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Band 4+: The bar chart below shows the percentage of students in a secondary school who chose different foreign languages in 2005 and 2015.

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Image for topic: The bar chart below shows the percentage of students in a secondary school who chose different foreign languages in 2005 and 2015.

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The image presents a table showing the percentage of students in a secondary school who chose different foreign languages for two years. For the year 2005, the data is: French 50%, German 30%, Spanish 20%, and Italian 10%. For the year 2015, the data is: French 35%, German 25%, Spanish 40%, and Italian 15%.

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The bar chart illustrates the percentage of pupils in primary and high school who selected international languages.

Overall, we can see foreign languages and students’ years 2005 and 2015. The most learned language for older students is french and the smallest is Italian. For younger students popular language is Spanish, the less popular is also Italian as older pupils.

Regarding other languages for students’ of 2005 year, it depicts that some of them choose German language. Moreover, Spanish is also chosen by older generation, but less than German or french languages. Italian had the lowest figure at 10 percantages. Also the difference between french and Italian languages stands at 40%. As we an see Spanish language has the highest population of pupils that were burned in 2015. Te figures between Spanish and Italian languages differed by 25% points. The most important language for both students is french and Spanish because the percentage is 50% and 40%

Word Count: 156

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Overall Band Score

4.5

(+/- 0.5)

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

Grammar Mistakes: N/A

Vocabulary Repetition:

languages: 5

language: 5

italian: 5

spanish: 5

french: 4

older: 3

students: 3

Try using synonyms for the above words

Task Response

The report attempts to address the task but contains significant inaccuracies and irrelevant information. It misinterprets the data by referring to 'primary and high school' and 'students' years' instead of the years 2005 and 2015. The overall trend is not clearly presented, and the description of the data is confusing and sometimes incorrect (e.g., 'the most learned language for older students is french' and 'the smallest is Italian' are not accurate for both years). The report also includes irrelevant statements about 'pupils that were burned in 2015' and fails to provide a clear comparison between the two years. To improve, focus on accurately describing the main trends, comparing the two years, and avoiding irrelevant or inaccurate information.

Coherence & Cohesion

The report lacks a clear and logical structure. The introduction does not accurately describe the chart (it mentions 'primary and high school' and 'international languages' instead of 'secondary school' and 'foreign languages'). The overview is vague and does not effectively summarize the main trends. The body paragraphs are not clearly separated, and the progression of ideas is confusing, with references to 'older students' and 'younger students' that do not match the data. Cohesive devices are used ineffectively, and the report is difficult to follow. To improve, organize the report into clear paragraphs: an introduction, an overview, and two body paragraphs (one for each year or one comparing languages). Use clear referencing and linking words to guide the reader.

Lexical Resource

The vocabulary is limited and repetitive. There are inaccuracies such as 'percantages' instead of 'percentages', 'burned in 2015' instead of 'born in 2015' (which is irrelevant), and 'population of pupils' which is not appropriate. The report uses basic words like 'popular', 'smallest', and 'less popular' without variety. To improve, use a wider range of vocabulary related to data description (e.g., 'proportion', 'figure', 'accounted for', 'represented', 'significant', 'minority') and ensure precise word choice. Avoid informal or incorrect expressions.

Grammatical Range & Accuracy

The report contains numerous grammatical errors and awkward phrasing that impede understanding. Examples include 'students' of 2005 year' (incorrect possessive and word order), 'the difference between french and Italian languages stands at 40%' (incorrect verb tense and article usage), and 'As we an see' (typo). There is also inconsistent capitalization of language names (e.g., 'french' should be 'French'). The range of sentence structures is limited, and there are frequent errors in subject-verb agreement and prepositions. To improve, practice using a variety of complex sentences, ensure subject-verb agreement, and proofread for common errors. Use correct capitalization and punctuation throughout.

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Band 4+: The bar chart below shows the percentage of students in a secondary school who chose different foreign languages in 2005 and 2015.

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Answers On The Same Topic:

The bar chart below shows the percentage of students in a secondary school who chose different foreign languages in 2005 and 2015.

The bar chart below shows the percentage of students in a secondary school who chose different foreign languages in 2005 and 2015.

The bar chart below shows the percentage of students in a secondary school who chose different foreign languages in 2005 and 2015.

The bar chart below shows the percentage of students in a secondary school who chose different foreign languages in 2005 and 2015.

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