37.The charts below show the main reasons for study among students of different age groups and the amount of support they received from employers. Summarize the information by selecting and reporting the main features, and make comparisons where relevant
The bar graphs display the reasons why
people
from different age
ranges decided to study
and the percentage of support
given by employers.
Overall
, people
from under 26 to 39 years old study
for having
a career, Change preposition
to have
while
individuals
from above 40 decide to study
a career because of interest. The significant feature of the second graph is that students under 26 years old are more probably to get support
from employers.
80% of people
under 26 study
for a career, while
70% individuals
from 26 to 29 Change preposition
of individuals
study
for the same reason, which is 2% higher than those in age
Add an article
the age
range
30 to 39. People
in the Change preposition
For people
age
range
of 40 to 49, their value was twice as much as the lowest, which was those over 49, which individuals
studied because of interest, with a percentage of 70%. Followed by individuals
from 40 to 49 with just over 40%. While
individuals
in age
Add an article
the age
range
30 to 39 only one-fourth chose to study
because of interest, and people
from 26 to 29 and under 26 had the lowest rate with 15% and 10% respectively.
Younger people
received the highest support
from employers, with 65%, followed by the next age
range
, with 50%, furthermore
, over 49 people
received 5% less than those from 26 to 29, which was 45%. Individuals
from 30 to 39 and 40 to 49 received a
similar Remove the article
apply
support
, which was 38% and just under 35% respectively.Submitted by elenazheng1211 on
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Sentences: Add more complex sentences.
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Linking words: Don't use the same linking words: "while".
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Vocabulary: Replace the words people, age, study, support, individuals, range with synonyms.
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Vocabulary: The word "graphs" was used 2 times.
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Vocabulary: The word "percentage" was used 2 times.
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