The table shows the Proportions of Pupils Attending Four Secondary School Types Between Between 2000 and 2009.
Summarize the information by selecting and reporting the main features and make comparisons where relevant.
The table compares the rate of participation in four secondary schools in the first decade of 2000.
It is evident that the number of pupils attending voluntary-controlled schools declined sharply, while that of community institutes witnessed a dramatic rise during the period.
At the beginning the time frame, over 50% scholars had their education at voluntary-controlled schools, which was ahead of the other proportions. The figure, however, then started to decrease substantially and steadily in the following years to 38% before ending the period at its bottom mark, 20%. Conversely, the enrollment in community schools experienced an upsurge from only 12% to its peak at 58% and accounted for the highest percentage at the end.
Despite noticeable changes in the two types mentioned above, the rate of students getting their educational attainment at specialist schools dropped slightly, from 12% to 10%. A similar proportion could be seen in grammar schools but at a higher level. Fewer learners took part in grammar schools over the time frame between 2000 and 2009, 24% and 12% respectively.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-11-27 | Rizvi007 | 84 | view |
| 2019-09-21 | rose_3012 | 78 | view |
| 2019-09-21 | MaKay1990 | 73 | view |
| 2019-08-21 | harshiniharshini | 84 | view |
| 2019-08-21 | harshiniharshini | 61 | view |
- The table shows the Proportions of Pupils Attending Four Secondary School Types Between Between 2000 and 2009.Summarize the information by selecting and reporting the main features and make comparisons where relevant. 78
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- The two maps below show road access to a city hospital in 2007 and 2010 73
- The bar chart below shows the number of houses built per year in two cities Derby and Nottingham Between 2000 and 2009 72
- 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 re 73
Grammar and spelling errors:
Line 1, column 101, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ry schools in the first decade of 2000. It is evident that the number of pupils ...
^^^^^^^^
Transition Words or Phrases used:
but, conversely, first, however, second, then, while
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 3.0 7.0 43% => More to be verbs wanted.
Auxiliary verbs: 1.0 1.00243902439 100% => OK
Conjunction : 5.0 6.8 74% => OK
Relative clauses : 3.0 3.15609756098 95% => OK
Pronoun: 7.0 5.60731707317 125% => Less pronouns wanted
Preposition: 33.0 33.7804878049 98% => OK
Nominalization: 5.0 3.97073170732 126% => OK
Performance on vocabulary words:
No of characters: 943.0 965.302439024 98% => OK
No of words: 174.0 196.424390244 89% => More content wanted.
Chars per words: 5.41954022989 4.92477711251 110% => OK
Fourth root words length: 3.63192868298 3.73543355544 97% => OK
Word Length SD: 3.20345982371 2.65546596893 121% => OK
Unique words: 116.0 106.607317073 109% => OK
Unique words percentage: 0.666666666667 0.547539520022 122% => OK
syllable_count: 273.6 283.868780488 96% => OK
avg_syllables_per_word: 1.6 1.45097560976 110% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 1.0 1.53170731707 65% => OK
Article: 5.0 4.33902439024 115% => OK
Subordination: 1.0 1.07073170732 93% => OK
Conjunction: 0.0 0.482926829268 0% => OK
Preposition: 4.0 3.36585365854 119% => OK
Performance on sentences:
How many sentences: 8.0 8.94146341463 89% => OK
Sentence length: 21.0 22.4926829268 93% => OK
Sentence length SD: 34.2816915423 43.030603864 80% => OK
Chars per sentence: 117.875 112.824112599 104% => OK
Words per sentence: 21.75 22.9334400587 95% => OK
Discourse Markers: 6.5 5.23603664747 124% => OK
Paragraphs: 4.0 3.83414634146 104% => OK
Language errors: 1.0 1.69756097561 59% => OK
Sentences with positive sentiment : 2.0 3.70975609756 54% => More positive sentences wanted.
Sentences with negative sentiment : 0.0 1.13902439024 0% => More negative sentences wanted.
Sentences with neutral sentiment: 6.0 4.09268292683 147% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.146532585207 0.215688989381 68% => OK
Sentence topic coherence: 0.0702475482215 0.103423049105 68% => OK
Sentence topic coherence SD: 0.0659444671714 0.0843802449381 78% => OK
Paragraph topic coherence: 0.10645106303 0.15604864568 68% => OK
Paragraph topic coherence SD: 0.0682781405252 0.0819641961636 83% => OK
Essay readability:
automated_readability_index: 15.0 13.2329268293 113% => OK
flesch_reading_ease: 50.16 61.2550243902 82% => OK
smog_index: 8.8 6.51609756098 135% => OK
flesch_kincaid_grade: 11.5 10.3012195122 112% => OK
coleman_liau_index: 14.16 11.4140731707 124% => OK
dale_chall_readability_score: 9.4 8.06136585366 117% => OK
difficult_words: 52.0 40.7170731707 128% => OK
linsear_write_formula: 12.0 11.4329268293 105% => OK
gunning_fog: 10.4 10.9970731707 95% => OK
text_standard: 12.0 11.0658536585 108% => OK
What are above readability scores?
---------------------
Rates: 78.6516853933 out of 100
Scores by essay e-grader: 7.0 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.