The pie charts below show the different types of courses, which were followed by the students during the years of 1984, 1994, and 2004.

Different types of courses followed by students during years of 1984 1994 and 2004 - IELTS Writing Task 1

You should spend about 20 minutes on this task.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Write at least 150 words.

A student's answer to this task, and the feedback on it

Written by an IELTSX user under exam conditions and published unedited and anonymously. Band 7 · 216 words.

The pie chart compares four different kinds of courses - online courses, mixed media courses, correspondence courses, and face-to-face courses - in terms of their proportion of students followed in three separate years, 1984, 1994 and 2004. Units are measured in percentages.

From an overall perspective, it is clear that online courses and mixed media courses experienced an upward trend, albeit with varying levels, while correspondence courses and face-to-face courses declined in general. Of particular note is face-to-face courses, which maintained a leading position throughout the whole period.

Of significance are the increasing trajectories observed for online courses and mixed media courses. As far as mixed media courses are concerned, the figure stood at 13% in 1984 before rising marginally to 15% by 1994. Thereafter, there was a drastic growth to 35% by 2004, and it ranked second dominant category. When it comes to online courses, the figure registered at 0% in 1984. After that, the courses emerged in 1994, standing at only 11%; however, there was a slight drop to 10% by 2004.

By contrast, face-to-face courses began at 67% in 1984, prior to dipping significantly to 40% in 2004. Correspondence courses, on the other hand, reamianed unchanged by 1994 after commencing at 20% in 1984. However, the figure decreased markedly to 15% by 2004.

Examiner feedback

The response is well-structured and provides a clear summary of the data across all three years. It features a strong overview and accurate data points, though it could benefit from more sophisticated comparative language and tighter proofreading.

Task Achievement - 7

- The response covers all requirements of the task, including a clear overview of the main trends. - Key features (all four course types) are highlighted and supported with data from all three years. - The description of 'online courses' accurately notes the 0% starting point, though the 'slight drop' to 10% is a very minor detail compared to its initial emergence.

Coherence & Cohesion - 7

- Information is logically organized with a clear progression from the overview to specific details. - Cohesive devices such as 'Thereafter', 'By contrast', and 'On the other hand' are used effectively. - Paragraphing is appropriate, though the transition between describing mixed media and online courses could be smoother.

Lexical Resource - 7

- Uses a good range of vocabulary for describing trends: 'drastic growth', 'increasing trajectories', 'dipping significantly'. - Some less common collocations are attempted ('ranked second dominant category'). - There are minor spelling errors ('reamianed') and slight word choice inaccuracies ('proportion of students followed').

Grammatical Range & Accuracy - 7

- A variety of complex structures is used, including participial phrases and subordinate clauses. - Grammar and punctuation are generally well-controlled with frequent error-free sentences. - Minor slips like 'reamianed' (spelling/grammar interface) and slightly awkward phrasing in the introduction exist but do not impede communication.

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