Bar Chart

Band 7+: the graph below gives the result of a survey showing what 1.000 young people did after leaving school between 2008 and 2012 summarise the information by selecting and reporting the main features, and make comparasions where relevant

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Image for topic: the graph below gives the result of a survey showing what 1.000 young people did after leaving school between 2008 and 2012 summarise the information by selecting and reporting the main features, and make comparasions where relevant

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The image presents a bar graph detailing the post-school activities of 1,000 young individuals from 2008 to 2012, segmented into three main categories: "Went to university," "Looked for work," and "Took a temporary break from education." In 2008, the respective values were approximately: university - 440, work - 350, break - 210. In 2009: university - 350, work - 450, break - 200. In 2010: university - 400, work - 350, break - 250. In 2011: university - 360, work - 410, break - 230. In 2012: university - 380, work - 370, break - 250.

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

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Note: Both the topic and the answer were created by one of our users.

The bar chart illustrates the outcomes of a survey demonstrating what 1,000 youngsters did after school from 2008 to 2012.

Overall, the number of school leavers taking break from education increased, whereas the opposite trend was observed in the figure of students entering the workforce, before recovering slightly by the end. Meanwhile, the number of students choosing university fluctuated.

In detail, 500,000 students looked for a work after graduating school in 2008; however, the figure then decreased steadily to almost 310,000 in 2011, before recovering slightly to 390,000 in 2012. Although the number experienced a decline, working remained the most common option for students after school.

In contrast, 300,000 students went to university in 2008. The figure rose steadily to a peak of 400,000 in 2010, before declining gradually to return to its original number of 300,000 by 2012.

By comparison, 200,000 school leavers took a gap year in 2008, and the number rose steadily, reaching around 310,00 by the end of the period.

Word Count: 164

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Overall Band Score

(+/- 0.5)

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

Grammar Mistakes: N/A

Vocabulary Repetition:

number: 5

students: 5

school: 4

after: 3

figure: 3

before: 3

steadily: 3

Try using synonyms for the above words

Task Response

The report addresses the task and identifies general trends, but there is a significant issue with data accuracy regarding the scale of the numbers. The report frequently uses 'thousands' (e.g., 500,000 or 300,000) when the total sample size is only 1,000. This creates a major discrepancy between the reported figures and the actual data provided in the visual description. While the trends described (fluctuations and increases/decreases) are generally correct, the misuse of scale detracts from the task achievement. To improve, ensure that the units of measurement are interpreted correctly from the prompt and the graph.

Coherence & Cohesion

The report is well-organized with a clear introduction, an overview, and logical body paragraphs. The use of cohesive devices such as 'Overall', 'In detail', 'In contrast', and 'By comparison' helps the reader navigate the information easily. To reach a higher band, ensure that the transitions between sentences within paragraphs are even more seamless to create a more natural flow.

Lexical Resource

The vocabulary used is appropriate and varied, with terms like 'fluctuated', 'recovering slightly', and 'gap year' showing good range. However, there is some repetition of basic structures. To improve, try to incorporate more sophisticated synonyms for common words like 'number' or 'students' (e.g., 'proportion', 'cohort', 'graduates') to demonstrate a higher level of lexical flexibility.

Grammatical Range & Accuracy

The report demonstrates a good range of grammatical structures, including complex sentences and various tense usages. The grammar is largely accurate, allowing for smooth reading. To improve, focus on refining the precision of article usage (e.g., 'taking a break' instead of 'taking break') and ensuring that numerical expressions are consistently formatted.

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