Pie Chart

Band 4+: The pie charts below illustrate the number of journal articles read per week by all students, PhD students, and junior lecturers at an Australian university.

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Image for topic: The pie charts below illustrate the number of journal articles read per week by all students, PhD students, and junior lecturers at an Australian university.

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The image displays three pie charts: first chart, all students: 1 to 5 (Number of journal articles read per week: 67%), 6 to 11 (21%), 12+ (12%); second chart, PhD students: 1 to 5 (15%), 6 to 11 (80%), 12+ (5%); third chart, junior lecturers: 1 to 5 (75%), 6 to 11 (24%), 12+ (1%).

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

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a pie charts illustrate the number of journal articles read pr weak, by all studets, Phd students, and junior lectures at an australian university.

As an overview, the highest proportion of reading articles is from more than 12 articles by PhD scholars, 6 to 11 by junior students, while the lowest is 1 to 5 by junior lectures.

It is vividly seen that, around 80%, of PhD students read more than 12 articles, also it is the highest comparing to others. The second biggest i from reading 6 to 11 articles by junior lectures, with 75%. Similarly, the third significant sction is from reading 1 to 5 articles by all students, at 67%.

Moving ahead, reading from 6 to 11 articles had the lowest proportion, which is only 1%. Furthermore, the second least number of reading article is from 1 to 5 by PHD holders, at approximately 5%.

Word Count: 148

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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:

articles: 7

reading: 5

students: 4

junior: 4

Try using synonyms for the above words

Task Response

The report attempts to address the task but suffers from significant inaccuracies in data interpretation that obscure the overall message. There is a frequent confusion between the categories (the number of articles) and the groups (the people), leading to incorrect statements such as claiming PhD students read more than 12 articles at 80%, when the data actually shows they read 6 to 11 articles at 80%. Additionally, the overview and body paragraphs contain contradictory information regarding which groups represent the highest and lowest proportions. To improve, focus on clearly distinguishing between the subjects being studied and the numerical categories being measured, and ensure that every data point cited matches the visual information provided. The report falls short of the required 150 words.

Coherence & Cohesion

The organization of the report is somewhat confusing, making it difficult for the reader to follow the logic. The overview attempts to summarize key trends but contains inaccuracies in how it links categories to data. Furthermore, the transition between paragraphs does not clearly separate different logical groupings of information. To improve, ensure that each paragraph has a clear purpose (e.g., one paragraph for the most common reading habits and another for the least common) and use cohesive devices more effectively to guide the reader through comparisons.

Lexical Resource

There are several spelling errors (e.g., 'weak' instead of 'week', 'studets', 'lectures' instead of 'lecturers', 'sction') and word choice issues that occasionally hinder clarity. The vocabulary used is quite limited and repetitive. To improve, focus on learning the correct spelling of academic terms and practice using a wider variety of synonyms for 'show', 'proportion', and 'number' to avoid repetition.

Grammatical Range & Accuracy

The report contains frequent grammatical errors, including issues with article usage (e.g., 'a pie charts'), subject-verb agreement, and sentence structure. Some sentences are fragmented or run-on, which disrupts the flow of information. To improve, work on sentence construction, specifically focusing on how to use complex sentences to compare data (e.g., using 'while', 'whereas', or 'in contrast') and ensure that singular/plural nouns match their corresponding verbs and articles.

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