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Band 6+: The pie charts illustrate the proportion of graduates with different levels of qualifications in science and art working in a specific engineering company between 1980 and 2008.

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Image for topic: The pie charts illustrate the proportion of graduates with different levels of qualifications in science and art working in a specific engineering company between 1980 and 2008.

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The image shows two pie charts comparing 1980 and 2008, each divided into six segments by degree and discipline: 1980 - First degree-Art 11%, First degree-Science 20%, Master-Art 13%, Master-Science 29%, Ph.D.-Science 25%, Ph.D.-Art 2%; 2008 - First degree-Art 10%, First degree-Science 12%, Master-Art 12%, Master-Science 29%, Ph.D.-Science 30%, Ph.D.-Art 7%.

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The illustrated pie charts demonstrate the percentage of graduates with distincts levels of qualifications in one certain engineering company in science and art working fields. Units are measured in percentages and period covered by 1980 and 2008.

Overall, it is evident that people who took Ph.D science and art rose gradually in both charts, while first degree-science fell dramatically by the periods. Furthermore, the most significant category was master-science, whilst Ph.D- art the least of them.

In detail, Ph.D- Science shown upward trend from 25% in 1980 to 30% in 2008. In addition, Ph.D- Art experienced steady growth from 2% to 7%.

Conversely, the steepest drop was seen in first degree- Science from 20% in 1980 to 12% in 2008. Moreover, first degree- Art and master- Art witnessed a downward trend from 11% to 10% and from 13% to 12% respectively, whereas master- Science remained at the same level.

Word Count: 149

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Overall Band Score

(+/- 0.5)

Vocabulary Complexity:
A2 - Upper Beginner
Consider using more varied and advanced words.

Grammar Mistakes: N/A

Vocabulary Repetition:

science: 5

first: 3

Try using synonyms for the above words

Task Response

The report effectively summarizes the information presented in the pie charts, highlighting key trends and changes over the period. The overview is clear, and the details are well-supported by the data. To further enhance the response, consider including more specific comparisons and elaborating on the reasons behind the observed trends. Also, ensure consistent use of terminology (e.g., 'distinct levels of qualifications' could be more precise). The report falls short of the required 150 words.

Coherence & Cohesion

The report demonstrates an adequate organization, but the flow of information could be improved. The introduction is present but could be more concise. The overview is acceptable but lacks some clarity. Transitions between sentences and paragraphs are sometimes abrupt, affecting the overall coherence. Consider using more varied cohesive devices to link ideas more smoothly.

Lexical Resource

The vocabulary used is generally appropriate, but there's room for improvement in terms of variety and precision. Some phrases are a bit generic. Try to incorporate more specific and sophisticated vocabulary related to data comparison and trends. For example, instead of 'rose gradually,' you could use 'increased steadily' or 'exhibited a gradual increase.' Boost vocabulary complexity to elevate the overall score.

Grammatical Range & Accuracy

The report contains several grammatical errors that affect clarity. There are issues with subject-verb agreement, article usage, and sentence structure. While the range of structures is present, accuracy needs improvement. Focus on proofreading carefully to correct these errors and ensure that sentences are grammatically sound. For example, 'distincts levels' should be 'distinct levels,' and 'in one certain engineering company' could be rephrased for better clarity.

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Band 5+

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Band 6+: The pie charts illustrate the proportion of graduates with different levels of qualifications in science and art working in a specific engineering company between 1980 and 2008.

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Task Response

Coherence & Cohesion

Lexical Resource

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Answers On The Same Topic:

The pie charts illustrate the proportion of graduates with different levels of qualifications in science and art working in a specific engineering company between 1980 and 2008.

The pie charts illustrate the proportion of graduates with different levels of qualifications in science and art working in a specific engineering company between 1980 and 2008.

The pie charts illustrate the proportion of graduates with different levels of qualifications in science and art working in a specific engineering company between 1980 and 2008.

The pie charts illustrate the proportion of graduates with different levels of qualifications in science and art working in a specific engineering company between 1980 and 2008.

The pie charts illustrate the proportion of graduates with different levels of qualifications in science and art working in a specific engineering company between 1980 and 2008.

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