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Band 5+: The charts below show the percentage of university students choosingdifferent ways to university in the UK in 2015 and 2019. Summarise the information by selecting and reporting the main features,and make comparisons where relevant.

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Image for topic: The charts below show the percentage of university students choosingdifferent ways to university in the UK in 2015 and 2019. Summarise the information by selecting and reporting the main features,and make comparisons where relevant.

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The image displays two pie charts outlining the percentage of university students' transportation methods in the UK. In 2015, the distribution was: Private car 40%, Bus 20%, Subway 15%, Walk 10%, and Bike 15%. In 2019, the distribution was: Private car 25%, Bus 35%, Subway 10%, Walk 15%, and Bike 15%.

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the pie chart compares the number of university students in terms of five different ways to university in the UK in 2015 and 2019. Units are measured in percentages.

Overall, private car in the UK dominated in first chart. However, in second chart, bus which was used by students. Of particular note is that the percentages of bike in both charts were similar.

Starting with private car, just over 40 percent of students chose it, comparedto percent of bus which was about 20. When it comes to subway and bike,percentage of students who used (across) both ways were similar, which was 15 percent. Approximately 10 percent of students prefer walk (or walking).

About 60 percent of students in the UK used bus, followed by private car users at 20 percent. At the same time, number of students who chose bike and walking accounted for similar score, which was 15 percent, while subway trails behind with only 10 percent

Word Count: 158

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Overall Band Score

5.5

(+/- 0.5)

Vocabulary Complexity:
B1 - Intermediate
Using more sophisticated words could be beneficial.

Grammar Mistakes: N/A

Vocabulary Repetition:

percent: 8

students: 7

which: 4

chart: 3

private: 3

Try using synonyms for the above words

Task Response

The report addresses the task by describing the main features of the charts and making some comparisons. However, there are notable inaccuracies in the data (e.g., stating 'About 60 percent of students used bus' in 2019, which is incorrect) and some unclear phrasing (e.g., 'comparedto percent of bus' and 'students who used (across) both ways'). The overall structure is present, but the report would benefit from clearer data reporting and more precise language. To improve, ensure all figures are accurately reported and avoid vague or incomplete expressions.

Coherence & Cohesion

The report has a logical structure with an introduction, overview, and body paragraphs, but the flow is disrupted by unclear referencing and abrupt transitions. For example, the overview mentions 'private car in the UK dominated in first chart' and 'in second chart, bus which was used by students' - these are incomplete and confusing. The second body paragraph incorrectly describes the 2019 data as 'About 60 percent of students in the UK used bus' and 'private car users at 20 percent', which contradicts the data and creates a lack of clarity. To improve, ensure each paragraph focuses on one time period or comparison, use clear cohesive devices (e.g., 'In contrast', 'Similarly'), and avoid vague references like 'both ways' or 'similar score'.

Lexical Resource

The report uses some appropriate vocabulary (e.g., 'dominated', 'accounted for', 'trails behind'), but there are several inaccuracies and repetitions. Phrases like 'comparedto percent of bus' and 'prefer walk (or walking)' are awkward and imprecise. The word 'score' is used incorrectly to describe percentages. To improve, use a wider range of precise terms (e.g., 'constituted', 'represented', 'accounted for') and ensure correct collocations (e.g., 'the percentage of students who chose...'). Avoid informal or vague language and maintain a formal academic tone throughout. Boost vocabulary complexity to elevate the overall score.

Grammatical Range & Accuracy

The report contains several grammatical errors and punctuation issues that affect clarity. For example, 'the pie chart compares' should be 'The pie charts compare' (subject-verb agreement), 'comparedto' is a misspelling, and 'percentage of students who used (across) both ways' is grammatically incorrect. There are also incomplete sentences, such as 'However, in second chart, bus which was used by students.' To improve, use a wider range of sentence structures (e.g., complex sentences with relative clauses) and ensure subject-verb agreement, correct articles, and proper punctuation. Proofread to eliminate typos and incomplete phrases.

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Band 5+: The charts below show the percentage of university students choosingdifferent ways to university in the UK in 2015 and 2019. Summarise the information by selecting and reporting the main features,and make comparisons where relevant.

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 percentage of university students choosingdifferent ways to university in the UK in 2015 and 2019. Summarise the information by selecting and reporting the main features,and make comparisons where relevant.

The charts below show the percentage of university students choosingdifferent ways to university in the UK in 2015 and 2019. Summarise the information by selecting and reporting the main features,and make comparisons where relevant.

The charts below show the percentage of university students choosingdifferent ways to university in the UK in 2015 and 2019. Summarise the information by selecting and reporting the main features,and make comparisons where relevant.

The charts below show the percentage of university students choosingdifferent ways to university in the UK in 2015 and 2019. Summarise the information by selecting and reporting the main features,and make comparisons where relevant.

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Check Your Answer On This Topic?

Generate A Band-9 Sample Answer?

Overall Band Score

Task Response

Coherence & Cohesion

Lexical Resource

Grammatical Range & Accuracy

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