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%.

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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: 157

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Overall Band Score

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

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 that detract from the overall clarity. For instance, the claim that online courses were the smallest category throughout the period is incorrect because they did not exist in 1984. Additionally, the phrase 'even in 2004 percentage was more than mixed-made courses for a 5 percentage points higher than' is confusing and imprecise. The final paragraph contains vague and inaccurate information, such as 'made up one third in 1984' and 'over than half, just over 65% in 2004,' which do not align with the data. To improve, focus on presenting accurate data clearly, using precise language, and ensuring that all statements are supported by the visual information.

Coherence & Cohesion

The report has a logical structure with an introduction, overview, and body paragraphs, but the flow is disrupted by unclear referencing and awkward phrasing. For example, 'in' at the end of the first paragraph is incomplete, and the second paragraph mixes ideas without clear progression. Use clearer topic sentences and ensure each paragraph focuses on a distinct aspect (e.g., trends over time, comparisons). Additionally, use cohesive devices (e.g., 'while', 'whereas', 'in contrast') more effectively to link sentences and ideas.

Lexical Resource

The vocabulary is adequate but limited, with some repetition and misuse of terms. For instance, 'mixed-made' should be 'mixed-media', and 'in compare with' should be 'in comparison with'. There is also an overuse of 'courses' and 'percentage'. To improve, use a wider range of synonyms (e.g., 'proportion', 'share', 'figure') and more precise language (e.g., 'accounted for', 'constituted', 'represented'). Avoid informal phrases like 'we clearly see' and instead use more formal expressions.

Grammatical Range & Accuracy

The report contains several grammatical errors and punctuation issues that affect clarity. Examples include missing articles ('the most popular type of courses' should be 'the most popular course type'), incorrect prepositions ('between1984' should be 'between 1984'), and subject-verb agreement ('courses decrease' should be 'courses decreased'). There are also run-on sentences and missing commas. To improve, practice using a variety of sentence structures (e.g., complex sentences with relative clauses) and proofread for basic grammar and punctuation errors.

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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.

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Lexical Resource

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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.

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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