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Band 5+: Finding out main information by selecting and reporting and make comparisons where relevant EE ki

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The image displays the proportions of pupils attending four secondary school types between 2000 and 2009: Specialist Schools - 2000: 12%, 2005: 11%, 2009: 10%; Grammar Schools - 2000: 24%, 2005: 19%, 2009: 12%; Voluntary-controlled Schools - 2000: 52%, 2005: 38%, 2009: 20%; Community Schools - 2000: 12%, 2005: 32%, 2009: 58%.

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

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The provided table displays the figure of students enrolled in 4 diffirent types of secondary schools in 3 various periods.

Overall, in 2009 which was the most dominant year compared to other 2000 and 2005 periods, the most popular secondary schools were a community schools while the least preferred were specialist schools.

Looking in details, in 2000 the most favoured place to study was voluntary-controlled schools with 52 %. Moreover, there were 2 places like specialist and community schools with a proportion of 12%.

Moving on 2005, where the attendce of grammar schools were 19% outpacing specialist schools up to 8 %. Futhermore, the proportion of voluntary-controlled and community schools where almost the same with 38 and 32 percents.

Next is 2009, despite of having almost same figure of attendance grammar schools had more within 12% while speacilist schools had only 10%. On the other hand, during the whole period community schools had the most number of students with a proportion of 58%.

Word Count: 163

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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:

schools: 11

community: 4

specialist: 3

proportion: 3

Try using synonyms for the above words

Task Response

The report addresses the main trends and provides a comparison between the different school types across the specified years. The overview successfully identifies the shift in popularity toward community schools. However, there are some inaccuracies in the data interpretation (for example, stating community schools had the most students during the 'whole period' when they actually started at the lowest proportion) and some mathematical errors in the comparisons. To improve, ensure that comparisons are mathematically precise and that the overview accurately reflects the overall trend rather than just a single point in time. Additionally, focus on improving grammatical accuracy and spelling to enhance clarity.

Coherence & Cohesion

The report follows a logical structure, moving from an introduction to an overview and then through the specific years. However, the progression is sometimes hindered by awkward phrasing and mechanical transitions (e.g., 'Moving on', 'Next is'). To improve, try to use more sophisticated cohesive devices that link ideas rather than just listing time periods. Some sentences are slightly fragmented, which disrupts the flow of information.

Lexical Resource

There is an attempt to use varied vocabulary (e.g., 'dominant', 'outpacing', 'favoured'), but there are several spelling errors ('diffirent', 'attendce', 'speacilist', 'percents') and imprecise word choices ('the figure of students', '2 places like'). Avoid using informal language like 'places' when referring to school types. Aim for more academic synonyms and ensure correct spelling to improve the professional tone of the report.

Grammatical Range & Accuracy

The report contains frequent grammatical errors that occasionally make the meaning difficult to follow. Issues include subject-verb agreement ('attendance... were'), incorrect preposition usage ('despite of'), and awkward sentence constructions ('in 2009 which was the most dominant year compared to other 2000 and 2005 periods'). Work on mastering complex sentence structures and ensuring that relative clauses are used correctly to improve accuracy.

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Band 5+: Finding out main information by selecting and reporting and make comparisons where relevant EE ki

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Answers On The Same Topic:

Finding out main information by selecting and reporting and make comparisons where relevant EE ki

Finding out main information by selecting and reporting and make comparisons where relevant EE ki

Finding out main information by selecting and reporting and make comparisons where relevant EE ki

Finding out main information by selecting and reporting and make comparisons where relevant EE ki

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