Part 1
You should spend about 20 minutes on this task. Write at least 150 words.
Part 2
You should spend about 40 minutes on this task. Write at least 250 words.
The chart below shows the number of households in the US by their annual ’ income in 2007, 2011 and 2015.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Samples
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Some university students want to learn about other subjects in addition to their main subjects. Others believe it is more important to give all their time and attention to studying for a qualification.
Discuss both these views and give your own opinion.
Samples
Words: 0
8.0
The bar chart provides information about the number of US households by their annual salary from 2007 to 2015.
Overall, the number of households with an annual income from $75,000 to $99,999 showed the lowest proportion over the period, whereas the families with the highest salaries demonstrated the highest proportion, with the only exception in 2011.
Although the number of households with an annual income of $100,000 or more showed a lower proportion in 2011, in total, the figure increased from approximately 29 million in 2007 to about 33 million in 2015. The families with income equivalent to $25,000-$49,999 accounted for about 26 million, just under 30 million, and about 28 million in 2007, 2011, and 2015, respectively. Regarding the households with the lowest annual income, the figure increased from 25 million to about 28 million throughout the period.
In terms of families with $50,000-$74,999 of yearly salary, the number stood at slightly over 20 million, remaining steady over the whole period. In contrast, households with $75,000-$99,999 of annual income rose from about 14 million to 15 million, reaching its peak in 2015.
7.0
Some argue that the addition of extra subjects to their major subjects is a good idea, whereas others believe that it is more significant to pay attention to studying for a qualification. Although there are some advantages of learning about other subjects, I personally think that the benefit of focusing the major subject, such as more qualified professionals, is more substantial.
On the one hand, it is clear that the development of different skills or knowledge plays a crucial role in the creation of great specialists. However, this trend can result in the diminishing of focus in terms of the main subjects. For example, students who learn only math achieve better academic scores in a short time, rather than those who combine math with other extracurricular activities. In addition, there are alternative ways to combine the main subjects with the additional ones, such as attending extra courses or clubs. For instance, a student who wants to study a new language may apply for specific language classes.
On the other hand, focusing on one subject allows individuals to improve their skills and knowledge better. In particular, students will have more time to explore their main field profoundly, which subsequently leads to better career opportunities. For example, if a person wants to achieve the highest qualification, it is obvious that unnecessary university courses will consume his time.
In conclusion, although there is the advantage of learning different subjects, such as improvement of knowledge in a variety of fields, I strongly believe that enhancement of the qualification is more significant.
6.0 🙁
How can i write an essay more natural? I can just write a simple one. Can somone give me any advice?
In modern times, the issue of additional subject in university has become highly controversial. There are students who want to gain knowledge in extra subject with their main course in university, however others believe that students should invest their time and intention to acquire qualification. In this essay i will examine both sides of the argument and provide my overall opinion.
Generally speaking, there are wide range of reasons why students want to acquire additional subject knowledge at university. First and foremost, with range of subjects students able to discover in university which is their true interest. Perhaps someone studying at engineering department could be best in sports or entrepreneurship, and this way they may able discover their real profession. A further point in favor of additional subjects, such as accounting, mathematics, or philosophy etc. help students to solve real world problems. Last but not least, students believe that if they able gain to expensive range knowledge, they will be able to improve their moral values, and with that they can participate in society to solve issues.
Despite this arguments, there is also a case for the idea that attandees at university should focus on their qualification rather than other areas. The main reason why people think that this is a good idea is because it could negatively affect their studies, distract them from academic main academic goals. As a result, many students could suffer academically due to expensive range of workload. Moreover, it can harm their performance. When an average student experience extra subject pressure in their studies, many of them may not be able manage their timetable. Eventually, because of poor time management and lack of ficus on their main subject they can be fail in exams.
Taking all the factors into account it can be said that, additional subject in university has become a complex issue with no easy solution. Despite arguments to the contrary, i genuinely feel that we should include additional subjects in the course curriculumn. If students are capable of handing additional learning pressure in university they will be able to capable hurdles in real life with book knowledge.
The bar chart illustrates the number of households in the United States (in millions) across five annual income categories in 2007, 2011, and 2015.
Overall, households in the highest income bracket ($100,000 or more) increased steadily over the period and became the largest group by 2015, while those in lower income categories such as “less than $25,000” and “$25,000–$49,999” showed fluctuations. Meanwhile, households earning $75,000–$99,999 consistently accounted for the smallest share.
In 2007, the largest category was households earning between $25,000 and $49,999, at around 29 million, closely followed by those earning $100,000 or more, at just under 30 million. Households with incomes below $25,000 stood at roughly 25 million, while the $50,000–$74,999 group and the $75,000–$99,999 group represented about 21 million and 15 million households, respectively.
By 2011, the under-$25,000 and $25,000–$49,999 categories had risen slightly to nearly 28–29 million, overtaking the $100,000+ bracket, which remained at about 28 million. The $50,000–$74,999 range held steady at 21 million, whereas the $75,000–$99,999 group fell slightly to around 14 million.
In 2015, the $100,000+ category increased sharply to 33 million households, reclaiming the top position. Both the $25,000–$49,999 and under-$25,000 groups dropped back to their 2007 levels, at around 27 million and 25 million, respectively. The $50,000–$74,999 range remained unchanged, while the $75,000–$99,999 bracket continued to be the smallest, at around 15 million.
In modern higher education, some students prefer to learn other subjects alongside their main study, while others believe giving their full concentration to study solely on a subject for a qualification is more beneficial. Both perspectives have merits, but in my opinion, a balanced approach can be rewarding.
