behind ( 15%). Individuals witnessed a fairly equal number between listening skills and following instructions, reaching at 12%. In the last year of the survey, school B had 10% of students suffering spelling problem, followed by 9% f reading ability and just 7% of handwritting.


The table illustrates data on seven types of problems pupils had in two primary schools in 2005 and 2015.
Overall, the proportion of educational difficulties faced by pupils in school A was higher than in school B. Meanwhile, it is clear that the percentage of the problems did not change considerably.
In 2005, the percentage of each and every trouble that children had to deal with in school A was more than a fifth, following instructions was the highest one, at exactly 42%. By contrast, it was only 6% in school B. On the other hand, children had less problem with reading ability, handwriting and spelling, at 22%, 28%, 30% in school A and 8%, 7% and 5% in school B, respectively.
There was a rapid decrease in the rate of concentration in lessons and following instructions from 2005 to 2015, both to 18%. Other problems remained relatively similar.

nthe table illustrates the propotion of difficolties expierenced by children in school a and b over 10 year


overall school a is in decreasing trend while school b is in increasing trend.but both year school a have higher data in compared to schoolb

The table compares two elementary schools in terms of 7 different difficulties faced by children in 2005 and 2015.

Overall, it is clear that students in school A suffered from problems were more than those in school B in both years. Besides, the number of pupils struggled to learn in school B remained relatively stable over the period of 11 years.

In the year 2005, 42% of children in school A confronted a problem in following instructions, while the figure for students faced the same issue in school B was merely 6%. Children with problem in spelling in school B accounted for 5% of the sample in 2005, whereas 6 times as many students had this problem in school A as in school B.

The number of pupils facing problems of concentration in lessons in school A had dropped considerably from 40% to 18% between 2005 and 2015. Finally, the proportion of children having spelling problem had doubled in the period shown.

The supplied table gives comparisons about major problems encountered by elementary students in two different schools: A and B, for the years of 2005 and 2015.

As is observed from the chart, in both years, the issues registered at school A were more significant than the issues at school B. However, in 2015, school A knew a diminution in most of its trends except in two matters. Similar patterns was found at school B, but This one augmented slightly in most of its trends.

In 2005's period. The main issue that student at school A had was to follow instructions, with 42%. Furthermore, this percentage was seven times higher than the proportion at school B. Also Concentration in lessons, verbal expression of ideas and listening skills were almost three times higher at school A: 40%, 35% and 35%, respectively, whereas school B registered 15%, 14% and 11% respectively. Reading skills, handwriting and spelling were also three time elevated at school A.

In 2015's period, man trends at school A decreased radically. But only two matters followed distinct patterns: reading ability and handwriting. Handwriting remained constant, while reading rose 1%. Almost similar to school A, school B remained constant on handwriting and concentration in lesson

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