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Band 6+: The table below shows the percentage of students giving good ratings for different aspects of a university in 2000, 2005, and 2010.

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Image for topic: The table below shows the percentage of students giving good ratings for different aspects of a university in 2000, 2005, and 2010.

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The image displays a table with three years: 2000, 2005, and 2010, assessing the following aspects of a university: Teaching Quality with 65%, 63%, and 69%; Library Resources with 84%, 89%, and 88%; Student Services with 54%, 67%, and 81%; Range of Modules Offered with 32%, 30%, and 27%; Sports and Social Facilities with 65%, 65%, and 66%.

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The data presents the amount of students estimating good rating for diverse features of university from 2000, 2005 and 2010.

Overall, quality of teaching, range of modules offered, sport with social facilittes and libarary resources hasn’t changed a lot, it remained steady and had some little percentage of changes. However, student services had improved very well.

The quality of teaching has the largest rate in 2010 while in 2000 it was 65 percent, also we can spot that in 2005 it decreased. On the other hand, the best rate for libary resources was in 2005, and by 2010 it minimalized by 1 percent. Range of modules offered diminished from 2000 from 2010 by 5 percent. Sport and social facilites had no innovation for 5 years, it was 65 percent, but in 2010 it increased by 1 percent only.

Student Service has the largest development. It went from 2000 with 54 percents, had some growth in 2005 by 13 percents and in 2010 it came to 81 percent.

Word Count: 167

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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:

percent: 6

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Task Response

The report adequately covers the main trends and features of the data. The overall structure is clear, with an introduction, overview, and detailed paragraphs. However, there's room for improvement in terms of language precision and a more comprehensive comparison of the data. To improve, focus on using more precise language to describe the data and ensure all significant aspects are covered with supporting figures.

Coherence & Cohesion

The report demonstrates an adequate attempt to organize the information, but the flow could be improved. The introduction and overview are present but lack sophistication. Transitions between sentences and paragraphs are sometimes abrupt, affecting the overall coherence. Consider using more varied cohesive devices to link ideas and improve the logical progression of information.

Lexical Resource

The vocabulary used is generally appropriate but lacks range and precision. There are instances of imprecise word choice (e.g., 'amount' instead of 'percentage,' 'estimating' instead of 'giving,' 'innovation' instead of 'change'). Expanding your vocabulary and focusing on using more specific and accurate terms would enhance the quality of your writing. Boost vocabulary complexity to elevate the overall score.

Grammatical Range & Accuracy

The report contains several grammatical errors that affect clarity. Examples include incorrect verb forms ('estimating' instead of 'giving good ratings'), subject-verb agreement issues ('sport with social facilittes hasn't changed'), and incorrect use of prepositions ('from 2000 from 2010'). While the overall meaning is understandable, these errors detract from the report's professionalism. Focus on improving your understanding and application of grammar rules to enhance accuracy.

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Band 6+: The table below shows the percentage of students giving good ratings for different aspects of a university in 2000, 2005, and 2010.

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Task Response

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Lexical Resource

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The table below shows the percentage of students giving good ratings for different aspects of a university in 2000, 2005, and 2010.

The table below shows the percentage of students giving good ratings for different aspects of a university in 2000, 2005, and 2010.

The table below shows the percentage of students giving good ratings for different aspects of a university in 2000, 2005, and 2010.

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