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June 15, 2017


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hello Simon
what is the meaning of"children who were struggling in at least one area"


Hi sabz,

I think he wanted to say that school B saw that the percentages for all area have increased in 2015.

Hi sir
I also get confused with the same sentence that Mr Sabaz asked


I given exam on 13 for speaking following question ask ed

1. Are you like to wear watch.?
2. You get any gift as a watch and who give you?
3. Why people liked to wear expensive watch? Are you like to wear expensive watch? Why?

And speaking cue card

In near future, are you planning for any holiday ?


With whom

And why you choose that destination

Follows up

Where u like to most for your holiday?

Why people choose holiday destination on hill side?

What is the meaning of employment opportunity at holiday destination


Simon plz if you get time then explain my three about question answe for life style

Simon plz help me with this topic
When clever person helped you?

Hello Simon, can I get the reading tips how..

sabz and Joe,

To avoid confusion, I've deleted the phrase "in at least one area".

So, "struggling" just means "having problems".


Rupeshkumar and Anmol,

Thanks for sharing your questions. I'll copy them and keep them for future lessons.



Just click on the reading category in the menu on the left of this page.

Learnt a lot!

thanks, simon and ryan

Hi Simon, I have read couple of your sample answers for task 1. It seems like you donot put a conclusion in task 1 which is very hard for to understand. I have read the sample answers given by Cambridge IELTS, and they all have a conclusion which is quite different from your writing layout.

Here are the body paragraph. Please let me know what you think about it.

At School A, the most common educational problems in the year 2005 were following instructions and concentration in lessons. Specifically, 42% students of School A had difficulties in following teachers’ instructions and 40% of students found concentrating in lessons challenging. The incidence of these problems, however, has been significantly reduced to only 18% for each category in 2015. Similarly, the percentages of students in School A with problems of verbal expression of ideas, listening skills and spelling have declined between 2005 and 2015. By contrast, while the proportion of students encountered with reading ability and handwriting were the lowest in School A in 2005, these figures have not changed much in 2015. In fact, under 30% of School A’s students were faced with reading ability and handwriting in both years and these difficulties were the most common among students in School A in 2015.

On the other hand, at School B, in 2005, more students had difficulties in concentrating in lessons, expressing ideas verbally, and listening more than other problems, with the percentages of students with these problems being 15%, 14% and 11% respectively. The incidence of each of these other four problems in school B was less than 8%. However, it is worth noting that almost all educational problems in School B have become more common in 2015. For example, the percentages of students who are confronted with spelling problems increased from 5% in 2005 to 10% in 2015. Lesson concentration was still the most common problem in School B, causing difficulties for the same proportion of students (15%) in 2015.

Students in School B, however, were struggling at different rates, thus, handwriting, as well as concentration in lessons remained unchanged at 7% and 15% respectively.Alsothere was a slight increase in the proportion of reading ability problem from 8% to 9 % and listening difficulties from 11% to 15%, in addition to verbal expression figure jumped to 12% from only 11%. Nevertheless, following instructions and spelling figures had doubled at 12% and 10% alike.

Body =)))
In 2005, 42% of the total number of students in school A had difficulties in following the instructions, while in school B, this matter accounted for the smallest portion, at six percent. Both schools had a small amount of children who were lacking in reading ability, school A was nearly a quarter and B was only eight percent.
A decade later, school A succeeded in decreasing its students who found it hard to follow instruction by roughly double, but school B increased by a twofold portion of children. Just as the same with 2005, students with handwriting problem in school A and B were 28% and seven percent respectively


Please read this lesson:


Hi Simon,

Shall we compare the data by different years or by different schools?

The table compares the percentages of pupils encountered seven educational difficulties, in two primary schools over a ten-year period.

Overall, school A children had more educational problems than those in school B. However, school A managed to reduce the incidence of most problems, while school B saw an overall rise in children suffering.

In 2005, the main problems in school A children were following the instructions (42%)and concentration
difficulties(40%),however,a dramatic fall,by more than 50%,had been seen by 2015.Equal percentages,35%,of pupils in school A were struggling with listing skills and verbal expression in ideas,till declined by almost 15% in 2015.

A dramatic rise in the percentage of pupils suffering in school B was seen in 2015,with the percentage of children ,struggling with following instructions, rising to 12% and those with spelling problems doubled to 10%.

The table compares the ratio of students who are having difficulties in their education from two primary schools in the years 2005 and 2015. It is clearly seen that school A records more pupils facing variety of problems in both years compared to the enrolles in school B.

To begin with,in year 2005, students from school A were struggling in concentration in lessons and following instructions with around 40%.Similarly, the proportion of students in year 2015 with the same problems decreased by half.In addition, in 2005,pupils both having difficulties in listening skills and verbal expression of ideas with 35%, while in 2015,one of five students had the same dilemma. A third of students have challenges in spelling in 2005 and a quarter in 2015.Meanwhile, under 28% of students have problems with reading and handwriting in both years.

Conversely, enrolles struggling in listening skills, verbal expression of ideas, and concentration in lessons only have 15% and under in school B year 2005 and the rest is below 10%. Furthermore, in 2015, reading ability and handwriting are under 10% of the over-all proportion while the rest are over a little.

To sum up, although school A had more educational problems compared to school B, the first group had decreased in number in these aspects compared to the later group.

here is my article :) thank you simon
The table compares the percentage of children with different educational problems in two primary schools in the year 2005 and 2015.

Overall, it is clear that the proportion of children with educational inability in school A is much higher than the figure for school B. However, while school A was struggling to tackle these seven problems, the proportion of these problems in school B increased overall.

In 2005, the percentage of students who had difficulty in following instructions in school A (42%) was sevenfold compared to the school B, while the figure decreased to 18% in school A and rose to 12% in school B in 2015. The second highest figure in children who were not able to concentrate in lessons reached 40% in 2005, compared with 15% in school B, which ranked the highest one with the same proportion in school B in 2015.

In terms of the spelling ability, the proportion in school A decreased to 25%, whereas the figure doubled to 10% in school A by 2015. Interestingly, the figure for students with handwriting problem in two different schools remained the same, at 28% and 7% respectively.

Hi Simon,

I kind of neglect the specific data and focus on the trend. Is it too concise? THX for your advice.

The above table clearly grades the difficulties that school kids encounter in two primary schools in 2005 and in 2015. Despite the fact that children in school B outperformed those in school A on the given areas overall, school A demonstrates a better pattern of learning improvement in 2015.

Compared with 2005, we can learn that spelling and following instructions in 2015 are noticeably lowered in School A meanwhile both figures twice in 2015.
In addition, kids in school A also improved their listening skills, verbal, concentration significantly in 2015. However, the figures barely moves in school B in 2015.
On the other hand, we did not see any changes in the rest areas such as reading and handwriting in both schools.

Hi Simon,

I pretty much always feel confused when I use the articles like a, an, and the. Can you explain why did you use 'an overall rise' instead of 'the overall rise'?

Hi sir

Why you didn't mentione ''reading ability'' and ''handwriting''?

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