Band 4+: The graph shows the number of fatal injuries (resulting in death) of workers in New Zealand between 1992 and 2010.

The report attempts to address the task but suffers from significant inaccuracies in how the data is interpreted. The most critical issue is the confusion between the subject of the graph (fatal injuries) and the subject of the report (the number of workers/staff size). The graph tracks deaths, not the total number of employees, and describing the data as 'staff size' or 'number of workers' changes the fundamental meaning of the task. Additionally, the overview is somewhat repetitive and the data presentation in the final paragraph is confusing, making it difficult to follow the trends. To improve, ensure that the subject of the graph is accurately identified and maintained throughout the report, and focus on describing the trends of the specific metric provided (fatalities) rather than assuming the data represents population or workforce size.

The report lacks a clear logical progression. While there is an attempt to use cohesive devices (e.g., 'Overall', 'In contrast', 'Meanwhile'), they are sometimes used incorrectly or do not effectively link the ideas. The paragraphing is present but the internal organization of sentences is disjointed. To improve, ensure that each paragraph has a clear central topic and that sentences flow logically from one to the next using appropriate transition words.

There is a significant issue with lexical accuracy and word choice. The report frequently confuses 'the number of fatal injuries' with 'the number of workers' or 'staff size'. This is a major error because the graph is about deaths, not the total number of employees. Additionally, terms like 'labours' and 'accounted for' are used incorrectly in this context. Focus on using precise vocabulary that accurately reflects the data being described (e.g., 'fatalities', 'deaths', 'incidents') and avoid substituting them with unrelated terms like 'staff size'.

The report contains several grammatical errors that impede communication. There are issues with subject-verb agreement (e.g., 'figures... also changes'), awkward phrasing (e.g., 'the number of workers in 2003 it started rising'), and punctuation errors (e.g., spaces before commas). There is also a tendency to use run-on sentences. To improve, practice using complex sentence structures more accurately and pay close attention to basic grammar rules such as tense consistency and singular/plural agreement.