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Band 5+: The charts below showthr percentages of male and female students getting top grades in 1960 and 2000.

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The image presents bar charts comparing percentages of male and female students achieving top grades in 1960 and 2000. For males: Science (1960: 30%, 2000: 35%), Arts (1960: 10%, 2000: 25%), Maths (1960: 30%, 2000: 20%), Languages (1960: 20%, 2000: 25%), Humanities (1960: 40%, 2000: 45%). For females: Science (1960: 5%, 2000: 15%), Arts (1960: 25%, 2000: 35%), Maths (1960: 10%, 2000: 30%), Languages (1960: 40%, 2000: 30%), Humanities (1960: 30%, 2000: 40%).

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

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The given charts depicts the comparisons of the percentages of male and female students getting top grades in five subjects which are, Science, Arts, Maths, Languages, and Humanities in the period between 1960 and 2000.

Overall, in this graph it is clear that girls scored top in Arts and Languages, whereas the boys scored higher in Science and Maths in the given year.

According to the chart, it is evident that in 1960, over 30% of the boys scored good grades in Science and Maths, whereas in language and humanities the high scorers were 20% each. Only below 10% scored high in Arts. Conversly, girls did much better in Language, Humanities and Arts, with 45%, 32% and 30% scored high in this subject respectively. Only 10% girls scored better in Science and under 5% scored good in Maths.

In 2000, among boys, the percentage of top scorers in Arts and Humanities almost doubled at 22% and 43%, whereas in science and maths their was rapid collapsed almost half as compared than 1960. The language remained same in 2000. Among girls the percentage of top scored in arts, language and humanities were declined moderately, whereas that in science and maths remained same.

Word Count: 201

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Overall Band Score

(+/- 0.5)

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

Grammar Mistakes: N/A

Vocabulary Repetition:

scored: 8

science: 6

maths: 5

humanities: 5

girls: 4

whereas: 4

language: 4

Try using synonyms for the above words

Task Response

The report addresses the task and provides an overall comparison, but it contains several inaccuracies and inconsistencies in the data. For example, the figures for boys in 1960 (Arts, Languages, Humanities) and for girls in 1960 (Languages, Humanities, Arts) are not correctly reported. Additionally, the description of trends in 2000 is vague and contains errors (e.g., 'rapid collapsed' and 'remained same' are not supported by the data). To improve, ensure that all data points are accurately described and that trends are clearly and correctly stated. Also, avoid vague phrases and check for grammatical issues that affect clarity.

Coherence & Cohesion

The report has a clear overall structure with an introduction, an overview, and paragraphs for each time period. However, the flow is sometimes disrupted by unclear referencing and abrupt transitions. For example, the phrase 'in this graph it is clear' is awkward, and the final paragraph mixes comparisons without clear logical progression. To improve, use clearer topic sentences and ensure each paragraph focuses on a single main idea. Also, use cohesive devices (e.g., 'in contrast', 'similarly') more effectively to guide the reader.

Lexical Resource

The vocabulary is adequate for the task, with some attempts at variety (e.g., 'depicts', 'evident', 'Conversly'). However, there are several inaccuracies and awkward phrasings, such as 'their was rapid collapsed' and 'top scored in arts'. The word 'Conversly' is misspelled. To improve, use more precise and natural academic vocabulary (e.g., 'achieved', 'experienced a decline', 'remained stable') and ensure correct word forms. Avoid informal or incorrect expressions like 'scored good grades'. Boost vocabulary complexity to elevate the overall score.

Grammatical Range & Accuracy

The report contains numerous grammatical errors that affect clarity, including subject-verb agreement ('charts depicts'), incorrect verb forms ('their was rapid collapsed'), and awkward sentence structures. Punctuation is also inconsistent. To improve, focus on using a wider range of sentence structures with accurate grammar. Proofread for common errors such as subject-verb agreement, tense consistency, and correct use of prepositions. Simplify complex sentences to ensure accuracy.

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Band 5+: The charts below showthr percentages of male and female students getting top grades in 1960 and 2000.

Check Your Answer On This Topic?

Generate A Band-9 Sample Answer?

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Task Response

Coherence & Cohesion

Lexical Resource

Grammatical Range & Accuracy

Answers On The Same Topic:

The charts below showthr percentages of male and female students getting top grades in 1960 and 2000.

The charts below showthr percentages of male and female students getting top grades in 1960 and 2000.

The charts below showthr percentages of male and female students getting top grades in 1960 and 2000.

The charts below showthr percentages of male and female students getting top grades in 1960 and 2000.

Other Topics:

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The charts below show the performance of a bus company in terms of punctuality, both actual and target (what actually happened compared to what the company was trying to achieve), and the number of complaints and passengers.

The graph below shows unemployment levels in Ireland and the number of people leaving the country between 1988 and 2008. Summarise the information by selecting and reporting the main features of the graph, and make comparisons where relevant.

The graph below shows unemployment levels in Ireland and the number of people leaving the country between 1988 and 2008. Summarise the information by selecting and reporting the main features of the graph, and make comparisons where relevant.

The chart shows the difference in how three countries learn English in 2010 and 2015.

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