Bar Chart

Band 6+: The chart below shows the number of men and women further education Britain in 3 period and whether they were studying full time or part time summarize information by selecting reporting the main features and may comparisons where relevant

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The image presents a bar graph divided into male and female categories, displaying numbers of individuals in further education across three periods; for males in 1970/71: full-time education is 1000, part-time is 100; in 1980/81: full-time is 800, part-time is 200; in 1990/91: full-time reaches 900, part-time remains at 200. For females in 1970/71: full-time education is 700, part-time is 100; in 1980/81: full-time is 500, part-time is 200; in 1990/91: full-time is 1100, part-time is 200.

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

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The graph above illustrates in three periods, the amount of men and women pursuing further studies in Britian and if they were studying part time or full time.

It can be observed that during the periods of 1970/71, the amount of males receiving both full-time and part time education, is proportionately higher than that of women. However, minor fluctations can be seen for men during all three periods for full time education as it falls from 1,000,000 to almost 900,000 but shows a slight increase in the next period. Moreover, females are experiencing a steady rise in both full-time and part-time education due to more awareness globally. This overall increase to 1,100,00 is greater than the upmost level of men receiving education.

It is evident that, in the third period of 1990/91, 300,000 individuals of both genders are equally pursuing further education. Whereas, during 1980/81, both the quantities are almost equal.

Word Count: 151

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Overall Band Score

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Vocabulary Complexity:
B2 - Upper Intermediate
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Grammar Mistakes: N/A

Vocabulary Repetition:

education: 4

periods: 3

during: 3

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Task Response

The report adequately addresses the task by summarizing the main features of the graph and making relevant comparisons. However, there are some areas for improvement. The report could benefit from more specific data references and a clearer structure to enhance coherence. Additionally, avoid introducing external factors such as 'more awareness globally' without direct support from the graph.

Coherence & Cohesion

The report demonstrates an adequate attempt to organize the information, but the flow could be improved. The ideas are not always presented in a logical sequence, and some connections between sentences and paragraphs are weak. For instance, the transition between the second and third paragraphs feels abrupt. To improve coherence, consider using more explicit transition words and phrases to guide the reader through the information. Also, ensure that each paragraph focuses on a clear, distinct aspect of the data.

Lexical Resource

The report uses a sufficient range of vocabulary to describe the data, but there are instances where the word choice could be more precise. For example, 'amount' is used instead of 'number,' and 'fluctuations' is misspelled. To enhance lexical resource, focus on using more specific and accurate vocabulary related to trends and comparisons. Also, pay close attention to spelling and word usage to avoid errors.

Grammatical Range & Accuracy

The report exhibits a mix of simple and complex sentence structures, but grammatical errors are present, affecting clarity. Errors include subject-verb agreement issues ('the amount of males receiving... is proportionately higher'), incorrect word forms ('fluctations'), and awkward phrasing ('more awareness globally'). To improve grammatical range and accuracy, carefully proofread the report for errors in grammar, punctuation, and sentence structure. Practice using a wider variety of sentence structures while ensuring grammatical correctness.

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