Multiple Graphs

Band 6+: The charts below show the main reasons for study among students of different age groups and the amount of support they received from employers. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. • You should write at least 150 words. • You should spend about 20 minutes on this task.

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Image for topic: The charts below show the main reasons for study among students of different age groups and the amount of support they received from employers. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. • You should write at least 150 words. • You should spend about 20 minutes on this task.

Our system will evaluate the answer based on this AI-generated description.

The image presents two bar charts. In "Reasons for study according to age of student," ages under 26 show 80 for career, 10 for interest; ages 26-29 display 70 career, 15 interest; ages 30-39 indicate 60 career, 25 interest; ages 40-49 exhibit 40 career, 40 interest; over 49 highlights 18 career, 70 interest. In "Employer support, by age group (Time off and help with fees)," ages under 26 demonstrate 62, ages 26-29 at 50, ages 30-39 hold 32, ages 40-49 at 34, and over 49 at 42.

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

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The provided first bar graph compare the main goal for getting college degree among students: either for career or for interest. By contrast, the second bar chart illustrate the support that employer give to their employees.

Overall, it is immediately noticeable that people from age group under 26 to 40 want to study for career, meanwhile over 49 for their personal passion. Regarding the support provided from employers to students, the majority of fiscal support go to young and experience workers.First and foremost, the majority of students who start their degree under age 26 aim to develop their career, approximately 80%. Moreover, this tendency continue in both 26-29 and 30-39 age groups, where the percentage of students who take courses for their career perspective are 70 and 65 percent respectively. However, in the age group 40-49 both level of interest and career purposes are the equall. Finally, students over 49 who take degree their interest totally dominate against career perspective, 70% against 20%.

Regarding the total amount of support – both financial and time off – from employers, students under 26 get the most of help, just above 60 percent of them. Similarly, despite their age difference, in both age groups 26-29 and over 49 employers get enough support 50 and 45 percent respectively. On the other hand, employers in their middle age (30-39 and 40-49) get the least aid with between 30 and 40 percent.

Word Count: 236

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Overall Band Score

6.5

(+/- 0.5)

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

Grammar Mistakes: N/A

Vocabulary Repetition:

their: 8

career: 6

support: 5

students: 5

employers: 4

percent: 4

degree: 3

interest: 3

under: 3

Try using synonyms for the above words

Task Response

The report effectively addresses the task by describing both charts and highlighting key trends. The overall structure is clear, with an introduction, overview, and detailed paragraphs. However, there are some inaccuracies in the data (e.g., 65% for 30-39 career, 20% for over 49 career, 45% for over 49 employer support) and minor grammatical issues (e.g., 'compare' vs 'compares', 'illustrate' vs 'illustrates', 'equall' vs 'equal'). To improve, ensure data is reported accurately and proofread for grammatical consistency. The response is well-organized and covers the main features, so with minor corrections it could achieve a higher band.

Coherence & Cohesion

The report is generally well-organized with a clear introduction, overview, and body paragraphs. The progression of ideas is logical, and the use of cohesive devices such as 'First and foremost', 'Moreover', 'However', and 'On the other hand' helps guide the reader. However, there are a few minor lapses in cohesion, such as the abrupt transition from the first paragraph to the second, and the final sentence could be more clearly linked to the preceding information. Overall, the message is easy to follow, but there is room for more sophisticated paragraphing and smoother transitions.

Lexical Resource

The report uses a range of vocabulary appropriate to the task, including terms like 'main goal', 'personal passion', 'fiscal support', and 'career perspective'. There is some attempt at paraphrasing and using synonyms, which is good. However, there are instances of imprecise word choice and awkward phrasing, such as 'the majority of fiscal support go to young and experience workers' and 'employers get enough support' (where 'employees' is meant). The range of vocabulary is adequate but not fully flexible or sophisticated, and some expressions are not used naturally. To improve, focus on using more precise and varied vocabulary, and ensure that word choices are accurate in context.

Grammatical Range & Accuracy

The report demonstrates a reasonable range of grammatical structures, including comparative forms and complex sentences. However, there are several grammatical errors and punctuation issues that affect clarity. For example, 'The provided first bar graph compare' should be 'The first bar graph compares', 'the second bar chart illustrate' should be 'the second bar chart illustrates', and 'the equall' should be 'equal'. There are also subject-verb agreement issues and some awkward phrasing. While the errors do not severely impede understanding, they are noticeable and detract from the overall accuracy. To improve, pay closer attention to subject-verb agreement, article usage, and sentence structure.

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