On the one hand, concentrating on one subject for a qualification allows students to learn in-depth knowledge and expertise in their chosen field. Professions like medicine, law, and engineering require profound knowledge and skill to become successful in such careers. For example, medical students must dedicate years of rigorous study exclusively to health care subjects to become competent doctors. Moreover, giving all attention to one subject can reduce distraction, help students to achieve good results in their academic tasks, and improve their employment prospects in a competitive job market.
On the other hand, studying other subjects alongside the primary field always provides an extra option both in career choices and the employment market. It offers students broader perspectives and transferable skills in different educational fields. For instance, a computer science student who also learn business or communication can enrich his organizational skills and enhance leadership quality. Similarly, subjects such as history, philosophy, or the arts can improve creativity, critical thinking, and problem-solving abilities. In today’s fast-changing world, companies give value to those employees who are versatile and adapt across disciplines. Therefore, diversifying knowledge can make graduates more flexible and innovative.
In my opinion, one’s specific qualification can ensure in-depth wisdom, and learning about other subjects provides important breadth of knowledge. Educational institutes should encourage students to prioritise their major but also allow them to explore electives according to their interests. This kind of balance provides more efficient and ready to impact students for the upcoming digital era.
In conclusion, some believe students should concentrate solely on their qualifications, while others favour studying additional subjects. I personally think a combination of depth and breadth in education is the best approach, as it prepares students for both career success and personal growth.
Some university students prefer to study a wide range of subjects apart from their main degree, while others argue that it is more beneficial to concentrate only on their core area. Both views have valid points, and I will discuss them before giving my own opinion.
On the one hand, studying different subjects can provide students with a broader knowledge base. Modern careers often require more than one skill. For example, an engineering student who also learns business or communication skills may find it easier to start a company or manage projects effectively. Similarly, a medical student who studies psychology in addition to medicine might be better prepared to treat patients holistically. In other words, learning beyond one’s specialization can make graduates more adaptable and competitive in the job market.
On the other hand, focusing solely on a major subject allows students to develop expertise and achieve a higher level of mastery. University courses are often demanding, and trying to balance multiple subjects might lead to a lack of depth in the main field. For instance, law or medical students are required to study intensively for many years; adding extra subjects could distract them from obtaining the qualifications needed to succeed in these professions. Therefore, for careers that demand deep specialist knowledge, concentrating on one subject is essential.
In my opinion, the best approach depends on the field of study and the goals of the student. While some degrees, such as medicine or law, require full commitment to a single subject, other fields, like business or arts, can benefit greatly from interdisciplinary knowledge. Overall, a balance should be encouraged: students should not neglect their main subject, but they should also have opportunities to explore other areas that can enhance their career prospects and personal growth.
In conclusion, although focusing on one subject can ensure expertise, broadening knowledge by studying other areas can create more versatile and capable graduates. I believe a flexible system that allows students to choose both specialization and optional courses is the most effective solution.
✅ Word count: ~320 (ideal length 270–320)
The bar chart illustrates the number of households in the United States, measured in millions, according to their annual income in 2007, 2011 and 2015.
Overall, it is clear that the number of households with an annual income of $100,000 or more rose significantly over the period, while those earning below $25,000 also increased. In contrast, the middle-income groups either remained relatively stable or experienced slight declines.
In 2007, around 27 million households earned between $25,000 and $49,999, making it the largest group. This figure slightly decreased to just under 30 million in 2011, before falling back to around 28 million by 2015. Similarly, households in the $50,000–$74,999 and $75,000–$99,999 ranges showed little change, fluctuating between 15 and 20 million throughout the three years.
By contrast, households with an annual income of $100,000 or more showed a strong upward trend. Starting at 29 million in 2007, this figure rose steadily to about 31 million in 2011, and further increased to over 33 million in 2015, making it the largest income group by the end of the period. Meanwhile, the lowest income category (less than $25,000) also increased slightly, from around 25 million in 2007 to almost 28 million in 2015.
The bar chart illustrates the number of US households (in millions) in five different income brackets across the years 2007, 2011, and 2015.
Overall, households earning $100,000 or more increased steadily over the period, while the number of households earning less than $25,000 remained relatively stable. The middle-income groups fluctuated slightly.
In 2007, the largest number of households (around 30 million) fell into the highest income category ($100,000 or more), whereas those earning $75,000-$99,999 accounted for the fewest (roughly 14 million). In 2011, the number of households in the $25,000-$49,999 bracket slightly surpassed those earning less than $25,000, both reaching around 29 million and 28 million, respectively.
By 2015, the $100,000+ group rose significantly to nearly 34 million households, maintaining its position as the highest. The lower-income groups ($50,000-$74,999 and $75,000-$99,999) remained mostly stable. Meanwhile, the number of households in the $25,000-$49,999 category slightly declined.
Overall, the trend shows a gradual shift toward higher-income households over the years.
The line graph illustrates the number of househols in united State by their yearly earning in three years: 2007,2011 and 2015.
Overall,the number of US household yearly earning capacity of middle and upper-middle class slightly remained constant throughout the year.While the income of the lower class,lower middle class ,and upper class fluctuated across the years.
On the one hand side ,the yearly income of middle class, approximately from 50 to 75 thousands stayed roughly the same in all the year by 20 millions.Similarly,the number of household in upper middle ,earning between 75 to 100 thousands dollars showed a slight decreased to below 15 million.
There was a similar trends for both the lower class and lower-middle class from 2007,2011 and 2015 .In 2007 and 2011,the number of US household slightly increased and reached to more than 25 thousand , however in 2015, both the classes roughly decreased in number, marking to less than 23 millions . For the upper class,the number of US household slightly decreased to below 30 thosand in two year : 2007 and 2011,then gradually rose to 33 thousand at the end of the period marking the highest number throught the period.