Pie Chart

Band 6+: 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%.

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The given 3 charts compare percentage of students who opted four various courses in 1984, 1994 and 2004.

As an overall trend, the proportion of students choosing face-to-face courses decreased significantly while mixed-media courses became more populare and correspondence courses slightly fell.

According to the charts, face-to-face courses accounted for the largest share of learning, approximately 60% in 1984, about a half in 1994 and 40% in 2004. Nevertheless, it still remains relevant. Furthermore, mixed-media courses was level out. However, in 2004 rate rose dramatically, by more than twice, in 1984 was 13%, in 1994 was 15% and in 2004 was justover one third.

It is explicity observed that, correspondence courses and online courses made up a minor share. However, correspondence courses compared with online courses was more common. Additionally, visiting both of this classes stayed constant. Correspondence classes 20% from 1984 to 1994 and 15% in 2004. Online courses was founded in 1994, rates from 1994 and 2004 remain steady, about 10%.

Word Count: 163

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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

correspondence: 4

online: 3

Try using synonyms for the above words

Task Response

The report adequately addresses the task by presenting an overview and key features of the data. The main trends are identified, and some comparisons are made. However, there are a few inaccuracies and omissions, such as the exact percentages for face-to-face courses in 1984 and 1994, and the description of mixed-media courses as 'level out' before rising. The language is generally clear, but there are some grammatical and lexical errors (e.g., 'populare', 'was level out', 'explicity', 'visiting both of this classes') that slightly affect clarity. To improve, ensure precise data reporting and refine sentence structures for better accuracy and fluency.

Coherence & Cohesion

The report has a clear overall structure with an introduction, an overview, and paragraphs for main features. However, the flow is sometimes disrupted by awkward phrasing and unclear references (e.g., 'it still remains relevant', 'visiting both of this classes stayed constant'). The paragraphing is adequate but could be improved by more logical grouping of information and smoother transitions between ideas. Ensure that each paragraph focuses on a clear set of comparisons and that the progression of ideas is easy to follow.

Lexical Resource

The report uses a reasonable range of vocabulary related to describing data (e.g., 'accounted for', 'share', 'rose dramatically', 'minor share'). However, there are some inaccuracies and informal expressions (e.g., 'populare', 'justover', 'explicity', 'level out'). To improve, use more precise and formal academic vocabulary, and ensure correct spelling and word forms. Avoid informal or vague terms and aim for more sophisticated lexical choices, such as 'constituted', 'experienced a significant decline', or 'remained relatively stable'. Boost vocabulary complexity to elevate the overall score.

Grammatical Range & Accuracy

The report contains several grammatical errors and awkward structures that affect clarity. Examples include subject-verb agreement issues ('mixed-media courses was level out', 'Online courses was founded'), incorrect verb forms ('is explicity observed'), and missing articles or prepositions. Punctuation is also inconsistent. To improve, focus on using a wider range of sentence structures with accurate grammar, and proofread to eliminate basic errors. Ensure that comparisons are clearly expressed with correct tenses and subject-verb agreement.

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Band 6+: 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 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 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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