Pie Chart

Band 6+: 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 pie charts compare the main factors why students choose a particular university in the UK between 1997 and 2007. Overall, suitable degree courses, quality resources and quality of teaching increased by a small amount whereas proximity to parental home changed substantially and good sports and social activities fell down.

Over the decade, the most figure in the pie chart-suitable degree courses-increased by 2 percentage points from 35% to 37% and stayed the most figure in both years. Quality of resources fell down 4 percentage points whereas quality of teaching increased by 3 percentage points.

The percentage of british students who prefer shorter distance to their parents’ home increased from 10% in 1997 to 22% in 2007 which is more than doubled in figures. Students’ interests in good sports and activities decreased by 13 percentage points making it the most changed figure from 1997 to 2007 in the pie charts compared.

Word Count: 151

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Overall Band Score

(+/- 0.5)

Vocabulary Complexity:
C1 - Intricate
Strive to incorporate even richer and more precise language.

Grammar Mistakes: N/A

Vocabulary Repetition:

percentage: 5

quality: 4

increased: 3

figure: 3

points: 3

Try using synonyms for the above words

Task Response

The report effectively addresses the task by comparing the main reasons for university choice between 1997 and 2007, and it provides a clear overview of the key trends. The data is mostly accurate, and the structure is logical. However, there are a few minor lapses in language precision (e.g., 'the most figure' should be 'the highest figure') and some awkward phrasing (e.g., 'fell down' instead of 'fell' or 'decreased'). Additionally, the final sentence could be more concise. Overall, the response covers the requirements well, with only minor omissions or lapses in expression.

Coherence & Cohesion

The report has a clear overall structure with an introduction, an overview, and body paragraphs. However, the flow is sometimes disrupted by awkward phrasing and unclear references (e.g., 'the most figure in the pie chart-suitable degree courses' and 'which is more than doubled in figures'). The use of cohesive devices is limited, and some sentences are long and convoluted, making the message harder to follow. To improve, use clearer topic sentences, vary linking words, and ensure each paragraph has a single clear focus.

Lexical Resource

The report uses some appropriate vocabulary for describing trends (e.g., 'increased by', 'fell down', 'decreased by'), but there are several inaccuracies and awkward expressions (e.g., 'the most figure' instead of 'the highest figure', 'fell down' instead of 'fell', 'prefer shorter distance' instead of 'prefer to be closer'). The range of vocabulary is limited, and there is repetition of 'figure' and 'percentage points'. To improve, use a wider variety of precise terms (e.g., 'accounted for', 'represented', 'rose', 'declined') and ensure word choice is natural and accurate.

Grammatical Range & Accuracy

The report demonstrates some variety in sentence structures, but there are several grammatical errors and punctuation issues that affect clarity. For example, 'the most figure' is incorrect (should be 'the highest figure'), 'fell down' is not standard for describing data, and 'which is more than doubled in figures' is awkward and grammatically unclear. There are also missing commas and inconsistent use of articles. To improve, focus on using correct comparative forms, standard collocations for data description, and ensure each sentence is grammatically complete and clear.

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

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Band 6+: The charts below show the main reasons why students choose a particular university in the UK, in 1997 and 2007.

Check Your Answer On This Topic?

Generate A Band-9 Sample Answer?

Overall Band Score

Task Response

Coherence & Cohesion

Lexical Resource

Grammatical Range & Accuracy

Answers On The Same Topic:

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

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

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

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

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You should spend about 20 minutes on this task. The two pie charts below show psychologists' employment after graduating. Summarize the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.

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