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. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
The bar chart below provides the information regarding the type of further education among male and female between 1970/71 and 1990/91 in Britain.
Overall, among male the participation in full time education increased from 1970/71 to 1990/91, while the part-time education decreased slightly between this time period. On the other hand, both the full-time and part-time participation in tertiary education among female increased during the given time period.
With regard to male, the full-time enrollment in further education was about 100 thousands in 1970/71, which increased gradually and reached at about 180 thousands in 1980/81, and it further witnessed a rise and reached at around 220 thousands in 1990/91. While, the number of male, who joined in part-time further education was exactly 1000 thousands in 1970/71, which slightly fell to reach just below 900 thousands in 1980/81. After that it rose slightly and reached about 900 thousands in 1990/91.
On the other hand, among female, the number, who attended part-time education was about 750 thousands in 1970/71, and it increased gradually to reach just over 800 thousands at 1980/81, after that it soared to around 1100 thousands in 1990/91. The number of full time student in higher education was about 50 thousands in 1970/71. It steadily increased over the time period, and in 1980/81 the number was just over 200 thousands, and finally in 1990/91 the number of female student who attended full-time study was about 280 thousands.
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| 2023-08-31 | fdsugb22 | view | |
| 2023-07-06 | Selena17_ | 67 | view |
| 2023-05-13 | ntqkhai | 73 | view |
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- 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 Summarize the information by selecting and reporting the main features and make comparisons where rele 67
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Grammar and spelling errors:
Line 2, column 42, Rule ID: EN_COMPOUNDS
Message: This word is normally spelled as one.
Suggestion: fulltime
...verall, among male the participation in full time education increased from 1970/71 to 199...
^^^^^^^^^
Line 4, column 259, Rule ID: EN_COMPOUNDS
Message: This word is normally spelled as one.
Suggestion: fulltime
...100 thousands in 1990/91. The number of full time student in higher education was about 5...
^^^^^^^^^
Transition Words or Phrases used:
finally, regarding, so, while, with regard to, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 6.0 7.0 86% => OK
Auxiliary verbs: 0.0 1.00243902439 0% => OK
Conjunction : 10.0 6.8 147% => OK
Relative clauses : 7.0 3.15609756098 222% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 8.0 5.60731707317 143% => Less pronouns wanted
Preposition: 56.0 33.7804878049 166% => OK
Nominalization: 12.0 3.97073170732 302% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1267.0 965.302439024 131% => OK
No of words: 238.0 196.424390244 121% => OK
Chars per words: 5.32352941176 4.92477711251 108% => OK
Fourth root words length: 3.92775363542 3.73543355544 105% => OK
Word Length SD: 2.61780891632 2.65546596893 99% => OK
Unique words: 99.0 106.607317073 93% => More unique words wanted.
Unique words percentage: 0.415966386555 0.547539520022 76% => More unique words wanted or less content wanted.
syllable_count: 343.8 283.868780488 121% => OK
avg_syllables_per_word: 1.4 1.45097560976 96% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 1.0 1.53170731707 65% => OK
Article: 5.0 4.33902439024 115% => OK
Subordination: 3.0 1.07073170732 280% => Less adverbial clause wanted.
Conjunction: 4.0 0.482926829268 828% => Less conjunction wanted as sentence beginning.
Preposition: 7.0 3.36585365854 208% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 9.0 8.94146341463 101% => OK
Sentence length: 26.0 22.4926829268 116% => OK
Sentence length SD: 59.4941640462 43.030603864 138% => OK
Chars per sentence: 140.777777778 112.824112599 125% => OK
Words per sentence: 26.4444444444 22.9334400587 115% => OK
Discourse Markers: 7.11111111111 5.23603664747 136% => OK
Paragraphs: 4.0 3.83414634146 104% => OK
Language errors: 2.0 1.69756097561 118% => OK
Sentences with positive sentiment : 8.0 3.70975609756 216% => Less positive sentences wanted.
Sentences with negative sentiment : 0.0 1.13902439024 0% => More negative sentences wanted.
Sentences with neutral sentiment: 1.0 4.09268292683 24% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.22768074848 0.215688989381 106% => OK
Sentence topic coherence: 0.135756975857 0.103423049105 131% => OK
Sentence topic coherence SD: 0.069140334657 0.0843802449381 82% => OK
Paragraph topic coherence: 0.170149553137 0.15604864568 109% => OK
Paragraph topic coherence SD: 0.057411296055 0.0819641961636 70% => OK
Essay readability:
automated_readability_index: 16.8 13.2329268293 127% => OK
flesch_reading_ease: 62.01 61.2550243902 101% => OK
smog_index: 8.8 6.51609756098 135% => OK
flesch_kincaid_grade: 11.1 10.3012195122 108% => OK
coleman_liau_index: 13.87 11.4140731707 122% => OK
dale_chall_readability_score: 7.31 8.06136585366 91% => OK
difficult_words: 36.0 40.7170731707 88% => OK
linsear_write_formula: 14.5 11.4329268293 127% => OK
gunning_fog: 12.4 10.9970731707 113% => OK
text_standard: 9.0 11.0658536585 81% => OK
What are above readability scores?
---------------------
Rates: 67.4157303371 out of 100
Scores by essay e-grader: 6.0 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.