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The pie charts compares three different groups in terms of the the number of artciles from academic journals read weekly at a university in Australia It is evident that the number of journal articles varies widely in different groups The vast majority of v.1

The pie charts compares three different groups in terms of the the number of artciles from academic journals read weekly at a university in Australia It is evident that the number of journal articles varies widely in different groups The vast majority of v. 1
The pie charts compares three different groups in terms of the the number of artciles from academic journals read weekly at a university in Australia. It is evident that the number of journal articles varies widely in different groups. The vast majority of those studying doctorates read at least 12 journal articles while all students on average read the least number of artciles each week. Between one and five journal articles are read by a third of all students per week, compared to a mere 5% of PhD students. Lecturers who read with the same frequency account for only 1%, which is the lowest on the all three charts. By contrast, lecturers register the highest proportions in “6-11” category, at 75%, while the equivalent figures for all students and PhD students were merely 21% and 15% respectively. A striking 80% of PhD level students read 12 and more journal articles every week. While the same numbers of articles are enjoyed by a nearly quarter of lecturers, the percentage of all students who read more than 11 articles is only half that figure.
The pie charts compares three
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different
groups in terms of
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the the
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number
of
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artciles
from academic
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journals
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read
weekly at a university in Australia.

It is evident that the
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number
of
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journal
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articles
varies
widely
in
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different
groups. The vast majority of those studying doctorates
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read
at least 12
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journal
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articles
while all
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students
on average
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read
the least
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number
of
Possible spelling mistake found.
artciles
each week.

Between one and five
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journal
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articles
are
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read
by a third of all
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students
per week, compared to a mere 5% of PhD
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students
. Lecturers who
You use this word too often, consider replacing it with
read
with the same frequency account for
This phrase/word (depending on the context) can be potentially replaced with :
only
1%, which is the lowest on the all three charts. By contrast, lecturers register the highest proportions in “6-11” category, at 75%, while the equivalent figures for all
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students
and PhD
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students
were
merely
21% and 15%
respectively
.

A striking 80% of PhD level
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students
You use this word too often, consider replacing it with
read
12 and more
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journal
You use this word too often, consider replacing it with
articles
every week. While the same
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numbers
of
You use this word too often, consider replacing it with
articles
are enjoyed
by a
You used an adverb ('nearly') instead of an adjective, or a noun ('quarter') instead of another adjective.
nearly quarter
of lecturers, the percentage of all
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students
who
You use this word too often, consider replacing it with
read
more than 11
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articles
is
This phrase/word (depending on the context) can be potentially replaced with :
only
half that figure.
0Linking words, meeting the goal of 7 or more
29Repeated words, meeting the goal of 3 or fewer
4Mistakes

IELTS academic The pie charts compares three different groups in terms of the the number of artciles from academic journals read weekly at a university in Australia It is evident that the number of journal articles varies widely in different groups The vast majority of v. 1

Academic
  American English
4 paragraphs
182 words
6.0
Overall Band Score
Coherence and Cohesion: 6.5
  • Structure your answers in logical paragraphs
  • ?
    One main idea per paragraph
  • ?
    Include an introduction and conclusion
  • ?
    Support main points with an explanation and then an example
  • Use cohesive linking words accurately and appropriately
  • ?
    Vary your linking phrases using synonyms
Lexical Resource: 5.5
  • Try to vary your vocabulary using accurate synonyms
  • Use less common question specific words that accurately convey meaning
  • Check your work for spelling and word formation mistakes
Grammatical Range: 6.5
  • Use a variety of complex and simple sentences
  • Check your writing for errors
Task Achievement: 5.0
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
  • ?
    Support ideas with relevant, specific examples
Labels Descriptions
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