Pie Chart

Band 5+: The charts below show the main reasons why students choose a particular university in the UK, in 1997 and 2007.

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The image presents two pie charts illustrating the main reasons for university selection in the UK. In 1997, the distribution of reasons was: suitable degree courses at 35%, quality of resources at 21%, good sports and social activities at 19%, quality of teaching at 15%, and proximity to parental home at 10%. In 2007, the reported reasons were: suitable degree courses at 37%, proximity to parental home at 22%, quality of teaching at 18%, quality of resources at 17%, and good sports and social activities at 6%.

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

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The two pie chats below compare the top conseration that students choose a certain university in the UK in the years 1997 and 2007.

It is clear that suitable degree courses is the most students’ conseration in both years. Meanwhile, students consider about whether the school is proximately to parent home or having a good sports or social activity both saw a significant changes.

In 1997, there are over one-third of students put suitable degress on there piority when choosing university in the UK, that figure increasing to 37% after 10 years. By contrast, the quality of teaching and resources are considered by less than one-fourth of students. The former see slightly rise by 3%, while the latter see fell by a similar amount.

It is noticeabley that the number of good sport and social activities and the number of proximately to parent home both experience significantly in students’ feedback over the period shown. In 1997, The figure for sport and activity was 19% ,then fell to only 6% by 2007, whereas that for parents home was 10%, then rise to 22%

Word Count: 182

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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: 4

years: 3

Try using synonyms for the above words

Task Response

The report addresses the task and presents an overview of the main trends, but there are several inaccuracies and omissions. The data for 'quality of resources' in 2007 is incorrectly stated as falling by a similar amount to the rise in 'quality of teaching' (it actually fell by 4%, not 3%). Additionally, the report omits the exact figure for 'quality of resources' in 2007 (17%) and does not mention the percentage for 'quality of teaching' in 1997 (15%). The language contains errors in spelling and word choice (e.g., 'chats' instead of 'charts', 'conseration' instead of 'consideration', 'degress' instead of 'degrees', 'piority' instead of 'priority'), which affect clarity. To improve, ensure accurate data representation, include all key figures, and proofread for grammatical and lexical accuracy.

Coherence & Cohesion

The report has a clear overall structure with an introduction and two body paragraphs, but the flow is sometimes disrupted by awkward phrasing and unclear references. The use of cohesive devices is limited and sometimes inaccurate (e.g., 'the former' and 'the latter' are used correctly, but the connection between sentences could be smoother). Paragraphing is acceptable, but the second body paragraph could be better organized to separate the comparison of the two reasons. To improve, use a wider range of linking words and ensure each paragraph has a clear central idea.

Lexical Resource

The report uses some appropriate vocabulary related to the task (e.g., 'suitable degree courses', 'quality of resources', 'proximity to parental home'), but there are several lexical errors and awkward choices (e.g., 'conseration' instead of 'consideration', 'degress' instead of 'degrees', 'piority' instead of 'priority', 'noticeably' instead of 'noticeable'). The range of vocabulary is limited, and some phrases are repetitive. To improve, use a wider range of synonyms and ensure correct word forms and spelling. Also, avoid informal or incorrect expressions like 'put on there priority'.

Grammatical Range & Accuracy

The report contains numerous grammatical errors that affect clarity and accuracy. There are issues with subject-verb agreement (e.g., 'suitable degree courses is'), incorrect verb forms (e.g., 'see fell' instead of 'saw a fall'), and punctuation errors (e.g., missing commas, incorrect capitalization). The range of sentence structures is limited, and many sentences are simple or contain errors. To improve, focus on using a variety of complex structures correctly, and proofread to eliminate basic errors. Pay attention to tense consistency and correct use of articles and prepositions.

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