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Band 9: The charts below illustrate the proportions of American students at a university in the United States who were able to speak languages other than English, in 2005 and 2015. 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 illustrate the proportions of American students at a university in the United States who were able to speak languages other than English, in 2005 and 2015. 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. In 2005: No additional language 45%, Only Spanish 18%, Only French 8%, Only German 5%, Another language 10%, Two additional languages 14%. In 2015: No additional language 30%, Only Spanish 29%, Only French 10%, Only German 5%, Another language 14%, Two additional languages 12%.

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The two pie charts compare percentages of American university students in the United States who were proficient in languages other than English over the 10-year-period, specifically in 2005 and 2015.

Overall, it is evident that the percentages of students speaking no additional languages decreased significantly, while Spanish witnessed the biggest increase nearly doubling, and French rose slightly. The figure of only German speakers remained the same at 5%.

In 2005, 45% of students did not speak any additional languages, but the figure decreased to 30% in 2015. Spanish speakers saw the largest growth, rising from 18% to 29%. Meanwhile, the proportion of students who spoke only French increased slightly from 8% to 10%, and those who spoke only German remained stable at 5%. The ‘another language’ category rose from 10% in 2005 to 14% in 2015. In contrast, the percentage of students who spoke two additional languages declined slightly, from 14% to 12% over the period.

Word Count: 156

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Overall Band Score

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Vocabulary Complexity:
B2 - Upper Intermediate
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Grammar Mistakes: N/A

Vocabulary Repetition:

students: 5

languages: 4

additional: 3

slightly: 3

spoke: 3

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Task Response

The report effectively summarizes the information presented in the pie charts, highlighting the main trends and making relevant comparisons. The language is clear and precise, and the structure is logical. There are no significant omissions or inaccuracies.

Coherence & Cohesion

The report is well-organized and easy to follow. The information is presented logically, with a clear overview and detailed comparisons. Paragraphing is effective.

Lexical Resource

A wide range of vocabulary is used accurately and appropriately. The language used is natural and sophisticated, demonstrating excellent control of lexical features.

Grammatical Range & Accuracy

The report demonstrates a wide range of grammatical structures with full flexibility and control. Grammar and punctuation are used correctly and appropriately throughout the report.

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The charts below illustrate the proportions of American students at a university in the United States who were able to speak languages other than English, in 2005 and 2015. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

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Band 9: The charts below illustrate the proportions of American students at a university in the United States who were able to speak languages other than English, in 2005 and 2015. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

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Overall Band Score

Task Response

Coherence & Cohesion

Lexical Resource

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Answers On The Same Topic:

The charts below illustrate the proportions of American students at a university in the United States who were able to speak languages other than English, in 2005 and 2015. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The charts below illustrate the proportions of American students at a university in the United States who were able to speak languages other than English, in 2005 and 2015. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The charts below illustrate the proportions of American students at a university in the United States who were able to speak languages other than English, in 2005 and 2015. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The charts below illustrate the proportions of American students at a university in the United States who were able to speak languages other than English, in 2005 and 2015. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

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