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Band 6+: the table illustrates the proportion of pupils four secondary school types.

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The image presents a table titled "Secondary School Attendance" displaying the proportions of pupils attending four school types in 2000, 2005, and 2009: Specialist Schools with 12%, 11%, 10%; Grammar Schools with 24%, 19%, 12%; Voluntary-controlled Schools with 52%, 38%, 20%; Community Schools with 12%, 32%, 58%, respectively.

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

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The given table chart illustrates the percentage of students took part in four different secondary schools in 2000, 2005 and 2009.

Overall, it is observed that Community Schools and Voluntary-controlled Schoools were most prefarable, while least popular institutions were Specialist Schools and Grammar Schools.

As can be seen from the given data, in 2000, Voluntary schools shown the highest attendance than those of other three schools with 52%. Grammar Schools were second highest at 24%. On the contrary, equal attendence were shown in Specialist and Grammar schools which were 12%. After 5 years, the attendence in all types of schools were receded excpet in Community schools, it increased rapidly from 12% to 32%. However, Voluntary schools remained the highest in attendence at 38%. Students attendence in Grammar Schools. decreaced slowly 19% and 11% respectively.

In 2009, Community schools became the most popular among students with 58% attendence, it was the highest in all three years in the given chart. Following this, Voluntary schools dropped dramatically from 38% to 20%. There were a minimal decreased in Grammar Schools at 12% and Specialist schools at 10%.

Word Count: 184

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Overall Band Score

(+/- 0.5)

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

Grammar Mistakes: N/A

Vocabulary Repetition:

schools: 15

grammar: 5

attendence: 5

highest: 4

given: 3

students: 3

community: 3

specialist: 3

voluntary: 3

Try using synonyms for the above words

Task Response

The report adequately addresses the task by summarizing the information presented in the table. The overall trends and key features are identified, and the data is presented with reasonable accuracy. However, there are some areas for improvement. The report could benefit from more precise language and a more sophisticated use of vocabulary. Additionally, while the main trends are noted, a more in-depth analysis and comparison of the data could enhance the response. For example, you could mention the total increase of Community Schools from 2000 to 2009. Also, avoid minor grammatical errors.

Coherence & Cohesion

The report is generally coherent, but the organization could be improved. The overview is present but could be more concise and impactful. Transitions between sentences and paragraphs are sometimes weak, making the flow feel slightly disjointed. Consider using more varied cohesive devices to link ideas more smoothly. For example, in the third paragraph, you could use phrases like 'In contrast' or 'Conversely' to highlight the changes in school attendance.

Lexical Resource

The vocabulary is adequate but could be more precise and varied. There's some repetition of words like 'attendance' and 'schools.' Try to incorporate synonyms and more specific terms to describe the trends. For instance, instead of 'attendance,' you could use 'enrollment,' 'participation,' or 'student body.' Also, consider using more descriptive adjectives and adverbs to add detail and nuance to your descriptions.

Grammatical Range & Accuracy

The report contains several grammatical errors that affect clarity. There are issues with verb tense consistency ('took part' should be 'taking part' or 'attended'), subject-verb agreement ('schools shown' should be 'schools showed'), and article usage ('the attendence' should be 'the attendance'). Additionally, there are some awkward phrasings and word choices that could be improved. Review the report carefully for these errors and focus on improving your accuracy with basic grammar rules.

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