The charts below show the main reasons why students chose a particular university in the UK in 1997 and 2007.
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Sample Response
The two pie charts illustrate five key reasonsillustrate the five reasons why students chose a particular university in the UK in 1997 and 2007.
Overall, suitable degree courses werewas the most common reason why students chose their universities in 1997 and 2007. By contrast, proximity to parental home was the least common reason in 1997, whereas good sports and social activities werewas the least common reason in 2007.
In 1997, 35% of the students cited suitable degree courses as their main reasontook suitable degree courses as the reason they chose a particular university, while this figure rose to 37% in 2007, an increase of 2 percentage pointseven 2 percentage points higher than its 1997 levelits percentage in 1997. The second most common reason in 1997 wasThen the second reason in 1997 was the quality of resources, which made up 21%. In addition, there was a significant increase inBesides, we could also see a big difference about the percentagepercantage of proximity to parentalpartental home, it was the lowest in 1997, only representing 10%, 12 percentage points less than that in 2007.
Although there were 19% of the students thought good sports and social activities werewas the reason they chose their universities in 1997, it dropped sharplysharply dropped to 6% in 2007, 13 percentage points less than that in 1997. Furthermore, 18% of the students chose universityuniverity because of the quality of teaching in 2007.
Why this response received Band 6.5
The summary successfully presents key information from both pie charts with accurate comparative figures and a clear overview. Information flows logically overall, though minor structural errors and small spelling mistakes slightly impair fluency. To enhance performance, refine sentence structures to eliminate grammatical slips and double-check key vocabulary for spelling accuracy.
IELTS Writing Criteria Scores
Task Achievement
Key trends and individual data points are described accurately with clear comparisons across both years.
Ensure all relevant main categories, such as the initial percentage for quality of teaching, are fully detailed.
Coherence and Cohesion
Paragraphing is logical and a variety of transitional expressions helps guide the reader smoothly.
Vary cohesive phrases to avoid overusing basic contrast markers and ensure seamless sentence transitions.
Lexical Resource
Vocabulary is generally effective for describing trends and data, though minor spelling slips occur.
Proofread carefully to fix spelling errors like 'partental' and 'percantage' before finishing.
Grammatical Range and Accuracy
A mix of simple and complex sentences is attempted, though some grammatical structures are incorrectly formed.
Focus on correcting complex clause structures, particularly when combining existential clauses with relative clauses.