A quick look at the table shows us that:
2005 is a past time period. Therefore, we must use the past tense to describe information in this year.
There are two years in the table chart. As a result, we must also analyze changes and trends, if applicable.
The table demonstrates the proportion of children who faced different educational problems in two primary schools in 2005 and 2015.
In 2005, all percentage figures of school A were greater than those of school B. Specifically, 42% and 40% of students in school A found it difficult to follow instructions and concentrate in lessons, respectively, while only 6% and 15% of students in school B faced the same issues. In addition, more than a third of students in school A (35%) recorded difficulty listening to teachers and verbally expressing their ideas, whereas less than 15% of students in school B faced the same educational problems. The percentage of students with spelling problems in school A (30%) was six times greater than that in school B (5%); furthermore, the difference was four times as for handwriting and nearly four times as for reading problems.
In 2015, although all percentage figures of school A were still higher than those of school B, most educational problems in school A had become less serious. Except for the percentage of students with reading and handwriting difficulty (which slightly increased to 23% and stayed unchanged at 28%, respectively), the percentage of students with other educational problems in school A in 2015 dropped. By contrast, the proportion of students with five out of seven educational problems in school B rose; strikingly, the proportion of those who found it difficult to spell and follow instructions even doubled (from 5% to 10% and 6% to 12%, respectively).
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