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Band 4+: The maps below show the plan of a small school in 1980 and 2010. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

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Image for topic: The maps below show the plan of a small school in 1980 and 2010. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

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The image displays two plans of a small school for the years 1980 and 2010, including a compass rose. In 1980, the plan shows a main entrance from the south leading into a central corridor, flanked on the west by seminar rooms S1 and S2, and on the east by an office, a library, and seminar room S3; to the east of the building are 5 trees. The 2010 plan shows the main entrance and corridor, with seminar rooms S1, S2, and S4 on the west, and an office, seminar room S3, and seminar room S5 on the east; a car park is located where the trees were, and a separate building to the east contains an IT Centre and a library. A legend identifies seminar rooms and the corridor.

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

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The map illustrates a school building when it is initially plan in 1980, and how it looks like after 30 years.

Overall, the school layout has been updated to include modern facilities which have replaced some natural features. The updates have improved the school accessibility and functionality.

The path before the main entrance of the school remains the same while a right side parking from the entrance is constructed for car park user. Once inside the school building once there have been a cluster of trees on east side now have been replaced by two buildings of IT center and library divided by a small corridor in between.

In beginning, a straight path to the north of the park a big corridor patch remains unchanged while on the west of park the two room S1 and S2 now extended to three division of seminar rooms respectively S1, S2 and S4. Meanwhile, the right side office building rebuilt into a sharp corner shape expansion on east side and above this S3 room taking the place of library and S5 is replaced by the one third area of S3 before.

Word Count: 188

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Overall Band Score

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Vocabulary Complexity:
B2 - Upper Intermediate
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Grammar Mistakes: N/A

Vocabulary Repetition:

school: 5

building: 3

replaced: 3

Try using synonyms for the above words

Task Response

The report addresses the main changes between 1980 and 2010, but the presentation of information is often confusing due to grammatical errors and awkward phrasing. While the key transformations (the addition of the IT center, the library relocation, and the expansion of seminar rooms) are mentioned, the descriptions of their locations and shapes are difficult to follow. To improve, focus on using clearer spatial prepositions (e.g., 'to the east of', 'adjacent to') and ensure that the relationship between the old and new structures is described with more precision. Aim for more accurate sentence structures to ensure the reader can clearly visualize the changes described.

Coherence & Cohesion

The organization of ideas is somewhat difficult to follow due to confusing sentence structures and imprecise referencing. While there is an attempt at an overview and paragraphing, the progression of information is not logical. To improve, ensure that each paragraph has a clear central topic (e.g., one paragraph for changes to the main building and another for changes to the external area). Use clearer cohesive devices such as 'In contrast,' 'Furthermore,' or 'Regarding the western wing' to guide the reader through the spatial changes.

Lexical Resource

The vocabulary used is often inaccurate or used in an unnatural way (e.g., 'initially plan', 'right side parking', 'big corridor patch'). There is a limited range of vocabulary to describe spatial changes and locations. To improve, focus on learning specific academic phrases for map tasks, such as 'was converted into,' 'was relocated to,' 'was expanded,' or 'situated to the east of.' Avoid using vague terms like 'right side' or 'left side'; instead, use compass directions (North, South, East, West) as provided in the visual information.

Grammatical Range & Accuracy

Grammatical errors are frequent and significantly impede communication. There are issues with tense consistency (mixing present and past), sentence structure (fragmented sentences), and word formation. For example, 'how it looks like' and 'once there have been' are grammatically incorrect. To improve, practice using the passive voice to describe changes (e.g., 'The trees were replaced by...') and ensure that your subject-verb agreement is consistent throughout the report.

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