The chart below provides information about various academic and and employment statistics for three Canadian universities.

Practice this IELTS Writing Task 1 question on IELTSX. The chart below provides information about various academic and and employment statistics for three Canadian universities.

UK Workers Average Commute Time Methods 2009 Chart - 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.

IELTS Writing Task 1 chart for UK Workers Average Commute Time Methods 2009 Chart
Chart supplied with the IELTS Writing Task 1 question: UK Workers Average Commute Time Methods 2009 Chart

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 ยท 178 words.

The table compares three Canadian universities in terms of lecturers' qualifications, teaching ratings, lesson completions rates, and graduate employment outcomes. Overall Seadford and Harrison perform better than Bradon in most categories, while Harrison stands out for having the highest employment rate and teaching scores. Brandon, by contrast, records the weakest results in nearly al areas.

Looking first at academic staff. Seadford has the largest proportion of elcturers with PhD qualifications, at 50%, followed by Harrison with 42%. Brandon ranks last, with only 30%. A so,o;ar [attern appears in teaching quality, as Harrison achieves the highest rate of highly rated lectures ( 50%), slightly ahead of Seadford (45%), whereas Brandon again trails behind at 40%.

Regarding student performance, Brandon recors the highest lesson completion rate at 80%, norrowly surpassing Harrison (78%), while Seadford has the lowest figure at 70%. However, in terms of employment outcomes, Harrison leads clearly, with 82% of graduates securing jobs, compared with 78% for Seadford and just 72% for Brandon.

In summary, Harrison shows the strongest overall results, particularly in teaching quality and graduate employment.

Examiner feedback

This is a very strong response in terms of content and structure. You have identified the key trends and compared the data effectively. To reach a higher band, you must proofread your work to eliminate careless spelling errors and typos, which currently undermine the professional quality of your writing.

Task Achievement - 8

- The response covers all the requirements of the task by comparing all three universities across all four categories. - A clear overview is provided at the beginning, identifying general trends and standout performers. - Key features are skillfully selected and supported with accurate data from the table.

Coherence & Cohesion - 8

- The information is logically sequenced, moving from staff-related metrics to student performance. - Paragraphing is used appropriately to separate different categories of data. - Cohesive devices such as 'Regarding,' 'By contrast,' and 'In terms of' are used effectively to guide the reader.

Lexical Resource - 6

- The range of vocabulary is good (e.g., 'proportion,' 'trailing behind,' 'securing jobs'). - However, the score is significantly limited by multiple spelling errors and typos, particularly the incomprehensible 'A so,o;ar [attern' and 'norrowly.' - Spelling errors like 'elcturers' and 'recors' occur frequently enough to impact the lexical rating.

Grammatical Range & Accuracy - 7

- A variety of complex structures is used with good control (e.g., 'whereas Brandon again trails behind at 40%'). - Most sentences are error-free in terms of grammar, though punctuation is occasionally missing (e.g., a comma after 'Overall'). - The grammatical range is sufficient for a higher band, but accuracy is slightly marred by the same typing issues affecting the vocabulary.

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