Bar Chart

Band 7+: The bar chart below shows the main reasons for students choosing to study at a particular university in the UK in 1985 and 2005.

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The image shows a bar chart comparing reasons for choosing a university in the UK between 1985 and 2005. In 1985, Teaching Quality is at 20%, sports facilities at 15%, degree programs at 35%, proximity to home at 10%, and resources at 10%. In 2005, Teaching Quality rises to 25%, sports facilities at 20%, degree programs decrease to 30%, proximity to home increases to 15%, and resources increase to 15%.

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The following bar chart provides information about the main purposes of students choosing a particular university in the UK in 1985 and 2005, including teaching quality, sports facilities, degree programs, proximity to home, and resources.

Overall, the percentages of students choosing teaching quality and degree programs were the most popular reasons for university entry in both years 1985 and 2005. As for the reason for choosing a university for its sports facilities, the percentage of students was the lowest in 1985, but by 2005, it had become the most popular reason. Moreover, proximity to home and resources were the lowest figures in 2005.

Focusing on 1985 first, the most popular reasons for students were a university’s teaching quality and degree programs, with 23% and 20%, respectively. As for the percentages of proximity to home and resources, they accounted for 17% and 15%, respectively. The figure for sports facilities was recorded as the least popular reason for students, with only 12% of students choosing it.

Regarding the most common purposes in 2005, the percentage of students choosing a university considering its sports facilities was the highest of all reasons, accounting for 28% students. Another common reason was teaching quality, which was recorded as 26%. As for the percentage of degree programs, it remained unchanged accounting for 20% of students. The least common reasons in 2005 were proximity to home and resources, with 10% and 11%, respectively.

Word Count: 235

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Overall Band Score

(+/- 0.5)

Vocabulary Complexity:
C2 - Complex
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Grammar Mistakes: N/A

Vocabulary Repetition:

students: 9

choosing: 5

university: 4

teaching: 4

quality: 4

sports: 4

facilities: 4

degree: 4

programs: 4

proximity: 4

popular: 4

reasons: 4

reason: 4

percentage: 3

resources: 3

respectively: 3

common: 3

Try using synonyms for the above words

Task Response

The report generally addresses the requirements of the task, but there are inaccuracies in the data reported. The report would benefit from a more accurate representation of the data and a clearer distinction between the trends in 1985 and 2005. Also, the writing could be more concise.

Coherence & Cohesion

The report is generally well-organized with a clear structure, including an introduction, overview, and detailed paragraphs for each year. The information is presented logically, and the use of cohesive devices is adequate. However, there are instances where the flow could be improved with more seamless transitions between sentences and ideas. For example, in the second paragraph, the shift from the most popular reasons to the least popular reasons in 2005 could be smoother. Consider using more varied cohesive devices to enhance the overall coherence.

Lexical Resource

The report demonstrates a satisfactory range of vocabulary, appropriate for the task. Terms like 'teaching quality,' 'sports facilities,' 'degree programs,' 'proximity to home,' and 'resources' are used accurately. However, there is room for improvement in using more sophisticated and varied vocabulary to describe the trends and data. For instance, instead of repeatedly using 'the percentage of students,' try alternative phrases like 'the proportion of students' or 'the number of students.' Enhancing the lexical resource will make the report more engaging and demonstrate a higher level of language proficiency. Pay attention to vocabulary repetition to improve the overall score.

Grammatical Range & Accuracy

The report demonstrates a reasonable command of grammar, with generally accurate sentence structures and punctuation. However, there are some minor grammatical errors and phrasing issues that affect the overall clarity and precision of the report. For example, in the third paragraph, the percentages provided for teaching quality and degree programs (23% and 20%, respectively) do not match the data in the bar chart (20% and 35%, respectively). Ensure that all data cited is accurate and consistent with the visual information. Additionally, review the report for any instances of awkward phrasing or incorrect verb tenses to improve grammatical accuracy.

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