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Band 6+: The tables give information about how many international students studied in Canada and the US by their country of origin between 2002 and 2003.

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The image presents tables detailing international student numbers in Canada and the US by country of origin; for Canada, 2002 student numbers were China: 5,400, US: 5,000, India: 2,100, Total: 59,870, with 2003 numbers showing China: 7,850 (+45%), US: 5,450 (+9%), India: 2,836 (+35%), Total: 70,004 (+17%); for the US, 2002 numbers were China: 110,000, India: 200,000, Canada: 31,000, Total: 581,600, with 2003 numbers showing China: 116,600 (+6%), India: 182,000 (-9%), Canada: 33,170 (+7%), Total: 592,230 (+2%).

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The given table illustrates the information of international students in America and Canada by their country and origin in 2002 and 2003.

Overall, both tables provide a large number of student’s information but the US table shows a huge figure of students as compare to canada’s table.

First of all, candaian table show’s the ststistics of students of chaina, US and india in 2002 students of chaina is 5400 and india 2100 and US 5000 and in 2003 students reached 7850 number with 45% increaseness and canadian students also increase with the feagure of 9% and also indian students also increase 35% in 2003 the total students of india 2836 overall total 17% students rise in candian origin.

On the other hand the America’s table displys a big number of students chaina students incresase 6% it flew up 1100001 students to 1160000 but number of indian students decrease 9% it rise down 182000 from 200000 in last candian students reveal 7% grow it’s strength reach on 33170 from 30000 so afterall; there is 2% surge seen in this chart.

Word Count: 179

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Overall Band Score

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Vocabulary Complexity:
C2 - Complex
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Grammar Mistakes: N/A

Vocabulary Repetition:

students: 14

table: 4

number: 4

chaina: 3

india: 3

Try using synonyms for the above words

Task Response

The report covers the requirements of the task, providing relevant information about the number of international students in Canada and the US. However, there are some omissions and lapses in detail and accuracy. To improve, focus on providing more precise data and ensuring accuracy in the reported figures. Also, enhance the organization and clarity of the report by using more varied sentence structures and cohesive devices.

Coherence & Cohesion

The report demonstrates an adequate attempt to organize the information, but the flow of ideas could be improved. The use of cohesive devices is present but not always effective, leading to some choppiness. Paragraphing is attempted, but the connection between ideas within and between paragraphs needs strengthening. For example, the transition between the Canadian and American data could be smoother. Consider using more varied transition words and phrases to guide the reader through the comparison.

Lexical Resource

The vocabulary used is generally appropriate for the task, but there's room for improvement in terms of variety and precision. Some phrases are a bit basic (e.g., "a large number of student's information," "big number of students"). Try to incorporate more sophisticated vocabulary related to data analysis and trends. For instance, instead of 'increase,' consider using 'rose,' 'grew,' or 'expanded.' Also, ensure correct spelling throughout the report.

Grammatical Range & Accuracy

The report exhibits a mix of simple and complex sentence structures, but grammatical errors are noticeable and impact clarity. Common errors include incorrect verb tenses, subject-verb agreement issues, and misuse of articles and prepositions. For example, "candaian table show's" should be "the Canadian table shows," and "students of chaina is" should be "students from China were." Focus on proofreading carefully to identify and correct these errors. Also, pay attention to punctuation, especially commas and apostrophes.

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