Bar Chart

Band 4+: The chart below shows the percentage of males and females with higher education qualifications in five countries in 2001. Summarise 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 percentage of males and females with higher education qualifications in five countries in 2001. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

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The image shows a horizontal bar chart with five countries: Japan (Females 30, Males 48), United States (Females 30, Males 39), Switzerland (Females 27, Males 45), Britain (Females 25, Males 38), Germany (Females 30, Males 35).

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The bar chart compares the proportion of men and women with the quality of knowledge in five various countries in 2011.

Overall, while men showed higher qualification of education in Switzerland,the percentage of women were same as that of men but in Germany. In Japan, males recorded the lowest point, while females in Britain and Japan were the lowest.

Focusing on male-dominated country the first is Japan, more than 30% of men provided a quality of knowledge, a contrast to their women counterparts, with 25%. The difference between male and females percentage of academic education was also noticeable, with respective figures of 45% and 35% in Switzerland. However, he least country-Britain-showed about 35% men education compared to 25% women.

In contrast, females accounted more in the remaining two countries. The US had experienced with 40% of women and 35% of men enhancing their knowledge. Lastly, while males stood at 35% in Germany, females reached at peack accounting for approximately 45%.

Word Count: 160

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Overall Band Score

4.5

(+/- 0.5)

Vocabulary Complexity:
C1 - Intricate
Strive to incorporate even richer and more precise language.

Grammar Mistakes: N/A

Vocabulary Repetition:

women: 4

females: 4

knowledge: 3

while: 3

education: 3

japan: 3

Try using synonyms for the above words

Task Response

The report attempts to address the task by comparing male and female higher education qualifications across five countries. However, there are several inaccuracies and misinterpretations of the data. For example, the report states that in Germany, the percentage of women was the same as men, which is incorrect. It also misstates figures for Japan, Switzerland, and the US. The report includes irrelevant phrases like 'quality of knowledge' instead of 'higher education qualifications' and contains grammatical errors that affect clarity. To improve, focus on accurately reporting the data from the visual, use precise language, and ensure comparisons are clear and correct.

Coherence & Cohesion

The report attempts to compare data but lacks a clear and logical flow. The overall structure is somewhat disorganized, with ideas presented in a confusing order. For example, the second paragraph starts with 'Focusing on male-dominated country the first is Japan' but then discusses Switzerland and Britain without a clear transition. The use of cohesive devices is limited and sometimes incorrect, making it difficult to follow the message. To improve, consider using a clearer paragraph structure: one paragraph for an overview and then separate paragraphs for comparing male and female data across countries. Use linking words like 'in contrast', 'similarly', and 'while' more effectively to guide the reader.

Lexical Resource

The vocabulary used is basic and often imprecise. Phrases like 'quality of knowledge' and 'academic education' are not appropriate for describing higher education qualifications. There are also errors in word choice, such as 'peack' instead of 'peak' and 'he least country' instead of 'the least country'. The range of vocabulary is limited, and there is little attempt to use more sophisticated terms. To improve, learn specific vocabulary for describing data (e.g., 'proportion', 'percentage', 'figure', 'rate') and practice using synonyms to avoid repetition. Also, ensure that terms accurately reflect the data (e.g., 'higher education qualifications' instead of 'quality of knowledge').

Grammatical Range & Accuracy

The report contains several grammatical errors that affect clarity. For example, 'the percentage of women were same as that of men but in Germany' has subject-verb agreement issues ('percentage... were' should be 'percentage... was') and is unclear. There are also errors in tense ('had experienced with'), prepositions ('reached at peack'), and article usage ('he least country'). Sentence structures are often simple or incorrectly formed. To improve, focus on basic grammar rules such as subject-verb agreement, correct use of articles, and proper tense usage. Practice writing complex sentences with subordinate clauses to show greater grammatical range.

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Band 4+: The chart below shows the percentage of males and females with higher education qualifications in five countries in 2001. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

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The chart below shows the percentage of males and females with higher education qualifications in five countries in 2001. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The chart below shows the percentage of males and females with higher education qualifications in five countries in 2001. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The chart below shows the percentage of males and females with higher education qualifications in five countries in 2001. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

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