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Band 4+: Task 1 table about the rates of temporary migrant workers in 4 countries.

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The image shows a table detailing temporary migrant workers in four countries for the years 2003 and 2006, alongside the number of these workers per 1,000 people in 2006: Australia had 152,000 workers in 2003, 219,000 in 2006, with 10.7 per 1,000 people in 2006; New Zealand had 65,000 workers in 2003, 87,000 in 2006, with 21.1 per 1,000 people in 2006; United Kingdom had 137,000 workers in 2003, 266,000 in 2006, with 4.4 per 1,000 people in 2006; United States had 577,000 workers in 2003, 678,000 in 2006, with 2.3 per 1,000 people in 2006.

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

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The data describes the number of temporary migrant workers between 2003 and 2006 in four countries: Australia, New Zealand, United Kingdom and United States.Moreover, the number of these worers per 1000 people in these countries in 2006 is given.

Overall, New Zealand accounted for 21.1 staff per 1000 people, while Australia has twice less-10.7.United Kingdom and United States experienced being relatively equal 4.4 and 2.3 accordingly.

In 2003, New Zealand counted for 65000 working individuals and 87000 in 2006,making it tiny compared with other represents.By contrast, US had 577000 and 678000 employees.However, divided by persons in government,it is got only 2.3. UK doubled capacity from 137000 to 266000.Meanwhile, Australia began with 152000 employees and showed 219000 in 2006.

UK and US are most preferable for foreign staff. On the contrary, NZ is on the bottom of top. Australia is on the mid of the trend.

Word Count: 145

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Overall Band Score

4.5

(+/- 0.5)

Vocabulary Complexity:
B1 - Intermediate
Using more sophisticated words could be beneficial.

Grammar Mistakes: N/A

Vocabulary Repetition:

australia: 4

zealand: 3

united: 3

Try using synonyms for the above words

Task Response

The report addresses the main components of the task, but there are significant issues with data interpretation and clarity. Some descriptions are confusing or inaccurate; for example, stating the UK and US are 'most preferable' for foreign staff is an interpretation/opinion not supported by the data, and the phrase 'divided by persons in government' is an incorrect interpretation of the 'per 1,000 people' metric. To improve, focus on using precise mathematical language (e.g., 'per capita' or 'proportion') and ensure that comparisons are based strictly on the provided figures without adding subjective reasoning. Additionally, ensure that the overview summarizes trends rather than just listing specific data points. The report falls short of the required 150 words.

Coherence & Cohesion

The organization of ideas is somewhat logical, but the progression is hindered by abrupt transitions and awkward phrasing. While you attempt to use cohesive devices like 'Moreover', 'Overall', and 'By contrast', they are not always used effectively to link ideas smoothly. To improve, focus on using a variety of linking words to create a natural flow between sentences and ensure that each paragraph has a clear, central topic sentence. Avoid jumping between different types of data (total numbers vs. rates per 1,000) without clear transitional markers.

Lexical Resource

The vocabulary used is limited and often inaccurate in context. For example, terms like 'tiny compared with other represents', 'divided by persons in government', and 'on the bottom of top' are not appropriate for an academic report and obscure the intended meaning. There are also spelling errors such as 'worers'. To improve, aim to use precise academic vocabulary for describing trends (e.g., 'increased significantly', 'remained the lowest') and avoid informal or imprecise expressions. Work on using correct collocations when describing data. Boost vocabulary complexity to elevate the overall score.

Grammatical Range & Accuracy

There are frequent grammatical errors that impact the clarity of the report. Issues include incorrect sentence structures (e.g., 'experienced being relatively equal'), improper use of comparative forms (e.g., 'twice less'), and errors in subject-verb agreement and tense consistency. Punctuation is also inconsistent, particularly with spacing after commas and periods. To improve, practice constructing complex sentences using subordinate clauses and ensure that your verb tenses are consistent with the time periods being described (past tense for 2003 and 2006).

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