Bar Chart

Band 5+: The chart below shows the satisfaction rates of undergraduate students at Norville University and the number of class hours undergraduates had to attend on average per week.

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Image for topic: The chart below shows the satisfaction rates of undergraduate students at Norville University and the number of class hours undergraduates had to attend on average per week.

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The image shows a bar graph depicting student satisfaction rates for the years 2000, 2005, and 2010 with three satisfaction categories: highly satisfied, satisfied, and dissatisfied. In 2000, highly satisfied is at 30%, satisfied at 40%, and dissatisfied at 30%. In 2005, highly satisfied is at 20%, satisfied at 65%, and dissatisfied at 15%. In 2010, highly satisfied is at 10%, satisfied at 20%, and dissatisfied at 70%. The class hours per week are listed as 20 hours in 2000, 25 hours in 2005, and 10 hours in 2010.

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

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The chart illustrates changes in first-year students satisfaction at Norville University. Overall, the rates was unstable and significant changes are visible in all years.

In 2000 , class hours pen week was 20 hours and 40% of students were satisfied about it. At the same time the amount of highly satisfied freshmen was approximately 35%, while desatisfied one’s number was 25%. The difference in satisfaction was not sighificant compared to 2005. In 2005, the hours of study classes increased to 25, and the number of contented students a dramatically rose from 40% to 60%. Both highly gratified and non-gratified undergnaduates were identical.

The amount of ufulfilled first -year students in 2010 reached the highest point in 2010, at 70%. In this year the number of class sessions has decreased and has become 10 hours pen week. Compared to 2005 the percentages of satisfied freshmen has dropped noticeably to 20%. In the same year, the member of highly contentend first – year individuals reached a minimum of 10%.

Word Count: 167

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Overall Band Score

5.5

(+/- 0.5)

Vocabulary Complexity:
B2 - Upper Intermediate
Opt for even more advanced words when appropriate.

Grammar Mistakes: N/A

Vocabulary Repetition:

students: 4

hours: 4

satisfied: 3

highly: 3

number: 3

Try using synonyms for the above words

Task Response

The report addresses the main components of the task, including both satisfaction rates and class hours. It identifies the key trends and provides a comparison between the years. However, there are some inaccuracies in data interpretation (for example, stating that highly satisfied and dissatisfied students were 'identical' in 2005, which contradicts the visual description) and some inconsistencies in the overview. To improve, ensure that the overview provides a clearer summary of the main trends and focus on improving the precision of data comparisons. Additionally, while the task response is sufficient, frequent spelling and grammatical errors slightly hinder the clarity of the information presented.

Coherence & Cohesion

The report follows a chronological structure, which is appropriate for this task. However, the progression of ideas is occasionally hindered by awkward phrasing and mechanical transitions. To improve, focus on using a wider variety of cohesive devices (e.g., 'In contrast,' 'Conversely,' 'Following this') to link the relationship between class hours and satisfaction levels more smoothly. Ensure that each paragraph has a clear central topic sentence.

Lexical Resource

There is an attempt to use synonyms for 'satisfied' (e.g., 'contented', 'gratified', 'fulfilled'), which shows an awareness of lexical variety. However, many of these choices are used incorrectly or feel unnatural in an academic context (e.g., 'non-gratified' or 'unfulfilled' to describe dissatisfaction). Additionally, there are several spelling errors (e.g., 'desatisfied', 'sighificant', 'undergnaduates', 'contentend') that detract from the overall quality. Aim for more precise academic vocabulary and prioritize accuracy over using complex words incorrectly.

Grammatical Range & Accuracy

The report uses a mix of simple and complex sentence structures, but grammatical errors are frequent and sometimes impede clarity. There are issues with subject-verb agreement (e.g., 'the rates was', 'percentages... has dropped'), tense consistency, and article usage. Pay close attention to singular and plural forms (e.g., 'one's number' vs 'the number of') and ensure that your verb tenses remain consistent when describing historical data. Improving basic sentence structure accuracy will significantly boost your score.

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