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Pie charts: Reasons for choosing a university in the UK (1997 vs 2007)

1. Giải thích đề

Hai biểu đồ tròn cho thấy các lý do chính khiến sinh viên chọn một trường đại học ở Anh vào năm 1997 và 2007.

→ Dạng: pie charts – so sánh 2 mốc thời gian

2. Introduction (paraphrase)

Giữ các từ khóa:

reasons

students chose a university

UK

two years

Có thể dùng:

shows → illustrates / compares

reasons → factors

Mẫu:

The pie charts illustrate the main reasons why students chose a particular university in the UK in 1997 and 2007.

3. Overview (ý chính)

Suitable degree courses là lý do lớn nhất ở cả hai năm

Proximity to parental home tăng mạnh

Good sports and social activities giảm đáng kể

Các yếu tố khác thay đổi nhẹ

→ xu hướng: ưu tiên thực tế (course \+ location) tăng, yếu tố giải trí giảm

Từ khóa nên dùng:

remained the dominant factor

increased significantly

declined sharply

changed slightly

4. Chia BODY

BODY 1 – Nhóm chính (Suitable degree & Proximity)

Suitable degree courses:

1997: 35% → 2007: 37%

→ vẫn là lý do lớn nhất, tăng nhẹ

Proximity to parental home:

1997: 10% → 2007: 22%

→ tăng mạnh

Ý chính: sinh viên ngày càng ưu tiên ngành học phù hợp và vị trí gần nhà

BODY 2 – Các yếu tố còn lại

Quality of resources:

21% → 17% (giảm nhẹ)

Quality of teaching:

15% → 18% (tăng nhẹ)

Good sports & social activities:

19% → 6% (giảm mạnh nhất)

Ý chính: các yếu tố học thuật thay đổi nhẹ, trong khi yếu tố giải trí giảm đáng kể

5. Gợi ý từ vựng

account for

make up

represent

increase significantly

decline sharply

remain the largest proportion

Ví dụ:

Suitable degree courses accounted for the largest proportion in both years.

The proportion of students choosing universities for proximity to home increased significantly.

Good sports and social activities declined sharply over the period.

Other factors showed only minor changes.

The two pie charts illustrate the primary reasons why students selected a particular university in the UK in 1997 and 2007.

Overall, suitable degree courses remained the most influential factor in both years, while proximity to home and teaching quality became more important over time. By contrast, good sports and social activities declined sharply, and the importance of resources decreased slightly.

In 1997, suitable degree courses dominated at 35%. This was followed by quality of resources (21%) and good sports and social activities (19%). Quality of teaching accounted for 15%, whereas proximity to parental home was the least significant factor at 10%.

By 2007, suitable degree courses rose marginally to 37%, maintaining its leading position. Proximity to parental home increased substantially to 22%, becoming the second most common reason. Quality of teaching also grew to 18%. In contrast, quality of resources fell slightly to 17%, while good sports and social activities dropped dramatically to just 6%, the lowest figure overall.

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