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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Image for 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.

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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 given charts compare the number of students that attended four types of courses every 10 years from 1984 to 2004. Overall, the percentages of face-to-face and correspondence courses decreased throughout the researching period, while those of mixed-media courses rose overtime.

Looking at the dominant categories, the number of people that attended face-to-face courses took up 67% of the pie chart, and those of correspondence programs accounted for 20%. 20 years later, the quantity of students who took face-to-face programs dropped to 40%, but still sat at the first place. Meanwhile, those of correspondence courses declined slightly to 15%, but were placed third among the four brackets.

Regarding the ones that were gaining fame, mixed-media courses attenders accounted for 13% of the chart in 1984, gained 2% in 1994. Then, it rose greatly to 35% 10 years later, putting it in second place. Online courses were established after 1984, and in 1994 it possessed 11% of the total number of students. Afterwards, it stayed relatively the same until the end of the research period.

Word Count: 174

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Overall Band Score

7.5

(+/- 0.5)

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

Grammar Mistakes: N/A

Vocabulary Repetition:

courses: 7

number: 3

students: 3

years: 3

face-to-face: 3

correspondence: 3

those: 3

Try using synonyms for the above words

Task Response

The report effectively addresses the task by summarizing the main features and making relevant comparisons across the three years. It accurately describes the overall trends, such as the decrease in face-to-face and correspondence courses and the increase in mixed-media courses. The data is mostly accurate, with minor omissions (e.g., not mentioning the exact percentage for online courses in 2004) and slight inaccuracies (e.g., stating correspondence courses declined to 15% in 2004, which is correct, but the description of its ranking is slightly off). The report is well-structured with clear paragraphs and appropriate vocabulary. To improve, ensure all data points are included and avoid minor imprecisions in ranking descriptions.

Coherence & Cohesion

The report is well-organized and easy to follow. The introduction clearly states the main trend, and the body paragraphs are logically divided into dominant and emerging categories. However, the transition between paragraphs could be smoother, and the use of cohesive devices is sometimes repetitive (e.g., 'those of'). Overall, the message is clear and coherent.

Lexical Resource

The vocabulary is appropriate and mostly accurate, with some good attempts at paraphrasing (e.g., 'took up', 'sat at the first place', 'gaining fame'). However, there are some awkward or informal phrases (e.g., 'attenders', 'possessed', 'stayed relatively the same') that could be replaced with more precise and formal academic language. A wider range of synonyms and more sophisticated lexical choices would enhance the report. Boost vocabulary complexity to elevate the overall score.

Grammatical Range & Accuracy

The report demonstrates a good range of grammatical structures, including complex sentences and relative clauses. There are minor errors and awkward phrasings (e.g., 'those of correspondence programs accounted for 20%' could be 'correspondence courses accounted for 20%', and 'mixed-media courses attenders' should be 'the number of students attending mixed-media courses'). Punctuation is generally correct, but some sentences could be more concise. Overall, the grammar is controlled and errors do not impede understanding.

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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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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.

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