Bar Chart

Band 7+: The chart below shows the main reasons why students chose to study at a particular university in the UK in 1995 and 2005. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

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Image for topic: The chart below shows the main reasons why students chose to study at a particular university in the UK in 1995 and 2005. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

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The image displays a bar chart titled 'Reasons for choosing UK university (% of students, 1995 vs 2005)'. For 1995, the percentages were: Wider range of resources 21%, Suitable for chosen course 35%, Close to parental home 10%, Quality of teaching 15%, and Sporting facilities 19%. For 2005, the percentages were: Wider range of resources 17%, Suitable for chosen course 37%, Close to parental home 22%, Quality of teaching 18%, and Sporting facilities 6%.

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

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Note: Both the topic and the answer were created by one of our users.

The dynamic chart illustrates the proportion of students who decided 5 different reasons when choosing a UK university from 1995 to 2005 .

Overall, the majority of reasons saw an incline in importance over the period, while two factors saw a declining trend. In addition, suitable degree courses remained the most significant consideration in both years, while the proximity to parental homes saw the most substantial growth.

Regarding the factors that increased, in 1995, suitable degree courses make up 35% highschool graduate choices, followed by quality of teaching at 15%, and close to parental home stand at 10%. Over a 10-year period, the distance to the parental home rose most dramatically, more than doubling, which was recorded at 22% compared to 10% in 2005 and 1995, respectively. Meanwhile, the suitability for the chosen course had a slight increase from 35% to 37%, remaining the most dominant factor, and the quality of teaching similarly rose slightly to approximately 18%.

Regarding the declining trend of the reasons for choosing a UK university, sporting facilities stood at 19% in 1995, slightly lower than a wide range of resources at 21%. However, the former experienced the most significant drop of any category, plummeting to just 6% by 2005, representing a decline of 13 percentage points compared to 19% in 1995. In opposition, quality of resources decreased more moderately, falling to around 17% at the end of the period.

Word Count: 234

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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:

reasons: 3

period: 3

parental: 3

quality: 3

Try using synonyms for the above words

Task Response

The report effectively addresses the task by identifying the main trends and making relevant comparisons between the two years. The overview is clear and highlights the most significant changes, such as the dominance of course suitability and the growth in proximity to home. The data is reported accurately according to the visual description. To improve, ensure that the grouping of information is logically consistent; for example, the 'quality of teaching' was mentioned in both the increasing and decreasing sections, which could cause slight confusion. Additionally, refining the introductory sentence to be more precise (e.g., 'the reasons why students chose...') would enhance clarity.

Coherence & Cohesion

The report is logically organized with a clear introduction, overview, and body paragraphs divided by trends (increasing vs. decreasing). However, there are some minor issues with cohesive devices and logical flow. For instance, the phrase 'In opposition' is not the most natural way to introduce a contrasting trend; 'In contrast' or 'Conversely' would be more appropriate. Additionally, ensure that the progression of ideas within paragraphs remains smooth by using more varied linking words.

Lexical Resource

You have used a good range of vocabulary to describe trends, such as 'plummeting', 'substantial growth', and 'more than doubling'. However, there are some awkward collocations and phrasing choices. For example, 'decided 5 different reasons' is not idiomatic; it would be better to say 'chose a university for five different reasons'. Also, 'highschool graduate choices' feels slightly out of place in this context. Aim for more natural academic phrasing to reach the higher bands.

Grammatical Range & Accuracy

The report demonstrates a mix of simple and complex sentence structures, but there are several grammatical inaccuracies that affect the precision of the report. There are issues with subject-verb agreement (e.g., 'suitable degree courses make up' should be 'made up' to maintain consistent past tense) and tense consistency. You frequently switch between present and past tense when describing historical data. Ensure that when reporting data from 1995 and 2005, you consistently use the past tense.

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Band 7+: The chart below shows the main reasons why students chose to study at a particular university in the UK in 1995 and 2005. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

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Overall Band Score

Task Response

Coherence & Cohesion

Lexical Resource

Grammatical Range & Accuracy

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