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Band 5+: 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%).

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

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The tables contain information about how many non-local students studies in Canada and the US by what country they came from from 2002 to 2003.

Overall, while Canada shows significant changes in number, the US have more stable changes.

In Canada, academic pursuer from China soar by 45%, making it the highest change of rate. It followed by India with 35% changes, then the US with only 9% addition. In total, international student in Canada have increased by 17% for only 1 year.

In the US, the changes varies based on every country. Scholars from Canada increased by 7% followed by China with only 1% differences. On the otherhand, India’s pupil have decreased by 9% but still donate the most students to the US. In total, international student in the US have increased steadily with only 2%.

In summary, while Canada’s percentage and number of students have big corellation, the US have small corelation.

Word Count: 154

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Overall Band Score

5.5

(+/- 0.5)

Vocabulary Complexity:
B2 - Upper Intermediate
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Grammar Mistakes: N/A

Vocabulary Repetition:

canada: 5

students: 3

changes: 3

increased: 3

Try using synonyms for the above words

Task Response

The report adequately addresses the task by summarizing the information presented in the tables. The overview is acceptable, and the main features are generally covered. However, there is room for improvement in terms of providing more specific data and detail to support the observations. To improve, focus on incorporating more precise figures and comparisons to strengthen the analysis and ensure a more comprehensive representation of the data.

Coherence & Cohesion

The report presents a generally clear overview of the data, but the organization could be improved for better flow. The 'Overall' statement is a good start, but the subsequent paragraphing and transitions between details could be smoother. Consider grouping information more thematically (e.g., discussing increases and decreases separately for each country or comparing the overall trends before diving into specific figures). The conclusion is weak and doesn't effectively summarize the key trends; it needs to be more insightful and directly related to the data presented.

Lexical Resource

The vocabulary is adequate but could be more precise and varied. Terms like 'non-local students,' 'academic pursuer,' 'changes of rate,' 'addition,' 'changes varies,' 'scholars,' 'differences,' 'pupil,' 'donate,' and 'big corellation' are either slightly awkward or could be replaced with more sophisticated alternatives. Aim for more formal and specific language to enhance the report's clarity and impact. For example, instead of 'changes of rate,' use 'percentage increase' or 'growth rate.'

Grammatical Range & Accuracy

The report contains several grammatical errors that affect clarity. Examples include subject-verb agreement issues ('the US have'), incorrect preposition use ('from from 2002 to 2003'), awkward phrasing ('making it the highest change of rate'), and general sentence structure problems. Careful proofreading and attention to basic grammar rules are needed. Focus on constructing clear, grammatically correct sentences to improve the report's overall quality.

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