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Band 5+: percentage of students attend to different courses of one education center

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The image contains two pie charts detailing the percentage of students in various courses for 1985 and 'this year'. In 1985, the distribution was: Modern languages (French, German, Spanish) 24%, Fitness and dance 22%, Art 17%, Local history 15%, Cookery 14%, and Music appreciation 8%. For 'this year', the distribution was: IT 27%, Fitness and dance 22%, Cookery 19%, Modern languages (French, German, Spanish) 17%, and Art 15%.

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The pie charts compare the proportion of students at a adult education instituation who take many different courses offered in 1985 and this year.

Overall, it is clear that the rate of students in fitness and dance have remain stable since 1985, while music appreciation class has no students in this year. It is also clear that IT become the most popular course with the highestrate of students, but music application and local history sessions have lost in this year.

In 1985, the percentage of modern languages was highest rate at 24%, just ahead of fitness and dance, which recorded 22%. While Art, Cookery, and local history had moderate proportion at 17%, 14%, and 15%, Music application saw the lowest rate with 8%.

In recent year, the students participating in IT course is the most with 27% of the total. Whereas fitness and dance still account for the same figure as before, modern languages have fallen sharply from 24% to 17%.Moreover, Art rate was lower than Cookery rate by 4%,

Word Count: 170

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Overall Band Score

5.5

(+/- 0.5)

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

Grammar Mistakes: N/A

Vocabulary Repetition:

students: 5

fitness: 3

dance: 3

music: 3

Try using synonyms for the above words

Task Response

The report effectively addresses the task by comparing the two time periods and highlighting key trends, such as the stability of the fitness and dance category and the emergence of IT as the most popular course. The overview is clear and identifies significant changes. To improve, ensure more consistent use of terminology (e.g., avoiding the mix of 'rate', 'proportion', and 'figure' in ways that might be slightly imprecise) and check for minor grammatical errors in subject-verb agreement. The report provides a good level of detail, though the final sentence feels slightly abrupt; a concluding summary or a more rounded comparison of all categories would strengthen the response.

Coherence & Cohesion

The report follows a logical structure with an introduction, overview, and two body paragraphs. However, the progression is occasionally interrupted by awkward phrasing and grammatical errors. To improve, ensure that cohesive devices (like 'whereas', 'moreover', 'while') are used to create smooth transitions between ideas rather than just starting new sentences. Some sentences feel fragmented, particularly the final sentence which ends abruptly.

Lexical Resource

There is an attempt to use varied vocabulary (e.g., 'proportion', 'account for', 'recorded'), but there are several instances of incorrect word choices and spelling errors (e.g., 'instituation', 'highestrate', 'music application' instead of 'appreciation'). Additionally, the term 'rate' is frequently misused; in the context of pie charts, 'percentage', 'proportion', or 'share' are more appropriate. Aim for more precise academic collocations.

Grammatical Range & Accuracy

The report contains frequent grammatical errors that occasionally hinder clarity. Issues include subject-verb agreement (e.g., 'the rate... have remain', 'students... is'), tense inconsistency (mixing past and present inappropriately), and missing articles. There are also issues with sentence structure, such as 'the percentage... was highest rate'. To improve, focus on mastering basic tense consistency and ensuring that complex sentences are grammatically sound.

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