Pie Chart

Band 5+: The four pie charts show the percentage of different class size

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The image presents pie charts detailing class sizes in primary schools across four Australian states in 2010: New South Wales shows 4% more than 30, 36% 26-30, 33% 21-25, 27% less than 20; South Australia displays 4% more than 30, 35% 26-30, 33% 21-25, 28% less than 20; Australian Capital Territory indicates 1% more than 30, 10% 26-30, 51% 21-25, 38% less than 20; Western Australia reveals 5% more than 30, 26% 26-30, 42% 21-25, 27% less than 20.

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The pie charts indicate the concentration of different class sizes in elementary schools in different states in Australia in 2010.

In general, there are four pie charts for four different Australia states. There were 4 class sizes which were more than 30, between 26 and 30, from 21 to 25, and size less than 20. The most popular size for all states was category between 21 to 25. The least popular class size was again the same for 4 states, which was more than 30.

First, New South Wales and South Australia shared similar charts, where most common class size was found to be 21 to 25 size with 36 and 33 percents respectively. However, a big difference could be seen in 26 to 30 class size, where South Australia had 8 percentages more than New South Wales, with 35 percent. More than 30 classes were identical for both of states with 4 percents.

Second, Australian Capital Territory differed a lot from other states. Class sizes of 21 to 25 and between 26-30 dominated the region, with 89 percent. It was the only territory, with the type of class size not exceeding 3 percents, which was more than 30.

Word Count: 199

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Overall Band Score

5.5

(+/- 0.5)

Vocabulary Complexity:
A2 - Upper Beginner
Consider using more varied and advanced words.

Grammar Mistakes: N/A

Vocabulary Repetition:

class: 7

states: 6

australia: 4

south: 4

charts: 3

different: 3

sizes: 3

which: 3

between: 3

Try using synonyms for the above words

Task Response

The report effectively addresses the task by identifying the main trends and making relevant comparisons between the states. The overview is clear, and the grouping of information (comparing similar states versus the outlier) is a logical approach. To improve, ensure that all data points are accurately represented; for instance, the report mentions the 21-25 size was the most popular for all states, but in New South Wales, the 26-30 category is actually higher (36%). Additionally, providing a more detailed comparison for Western Australia would ensure a more comprehensive coverage of all the data provided.

Coherence & Cohesion

The report follows a logical structure with an introduction, overview, and body paragraphs. However, the progression is somewhat mechanical, relying heavily on simple transition signals like 'First' and 'Second'. The overview is somewhat repetitive, stating that there are four charts and four categories, which is information that should be inferred rather than explicitly listed in that manner. To improve, try to group information more organically based on trends rather than just listing states one by one. Ensure that the connection between sentences flows more naturally to avoid a 'list-like' feel.

Lexical Resource

The vocabulary is functional but quite limited and repetitive. There is frequent use of basic terms like 'different', 'size', and 'percent'. There are also some awkward phrasing choices, such as '8 percentages more' and 'the type of class size not exceeding 3 percents'. To reach a higher band, aim to use more varied synonyms for 'show' (e.g., illustrate, depict, represent) and 'size' (e.g., proportions, segments, brackets). Additionally, work on using more sophisticated ways to describe proportions, such as 'accounted for', 'constituted', or 'comprised'. Boost vocabulary complexity to elevate the overall score.

Grammatical Range & Accuracy

The report uses a mix of simple and complex structures, but there are frequent errors in grammar and phrasing. Issues include subject-verb agreement, incorrect pluralization (e.g., '4 percents', 'both of states'), and awkward prepositional usage. For example, 'the most common class size was found to be 21 to 25 size' is redundant. Focus on mastering the correct use of count/non-count nouns (percent vs. percentage) and refining sentence structures to ensure they are concise and grammatically precise.

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Band 5+: The four pie charts show the percentage of different class size

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Task Response

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Lexical Resource

Grammatical Range & Accuracy

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The four pie charts show the percentage of different class size

The four pie charts show the percentage of different class size

The four pie charts show the percentage of different class size

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Generate A Band-9 Sample Answer?

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Coherence & Cohesion

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Grammatical Range & Accuracy

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