Pie Chart

Band 5+: The charts below give information about different types of waste disposed of in one country in 1960 and 2011. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

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Image for topic: The charts below give information about different types of waste disposed of in one country in 1960 and 2011. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

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The image shows two pie charts comparing data from 1960 and 2011. In 1960, PAPER - 25%, GREEN WASTE - 17%, METAL - 12%, GLASS - 9%, PLASTICS - 9%, WOOD - 8%, FOOD - 5%, TEXTILES - 4%. In 2011, PAPER - 15%, GREEN WASTE - 21%, METAL - 11%, GLASS - 9%, PLASTICS - 18%, WOOD - 8%, FOOD - 9%, TEXTILES - 4%.

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

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The two pie charts illustrate the proportions different types of waste disposed of in one country in 1960 and 2011.

Overall Plastis, Food, Metal and Wood experienced a rise, while Paper Textilies saw a decline. By contrast, Green Waste remained the same between 1960 and 2011.

In 2005, Pater accounted for one quarter of all wastes, followed by Textilies at 17%. Food made up 12%, which was four percentage points higher than both Metal and Plastis.

What particularly stands out is that Food increased to 21%, making it highest category in 2011. Plastis also experienced growth of 10%, reaching 18%. By contrast, Paper and Textilies and others decreased by 10%, falling to 6% and 5% respectively. A final point to note is that Glass and Green waste remained unchanged at 9% and 5% each

Word Count: 134

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Overall Band Score

5.5

(+/- 0.5)

Vocabulary Complexity:
A2 - Upper Beginner
Consider using more varied and advanced words.

Grammar Mistakes: N/A

Vocabulary Repetition:

waste: 3

textilies: 3

Try using synonyms for the above words

Task Response

The report attempts to address the task by describing the two pie charts and making some comparisons. However, there are several inaccuracies and inconsistencies in the data (e.g., confusing categories like 'Textilies' for 'Textiles', misstating percentages for Green Waste, Food, and others). The overall structure is present, but the inclusion of incorrect information detracts from the task achievement. To improve, focus on accurately reporting the data from the visual, use correct category names, and ensure comparisons are based on the given figures. Avoid introducing unrelated years (e.g., 2005) and double-check numerical values for clarity. The report falls short of the required 150 words.

Coherence & Cohesion

The report has a logical structure with an introduction, an overview, and a detailed comparison. However, the flow is disrupted by some unclear references and inconsistent data presentation. For example, the overview mentions 'Green Waste remained the same' but later states it 'remained unchanged at 9% and 5% each', which is contradictory. The paragraphing could be improved by grouping similar trends more clearly. Use clearer linking words to guide the reader through the comparisons.

Lexical Resource

The vocabulary is adequate but limited and contains several errors (e.g., 'Plastis', 'Textilies', 'Pater', 'wastes'). There is some attempt at variation (e.g., 'accounted for', 'made up', 'experienced growth'), but the range is narrow and lacks sophistication. To improve, use more precise terms like 'plastic waste', 'textile waste', and 'paper waste', and incorporate synonyms such as 'comprised', 'constituted', or 'represented'. Boost vocabulary complexity to elevate the overall score.

Grammatical Range & Accuracy

The report contains several grammatical errors and awkward phrasing, such as 'the proportions different types of waste disposed of' (missing 'of'), 'Plastis, Food, Metal and Wood experienced a rise' (incorrect plural forms), and 'making it highest category' (missing 'the'). Punctuation is mostly correct, but the errors in subject-verb agreement and article usage reduce clarity. To improve, proofread carefully and practice using a wider range of sentence structures, such as complex sentences with relative clauses.

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