Band 4+: The table below shows the proportion of different categories of families living in poverty in Australia in 1999. Summarise the information by selecting and reporting the main features, and make comparisons when relevant.

The report addresses the main requirements of the task by identifying the highest and lowest categories. However, there are some inaccuracies in the data interpretation and logical comparisons. For instance, stating that the percentage for couples with children 'doubled' is mathematically unsupported by the data provided. Additionally, the final sentence regarding 'current households' is confusing as the data refers specifically to the year 1999. To improve, ensure that all comparisons are mathematically accurate and that the overview and body paragraphs maintain a clear, logical flow without introducing temporal confusion. The report falls short of the required 150 words.

The report follows a basic structure with an introduction, overview, and body paragraph. However, the progression of ideas is somewhat disjointed. The use of cohesive devices is limited, and some transitions between sentences feel abrupt. To improve, try to use a wider variety of linking words (e.g., 'In contrast,' 'Furthermore,' 'Regarding...') to create a smoother flow between different categories of data. Additionally, ensure that each sentence logically builds upon the previous one to guide the reader through the comparisons.

The vocabulary used is functional but quite repetitive and basic. There is a reliance on simple phrasing such as 'most families were' and 'the lowest percentage of people are.' To reach a higher band, aim to use more sophisticated synonyms and varied expressions for describing proportions (e.g., 'represented,' 'accounted for,' 'constituted,' or 'the most significant proportion'). Be careful with word choice; for example, 'the current household in total' is an inaccurate way to refer to the aggregate data provided in the table.

The report demonstrates a mix of simple and some complex structures, but there are frequent errors in grammar and tense consistency. There is a noticeable shift between past tense (used for 1999) and present tense (e.g., 'are single aged individuals'), which can confuse the reader. Punctuation errors, such as the comma splice in the first sentence and the lack of proper punctuation in the final sentence, also detract from the clarity. Focus on maintaining consistent tense usage and practicing complex sentence structures like relative clauses to improve accuracy.