The charts below show the proportions of British students at one university in England who were able to speak other languages in addition to English, in 2000 and 2010. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
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The pie charts give information about the proportions of British
students
in England at one university who have the ability to Use synonyms
talk
more than one Verb problem
speak
language
Use synonyms
in addition
to English, over a 10-year period from 2000 to 2010.
Linking Words
Overall
, the most spoken Linking Words
language
for British Use synonyms
students
is Spanish. The number of Use synonyms
students
who speak two other Use synonyms
languages
has increased, similar to the Use synonyms
Use synonyms
students
who speak another Correct quantifier usage
number of students
language
, which has Use synonyms
also
been increasing. Linking Words
Students
who do not speak other Use synonyms
languages
and Use synonyms
students
who speak German and French decreased over the period.
In 2000, the Use synonyms
students
who spoke Spanish had the highest percentage at 30%. By 2010, the number increased by 5%. Use synonyms
Students
who spoke two other Use synonyms
languages
and Use synonyms
students
who spoke another Use synonyms
language
were 10% and 15% in 2000; by 2010, the rates increased by 5%.
The Use synonyms
Use synonyms
students
who spoke German were 10% in 2000 and remained at the same number in 2010.
20% of Correct quantifier usage
number of students
students
did not speak other Use synonyms
languages
in 2000, and by 2010 the percentage decreased by 10%. Use synonyms
Students
who spoke French decreased by 5% in the 10 years and became 10% in 2010.Use synonyms
Submitted by ijaly4 on
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Sentences: Add more complex sentences.
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Vocabulary: Replace the words students, language, languages with synonyms.
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Vocabulary: The word "percentage" was used 2 times.
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Vocabulary: The word "decreased" was used 3 times.
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Vocabulary: The word "increased" was used 3 times.
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