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Band 7+: The table below shows the percentage of students attending four different types of secondary schools between 2000 and 2009.

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Image for topic: The table below shows the percentage of students attending four different types of secondary schools between 2000 and 2009.

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The image presents a table with percentage data for student attendance across four secondary school types over three years: for Specialist Schools, 12% in 2000, 11% in 2005, 10% in 2009; for Grammar Schools, 24% in 2000, 19% in 2005, 12% in 2009; for Voluntary-controlled Schools, 52% in 2000, 38% in 2005, 20% in 2009; for Community Schools, 12% in 2000, 32% in 2005, 58% in 2009.

Given the complexity of the image, the above description may not be entirely accurate.

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The table illustrates the proportion of pupils attending four secondary school types in 2000, 2005 and 2009.

Overall, the only secondary school where the proportion of pupils is expected to increase by 2009 is Community schools, whereas other categories are expected to have a drop in proportion over the time span.

In 2000, Voluntary-controlled schools accounted for the highest proportion at 52% and Grammar school recorded 24%, while Specialist and Community schools was the same, at 12%. By 2005, Specialist and Grammar schools declined to 11% and 19% respectively, Voluntary-controlled schools also decreased considerably to 38%, while Community schools rose significantly to 32%.

In 2009, Specialist and Grammar schools decreased to 10% and 12% respectively, Voluntary-controlled schools dropped to 20%. Meanwhile, Community schools continued to increase, reaching a peak of 58%.

Word Count: 131

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Overall Band Score

7.5

(+/- 0.5)

Vocabulary Complexity:
C1 - Intricate
Strive to incorporate even richer and more precise language.

Grammar Mistakes: N/A

Vocabulary Repetition:

schools: 9

proportion: 4

community: 4

school: 3

voluntary-controlled: 3

grammar: 3

specialist: 3

Try using synonyms for the above words

Task Response

The report fully satisfies the requirements of the task. It provides a clear overview of the main trends, identifying the single increasing category versus the declining ones. The data is organized logically, comparing the different school types across the specified years with accuracy and clarity. The progression from the initial year to the final year is well-handled, making the information easy to follow. The report falls short of the required 150 words.

Coherence & Cohesion

The report is well-organized and easy to follow. The information is logically sequenced, moving from an overview to specific year-by-year comparisons. The use of cohesive devices such as 'Overall', 'In 2000', 'By 2005', and 'Meanwhile' helps guide the reader through the data effectively. To reach a higher band, ensure that the transition between the overview and the body paragraphs is even more seamless, perhaps by integrating more complex comparative structures.

Lexical Resource

The vocabulary used is appropriate and varied, with good use of verbs to describe trends, such as 'accounted for', 'declined', 'decreased considerably', and 'reaching a peak'. The terminology is used accurately within the context of the data. To improve, you could incorporate more sophisticated synonyms for 'increase' and 'decrease' (e.g., 'surged', 'plummeted', or 'witnessed a downward trend') to demonstrate even greater lexical flexibility. Pay attention to vocabulary repetition to improve the overall score.

Grammatical Range & Accuracy

The report demonstrates a good range of structures, including simple and complex sentences. However, there are some minor grammatical inconsistencies. For instance, in the sentence 'Specialist and Community schools was the same', the subject is plural, so it should be 'were the same'. Additionally, the use of 'is expected to' in the overview is slightly awkward because the data refers to past years (2000, 2005, 2009), making the future tense/expectation inappropriate. Using the past tense throughout would be more accurate. Focus on subject-verb agreement and tense consistency to improve accuracy.

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Lexical Resource

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