Pie Chart

Band 8+: The pie charts below show the different types of courses, which were followed by the students during the years of 1984, 1994 and 2004. Summarise the information by describing the main features of the charts and making comparisons where appropriate.

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Image for topic: The pie charts below show the different types of courses, which were followed by the students during the years of 1984, 1994 and 2004. Summarise the information by describing the main features of the charts and making comparisons where appropriate.

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The image displays three pie charts illustrating course types followed by students across three separate years. The chart titled 'Courses followed by students in the year of 1984' contains face to face courses at 67%, correspondence courses at 20%, and mixed media courses at 13%. The chart titled 'Courses followed by students in the year of 1994' displays face to face courses at 54%, correspondence courses at 20%, mixed media courses at 15%, and online courses at 11%. The chart titled 'Courses followed by students in the year of 2004' contains face to face courses at 40%, mixed media courses at 35%, correspondence courses at 15%, and online courses at 10%.

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

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The pie charts illustrate different mediums of courses followed by students in the years 1984, 1994 and 2004.

Overall, face to face courses were the most popular medium in the given timeframe. Online courses were introduced in the later years. The preference for mixed media courses increased in the following decades. On the contrary, a downward trend can be seen for the correspondence courses.

In 1984, face to face courses recorded more than half of the total proportion, accounting for 67% of students. Meanwhile, 20% and 13% of students chose correspondence and mixed media courses respectively.

In 1994 and 2004, online courses accounted for 11% and 10% of students respectively. 54% of learners enrolled for face to face courses in 1994, while only 40% of students registered in 2004. The percentage for mixed media courses was just 15% in 1994, before it rose significantly to 35% in the year 2004. Additionally, in 1994, 20% of students preferred correspondence courses, while 15% of students preferred the same course in the year 2004.

Word Count: 171

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Overall Band Score

8.5

(+/- 0.5)

Vocabulary Complexity:
B1 - Intermediate
Using more sophisticated words could be beneficial.

Grammar Mistakes: N/A

Vocabulary Repetition:

courses: 10

students: 7

mixed: 3

media: 3

correspondence: 3

Try using synonyms for the above words

Task Response

The report effectively addresses the task by providing a clear overview and accurate descriptions of the main trends across the three years. It correctly identifies the dominance of face-to-face courses, the introduction of online courses, and the rise in mixed media courses. The data is presented accurately, and comparisons are made appropriately. Minor omissions, such as not explicitly stating the decline in correspondence courses in the overview, are acceptable and do not detract from the overall quality. To improve, consider explicitly mentioning the overall decline in correspondence courses in the overview and ensuring all data points are covered, but the response is well-structured and meets the task requirements.

Coherence & Cohesion

The report is well-organized and easy to follow. The introduction clearly states the topic, and the overview effectively highlights the main trends. The body paragraphs are logically structured, with a clear progression from 1984 to 1994 and 2004. Cohesive devices are used appropriately, though a few more linking words could enhance the flow between sentences and paragraphs. Overall, the message is coherent and the paragraphing is managed well.

Lexical Resource

The vocabulary used is appropriate and varied, with good use of synonyms (e.g., 'recorded', 'accounted for', 'enrolled', 'registered', 'preferred'). The report demonstrates a good range of lexical items related to data description and trends. There is room for more sophisticated phrasing, but the current usage is accurate and natural. The report avoids repetition and maintains a formal tone. Boost vocabulary complexity to elevate the overall score.

Grammatical Range & Accuracy

The report demonstrates a wide range of grammatical structures used with full control. Sentences are varied in structure, including complex and compound sentences. Punctuation and grammar are used correctly throughout. The report is virtually error-free, showing excellent grammatical accuracy and flexibility.

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Band 8+: The pie charts below show the different types of courses, which were followed by the students during the years of 1984, 1994 and 2004. Summarise the information by describing the main features of the charts and making comparisons where appropriate.

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Overall Band Score

Task Response

Coherence & Cohesion

Lexical Resource

Grammatical Range & Accuracy

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The pie charts below show the different types of courses, which were followed by the students during the years of 1984, 1994 and 2004. Summarise the information by describing the main features of the charts and making comparisons where appropriate.

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The pie charts illustrate leisure time between boys and girls

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