Pie Chart

Band 5+: The charts below show the proportions of British students at one university in England who were able to speak other languages in addition to English, in 2000 and 2010. 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 proportions of British students at one university in England who were able to speak other languages in addition to English, in 2000 and 2010. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

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The image contains two pie charts comparing the proportions of British students at one university in England who speak languages other than English in 2000 and 2010. In 2000, 30% spoke no other language, 15% spoke French only, 15% spoke German only, 10% spoke Spanish only, 10% spoke another language, and 20% spoke two other languages. In 2010, 35% spoke no other language, 10% spoke French only, 10% spoke German only, 20% spoke Spanish only, 5% spoke another language, and 20% spoke two other languages.

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

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The given charts illustrate the percentage of British students of a University who were able to speak one more language besides English in the period of 2000 to 2010.

Overall, it can be seen that the language proficiency among learners in several languages were increased over the time. Spanish speaking students were the highest number in the University whereas German speaking students remained the same level in this time.

In detail, In 2000 by holding 30% of total pupils Spanish was the top of the chart while 20% of students used only English. Noticeably, 15% students speak only French as well as another two language.

Meanwhile, there was no change in only German language speaker where in both 2000 and 2010 they were only 10%.

In 2010, a significant decrease was noticed among no other language spoken students and their number fall half of total. French speaker come down from 15% to 10%, by contrast two other language speakers were increase by 5%. Both another language and Spanish speaking learner rise 5% respectively and went up 15% to 20% and 30% to 35% respectively.

Word Count: 184

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Overall Band Score

5.5

(+/- 0.5)

Vocabulary Complexity:
B2 - Upper Intermediate
Opt for even more advanced words when appropriate.

Grammar Mistakes: N/A

Vocabulary Repetition:

students: 6

language: 6

spanish: 3

speaking: 3

Try using synonyms for the above words

Task Response

The report attempts to address the task by describing the pie charts and making some comparisons. However, there are several inaccuracies and misinterpretations of the data, such as stating that Spanish was 30% in 2000 (it was 10%) and that German remained at 10% (it was 15% in 2000). The overall trend description is somewhat vague and not fully supported by the data. To improve, focus on accurately reporting the main features and making clear, correct comparisons between the two years. Ensure that percentages are correctly attributed to the categories described in the visual information.

Coherence & Cohesion

The report has a clear overall structure with an introduction, an overview, and a body. However, the flow of information is sometimes disrupted by unclear referencing and awkward transitions. For example, the phrase 'In detail, In 2000 by holding 30% of total pupils Spanish was the top of the chart' is confusing. The paragraphing could be improved to better separate different comparisons. Try to use more logical connectors and ensure each paragraph focuses on a clear set of features.

Lexical Resource

The vocabulary is adequate for the task, with some good attempts at paraphrasing (e.g., 'language proficiency', 'significant decrease'). However, there are several inaccuracies and awkward choices, such as 'by holding 30% of total pupils', 'the top of the chart', and 'their number fall half of total'. The range of vocabulary is limited, and some terms are used repetitively (e.g., 'speaking students'). To improve, use more precise and varied language, and ensure collocations are natural.

Grammatical Range & Accuracy

The report contains a number of grammatical errors and punctuation issues that affect clarity. Examples include subject-verb agreement errors ('language proficiency... were increased'), incorrect verb forms ('fall' instead of 'fell', 'come down' instead of 'came down'), and missing articles. Sentence structures are mostly simple, with limited use of complex sentences. To improve, focus on using a mix of simple and complex structures accurately, and proofread for basic grammar and punctuation mistakes.

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