The charts below show the number of girls per 100 boys in all levels of education. Summarize the information by selecting and reporting on the main features, and make comparison where relevant.
The presented tables represent the proportion of girls who attended various types of schools in two kinds of countries from 1990 to 2005. Overall, the number of female students in developed countries rose steadily when the level of education was higher. On the contrary, these figures of developing countries dropped significantly.
As can be seen in the first table, there was an increase in the number of girls attending schools in underdeveloped nations, soaring from 83% in 1990 to 87% in 2000. This percentage was virtually the same that of female students in advanced countries, which accounted for 93% and 96% in 1990 and 2000 respectively.
Turning to the secondary stage of education, the rate of girls attending schools in developing countries slightly declined to stand at 72% and 82% in 1990 and 2000 correspondingly. Meanwhile, 98% girls of industrialized nations went to school in 1990 and 99% of them joined classes in 2000.
As regard to tertiary education, the number of female students in developing countries continued the downward trend, reaching 66% in 1990 and 75% in 2000. In the meantime, the figures for school girls in developed countries up surged to hit the peak at 105% in 1990 and 112% in 2000.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2021-08-30 | phungnguyen | 73 | view |
| 2019-08-07 | thongnguyen | 88 | view |
| 2015-09-13 | YS89 | 50 | view |
- The charts below show the number of girls per 100 boys in all levels of education Summarize the information by selecting and reporting on the main features and make comparison where relevant 88
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- Air traffic is increasingly leading to more noise, pollution and airport construction. One reason for this is the growth in low cost passenger flights, often to holiday destinations. Some people say that governments should try to reduce air traffic by tax 84
- The table below shows the number of language learners who used different methods of learning English between the years 2000 and 2008 Summarize the information by selecting and reporting the main features and make comparisons where relevant Modes of learni 82
Grammar and spelling errors:
Line 7, column 285, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... peak at 105% in 1990 and 112% in 2000.
^^^^^
Transition Words or Phrases used:
first, if, second, so, while, on the contrary
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 : 7.0 6.8 103% => OK
Relative clauses : 4.0 3.15609756098 127% => OK
Pronoun: 4.0 5.60731707317 71% => OK
Preposition: 46.0 33.7804878049 136% => OK
Nominalization: 4.0 3.97073170732 101% => OK
Performance on vocabulary words:
No of characters: 1032.0 965.302439024 107% => OK
No of words: 204.0 196.424390244 104% => OK
Chars per words: 5.05882352941 4.92477711251 103% => OK
Fourth root words length: 3.77926670891 3.73543355544 101% => OK
Word Length SD: 2.94057183328 2.65546596893 111% => OK
Unique words: 107.0 106.607317073 100% => OK
Unique words percentage: 0.524509803922 0.547539520022 96% => OK
syllable_count: 280.8 283.868780488 99% => OK
avg_syllables_per_word: 1.4 1.45097560976 96% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 2.0 1.53170731707 131% => OK
Article: 5.0 4.33902439024 115% => OK
Subordination: 2.0 1.07073170732 187% => OK
Conjunction: 0.0 0.482926829268 0% => OK
Preposition: 2.0 3.36585365854 59% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 9.0 8.94146341463 101% => OK
Sentence length: 22.0 22.4926829268 98% => OK
Sentence length SD: 29.716354561 43.030603864 69% => OK
Chars per sentence: 114.666666667 112.824112599 102% => OK
Words per sentence: 22.6666666667 22.9334400587 99% => OK
Discourse Markers: 5.0 5.23603664747 95% => OK
Paragraphs: 4.0 3.83414634146 104% => OK
Language errors: 1.0 1.69756097561 59% => OK
Sentences with positive sentiment : 4.0 3.70975609756 108% => OK
Sentences with negative sentiment : 0.0 1.13902439024 0% => More negative sentences wanted.
Sentences with neutral sentiment: 5.0 4.09268292683 122% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0713985872735 0.215688989381 33% => OK
Sentence topic coherence: 0.0352600773194 0.103423049105 34% => OK
Sentence topic coherence SD: 0.0226969157422 0.0843802449381 27% => Sentences are similar to each other.
Paragraph topic coherence: 0.0496102908653 0.15604864568 32% => OK
Paragraph topic coherence SD: 0.00855301630493 0.0819641961636 10% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 13.7 13.2329268293 104% => OK
flesch_reading_ease: 66.07 61.2550243902 108% => OK
smog_index: 8.8 6.51609756098 135% => OK
flesch_kincaid_grade: 9.5 10.3012195122 92% => OK
coleman_liau_index: 12.36 11.4140731707 108% => OK
dale_chall_readability_score: 8.6 8.06136585366 107% => OK
difficult_words: 50.0 40.7170731707 123% => OK
linsear_write_formula: 11.0 11.4329268293 96% => OK
gunning_fog: 10.8 10.9970731707 98% => OK
text_standard: 9.0 11.0658536585 81% => OK
What are above readability scores?
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Rates: 73.0337078652 out of 100
Scores by essay e-grader: 6.5 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.