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Band 5+: The maps below show changes to the ground floor plan of a university department in 2000 and 2015

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The image depicts ground floor plans of a university department in two years, 2000 and 2015. In 2000, the layout includes: S1 (lower left), S2 (upper left), S3 (near S2), Library (next to S3), plant symbols in rightmost section, and empty spaces around structures with additional paths marked. In 2015: S1 and S2 remain unchanged; new S4, S5, and IT Centre are added above and below the original library; Office replaced S3; three new trees opposite S1; new car park bottom right quadrant; additional structural pathways configured. Orientation by compass unchanged.

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

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The maps illustrate the changing in layout of the university department in 2000 and 2015.

Overall, the workers expanded the main building from five rooms into six rooms in total. The empty land beside the building also logged and replaced with the usefull accomodation.

Initially, in 2000, there are a university in the north side of the main road and some trees to the left of the building. There are five different rooms inside of it, which are three seminar rooms, two sections in the left and a section in the top right corner, a main corridor, an office, and the small library between the office and the third meeting room.

Furthermore, after 15 years, this university has expanded their building area. Two more meeting rooms are builded in the top right and left corner. The library has removed in the main building and the office has been expanded. beside the main path, there are parking station that has been builded. In the east side of the university there are a small building that include the library and a new section which is IT centre that saperated by a small corridor

Word Count: 191

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Overall Band Score

5.5

(+/- 0.5)

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

Grammar Mistakes: N/A

Vocabulary Repetition:

building: 6

rooms: 5

university: 4

there: 4

expanded: 3

office: 3

small: 3

library: 3

Try using synonyms for the above words

Task Response

The report addresses the task by describing the changes between the two years, but it contains some inaccuracies and irrelevant details (e.g., 'workers expanded the main building,' 'empty land logged'). The description of room names and locations is somewhat confused (e.g., 'meeting rooms' instead of seminar rooms, 'library removed' when it was relocated). The overall structure is present, but key points are not always accurate or clear. To improve, focus on accurately identifying the specific changes shown in the maps, use precise terminology from the task, and avoid adding unsupported interpretations.

Coherence & Cohesion

The report has a basic structure with an introduction and body paragraphs, but the flow of information is sometimes unclear. The use of cohesive devices is limited and occasionally inaccurate (e.g., 'Furthermore' is used without a clear logical connection). The description jumps between different areas without a clear spatial or chronological order, making it harder to follow. To improve, use a clearer overall organization, such as describing the 2000 layout first in a systematic way (e.g., from left to right or top to bottom), then describing the 2015 changes. Use a wider range of linking words and phrases (e.g., 'in contrast', 'similarly', 'in the same location') to show relationships between ideas more precisely.

Lexical Resource

The vocabulary is adequate for the task but limited in range and precision. There are several word choice errors (e.g., 'changing' should be 'changes', 'logged' is incorrect, 'usefull accomodation' should be 'useful accommodation', 'builded' should be 'built', 'saperated' should be 'separated'). The report relies on basic terms like 'rooms', 'building', and 'section' without much variation. To improve, learn and use more precise and varied vocabulary related to maps and changes (e.g., 'relocated', 'converted', 'constructed', 'demolished', 'expanded', 'replaced'). Also, ensure correct spelling and word forms (e.g., 'useful' not 'usefull', 'accommodation' not 'accomodation').

Grammatical Range & Accuracy

The report uses a mix of simple and some complex sentences, but there are frequent grammatical errors that affect clarity. Examples include incorrect verb tenses ('there are' should be 'there were' for past), subject-verb agreement ('there are a university' should be 'there is a university'), and incorrect word forms ('builded' should be 'built', 'saperated' should be 'separated'). Punctuation is mostly correct but could be improved (e.g., missing commas after introductory phrases). To improve, practice using past tense consistently for describing past events, ensure subject-verb agreement, and review common irregular verb forms. Also, work on constructing more complex sentences accurately, such as using relative clauses and conditional structures.

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