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Band 7+: The first chart below shows the reasons why adults decide to study in 2005. The second chart gives information about how the costs of adult education should be shared.

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Image for topic: The first chart below shows the reasons why adults decide to study in 2005. The second chart gives information about how the costs of adult education should be shared.

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The image shows, for 2005, reasons for adults studying: interest in subject 40%, to gain qualifications 38%, helpful for current job 22%, to improve promotion prospects 20%, enjoy learning/studying 20%, ability to change jobs 12%, to meet people 9%. Cost-sharing of adult education courses is depicted as taxpayer 25%, individual 40%, employer 35%.

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

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The charts illustrate percentages of reasons for adult education in 2005 and recommended distribution of funding.

Overall, most of the students were intrested in subject while the smallest proportion of students studied to meet people.Additionally, two reasonsrecorded identical proportions at 20%.Regarding the funding, the highest share thought that adult education should be individually funded while the least percentage believed that it should be funded by tax payers.

Initially,the largest category of the respondents were intrested in their subjects followed by those who sought qualifications, at roughly 40% and 38% of the total respectively.Moreover, enjoyment of learning and promotion prospects accounted for identical shares, each compromised a fifth of the participants.Furthermore, it is evident that the career shift group comprised 12% of the participants, exceeding those who had social purposes with 3 percentage points.Concerning the cost distribution, the pie chart illustrates that roughly 40% of the total should be paid individually, while only a quarter should be funded by taxpayers and the employers ought to pay the remaining 35% of the sum.

Word Count: 171

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Overall Band Score

(+/- 0.5)

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

Vocabulary Repetition:

should: 4

while: 3

funded: 3

Try using synonyms for the above words

Task Response

The report effectively addresses all parts of the task, providing a clear overview and a detailed comparison of the data. The trends and key features are well-identified, and the relationship between the data points is logically presented. To improve, ensure consistent spacing after punctuation (e.g., after commas and periods) and double-check spelling (e.g., 'intrested' should be 'interested'). The use of varied vocabulary and cohesive devices is strong, contributing to a smooth flow of information.

Coherence & Cohesion

The report is logically organized with a clear introduction, overview, and body paragraphs. You have used a variety of cohesive devices (e.g., 'Initially', 'Moreover', 'Furthermore', 'Concerning') to transition between ideas. However, there are some minor spacing issues after punctuation (e.g., 'Initially,the', 'people.Additionally') which slightly disrupt the visual flow. To improve, ensure consistent spacing after commas and periods to maintain a professional presentation.

Lexical Resource

You demonstrate a good range of vocabulary, using terms like 'accounted for', 'comprised', and 'distribution'. There is some good use of synonyms to avoid repetition. However, there are a few spelling errors (e.g., 'intrested' instead of 'interested') and a slight misuse of the word 'compromised' (where 'comprised' or 'accounted for' would be more appropriate). Aim for higher precision in word choice to reach the higher bands.

Grammatical Range & Accuracy

The report uses a mix of simple and complex sentence structures effectively. Most sentences are clear and convey the intended meaning. There are some minor grammatical slips, such as 'the largest category... were' (subject-verb agreement) and some awkward phrasing in the overview. To improve, focus on refining subject-verb agreement and ensuring that complex sentences are punctuated correctly to enhance clarity.

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The first chart below shows the reasons why adults decide to study in 2005. The second chart gives information about how the costs of adult education should be shared.

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Band 7+: The first chart below shows the reasons why adults decide to study in 2005. The second chart gives information about how the costs of adult education should be shared.

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Overall Band Score

Task Response

Coherence & Cohesion

Lexical Resource

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Answers On The Same Topic:

The first chart below shows the reasons why adults decide to study in 2005. The second chart gives information about how the costs of adult education should be shared.

The first chart below shows the reasons why adults decide to study in 2005. The second chart gives information about how the costs of adult education should be shared.

The first chart below shows the reasons why adults decide to study in 2005. The second chart gives information about how the costs of adult education should be shared.

The first chart below shows the reasons why adults decide to study in 2005. The second chart gives information about how the costs of adult education should be shared.

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