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Band 5+: the table below shows the result of survey in 2000, 2005 and 2010 about one university

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The image presents a table displaying survey results for a university in 2000, 2005, and 2010; Teaching quality: 65%, 63%, 69%; Print resources: 87%, 89%, 88%; Electronic resources: 45%, 72%, 88%; Range of modules offered: 32%, 30%, 27%; Buildings/teaching facilities: 77% consistently.

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The given table illustrates the proportion of learners giving positive ratings for five distinct aspects of a university in 2000, 2005 and 2006.

Overall, students from a particular university showed highest good rating for category print resources, followed by building or teching facilities, whereas range of modules offered experienced lowest rating in the all given three years. The figure for electronic resources were increased in 2005 and 2010.

In 2000, valuable ratings for teching quality was 65%, after that it increased to 69% in 2010. In contrast, students were showed same ratings (77%) for building or teching facilities in 2000, 2005 and 2010. Electronic resources widely used by students after given first year, demonstrated near to three fourth figure in 2005, that was rouhly twice that of range of module offered for the same year. The proportion for printing resources satisfaction raning from 87% to 89%, highlighting its dominance in all given three years.

Word Count: 154

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Overall Band Score

5.5

(+/- 0.5)

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

Grammar Mistakes: N/A

Vocabulary Repetition:

given: 4

resources: 4

ratings: 3

students: 3

teching: 3

three: 3

Try using synonyms for the above words

Task Response

The report effectively covers the main trends and compares the categories, with a clear overall summary. However, there are some inaccuracies (e.g., mentioning 2006 instead of 2010, and minor data errors) and a few grammatical issues that slightly affect clarity. To improve, ensure all years are correctly stated and proofread for spelling and word choice (e.g., 'teching' should be 'teaching', 'rouhly' should be 'roughly'). The structure and key points are well addressed.

Coherence & Cohesion

The report has a clear overall structure with an introduction and an overview paragraph, but the body paragraph lacks logical progression and clear separation of ideas. The use of cohesive devices is limited and sometimes inaccurate (e.g., 'after that', 'in contrast'). The message is generally understandable but requires effort to follow due to abrupt transitions and unclear references. To improve, use clearer paragraphing to separate different time periods or categories, and employ a wider range of linking words and phrases to guide the reader smoothly through the data.

Lexical Resource

The vocabulary is adequate for the task but lacks range and precision. There are several spelling errors (e.g., 'teching' for 'teaching', 'rouhly' for 'roughly', 'raning' for 'ranging') and inappropriate word choices (e.g., 'valuable ratings', 'widely used by students after given first year'). The report attempts some paraphrasing but it is not always successful. To improve, expand your vocabulary for describing trends and data (e.g., 'remained stable', 'increased steadily', 'accounted for'), and proofread carefully to eliminate spelling mistakes.

Grammatical Range & Accuracy

The report contains a number of grammatical errors that affect clarity, including subject-verb agreement errors (e.g., 'figure for electronic resources were increased'), incorrect verb forms (e.g., 'students were showed'), and awkward phrasing (e.g., 'demonstrated near to three fourth figure'). Sentence structures are mostly simple and repetitive. To improve, practice using a variety of sentence structures (e.g., complex sentences with relative clauses, passive voice for describing data) and review basic grammar rules, especially subject-verb agreement and verb tense consistency.

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Lexical Resource

Grammatical Range & Accuracy

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