Process Diagram

Band 5+: The table presents information about university-level academic staff in one country. Sunmarize the information

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Image for topic: The table presents information about university-level academic staff in one country. Sunmarize the information

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The image depicts an organizational chart with a hierarchical structure, beginning with the "University Council" at the top, followed by "Vice-Chancellor and President," then "Deputy Vice-Chancellor (Academic)," and branching out to "Director CHELT" who oversees three categories: "Academic Staff," "Professional Staff," and "Research Staff (PhD Candidates)." Each staff category further divides into three subcategories: "Staff Education," "Promoting Excellence," and "ANU Online," with an additional "Visiting Fellows" under "Academic Staff."

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

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The table displays data about university-level academic staff in a particular country. Overall, the table starts from the university council, it divides into three columns at the fourth level. The first column has five additional levels, the second has extra four and the third has just one more level. Also, the second to the fourth row of column one and two have the same staff.

As presented, the table starts at the top with university council having the highest rank. This is followed by the vice-chancellor and president and afterwards the deputy vice-chancellor[academic]. Immediately after this, the next level is director CHELT. After the director, the table divides into three columns. The first row of column one and two is for academic staff and professional staff respectively. The third column has only one level, which is research staff[PhD candidates]

Furthermore, the second, third and fourth level on column one and two consist of the same department. The second row each have staff education, the third promoting excellence and the fourth is ANC online. The second column ends at the fourth level. However, the first column has an additional level which is visiting fellows.

Word Count: 193

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Overall Band Score

(+/- 0.5)

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

Grammar Mistakes: N/A

Vocabulary Repetition:

level: 7

column: 7

fourth: 5

second: 5

table: 4

staff: 4

third: 4

first: 3

Try using synonyms for the above words

Task Response

The report attempts to describe the structure of the organizational chart, but it struggles with the fundamental nature of the task. Instead of summarizing the relationships and the hierarchy of the academic staff, the response focuses heavily on describing the visual layout (e.g., 'three columns', 'fourth level', 'first row of column one'). To improve, avoid describing the physical appearance of the chart and instead focus on the functional hierarchy and the categorization of the staff members. Additionally, ensure that the distinction between a table and an organizational chart is clear, as the report repeatedly refers to the visual as a 'table'.

Coherence & Cohesion

The report struggles with logical organization and clarity. While you attempt to describe the hierarchy, the use of terms like 'columns' and 'rows' is confusing because the visual is an organizational chart (a tree structure), not a table. This makes it difficult for the reader to follow the flow of information. To improve, use hierarchical language such as 'branches out into,' 'subdivided into,' 'underneath,' or 'reports to.' Additionally, avoid repetitive sentence structures; instead of saying 'The first column has... the second has...', try to group related information into cohesive paragraphs that describe the structure logically from top to bottom.

Lexical Resource

The vocabulary is quite limited and relies heavily on repetitive terms like 'level,' 'column,' and 'row.' Because the visual is an organizational chart, using 'column' and 'row' is technically inaccurate and hinders the precision of your description. You should aim to use more specific academic and organizational vocabulary, such as 'hierarchy,' 'sub-categories,' 'positions,' 'supervises,' or 'comprises.' This will help you describe the relationships between the different roles more effectively.

Grammatical Range & Accuracy

There are several grammatical issues, particularly with sentence structure and punctuation. For example, 'Overall, the table starts from the university council, it divides into...' is a comma splice (two independent sentences joined only by a comma). You should use conjunctions or semicolons to connect these ideas. There are also issues with preposition usage and article use. To improve, practice using complex sentence structures, such as relative clauses (e.g., 'The Director CHELT, who oversees three main branches, is positioned below...') to create a more sophisticated and fluid report.

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Band 5+: The table presents information about university-level academic staff in one country. Sunmarize the information

Check Your Answer On This Topic?

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Overall Band Score

Task Response

Coherence & Cohesion

Lexical Resource

Grammatical Range & Accuracy

Answers On The Same Topic:

The table presents information about university-level academic staff in one country. Sunmarize the information

The table presents information about university-level academic staff in one country. Sunmarize the information

The table presents information about university-level academic staff in one country. Sunmarize the information

The table presents information about university-level academic staff in one country. Sunmarize the information

Other Topics:

The diagram below shows the stages and equipment used in cement making process, and how cement is used to produce concrete for building puropses

The diagram below shows the manufacturing process for making sugar from sugar cane. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The diagram below shows the process by which bricks are manufactured for the building industry. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.

Task 1 The diagrams below show the stages and equipment used in the cement-making process, and how cement is used to produce concrete for building purposes. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.

The diagram below shows how chipboard is created from wood and then used to make furniture. Provide an overview of the information by identifying and describing the key details, and include comparisons where appropriate.

Task 1: The diagrams below show the stages and equipment used in the cement- making process, and how cement is used to produce concrete for building purposes. Summarise the information by selecting and reporting the main features, and make comparison where relevant.

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