Information depicting enrolled students in further education programs, categorised by gender, is provided as a bar chart. The data is displayed for two decennia, from 1970/71 to 1990/91 for full-time and part-time studies, with units in thousands (abbreviated with ‘K’ in the text below).
A feature that can immediately be discerned from the chart, is the large discrepancy in enrollment volume between full-time and part-time education, where full-time students comprise only a fraction in overall enrollment numbers. Another noticeable key facet is the more or less gradual increase in enrollment numbers in full-time education for both, men and women, however no similar behaviour for part-time students can be observed.
In more detail we see that male student enrollments, studying part-time, reached its peak in 1970/71 with a total of 1000K students, which then declined to just below 900K students in 1980/81 and rised slightly again in 1990/91 to a little over 900K students. During the same period, a rather monotonic steady increase is observed in full-time education, starting at just above 100K male students in 1970/71 to slightly over 200K in 1990/91.
Enrollment numbers for female part-time students with nealy 800K have been significantly smaller in 1970/71 vis-a-vis their male counterparts. But the numbers steadily increased during the next two decades to almost 1100K students. Looking at full-time students, a significant jump is observed in 1980/81, with about 200K students, which is up by 150K from 1970/71. A slight increase can again be observed in 1990/91.
- The flowchart shows the impact of deforestation. Summarize the information and present relevant facts, make comparisons where relevant 11
- The diagram below shows the typical stages of consumer goods manufacturing, including the process by which information is fed back to earlier stages to enable adjustment. 84
- The graphs below give information about computer ownership as a percentage of the population between 2002 and 2010, and by level of education for the years 2002 and 2010.Summarise the information by selecting and reporting the main features, and make comp 84
- The chart below shows the number of men and women in further education in Britain in three periods and whether they were studying full-time or part-time. Summarise the information by selecting and reporting the main features, and make comparisons where r 84
- Nowadays even more people are throwing things away that got broken and in the past people would try to repair these things instead of throwing away. Why do you think this is happening? What are possible solutions to this problem? 84
Transition Words or Phrases used:
but, however, if, look, then, more or less
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 11.0 7.0 157% => OK
Auxiliary verbs: 3.0 1.00243902439 299% => Less auxiliary verb wanted.
Conjunction : 6.0 6.8 88% => OK
Relative clauses : 5.0 3.15609756098 158% => OK
Pronoun: 5.0 5.60731707317 89% => OK
Preposition: 45.0 33.7804878049 133% => OK
Nominalization: 10.0 3.97073170732 252% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1360.0 965.302439024 141% => OK
No of words: 246.0 196.424390244 125% => OK
Chars per words: 5.52845528455 4.92477711251 112% => OK
Fourth root words length: 3.96035189615 3.73543355544 106% => OK
Word Length SD: 2.9017101861 2.65546596893 109% => OK
Unique words: 142.0 106.607317073 133% => OK
Unique words percentage: 0.577235772358 0.547539520022 105% => OK
syllable_count: 380.7 283.868780488 134% => OK
avg_syllables_per_word: 1.5 1.45097560976 103% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 0.0 1.53170731707 0% => OK
Article: 5.0 4.33902439024 115% => OK
Subordination: 0.0 1.07073170732 0% => More adverbial clause wanted.
Conjunction: 1.0 0.482926829268 207% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 3.36585365854 178% => OK
Performance on sentences:
How many sentences: 10.0 8.94146341463 112% => OK
Sentence length: 24.0 22.4926829268 107% => OK
Sentence length SD: 60.6148496657 43.030603864 141% => OK
Chars per sentence: 136.0 112.824112599 121% => OK
Words per sentence: 24.6 22.9334400587 107% => OK
Discourse Markers: 4.2 5.23603664747 80% => OK
Paragraphs: 4.0 3.83414634146 104% => OK
Language errors: 0.0 1.69756097561 0% => OK
Sentences with positive sentiment : 5.0 3.70975609756 135% => OK
Sentences with negative sentiment : 1.0 1.13902439024 88% => OK
Sentences with neutral sentiment: 4.0 4.09268292683 98% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.228113030411 0.215688989381 106% => OK
Sentence topic coherence: 0.0978328672775 0.103423049105 95% => OK
Sentence topic coherence SD: 0.0615392022129 0.0843802449381 73% => OK
Paragraph topic coherence: 0.153685373601 0.15604864568 98% => OK
Paragraph topic coherence SD: 0.0655691812392 0.0819641961636 80% => OK
Essay readability:
automated_readability_index: 16.9 13.2329268293 128% => OK
flesch_reading_ease: 55.58 61.2550243902 91% => OK
smog_index: 8.8 6.51609756098 135% => OK
flesch_kincaid_grade: 11.5 10.3012195122 112% => OK
coleman_liau_index: 15.09 11.4140731707 132% => OK
dale_chall_readability_score: 9.38 8.06136585366 116% => OK
difficult_words: 71.0 40.7170731707 174% => OK
linsear_write_formula: 15.0 11.4329268293 131% => OK
gunning_fog: 11.6 10.9970731707 105% => OK
text_standard: 12.0 11.0658536585 108% => OK
What are above readability scores?
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Rates: 84.2696629213 out of 100
Scores by essay e-grader: 7.5 Out of 9
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.