Bar Chart

Band 5+: The chart below shows the percentages of the population in the UK who consumed the recommended daily amount of fruit and vegetables in 2002, 2006 and 2010.

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Image for topic: The chart below shows the percentages of the population in the UK who consumed the recommended daily amount of fruit and vegetables in 2002, 2006 and 2010.

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The image depicts a bar chart illustrating UK fruit and vegetable consumption percentages in 2002, 2006, and 2010 across three groups: men, women, and children. In 2002, men 22%, women 25%, children 11%. In 2006, men 26%, women 32%, children 18%. In 2010, men 24%, women 27%, children 14%.

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

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The given chart illustrates the percentage of men, women and children in UK and their daily consumption rate of fruits and vegetables in 2002, 2006 and 2010.

In 2006, percentage of men, women and children in UK who consumed fruits and vegetables was more than before and after four years. Likewise, population rate was reduced in 2002.

Initially, in 2002 the percentage of women was 25%, men was 22% and children was 11% in UK. Whereas, in 2006 the population rate in UK was increased, which shows that the percentage of women was 32%, men 28% and children was 16%.

Moreover, in 2010 the percentage of people who consumed fruits and vegetables in UK was decreased as comparte to 2006, which was 27% for women, 24% for men and 14% for children.

Word Count: 132

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Overall Band Score

(+/- 0.5)

Vocabulary Complexity:
B1 - Intermediate
Using more sophisticated words could be beneficial.

Grammar Mistakes: N/A

Vocabulary Repetition:

percentage: 5

women: 5

children: 5

fruits: 3

vegetables: 3

Try using synonyms for the above words

Task Response

The report addresses the task and provides an overview of the main trends, but it contains some inaccuracies in the data (e.g., men at 28% and children at 16% in 2006, which differ from the given figures). The description is generally clear, but the phrasing could be more precise and academic. To improve, ensure all data points are accurately reported and avoid vague expressions like 'population rate was reduced in 2002.' Additionally, consider structuring the report with a clear overview paragraph and more cohesive linking of ideas. The report falls short of the required 150 words.

Coherence & Cohesion

The report has a logical structure with an introduction and paragraphs for each time period, but the flow is disrupted by unclear referencing and abrupt transitions. For example, the phrase 'Likewise, population rate was reduced in 2002' is confusing and does not connect well with the previous sentence. The use of cohesive devices is limited and sometimes inaccurate. To improve, use clearer topic sentences and ensure each paragraph has a clear focus. Also, avoid vague references like 'before and after four years' and instead specify the years directly.

Lexical Resource

The vocabulary is basic and repetitive, with limited range. Words like 'percentage', 'population rate', and 'consumed' are used repeatedly. There are also inaccuracies such as 'as comparte to' (should be 'compared to') and 'population rate' which is not the correct term for the data (it should be 'percentage of people'). To improve, use a wider range of synonyms (e.g., 'proportion', 'figure', 'intake') and more precise language (e.g., 'the proportion of individuals meeting the recommended intake'). Also, avoid informal or incorrect phrases like 'was more than before and after four years'. Boost vocabulary complexity to elevate the overall score.

Grammatical Range & Accuracy

The report contains several grammatical errors and awkward phrasings that affect clarity. Examples include 'the percentage of men, women and children in UK and their daily consumption rate' (should be 'the percentages of men, women, and children in the UK who consumed...'), 'was more than before and after four years' (unclear and grammatically incorrect), and 'as comparte to' (spelling error). There is also inconsistent use of articles (e.g., 'in UK' should be 'in the UK'). To improve, focus on sentence structure, subject-verb agreement, and proofreading for spelling errors. Use a variety of complex sentences but ensure they are grammatically correct.

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