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Band 9: The chart below gives information on different academic and employment statistics for three universities in Canada. Provide an overview of the information by identifying and describing the key details, and include comparisons where appropriate.

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Image for topic: The chart below gives information on different academic and employment statistics for three universities in Canada. Provide an overview of the information by identifying and describing the key details, and include comparisons where appropriate.

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The image contains a table titled 'Academic and employment statistics for three universities, Canada' listing data for four categories. For Brandon University, the values are: % of lecturers with PhD Qualification 30, % of lectures rated highly 40, % of students completing courses 80, and Employment rate of graduates 72. For Seadford University, the corresponding values are 50, 45, 70, and 78. For Harrison University, the values are 42, 50, 78, and 82.

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The table highlights data on four categories for three universities in Canada.

Overall, while the percentages of students completing courses and the employment rate of graduates were consistently higher than 69%, the other two categories were lower than 51% for the Brandon, Seaford, and Harrison universities.

To begin with, whereas the proportion of PhD-qualified lecturers was 50% and 42% in the Seaford and Harrison universities, respectively, Brandon University had only 30%. Moreover, while Harrison University was rated highly by half of the evaluators, the other universities were 5% and 10% lower than that.

In contrast, the percentage of students who completed their courses was the highest at Brandon University (80%), which was only 2% higher than Harrison University, whereas Seaford University was 10% lower than Brandon. However, 82% of students at Harrison University found a job after graduation, while the figures for the Brandon and Seaford universities were 72% and 78%, respectively.

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Overall Band Score

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

Vocabulary Repetition:

university: 6

brandon: 5

harrison: 5

universities: 4

seaford: 4

while: 3

students: 3

lower: 3

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Task Response

The report fully satisfies the requirements of the task. It provides a clear overview that identifies the main trends (the distinction between the higher percentages in completion/employment and the lower percentages in qualifications/ratings). The data is presented logically, with effective comparisons between the three universities. The use of cohesive devices and varied sentence structures is excellent, making the report easy to follow and professional in tone.

Coherence & Cohesion

The report is exceptionally well-organized. The information flows logically from a general overview to specific comparisons. The use of cohesive devices such as 'Overall', 'To begin with', 'Moreover', 'In contrast', and 'However' is seamless and helps guide the reader through the comparisons without being repetitive or intrusive. Paragraphing is used effectively to separate the overview from the detailed analysis.

Lexical Resource

The vocabulary used is sophisticated and highly appropriate for an academic report. You have successfully used a variety of terms to describe data, such as 'proportion', 'figures', and 'respectively'. The ability to paraphrase the categories (e.g., 'PhD-qualified lecturers' instead of just repeating the table text) demonstrates a high level of lexical control. The language is natural and precise. Pay attention to vocabulary repetition to improve the overall score.

Grammatical Range & Accuracy

The report demonstrates a wide range of complex grammatical structures used with full flexibility and accuracy. The use of comparative structures ('higher than', 'lower than', 'only 2% higher than') and subordinate clauses ('whereas', 'while') is handled perfectly. Punctuation is used correctly throughout to manage complex sentences, ensuring clarity and professional tone.

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