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Band 6+: The charts below show the percentage of secondary school students at a school in the UK taking different subjects in 1995 and this year

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The image contains two pie charts representing student subject percentages: in 1995, Geography 21%, RS 9%, Drama 12%, Business 16%, History 26%, Art 15%; currently, Geography 23%, IT 27%, Business 16%, History 25%, Art 8%.

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

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The provided pie-chart illustrates the proportion of secondary school students taking different subjects in 1995 and this year in the United Kingdom.

Overall, the number of students taking IT is comparatively higher than the number of students who used to take both Religious Studies and Drama combined. There is a significant drop in percentage of students taking art subject, former and latter.

Taking into account, the percentage of students who used to study history in 1995 was 26% which is approximately double than that of students taking art, 15%. In contrast to this, only 16% of students were interested in studying business, whereas the percentage of students studying geography, religious studies and drama was varied by 21%, 9% and 12%, respectively.

Notably, Religious Studies and Drama has been replaced by IT as 27% of students are interested in studying it. Only Geography saw the increment of interest among the students to study, whilst student’s interest in studying art and history has been decreased from 15% and 26% to 8% and 25%, respectively.

Word Count: 172

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Overall Band Score

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Vocabulary Complexity:
C2 - Complex
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Grammar Mistakes: N/A

Vocabulary Repetition:

students: 10

taking: 4

studying: 4

religious: 3

studies: 3

drama: 3

percentage: 3

Try using synonyms for the above words

Task Response

The report covers the main features of the pie charts and makes relevant comparisons. There are a few minor omissions, such as not mentioning that the percentage for Business remained the same. To improve, ensure all key features and changes are noted, and maintain a clear and logical structure throughout the response.

Coherence & Cohesion

The report presents a general overview and attempts to highlight key trends, but the organization could be improved for better flow. The use of cohesive devices is present but not always effective, leading to some choppiness. Consider using more varied transitional phrases and ensuring each paragraph has a clear focus. For example, grouping comparisons thematically rather than chronologically could enhance coherence.

Lexical Resource

The vocabulary is generally adequate for the task, but there are instances where more precise word choices could enhance the description. For example, instead of 'varied by 21%, 9% and 12%, respectively,' consider a more descriptive phrase like 'accounted for 21%, 9%, and 12%, respectively.' Expanding the range of vocabulary related to proportions and changes would be beneficial.

Grammatical Range & Accuracy

The report demonstrates a mix of simple and complex sentence structures, but grammatical errors and awkward phrasing impact clarity. Pay close attention to subject-verb agreement, correct tense usage, and article usage. For example, 'Religious Studies and Drama has been replaced' should be 'Religious Studies and Drama have been replaced'. Proofreading carefully for these errors will improve grammatical accuracy.

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Band 6+: The charts below show the percentage of secondary school students at a school in the UK taking different subjects in 1995 and this year

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Answers On The Same Topic:

The charts below show the percentage of secondary school students at a school in the UK taking different subjects in 1995 and this year

The charts below show the percentage of secondary school students at a school in the UK taking different subjects in 1995 and this year

The charts below show the percentage of secondary school students at a school in the UK taking different subjects in 1995 and this year

The charts below show the percentage of secondary school students at a school in the UK taking different subjects in 1995 and this year

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