Bar Chart

Band 6+: The chart shows the percentages of Chinese and Indian students in Canadian universities in various provinces in 2009. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

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Image for topic: The chart shows the percentages of Chinese and Indian students in Canadian universities in various provinces in 2009. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

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The image presents a bar graph with percentages of Chinese and Indian students in Canadian provinces for 2009: New Brunswick - Chinese 10%, Indian 4%; Nova Scotia - Chinese 12%, Indian 5%; Quebec - Chinese 8%, Indian 6%; Alberta - Chinese 6%, Indian 7%; Yukon - Chinese 9%, Indian 2%; British Columbia - Chinese 11%, Indian 6%; Manitoba - Chinese 6%, Indian 4%; Ontario - Chinese 8%, Indian 9%; Prince Edward Island - Chinese 5%, Indian 3%.

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 students from China and India studying university in various provinces of Canada in 2009.

Overall, Chinese students were higher than Indian students in all provinces, except Alberta. Additionally, Prince Edward Island did not have any Indian students. New Brunswick witnessed the highest proportions of Chinese and Indian students.

Looking at the given bar chart, New Brunswick had the greatest percentage of Chinese students which was higher than Indian students in the same province, nearby 12% and over 6%, respectively. Nova Scotia and British Columbia had the same portion of Chinese learners, at more than 10%. In contrast, the Indian students in both previous provinces were lower than the Chinese ones which accounted for more than 6% in Nova Scotia and more than 4% in British Columbia. Additionally, the percentage of Chinese learners was higher than that of Indians in Quebec, at over 8% and 6%, respectively.

Meanwhile, in Yukon, almost 8% of Chinese learners who studied at the university were higher than Indian ones. Then, Manitoba recorded Chinese students doubling as much as Indian students, at 6.7% and 3.7%, respectively. Ontario and Alberta had a different pattern, the Chinese learner was less than the Indian ones in Alberta, conversely to Ontario. Prince Edward Island was a special province, they did not record any Indian students studying at university in 2009 with only Chinese students accounted for 5%.

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:

students: 11

chinese: 10

indian: 9

higher: 4

percentage: 3

university: 3

provinces: 3

alberta: 3

learners: 3

Try using synonyms for the above words

Task Response

The report addresses the task and identifies several key trends and comparisons. However, there are significant inaccuracies in data reporting that affect the clarity of the summary. For instance, the report claims New Brunswick had the highest proportions of both groups, whereas the data suggests other provinces had higher or similar percentages. Additionally, the claim that Prince Edward Island had no Indian students contradicts the visual description (which lists 3%). While the report attempts to group provinces and make comparisons, the factual inconsistencies regarding the specific percentages and the presence of students in certain provinces detract from the overall accuracy of the task achievement. To improve, ensure that the data cited closely aligns with the provided figures and double-check the 'overall' trends to ensure they are universally applicable to the data set.

Coherence & Cohesion

The report follows a logical structure with an introduction, overview, and body paragraphs. However, the progression of ideas is sometimes interrupted by awkward phrasing and imprecise transitions. For example, the use of 'Then' to start a sentence in the final paragraph is not appropriate for describing data. To improve, focus on using more sophisticated cohesive devices (e.g., 'Regarding...', 'In terms of...', 'With respect to...') and ensure that each paragraph has a clear, unified focus.

Lexical Resource

The vocabulary is adequate for the task, and there is an attempt to use synonyms (e.g., 'learners', 'proportions'). However, there are several instances of imprecise word choices and awkward collocations, such as 'doubling as much as' and 'the Chinese learner was less than the Indian ones'. To reach a higher band, aim for more natural academic expressions and ensure that nouns and verbs are used with precision (e.g., instead of 'witnessed the highest proportions', use 'recorded the highest proportions').

Grammatical Range & Accuracy

The report demonstrates a mix of simple and complex sentence structures, but grammatical errors are frequent and occasionally impede clarity. Issues include subject-verb agreement, incorrect comparative structures (e.g., 'the Chinese learner was less than the Indian ones'), and awkward phrasing (e.g., 'nearby 12%'). Pay close attention to the comparison of quantities (using 'fewer' for countable students or 'lower' for percentages) and ensure that relative clauses are used accurately to connect ideas.

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Band 6+: The chart shows the percentages of Chinese and Indian students in Canadian universities in various provinces in 2009. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

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Task Response

Coherence & Cohesion

Lexical Resource

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Answers On The Same Topic:

The chart shows the percentages of Chinese and Indian students in Canadian universities in various provinces in 2009. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The chart shows the percentages of Chinese and Indian students in Canadian universities in various provinces in 2009. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The chart shows the percentages of Chinese and Indian students in Canadian universities in various provinces in 2009. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The chart shows the percentages of Chinese and Indian students in Canadian universities in various provinces in 2009. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

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