Pie Chart

Band 5+: 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 three given pie charts compare the proportions or students who chose various course types over 3 periods 1984, 1994, and 2004.

Overall, the most popular type of courses was face-to-face courses, accounting for the largest share in, while online courses were the smallest category throughout out the period.

According to the charts, we clearly see that the most popular type of courses was face-to-face course between1984 and 2004, even in 2004 percentage was more than mixed-made courses for a 5 percentage points higher than. In contrast online type courses were least popular in compare with others, it appeared in 1994, and accounted for 11%, 10 years later courses decrease minimally to just 1%.

It is explicitly observed that the rest of the courses such as

correspondence courses and mixed-made courses made up one third in 1984, remain stable in 1994 and almost a half if include online courses, and over than half, just over 65% in 2004.

Word Count: 158

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Overall Band Score

(+/- 0.5)

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

Grammar Mistakes: N/A

Vocabulary Repetition:

courses: 11

popular: 3

online: 3

Try using synonyms for the above words

Task Response

The report addresses the task by describing the main trends and making some comparisons. However, there are several inaccuracies and unclear statements (e.g., 'mixed-made courses' instead of 'mixed-media', incorrect percentage comparisons, and vague phrasing). The overall structure is present, but the data reporting is not consistently accurate, and some key details are omitted or misrepresented. To improve, ensure precise terminology, accurate data extraction, and clearer comparisons between the years.

Coherence & Cohesion

The report has a clear overall structure with an introduction, overview, and body paragraphs, but the flow is disrupted by awkward phrasing and unclear references. The overview is present but could be more precise. Paragraphing is attempted but not consistently managed, and some sentences are difficult to follow. To improve, ensure each paragraph has a clear central idea and use cohesive devices more effectively to link ideas within and between sentences.

Lexical Resource

The report uses some appropriate vocabulary for describing data (e.g., 'accounting for', 'proportions', 'percentage points'), but there are several lexical errors and awkward choices (e.g., 'proportions or students', 'mixed-made courses', 'in compare with', 'over than half'). The range of vocabulary is limited and lacks the sophistication expected for a high band score. To improve, use a wider range of precise terms and ensure correct word forms and collocations.

Grammatical Range & Accuracy

The report contains numerous grammatical errors and punctuation issues that affect clarity. There are problems with subject-verb agreement, prepositions, articles, and sentence structure (e.g., 'the proportions or students', 'between1984', 'courses decrease minimally', 'remain stable'). The range of grammatical structures is limited, and errors are frequent enough to require effort from the reader. To improve, focus on sentence construction, proofread for basic errors, and practice using a variety of complex structures accurately.

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Band 5+: 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.

Check Your Answer On This Topic?

Generate A Band-9 Sample Answer?

Overall Band Score

Task Response

Coherence & Cohesion

Lexical Resource

Grammatical Range & Accuracy

Answers On The Same Topic:

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.

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.

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.

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.

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 pie chart below shows the information about the countries of origin of students in 2 schools.

The percentage of students from four faculties at a university who participated in extracurricular activities in 2024

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