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Band 7+: the graph below shows the percentage of New Zealand primary school students learning a second language by second language learned for the years 2006 to 2014.

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Image for topic: the graph below shows the percentage of New Zealand primary school students learning a second language by second language learned for the years 2006 to 2014.

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The image comprises a line graph illustrating the percentage of New Zealand primary school students learning a second language (French, Spanish, Japanese, Chinese, German) from 2006 to 2014. In 2006, the percentages were approximately French 7.8%, Spanish 6.4%, Japanese 5.2%, Chinese 1.9%, German 0.8%. By 2010: French 9.5%, Spanish 7.7%, Japanese 3.9%, Chinese 1.7%, German 0.6%. In 2012: French 8.5%, Spanish 6.5%, Japanese 4.5%, Chinese 2.5%, German 1.3%. In 2014: French 9.2%, Spanish 5.1%, Japanese 4.2%, Chinese 3.9%, German 2.2%. Percentages fluctuated, with French and Spanish showing overall higher participation compared to others but a noticeable decline in Spanish and Japanese, and a steady rise in Chinese and German towards 2014.

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 line graph illustrates the proportions of primary school students who learn a second language in New Zealand from 2006 to 2014.

Overall, the popularity of these languages fluctuated over the course of the given eight years. French was the most popular choice of second language learning while Chinese, German and other languages were less popular.

At the beginning of the period, 28% of students were learning French, closely followed by Japanese. Although the proportion of students learning French remained stable despite some fluctuations, the percentage of those studying Japanese fell sharply to about 17% after 8 years. As a result, Spanish overtook Japanese to become the second most popular language. Specifically, the proportion of New Zealand students learning Spanish increased slightly from just over 20% to around 23% over the survey period.

Regarding the remaining languages, the proportion of students learning Chinese increased dramatically from 3% to a peak of 13%. In contrast, the popularity of German among New Zealand primary school students steadily declined from 13% to a low of 6% by the end of the period. Meanwhile, the percentage of students studying other languages began at 6%, rose gradually over the first 4 years, and then experienced significant fluctuations, ultimately ending at approximately 8%.

Word Count: 207

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Overall Band Score

7.5

(+/- 0.5)

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

Vocabulary Repetition:

students: 7

learning: 5

languages: 4

second: 3

language: 3

zealand: 3

years: 3

french: 3

japanese: 3

proportion: 3

Try using synonyms for the above words

Task Response

6.5

The report provides a good overview of the main trends in the data, but it contains some inaccuracies and omissions. The report does not mention the specific percentages for each language in 2006, 2010, 2012, and 2014. The report also makes some incorrect statements about the popularity of the languages. For example, the report states that French was the most popular choice of second language learning, but the graph shows that French was not always the most popular choice. The report also states that the proportion of students learning Japanese fell sharply to about 17% after 8 years, but the graph shows that the percentage of students learning Japanese was around 4% in 2014. The report also states that the proportion of students learning Chinese increased dramatically from 3% to a peak of 13%, but the graph shows that the percentage of students learning Chinese was around 4% in 2014. The report also states that the popularity of German among New Zealand primary school students steadily declined from 13% to a low of 6% by the end of the period, but the graph shows that the percentage of students learning German was around 2% in 2014.

Coherence & Cohesion

7.5

The report is well-organized and easy to follow. The paragraphs are well-structured and the information is presented in a logical order. However, there are some minor issues with cohesion. For example, the report uses the phrase "other languages" to refer to all languages except French, Spanish, Japanese, Chinese, and German, but this is not clear from the context. The report also uses the phrase "the remaining languages" to refer to Chinese, German, and other languages, but this is not clear from the context.

Lexical Resource

The report uses a wide range of vocabulary, but there are some minor issues with accuracy and appropriateness. For example, the report uses the phrase "the proportion of students learning French remained stable despite some fluctuations," but this is not entirely accurate. The report also uses the phrase "the percentage of students studying Japanese fell sharply to about 17% after 8 years," but this is not entirely accurate. The report also uses the phrase "the proportion of students learning Chinese increased dramatically from 3% to a peak of 13%," but this is not entirely accurate. The report also uses the phrase "the popularity of German among New Zealand primary school students steadily declined from 13% to a low of 6% by the end of the period," but this is not entirely accurate. Pay attention to vocabulary repetition to improve the overall score.

Grammatical Range & Accuracy

9.5

The report demonstrates a wide range of grammatical structures and uses punctuation correctly and appropriately throughout.

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