Line Graph

Band 5+: The graph below shows the number of students who used the school library from January to June.

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Image for topic: The graph below shows the number of students who used the school library from January to June.

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The image displays a line graph titled "Sample Line Graph" with a vertical axis labeled "Value" marked from 10 to 20 in increments of 2, and a horizontal axis labeled "Month". The graph plots the following data points: Jan, 10; Feb, 15; Mar, 13; Apr, 18; May, 20; and Jun, 17.

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

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The chart above shows the number of students who visited the library for different studied purposes throughout the period from January to June.

Ovarall, the number of students who used the library was low at the beginning of the year, but then increased over time reaching its top in the month of May then started to decrease again.

In Jun, 10 pupils from the college used the library; this number rose sharply accounting for 15 students in the month of February, then the number of students declined steadily for the first time recording 13 students in the month of March; after that the learners value jumped dramatically to 18 students in the end of the month of April, and reaching 20 students in the last days of the month of May, and that was the highest figure recorded during the study year. From May the number of learners started to fell down steadily, which accounted for 17 students at the end of the period.

Word Count: 164

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Overall Band Score

5.5

(+/- 0.5)

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

Vocabulary Repetition:

students: 8

number: 5

month: 5

Try using synonyms for the above words

Task Response

The report addresses the main trends and provides a description of the data points. However, there is a significant inaccuracy in the introduction where the report mentions 'different studied purposes,' which is not present in the task or visual description. Additionally, the chronological sequence in the body paragraph is confusing; it begins with June data before moving to February, which disrupts the logical flow of the report. To improve, ensure the overview is accurate to the prompt and present the data in a clear, chronological order to enhance readability.

Coherence & Cohesion

The report attempts to follow a logical progression, but the cohesion is significantly hindered by the structure of the third paragraph. The entire body paragraph is essentially one long, run-on sentence connected by multiple conjunctions and semicolons. This makes it difficult for the reader to follow the sequence of events effortlessly. To improve, use a variety of cohesive devices and break the information into smaller, more manageable sentences. Ensure that each sentence focuses on a specific trend or data point to maintain clarity.

Lexical Resource

There is an attempt to use a range of vocabulary to describe changes (e.g., 'rose sharply', 'declined steadily', 'jumped dramatically'). However, some word choices are awkward or imprecise, such as 'the learners value' or 'different studied purposes'. Additionally, there are spelling errors like 'Ovarall'. To reach a higher band, focus on using more natural collocations and ensuring that synonyms for 'students' (e.g., pupils, learners) are used in a way that sounds natural within the context of a school setting.

Grammatical Range & Accuracy

The report demonstrates some ability to use complex structures, but there are frequent grammatical errors that impact readability. Specifically, there are issues with verb tense consistency (e.g., 'started to fell down' instead of 'started to fall') and sentence construction. The heavy reliance on commas to join independent clauses creates run-on sentences. Aim for greater control over sentence boundaries and ensure that verb forms follow standard grammatical rules, especially when describing past trends.

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