Pie Chart

Band 6+: The charts show the difference in how three countries learn English in 2010 and 2015. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

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Image for topic: The charts show the difference in how three countries learn English in 2010 and 2015. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

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The image displays data for three categories (Evening Class, Online, Abroad) across three countries (A, B, C) for the years 2010 and 2015. Country A in 2010 had 70% in Evening Class, 5% Online, and 25% Abroad; in 2015, it had 67% Evening Class, 10% Online, and 23% Abroad. Country B in 2010 had 72% Evening Class, 8% Online, and 20% Abroad; in 2015, it had 48% Evening Class, 32% Online, and 20% Abroad. Country C in 2010 had 94% Evening Class and 6% Online; in 2015, it had 82% Evening Class, 15% Online, and 3% Abroad.

Given the complexity of the image, the above description may not be entirely accurate.

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The pie chart illustrates various ways of learning English in three countries in the years of 2010 and 2015.

Overall, while the figures for Evening class remained dominant across all categories, all of the data eventually decline. In contrast, most online figures experienced upward trends. Additionally, it is notable that Abroad figure was not seen in Country C until the later year.

In terms of the data with lower proportions, Aboard figures were recorded at it’s highest number in country A at 25%, making it 5% higher than that of Country B at 20%. Meanwhile, Online class figures were ranged from 5 to 8% only. In 2015, country A had a sharp decline to 23% in the aboard data, while that of country B remained unchanged at 20%. Meanwhile, country B experienced a surge to 32% in Online figure, which was followed by that of Country C and nation A at 15% and 10% respectively.

Regarding category for the dominant figure, country C was recorded to have Evening class as the primary way of studying English at 94%, which was generally higher than that of Country B and Nation A at 70% and 72% respectively. In 2015, Country C experienced a downward trajectory to 82%. A similar pattern was then observed in the other two figures when Evening class data in Country B dropped down to 48%, and that of Country A only had a slight fall to 67%.

Word Count: 239

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Overall Band Score

(+/- 0.5)

Vocabulary Complexity:
B2 - Upper Intermediate
Opt for even more advanced words when appropriate.

Grammar Mistakes: N/A

Vocabulary Repetition:

country: 12

figures: 5

class: 4

evening: 3

online: 3

experienced: 3

figure: 3

Try using synonyms for the above words

Task Response

The report effectively addresses the task by providing an overview and detailed comparisons of the data across the three countries and two years. The main trends are identified, and the data is generally accurate. However, there are a few minor inaccuracies and omissions, such as the initial absence of the 'Abroad' category for Country C in 2010, which is mentioned but not fully elaborated. Additionally, some phrasing could be clearer (e.g., 'Aboard' instead of 'Abroad', and 'it's' instead of 'its'). The report would benefit from a more precise summary of the overall trends, particularly noting that while evening classes remained dominant, their usage declined in all countries, and online learning increased. Overall, the response is well-structured and covers the key features, but a few lapses in data presentation and language precision prevent it from achieving a higher score.

Coherence & Cohesion

The report has a clear overall structure with an introduction, overview, and two body paragraphs. However, the flow is sometimes disrupted by awkward phrasing and unclear referencing (e.g., 'all of the data eventually decline' is vague, and 'the other two figures' is ambiguous). The paragraphing is logical, but the cohesion within and between sentences could be improved for smoother readability. Use clearer linking words and ensure each pronoun clearly refers to its antecedent.

Lexical Resource

The report uses a range of vocabulary appropriate to the task (e.g., 'dominant', 'upward trends', 'downward trajectory', 'surge'). However, there are some inaccuracies and repetitions (e.g., 'Aboard' instead of 'Abroad', 'ranged from' should be 'ranged', 'Nation A' instead of 'Country A'). To improve, use more precise and varied terms, and avoid informal or incorrect word choices. Ensure correct spelling and consistent terminology throughout.

Grammatical Range & Accuracy

The report demonstrates a reasonable range of grammatical structures, including comparative forms and complex sentences. However, there are several errors that affect clarity, such as subject-verb agreement ('figures were ranged'), incorrect use of apostrophes ('it's' instead of 'its'), and awkward phrasing ('was recorded to have'). Punctuation is mostly correct, but some sentences are overly long and could be broken down. To improve, focus on accuracy in verb tenses, subject-verb agreement, and sentence structure.

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Band 6+: The charts show the difference in how three countries learn English in 2010 and 2015. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

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The charts show the difference in how three countries learn English in 2010 and 2015. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

The charts show the difference in how three countries learn English in 2010 and 2015. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

The charts show the difference in how three countries learn English in 2010 and 2015. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

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