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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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Image for 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.

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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%.

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

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The two maps illustrate that different factors of the students that affect to study in a particular university in UK in 1987 and 2007.

Overall, relevant degree courses were the main driver for pursuing higher education in that university over the period with other determinants traili000ng distantly behinf in-terms of proportions. Additionally, now students prioritized the closer distance and education quality in more percentages than before century, in contrast became a less significant for sports and social aspects.

Looking first at the percetages in 1987, the majority of students opted the university due to the suitability of degree courses, making up 35%. Following this, proportions of quality materials 21% and nortworthy sports and social activities 19%. Finally, quality teaching and convenient locations attracted only 15%, and 10% respectively.

By 2007, the relevance of degree stayed as the leading reason to choose that university making 37%. Similarly, share of proximity more than doubled 22%, and quality teaching increased by 3%. There was a fall of 4% in the percentage for quality resources as the selection of the university, and good sports and social activities fell to 6%, making least reason for opting the university.

Word Count: 193

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Overall Band Score

(+/- 0.5)

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

Vocabulary Repetition:

university: 6

quality: 5

students: 3

degree: 3

sports: 3

social: 3

making: 3

Try using synonyms for the above words

Task Response

The report attempts to address the task but suffers from significant inaccuracies in data reporting and several structural issues. There is a major contradiction in the introduction where the charts are incorrectly identified as 'maps' instead of pie charts. Furthermore, the data reported in the body paragraphs frequently conflicts with the provided visual description (for example, the percentages for sports/social activities and proximity are inconsistent with the source data). To improve, ensure that the type of visual is correctly identified, maintain strict accuracy when citing figures, and focus on improving grammatical precision and spelling to ensure clarity of meaning.

Coherence & Cohesion

The report struggles with logical flow and clarity due to several phrasing issues. While there is an attempt at an overview and paragraphing, the transitions between ideas are sometimes abrupt or confusing. For example, the introduction uses 'maps' instead of 'pie charts,' which misleads the reader immediately. To improve, ensure that your introductory sentence accurately reflects the visual type and that you use cohesive devices (like 'In terms of,' 'Regarding,' or 'Conversely') more effectively to link your observations.

Lexical Resource

There is an attempt to use varied vocabulary (e.g., 'determinants,' 'pursuing,' 'proximity'), but there are significant issues with word choice, spelling, and collocation. Words like 'traili000ng distantly behinf' and 'nortworthy' contain typos that hinder readability. Additionally, some phrases are used incorrectly, such as 'more percentages than before century.' Focus on learning precise academic collocations and ensure that your spelling is accurate to avoid distracting the reader.

Grammatical Range & Accuracy

The report contains frequent grammatical errors that impact the clarity of the message. There are issues with subject-verb agreement, preposition usage (e.g., 'affect to study'), and sentence structure (e.g., 'in contrast became a less significant'). Some sentences are fragmented or overly complex in a way that obscures the meaning. To improve, practice constructing clear, error-free simple and compound sentences before attempting highly complex structures, and pay close attention to how prepositions connect ideas.

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