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Band 4+: The table and pie charts below show the number of research students in Australian universities in 2001 and 2010.Summarise the information by selecting and reporting the main features, and make comparisons where relevant. You should write at least 150 words.

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Image for topic: The table and pie charts below show the number of research students in Australian universities in 2001 and 2010.Summarise the information by selecting and reporting the main features, and make comparisons where relevant. You should write at least 150 words.

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The image shows: 1. Table of student numbers: 2001 - Local research students 33657, International research students 5192, Total 38849; 2010 - Local research students 39488, International research students 14593, Total 54081. 2. Pie charts: - 2001 - International 13%, Local 87%; within Local: Local Male 44.01%, Local Female 43.99%; within International: Non-Local Male 5.6%, Non-Local Female 7.4%. - 2010 - International 27%, Local 73%; within Local: Local Male 40.01%, Local Female 33.99%; within International: Non-Local Male 17.6%, Non-Local Female 9.4%.

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The table and pie charts presents the amount of research students in Australian universities in 2001 and 2010.

According to the table, it is clear that the number of local research students is totally more than international research students.

In 2001, local male occurred the largest ratio among four categories for research students (44%), and the following local female was only 1% fewer than local male. By contrast, percentage of non-local female was only 4% on this year, while non-local male was about 1% more than double of non-local female.

However, in 2010, non-local female had rapid increase, made its amount was almost 4 times of in 2001. Meanwhile, non-local male also rised for 3% than before, despite it became the fewest on this year. On the contrary, amount of two categories for local students was declined, and local female had more decrease than male, made proportion of local male was 3% more than local female.

Word Count: 156

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Overall Band Score

4.5

(+/- 0.5)

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

Grammar Mistakes: N/A

Vocabulary Repetition:

local: 8

female: 5

non-local: 5

research: 4

students: 4

amount: 3

Try using synonyms for the above words

Task Response

The report identifies some key features but lacks overall coherence and a clear overview. The description of the data is somewhat piecemeal and doesn't effectively summarise the trends. To improve, provide an introductory overview, focus on the most significant changes and overall trends, and ensure clear and logical connections between the different parts of the report. Also, pay attention to accuracy in reporting the data.

Coherence & Cohesion

The report lacks clear organization and logical flow. The connections between sentences and paragraphs are weak, making it difficult to follow the main points. Improve coherence by using transition words and phrases to link ideas and ensure each paragraph focuses on a specific aspect of the data. For example, you could dedicate separate paragraphs to describing the overall trends in student numbers, the composition of local vs. international students, and the gender distribution within each group. Also, avoid abrupt shifts in focus and ensure each sentence contributes to the overall message.

Lexical Resource

The vocabulary used is basic and lacks precision. There is a reliance on simple words and phrases, which limits the ability to convey complex information effectively. Expand your vocabulary by learning synonyms and more specific terms related to data analysis and trends. For example, instead of 'amount,' consider using 'proportion,' 'percentage,' or 'number.' Instead of 'totally more than,' use 'significantly higher than' or 'outnumbered.' Also, avoid using informal language and ensure your word choices are appropriate for an academic report.

Grammatical Range & Accuracy

The report contains numerous grammatical errors, including incorrect verb tenses, subject-verb agreement issues, and awkward sentence structures. These errors significantly impact the clarity and accuracy of the report. Focus on improving your understanding of basic grammar rules and sentence construction. Review and correct errors in verb tense consistency, subject-verb agreement, and pronoun usage. Also, pay attention to punctuation and ensure sentences are properly structured for clarity. For example, the sentence 'However, in 2010, non-local female had rapid increase, made its amount was almost 4 times of in 2001' contains multiple errors and should be revised for clarity and grammatical accuracy.

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Band 4+: The table and pie charts below show the number of research students in Australian universities in 2001 and 2010.Summarise the information by selecting and reporting the main features, and make comparisons where relevant. You should write at least 150 words.

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Task Response

Coherence & Cohesion

Lexical Resource

Grammatical Range & Accuracy

Answers On The Same Topic:

The table and pie charts below show the number of research students in Australian universities in 2001 and 2010.Summarise the information by selecting and reporting the main features, and make comparisons where relevant. You should write at least 150 words.

The table and pie charts below show the number of research students in Australian universities in 2001 and 2010.Summarise the information by selecting and reporting the main features, and make comparisons where relevant. You should write at least 150 words.

The table and pie charts below show the number of research students in Australian universities in 2001 and 2010.Summarise the information by selecting and reporting the main features, and make comparisons where relevant. You should write at least 150 words.

The table and pie charts below show the number of research students in Australian universities in 2001 and 2010.Summarise the information by selecting and reporting the main features, and make comparisons where relevant. You should write at least 150 words.

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