The three pie charts below show the changes in annual spending by a particular UK school in 1981, 1991 and 2001.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
The three charts below compare the figures regarding the variation changes in annual budget by a particular school in the UK reported in 1981, 1991, and 2001. In general, salaries accounted for the largest proportion while there was only a small portion for insurance in the school expenditure in most year.
It could be easily observed from the pie charts that salaries for teachers took the highest percentage in school spending in each year, from 40 to 50 percent. Other workers' salaries, except for the year of 2001, occupied the second position with 28 and 22 percent respectively.
In comparison with the data of school budget from teachers' and other workers' salaries, those of furniture and equipment, resources e.g books and insurance were relatively lower. Spending for furniture and equipment in the school constitutes a significant portion in 2001, with nearly 25 percent of the budget to upgrading resources e.g. books, reaching 20 percent in 1991. Finally, no more than 10 percent of school spending was poured into insurance packages each year.
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| 2024-06-02 | Ahmad_off | 73 | view |
| 2023-08-18 | hau le | 73 | view |
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| 2023-08-17 | trikhung777 | 78 | view |
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- The chart below shows the results of a survey about people s coffee and tea buying and drinking habits in five Australian cities Summaries the information by selecting and reporting the main features and make comparisons where relevant 73
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- Some people say that music is good way of bringing people of different cultures and ages together To what extent do you agree or disagree with this opinion 56
- The table below gives information on consumer spending on different items in five different countries in 2002
- The three pie charts below show the changes in annual spending by a particular UK school in 1981 1991 and 2001 Summarise the information by selecting and reporting the main features and make comparisons where relevant 78
Grammar and spelling errors:
Line 3, column 4, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[2]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: comparison,
...ith 28 and 22 percent respectively. In comparison with the data of school budget from tea...
^^^^^^^^^^
Line 3, column 171, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... e.g books and insurance were relatively lower. Spending for furniture and equipm...
^^
Transition Words or Phrases used:
e.g., finally, if, regarding, second, so, while, except for, in general
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 4.0 7.0 57% => More to be verbs wanted.
Auxiliary verbs: 1.0 1.00243902439 100% => OK
Conjunction : 6.0 6.8 88% => OK
Relative clauses : 1.0 3.15609756098 32% => OK
Pronoun: 3.0 5.60731707317 54% => OK
Preposition: 30.0 33.7804878049 89% => 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: 889.0 965.302439024 92% => OK
No of words: 172.0 196.424390244 88% => More content wanted.
Chars per words: 5.16860465116 4.92477711251 105% => OK
Fourth root words length: 3.62144681703 3.73543355544 97% => OK
Word Length SD: 2.65821049164 2.65546596893 100% => OK
Unique words: 102.0 106.607317073 96% => OK
Unique words percentage: 0.593023255814 0.547539520022 108% => OK
syllable_count: 256.5 283.868780488 90% => OK
avg_syllables_per_word: 1.5 1.45097560976 103% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 2.0 1.53170731707 131% => OK
Article: 1.0 4.33902439024 23% => OK
Subordination: 0.0 1.07073170732 0% => More adverbial clause wanted.
Conjunction: 1.0 0.482926829268 207% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 3.36585365854 149% => OK
Performance on sentences:
How many sentences: 7.0 8.94146341463 78% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 24.0 22.4926829268 107% => OK
Sentence length SD: 30.9027440826 43.030603864 72% => OK
Chars per sentence: 127.0 112.824112599 113% => OK
Words per sentence: 24.5714285714 22.9334400587 107% => OK
Discourse Markers: 10.1428571429 5.23603664747 194% => OK
Paragraphs: 3.0 3.83414634146 78% => More paragraphs wanted.
Language errors: 2.0 1.69756097561 118% => OK
Sentences with positive sentiment : 3.0 3.70975609756 81% => OK
Sentences with negative sentiment : 2.0 1.13902439024 176% => OK
Sentences with neutral sentiment: 2.0 4.09268292683 49% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.21238993808 0.215688989381 98% => OK
Sentence topic coherence: 0.110767671439 0.103423049105 107% => OK
Sentence topic coherence SD: 0.132651936378 0.0843802449381 157% => OK
Paragraph topic coherence: 0.156007147886 0.15604864568 100% => OK
Paragraph topic coherence SD: 0.0879189299646 0.0819641961636 107% => OK
Essay readability:
automated_readability_index: 15.2 13.2329268293 115% => 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: 13.0 11.4140731707 114% => OK
dale_chall_readability_score: 8.96 8.06136585366 111% => OK
difficult_words: 45.0 40.7170731707 111% => OK
linsear_write_formula: 13.5 11.4329268293 118% => OK
gunning_fog: 11.6 10.9970731707 105% => 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.