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The table compares percentages of students in two primary school in terms of seven different categories of educational issues between 2005 and 2015.

It is clear that the proportions of pupils who had learning difficulties in school A declined during 10-year period while those figures for their counterparts in school B remained steady. The handwriting issues in two school showed no change over this period.

In 2005, concentration in classes and following instructions from teachers were the most popular troubles in school A (approximately 40% for each), while the difficulties in expressing ideas verbally and focusing in classes ranked first in school B at about 15% of students apiece. The second most common issues in school A (about 35 %) were listening and verbal expression matters, whereas just about 11% of school B pupils had listening troubles. By contrast, the proportions of students suffered from reading, handwriting and spelling difficulties in both primary schools were the least common educational problems, from 20% to 30% in school A and below 10% in school B.

By 2015, five out of seven types of pupils with educational troubles in the first primary school saw a significant decline, while the figures for school B children remained relatively stable. It is intriguing to note that reading and handwriting problems in children who went to school A, were fairly steady, whereas difficulties in spelling and following given instructions in school B kids almost double over the period shown.

 
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The table compares THE percentages of students in two primary schoolS in terms of seven different categories of educational issues between FOR THE YEARS 2005 and 2015. (Đề bài chỉ đề cập số liệu của 2 năm, bạn lưu ý ko sử dụng cấu trúc between ... and hoặc from ... to)

It is clear that the proportions of pupils who had learning difficulties in school A declined during THE 10-year period FOR TWO YEARS SHOWN, while those figures for their counterparts in school B remained steady. The handwriting issues in two schoolS showed no change over this period. IN TWO YEARS CONSIDERED.

 

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In 2005, concentration in classes and following instructions from teachers were the most popular troubles in school A, (approximately 40% for each) WITH 40% AND 42% RESPECTIVELY, while the difficulties in expressing ideas verbally and focusing in classes ranked first in school B at about 15% of students apiece. The second most common issues in school A (about 35 %) were listening and verbal expression matters, whereas just about ONLY 11% of school B pupils had listening troubles. By contrast, the proportions of students suffered from reading, handwriting and spelling difficulties in both primary schools were the least common educational problems, from 20% to 30% in school A and below 10% in school B. (Theo mình với những số liệu đề bài cho là chính xác thì bạn ko nên dùng những từ như ABOUT, AROUND, APPROXIMATELY mà nên dùng ONLY, AT...)

By 2015, five out of seven types of pupils with educational troubles in the first primary school saw a significant decline DECREASE, while the figures for school B children remained relatively stable. It is intriguing to note that reading and handwriting problems in children who went to school A, (KO CÓ DẤU PHẨY) were fairly steady, whereas difficulties in spelling and following given instructions in school B kids almost double over the period shown. (Đoạn Body 2 này theo mình hơi chung chung, ko đưa ra số liệu cụ thể, và bạn sử dụng ko đa dạng cấu trúc ngữ pháp, các từ nối WHILE sử dụng quá nhiều, nên thay vào đó sử dụng từ nối khác như: COMPARED WITH, IN COMPARISON ...) wink

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theo mình thì phần nhận xét chung nên đưa ra ý kiến là trường A tỷ lệ hsinh gặp phải các vấn đề luôn cao hơn trường B, tuy nhiên từ năm 2005 đến năm 2015 thì trường A hầu hết các vấn đề ở hsinh đều được cải thiện trong khi trường B giữ nguyên hoặc tăng lên.

In general, the number of students who has difficulties in education in school A is higher than that in school B. However, during the period from 2005 to 2015, most problems in school A were reduced significantly while in school B, the percentage of students having education problems remained unchanged or increased.
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