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Band 5+: The graph shows the number of students enrolled on different course types in China.

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Image for topic: The graph shows the number of students enrolled on different course types in China.

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The image depicts student enrollment in China across four course types from 2008 to 2012, measured in millions. Postgraduates: 1 million (2008), 2 million (2010), 3 million (2012). Undergraduates: 20 million (2008), 21 million (2010), 23 million (2012). Online training: 5 million (2008), 6 million (2010), 7 million (2012). Literacy courses: 4 million (2008-2012).

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The line graph illustrates information about how many students enrolled on different course types in China.

Overall,undergraduates is the most popular in China while other courses stayed useless.

Undergraduate courses grew marginally in 2008 it was approximately less than 20% but after 6 years it became nearly 25%. In 2008 online training’s percentage was less than 5% and it also grow gradually only in 2012 it became 5%.

Postgraduate courses were stand stable between 2008 and 2012 postgraduate didn’t grow and didn’t fall. In 2008 literacy courses was approximately 2 or 3% but after 2 years no one went to literacy classes. The percentage of literacy lessons was 0%. Although after a little bit time it started to increase. In 2012 it became about 2% – 3%.

This chart illustrates information about 4 types of courses and how many students enrolled. The most famous is undergraduate courses. The least popular is literacy courses.

Word Count: 153

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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:

courses: 7

literacy: 4

about: 3

after: 3

became: 3

Try using synonyms for the above words

Task Response

The report attempts to describe the main trends, but there are significant inaccuracies in the data reported. The language used is also quite basic and repetitive. To improve, focus on accurately representing the data from the graph and use a wider range of vocabulary to describe trends and comparisons. Also, avoid using percentages when the graph provides absolute numbers.

Coherence & Cohesion

The report lacks clear organization and logical flow. The overall structure feels disjointed, and the transitions between different course types are abrupt. Paragraphing could be improved to group related information together more effectively. Consider using topic sentences to introduce the main idea of each paragraph and transition words to connect ideas smoothly.

Lexical Resource

The vocabulary used is basic and lacks precision. There is repetition of words and phrases, such as 'grow' and 'percentage.' To improve, try to use a wider range of vocabulary to describe trends and quantities more accurately. For example, instead of 'grow gradually,' you could use 'increased steadily' or 'rose incrementally.'

Grammatical Range & Accuracy

The report contains numerous grammatical errors, including incorrect verb tenses, subject-verb agreement issues, and awkward phrasing. These errors significantly impact the clarity and accuracy of the report. Focus on improving your understanding of basic grammar rules and sentence structure. Proofread carefully to identify and correct errors before submitting your work.

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Band 5+: The graph shows the number of students enrolled on different course types in China.

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Answers On The Same Topic:

The graph shows the number of students enrolled on different course types in China.

The graph shows the number of students enrolled on different course types in China.

The graph shows the number of students enrolled on different course types in China.

The graph shows the number of students enrolled on different course types in China.

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The graph below shows the percentage of workers in 5 different European countries with a day or more absence from 1991 to 2001.

The below line graph shows the percentage of population living in cities.

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the graph below shows the consumption of fish and some different kinds of meat in a european country between 1979 and 2004summarise the information by selectinf and reporting the main features, and make comparisons where relevant

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