The chart below shows the number of men and women in further education in
Britain in three periods and whether they were studying fulltime or part-time.
Summarise the information by selecting and reporting the main features, and
make comparisons where relevant.
The given graph compares how many of Britain’s men and women in terms of further education over the three periods. It is measured by thousands of people in further education.
Overall, it is evident that education tend was a significant increase in both genders. In addition, the majority of people took part in part-time education over the period shown.
Being the start of the period, by 1970 to 1971, the number of men studied part-time education reaching the highest point of 1000 thousand people, before falling by 150 thousand people from 1980 to 1981. While there were only around 100 thousand people studying fulltime education, at least ten times as low as by those for part-time education of males. From 1990 to 1991, both categories of education that male studying was a dramatic rise, stood at 900 and over 200 thousand people of part-time and fulltime education respectively.
On the other hand, the female rate of part-time education was over 650 thousand people in 1990/91. However, over 50 thousand people of females studied full-time education at the same time. Through the period of twenty years, full-time education, as well as part-time education, rose considerably. The number of female leaned part-time education hit the highest point of 1100 thousand in 1990/91, while this proportion was nearly 200 thousand in fulltime education.
Grammar and spelling errors:
Line 2, column 49, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... it is evident that education tend was a significant increase in both genders. In...
^^
Transition Words or Phrases used:
however, if, well, while, at least, in addition, as well as, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 8.0 7.0 114% => OK
Auxiliary verbs: 0.0 1.00243902439 0% => OK
Conjunction : 3.0 6.8 44% => More conjunction wanted.
Relative clauses : 2.0 3.15609756098 63% => OK
Pronoun: 6.0 5.60731707317 107% => OK
Preposition: 44.0 33.7804878049 130% => OK
Nominalization: 17.0 3.97073170732 428% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1145.0 965.302439024 119% => OK
No of words: 220.0 196.424390244 112% => OK
Chars per words: 5.20454545455 4.92477711251 106% => OK
Fourth root words length: 3.85128510684 3.73543355544 103% => OK
Word Length SD: 2.71927235649 2.65546596893 102% => OK
Unique words: 116.0 106.607317073 109% => OK
Unique words percentage: 0.527272727273 0.547539520022 96% => OK
syllable_count: 341.1 283.868780488 120% => OK
avg_syllables_per_word: 1.6 1.45097560976 110% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 2.0 1.53170731707 131% => OK
Article: 5.0 4.33902439024 115% => OK
Subordination: 4.0 1.07073170732 374% => Less adverbial clause wanted.
Conjunction: 0.0 0.482926829268 0% => OK
Preposition: 8.0 3.36585365854 238% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 11.0 8.94146341463 123% => OK
Sentence length: 20.0 22.4926829268 89% => OK
Sentence length SD: 43.122159746 43.030603864 100% => OK
Chars per sentence: 104.090909091 112.824112599 92% => OK
Words per sentence: 20.0 22.9334400587 87% => OK
Discourse Markers: 7.09090909091 5.23603664747 135% => OK
Paragraphs: 4.0 3.83414634146 104% => OK
Language errors: 1.0 1.69756097561 59% => OK
Sentences with positive sentiment : 6.0 3.70975609756 162% => 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: 0.23314772307 0.215688989381 108% => OK
Sentence topic coherence: 0.112104070339 0.103423049105 108% => OK
Sentence topic coherence SD: 0.0417100593129 0.0843802449381 49% => Sentences are similar to each other.
Paragraph topic coherence: 0.160258123049 0.15604864568 103% => OK
Paragraph topic coherence SD: 0.0285162627248 0.0819641961636 35% => 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: 13.1 13.2329268293 99% => OK
flesch_reading_ease: 51.18 61.2550243902 84% => OK
smog_index: 8.8 6.51609756098 135% => OK
flesch_kincaid_grade: 11.1 10.3012195122 108% => OK
coleman_liau_index: 12.88 11.4140731707 113% => OK
dale_chall_readability_score: 7.36 8.06136585366 91% => OK
difficult_words: 38.0 40.7170731707 93% => OK
linsear_write_formula: 8.5 11.4329268293 74% => OK
gunning_fog: 10.0 10.9970731707 91% => 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.