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Band 5+: The charts below show the reasons of students to study a particular in a UK university in the year 1987 and 2007. Summarise the information by selecting and reporting the main features, and make comparison where relevant.

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The image displays two pie charts comparing reasons UK students chose colleges/universities in 1987 and 2007. In 1987, suitable degree courses were chosen by 35%, quality of resources by 21%, quality teaching by 16%, close to parental home by 18%, and good sports and social activities by 10%. In 2007, suitable degree courses were selected by 37%, quality of resources by 22%, quality teaching by 18%, close to parental home by 12%, and good sports and social activities by 11%.

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The pie chart illustrates the reasons why students choose to study a particular in university of UK in the year from 1987 and 2007.

Overall, while the percentage of students who choose for suitable degree courses, close to parental home and quality teaching increased, the reverse was true for Quality of Resources and for good sports and social activities. At the end the students who chose for Suitable degree courses and close to parental home stood out with bigger percentages.

The percentage of students which increased throughout the year. The percentage of students who chose for quality of resources started at 21% in 1987, this was followed by a markedly increase to 37% in 2007. Quality teaching increased slightly from 1987 ti 2007, reaching 18%. Also there was a dramatic increase from 10% in 1987 to 22% in 2007. The percentage of students who chose for suitable degree courses, again stood out with bigger numbers. Started at 35% in 1987, rose slightly to 37% in 2007.

The percentage of students who chose for Quality of resources and for good sports and social activities bucked the trend. The percentage of students chose Quality of recourses stared at 21% in 1987 but this was followed by a noticeable decline to 17% in 2007, the quality of teaching was chosen by students was 19% in 1987, after which it saw a considerable drop to 6% in 2007, amounted to dramatic decline.

Word Count: 238

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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: 9

quality: 7

percentage: 6

chose: 5

suitable: 3

degree: 3

courses: 3

teaching: 3

increased: 3

resources: 3

Try using synonyms for the above words

Task Response

The report addresses the task, but there are inaccuracies in the data reported and some misinterpretations of the trends. The structure is present, but the information isn't always clear or accurate. To improve, focus on accurately representing the data from the charts and ensuring that the trends you describe are correct. Also, pay attention to grammar and sentence structure for clarity.

Coherence & Cohesion

The report demonstrates an attempt to organize the information, but the flow is disrupted by some unclear transitions and repetitive phrasing. Paragraphing could be improved to group related ideas more effectively. For example, the overview could be more concise and directly address the main trends. The subsequent paragraphs could then delve into specific details, maintaining a clearer focus on comparisons between the two years. To improve coherence, use varied transition words and phrases to guide the reader through the information. Avoid abrupt shifts in topic and ensure each sentence logically follows from the previous one.

Lexical Resource

The report uses a range of vocabulary relevant to the task, but there are instances of imprecise word choice and repetition. To enhance lexical resource, try to incorporate synonyms and more specific terms to describe the trends and data. For example, instead of repeatedly using 'increased' or 'decreased,' consider using words like 'grew,' 'expanded,' 'diminished,' or 'contracted.' Also, ensure that the vocabulary used is appropriate for academic writing.

Grammatical Range & Accuracy

The report contains a mix of simple and complex sentence structures, but grammatical errors and awkward phrasing affect clarity. There are issues with verb tense consistency, subject-verb agreement, and article usage. To improve grammatical accuracy, carefully proofread the report for errors. Focus on using correct verb tenses to accurately represent the time frame of the data. Pay attention to subject-verb agreement to ensure that verbs match their subjects in number. Also, review the use of articles (a, an, the) to ensure they are used correctly. Consider using a grammar checker to identify and correct errors, but always review the suggestions critically to ensure they are appropriate for the context.

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Band 5+: The charts below show the reasons of students to study a particular in a UK university in the year 1987 and 2007. Summarise the information by selecting and reporting the main features, and make comparison where relevant.

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Overall Band Score

Task Response

Coherence & Cohesion

Lexical Resource

Grammatical Range & Accuracy

Answers On The Same Topic:

The charts below show the reasons of students to study a particular in a UK university in the year 1987 and 2007. Summarise the information by selecting and reporting the main features, and make comparison where relevant.

The charts below show the reasons of students to study a particular in a UK university in the year 1987 and 2007. Summarise the information by selecting and reporting the main features, and make comparison where relevant.

The charts below show the reasons of students to study a particular in a UK university in the year 1987 and 2007. Summarise the information by selecting and reporting the main features, and make comparison where relevant.

The charts below show the reasons of students to study a particular in a UK university in the year 1987 and 2007. Summarise the information by selecting and reporting the main features, and make comparison where relevant.

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