Bar chart
1. The chart shows the percentage of male and female teachers in six
different types of educational setting in the UK in 2010.
Model 1
The bar chart gives information about male and female teachers in six types of educational institution in the UK in 2010. It shows what percentage of teachers was male and what percentage was female.
Women predominated in schools for children. This was particularly true of schools for very young children. Over 95 percent of nursery school teachers, for example, were female. The situation was similarly one-sided in primary schools, where over 90 percent of teachers were women.
Men and women were more equally represented in teaching institutions catering for older children and young adults: secondary schools and colleges. College lectures, for example, were 50 percent female and 50 percent male.
Males held a larger share of teaching posts in higher-level institutions. This was particularly true for universities, where twice as many males were teaching staff than females.
Overall, women were more likely to hold the more typically maternal role of teaching young children. Males, on the other hand, predominated in the higher status teaching role of university lecturer.
Model 2
The chart compares the percentage of male and female teachers in different educational settings from nursery school to university. Significant differences between men and women are evident.
1 / 7
Women held nearly all of the teaching posts in nursery and primary schools and the majority of posts in secondary schools (approximately 56 percent). They held thesame percentage of posts as did men at college level. However, a smaller proportion of women held teaching positions at training
institutes, and, at universities, female lecturers were outnumbered by males by roughly two to one.
For men, the pattern of employment was the reverse. Only 2 percent of nursery school teachers and 10 percent of primary teachers were men. They were more equally represented at secondary and college level. However, a significantly higher percentage of university lecturers were male(roughly 70 percent).
Overall, the figure shows that gender is a significant factor in patterns of employment within the education sector.
2. The chart below shows the numbers of male and female research students
studying six science-related subjects at a UK university in
2009.Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
The bar chart shows the gender distribution of students doing scientific research across a range of disciplines at a UK university in 2009.
In five of the six disciplines, males outnumbered females. Male students made up a particularly large proportion of the student group in subjects
related to the study of inanimate objects and materials: physics, astronomy, and geology. The gender gap was particularly large in the field of physics, where there were five times as many male students as female students. Men and women were more equally represented in subjects related to the study of living things: biology, medicine, and veterinary medicine. In biology, there were nearly as many women (approximately 200) as men
(approximately 240). This was also true of medicine. Veterinary medicine
2 / 7
was the only discipline in which women outnumbered men (roughly 110 women vs. 90 men).
Overall, the chart shows that at this university, science-related subjects continue to be male-dominated; however, women have a significant presence in fields related to medicine and the life sciences.
3. The graph compares the percentage of international and the percentage of
UK students gaining second class degrees or better at major UK University.
Model 1
?
The bar chart shows the proportion of UK students and international students achieving second class degrees or higher in seven different subjects at a university in the UK.
Degree results were generally good for both home and international students, with well over 50 per cent gaining a second class degree or better in all seven subjects except International law.
International students tended to do better than UK students in technology-related subjects. This was particularly true of
Information Technology. Whereas over 80 per cent of international students gained a good degree in IT, only about half of the UK students did so.
Degree results were similar for the two groups in Nursing and
Accounting. In Arts and Social Science-related subjects, UK students tended to do better. The biggest gap in performance was in
?
?
3 / 7
雅思写作Bar_chart
