The charts below show the main reasons for study among students of different age groups and the amount of support they received from employers. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
#show #study #students #age #groups #amount #support #employers #summarise #information #features #comparisons
The first graph shows that 80% of
students
under the age
of 26 years
study
for career
, Add an article
a career
while
an average of 20% study
for interest
. 70% of students
between ages
26 to 29 Correct article usage
the ages
study
for career
, with a little above 10% motivated to Add an article
a career
study
for interest
. There is a significant decline in the study
for Add an article
a career
career
between Fix the agreement mistake
careers
ages
30 to 39 years
, with a percentage between 50 to 60% but a slight interest
between 20 to 30% is shown in this
age
bracket. Students
between ages
40 to 49 years
have 40% to study
for career
and interest
, while
students
above age
49 study
more for interest
(70%), against career
, which is between 10 to 20%.
The second
paragraph shows that employers of students
under 26 supports
the Change the verb form
support
students
with time off and school fees, while
the support drops to 50% for students
between ages
26 to 29. Students
between Correct article usage
the age
age
30 to 39 have 30 to 40% support from their employers, Fix the agreement mistake
ages
likewise
students
between ages
40 to 49. Correct article usage
the ages
Students
over 49 years
have a
relatively high support from their employers, which is slightly above 40%.Correct article usage
apply
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Linking words: Don't use the same linking words: "while".
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Basic structure: Write more paragraphs.
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Basic structure: Add more body paragraphs.
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Basic structure: Write more paragraphs.
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Vocabulary: Replace the words students, age, years, study, career, interest, ages with synonyms.
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Vocabulary: The word "shows" was used 2 times.
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Vocabulary: The word "slight" was used 2 times.
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