Table (sample essay)
Key Feature 1: Many more male applicants than female.
Key Feature 2: Application numbers of both genders fell but number students accepted increased (but not men in 2013).
Key Feature 3: % of applicants grew
Paragraph 1: Applications (men and women)
Paragraph 2: Acceptances (men and women)
I decided to describe men and women together in the same paragraphs to give myself as much opportunity as possible to MAKE COMPARISONS.
The table shows how many males and females applied and were accepted onto courses to become Maths teachers in America in 2013, 2014 and 2015.
Overall, it is clear that in all three years the number of men who applied was significantly higher than the number of women. However, while the application numbers of both genders fell over the three years, the number of students accepted onto the courses increased, with the exception of men in the final year. As a result, the percentage of successful applicants grew.
In terms of applications, the highest total number of male and female applicants was in 2013 (6,800 and 1,800 respectively). Although total numbers fell slightly in 2014, the proportion of men and women applying was roughly the same as the previous year, with four men (6,400) for every one woman (1,600). However, in 2015, while the number of male applicants dropped sharply to 5,500, the number of women who applied fell only slightly to 1,500.
As for acceptances, the total number of acceptances was more or less stable for men and women between 2013 and 2014, with around twice as many males as females (1,500 and 1,700 respectively). However, in the last year, the number of women accepted onto the course grew sharply from 500 to 740, whereas the same figure for men dropped from 1,200 to 1,060. Interestingly, even though the total number of students accepted remained relatively stable, because the number of applicants dropped, the percentage accepted increased from 17% in 2013 to 25% in 2015.