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 the five reasons why students chose a particular university in the UK in 1997 and 2007.
Overall, the proportion of students choosing suitable degree coursespercentage of suitable degree courses was the highest in 1997 and 2007. In contrast,On the other hand, the proportion citing proximity to parental homepercentage of proximity to parental home was the lowest in 1997, whereas the figure for good sports and social activitiespercentage of good sports and social activities was the lowest in 2007.
In 1997, 35% of the whole students cited suitable degree courses as their main reason for choosing a universitytook suitable degree courses as the reason they chose a particular university, while it accounted for 37% in 2007, which was 2 percentage points highereven 2 percentage points higher than its percentage in 1997. The second most common reasonThen the second reason in 1997 was that students selected quality of resourcescared about the quality of resources, which made up 21%. Furthermore, a significant difference was observed 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 points12% percentage points less than that in 2007.
Although 19% of students believedthere were 19% of the students thought good sports and social activities was the reason they chose their universitiesunivesities in 1997, it only made up 6% in 2007, 13 percentage points less than that in 1997. Furthermore, the proportion selecting quality of teaching rose slightly from 15% in 1997 to 18% in 2007.18% of the whole students chose the reason of quality of teaching in 2007.
Why this response received Band 6.0
The response effectively identifies the key trends and highlights major differences between the two years with accurate data points from the pie charts. However, the report is limited by mechanical cohesive devices and several minor spelling and grammatical inaccuracies. To improve, focus on refining sentence structures and using more varied, natural vocabulary for data comparison.
IELTS Writing Criteria Scores
Task Achievement
Key features and comparisons are generally highlighted accurately with a clear overall overview included.
Ensure all categories across both time periods are fully and systematically compared to avoid omitting details like the baseline for quality of teaching in 1997.
Coherence and Cohesion
Information is organized logically with clear paragraphing, though linking words are occasionally mechanical.
Use more sophisticated transitional phrases instead of personal, conversational structures such as 'we could also see'.
Lexical Resource
Vocabulary is generally adequate for describing data, though there are noticeable spelling errors and repetitive phrasing.
Proofread carefully to fix spelling mistakes like 'percantage' and 'univesities', while varied expressions are used to describe proportions.
Grammatical Range and Accuracy
A mix of simple and complex structures is used, but grammatical errors and awkward phrasing occur regularly.
Practice constructing complex clauses correctly, particularly avoiding structure errors like 'there were 19% of the students thought'.