Pie Chart

Band 7+: The pie charts illustrate the proportions of different course types chosen by students in the years 1984, 1994, and 2004. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

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The image displays three pie charts illustrating the distribution of course types chosen by students in the years 1984, 1994, and 2004. In 1984, face-to-face courses constituted 67%, correspondence courses 20%, and mixed-media courses 13%. In 1994, the proportions were 54% for face-to-face courses, 20% for correspondence courses, 15% for mixed-media courses, and 11% for online courses. In 2004, face-to-face courses were 40%, mixed-media courses were 35%, correspondence courses were 15%, and online courses were 10%.

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

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The pie charts compare the shares of 4 course selections in 1984, 1994, and 2004.

Overall, face-to-face courses were the most popular choice for students in all compared years; however, due to the addition of online courses, the total distribution tended to change significantly. All courses’ figures were projected to decrease by 2004 except for mixed-media which rose over time.

To begin with, 67% of students in 1984 opted for offline classes, followed by 20% and 13% of correspondence and mixed-media courses, respectively. However, 10 years later, the proportion of students studying face-to-face classes dropped significantly by 13 percentage points, and continued decreasing to 40% by 2004. Regarding correspondence courses, there were 20% of students choosing this initially, and remained unchanged in 1994 before a drop to 15% 10 years later.

In terms of online courses, it was first introduced since 1994 starting at 11%. After 10 years, the figure for this category saw a slight decrease by 1 percentage point. On the contrary, the percentage of people attending mixed-media courses had a tendency to rise dramatically from 13% in 1984 to 35% over a 20-year period, however placed at second place behind face-to-face classes – the dominant category.

Word Count: 199

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Overall Band Score

7.5

(+/- 0.5)

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

Grammar Mistakes: N/A

Vocabulary Repetition:

courses: 6

students: 4

face-to-face: 3

however: 3

mixed-media: 3

classes: 3

years: 3

percentage: 3

Try using synonyms for the above words

Task Response

The report effectively addresses the task by providing a clear overview and detailed comparisons. The overall trend is well identified, and key data points are presented accurately. Minor inaccuracies, such as the claim that 'all courses' figures were projected to decrease' (which is not entirely accurate for mixed-media), and the slight misstatement about online courses decreasing by 1 percentage point (from 11% to 10%), do not significantly detract from the overall quality. The structure is logical, and the language is appropriate. To improve, ensure that all statements about trends are fully supported by the data and avoid vague projections.

Coherence & Cohesion

The report is well-structured and easy to follow. The overview is clear, and the body paragraphs logically group the information by course type. The use of cohesive devices like 'however', 'regarding', and 'in terms of' is effective. Minor lapses include the slightly awkward transition in the last sentence of the second paragraph ('and remained unchanged...') and the final sentence which could be more smoothly integrated. Overall, the message is coherent and the paragraphing is appropriate.

Lexical Resource

The vocabulary is generally appropriate and varied, with good use of terms like 'opted for', 'dropped significantly', 'dominant category', and 'tendency to rise'. However, there are some instances of less natural phrasing, such as 'the total distribution tended to change significantly' and 'placed at second place behind'. The range is adequate but could be expanded with more sophisticated synonyms and collocations to achieve a higher score.

Grammatical Range & Accuracy

The report demonstrates a good range of grammatical structures, including complex sentences and appropriate use of tenses. There are a few errors and awkward constructions, such as 'All courses' figures were projected to decrease' (incorrect tense/projection), 'there were 20% of students choosing this initially, and remained unchanged' (subject-verb agreement issue), and 'however placed at second place' (missing subject). Punctuation is mostly correct. While the grammar is generally accurate, these errors prevent it from achieving a higher band.

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