The two graphs illustrate passengers’ purposes of travelling and associated difficulties they experienced in the year 2009

The two graphs illustrate passengers’ purposes of travelling and associated difficulties they experienced in the year 2009.

Overall, it is clear that commuting to/from work was the primary reason why Americans travelled in 2009, while visiting for friends and relatives-related meetings were the least important reasons of that. Moreover, travelling cost passengers a lot, so they considered it as potential issue, whereas allocated space wasn’t a significant problem.

As for the line graph, commuting for work accounts for nearly 50% of the total, and 19% for personal reasons of travelling. Furthermore, social and recreational purpose was a one in ten which was 6% less of that shopping, and 4% more than reason of visiting relatives.

When it comes to several drawbacks while travelling, it should be mentioned that ticket price was the prominent reason of dissatisfaction with 36%. In addition, safety concerns, drivers’ aggression, and traffic lights were the next difficulties experienced by US travelers. However, accessible public vehicles and allocated pedestrians’ space cited as less serious barrier with 8% and 6% respectively. (171 words)

The table compares two primary schools in terms of the proportions of their pupils who experienced 7 different educational issues in the years 2005 and 2015.

The table compares two primary schools regarding to their pupils with 7 different educational issues in the years 2005 and 2015.

Overall, it is clear that there were not too many changes in the proportions of school children who experienced educational difficulties. However, school A managed to reduce its several problems, while school B saw an overall rise in the percentage of children who were struggling.

In 2005, 42% of school A’s pupils found it difficult to follow instructions, whereas only 6% of pupils in school B experienced this problem. Similarly, between 30 and 40 per cent of children attending school A had problems in the areas of spelling, listening, verbal expression and concentration in lessons, while the equivalent figures for school B stood at between 5 and 15 percent.

In 2015, the difference between the two schools was less pronounced. Notably, the proportion of children who struggled to follow instructions fell by 24% in school A, and this school also saw falls of 22%, 15%, 14% and 5% in the figures for children who had problems with concentration, listening, verbal expression and spelling. In school B, however, the proportion of children who struggled with spelling and following instructions doubled, to 10% and 12% respectively, and there was almost no change in the incidence of listening, verbal or concentration problems.