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 show UK Students’ reason when choosing a specific university from 1997 to 2007.

Overall, the charts inform us that the main reason is always due to suitable degree courses provided by university of their choosing, 35 % in 1997 and 37% in 2007.

In 1997 second most picked reason is the quality of resouces at 21% followed by good activities at 19%, quality of teaching at 15% and taking one tenth portion is proximity to parental home.

A decade later, in 2007 we can see that there are some increases in reasoning, particularly in terms of proximity more than 2 fold jump than before and the quality of teaching has risen to 18%. In contrast, good sport aspect has fallen to the lowest at 6% compare to 10 years ago. Quality of resource also experienced 4 % dipped to 17% now.

In conclusion, there are changes across all reason, either they fell in favor or rose in cause but suitable degree courses still remains as the biggest reason.

Word Count: 171

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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:

reason: 5

quality: 4

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Task Response

The report effectively addresses the task by presenting an overview and key trends. It accurately identifies the main reason (suitable degree courses) and highlights significant changes, such as the increase in proximity and the decrease in sports activities. However, there are minor omissions and inaccuracies: the report does not mention the exact percentage for proximity in 2007 (22%), and the phrase 'more than 2 fold jump' is imprecise. Additionally, some data points (e.g., quality of resources in 2007) are mentioned but not fully contextualized. To improve, ensure all key figures are accurately reported and avoid vague comparisons. Overall, the response is well-structured and covers the main requirements.

Coherence & Cohesion

The report has a clear overall structure with an introduction, overview, and body paragraphs, but the flow is sometimes disrupted by awkward phrasing and unclear referencing. For example, 'the main reason is always due to suitable degree courses provided by university of their choosing' is wordy and could be more concise. The paragraphing is acceptable, but the second paragraph lists data without clear linking, and the third paragraph mixes increases and decreases without smooth transitions. To improve, use clearer topic sentences and cohesive devices (e.g., 'In contrast', 'Similarly') to guide the reader more effortlessly.

Lexical Resource

The report uses a range of vocabulary related to the task (e.g., 'suitable degree courses', 'quality of resources', 'proximity to parental home'), but there are some inaccuracies and informal choices. For instance, 'resouces' is a spelling error, 'good sport aspect' is awkward, and '2 fold jump' is informal. The phrase 'taking one tenth portion' is unnatural. To improve, use more precise and formal vocabulary, such as 'accounted for', 'experienced a decline', and 'a twofold increase'. Also, ensure correct spelling and word forms.

Grammatical Range & Accuracy

The report demonstrates a mix of simple and complex structures, but there are several grammatical errors and punctuation issues that affect clarity. For example, 'UK Students' reason' should be 'the reasons UK students', 'university of their choosing' should be 'the university of their choice', and 'compare to' should be 'compared to'. There are also missing commas and run-on sentences, such as 'In 1997 second most picked reason is...' which lacks a subject and article. To improve, focus on subject-verb agreement, correct use of articles, and consistent tense. Proofreading for punctuation and sentence boundaries would enhance accuracy.

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