What a full marked report looks like.
Not a band and a shrug. A verdict on each criterion, the lines that cost you, the patterns underneath them, and the one thing to drill next.
Task 2. Some people believe that unpaid community service should be a compulsory part of high school programmes. To what extent do you agree or disagree?
This is a competent, complete answer. The position is clear from the first paragraph and held to the last, both sides are acknowledged, and the four-paragraph shape is exactly what Task 2 wants. You clear the word minimum and the argument is easy to follow. None of that is the problem.
What holds the band at 6 is development and precision, not structure. The ideas are asserted rather than proven; “it helps students learn skills” is stated but never shown with a worked example, and a run of small errors recurs: the article before a vowel (a old people’s home), a comma splice at the concession (…reasonable point, however I think…), and vague phrasing where a precise word was there to take (more than for outweigh). Tighten the development and these recurring slips and this is a 6.5–7 answer on the very same structure.
| Criterion | Band | Verdict |
|---|---|---|
| Task Response | 6 | A clear position, held throughout, and both sides addressed. Held at 6 because the main ideas are listed, not developed: each body paragraph names a benefit but never slows down to prove one with a concrete example. |
| Coherence & Cohesion | 6 | Logical four-paragraph structure with functional linkers (First of all, On the other hand, In conclusion). Pulled down by a comma splice at the concession and cohesion that rarely rises above the simplest connectors. |
| Lexical Resource | 6 | Adequate and accurate, but repetitive and general (important skills, many benefits, very useful). The most fragile criterion here: a precise word is often available and not taken. |
| Grammatical Range & Accuracy | 6 | A mix of simple and a few complex sentences, mostly accurate. Article errors and one comma splice are noticeable but do not impede meaning. |
they help in a hospital or a old people home
they help in a hospital or an old people’s home
An before a vowel sound, and the possessive people’s for “a home for old people”.
This is a reasonable point, however I think that…
This is a reasonable point. However, I think that…
Two full sentences joined by only a comma. However opens a new sentence and takes a comma after it.
the advantages are more than the disadvantages
the advantages outweigh the disadvantages
The exact verb the argument wants. More than is quantity; outweigh is the comparison of worth you mean.
with a good time management, students can do both things without problem
with good time management, students can do both without a problem
Time management is uncountable, so no a; and either without a problem or without problems.
they can learn how to communicate with different people… These skills are very useful for their future job.
…they learn to hold a conversation across age groups, which a future employer values directly: a student who has spent Saturdays in a care home can already put a nervous stranger at ease, where most school-leavers cannot.
The single biggest lift, and not a language fix but a depth fix: one named, explained consequence beats two skills asserted in a list.
Assert, don’t prove. Every body idea is stated and left. This is the habit capping Task Response: the band rewards one idea developed over three sentences, not three named in one.
Comma splice at the turn. The error lands exactly where the argument pivots (however, also). Hunt every comma at a sentence join and ask whether both halves are full sentences.
Near-neighbour vocabulary. More than for outweigh; very useful for valuable. The right word sits one step further on. Reach for it.
Article before a vowel. A old people’s home. First appearance this answer; flag it before it banks.
In a lesson this tracker is keyed to your first language, so it names the errors it can predict before you make them, and marks each one banked only once it has stopped recurring.
Develop one idea; don’t list four. The highest-leverage fix here, because it lifts Task Response and Coherence at once and costs you nothing in time. You write fewer sentences, better.
- Take Body 1. Keep the one strongest benefit; delete the rest.
- Write it as a chain: claim → because → for example → which means. Four sentences, one idea, followed all the way through.
- Re-read. If a sentence only names a benefit and adds nothing, cut it.
- A clear position, set in the introduction and held without wavering to the conclusion, exactly what the rubric rewards.
- Genuine four-paragraph architecture, with both sides of the argument given their own paragraph.
- Over the word minimum, and a real attempt at concession (On the other hand… This is a reasonable point) rather than a one-sided rant.
Net: the structure is already at a 7 standard. It is development and a handful of recurring slips holding the band at 6, and section 05 is the fastest route up.
This is an example. Your report is on your own work.
A report like this is what every lesson gives the homework you send: marked by Adam against the four criteria, with the corrections, the patterns keyed to your first language, and the one priority that moves your band. The free check tells you roughly where you are; the lessons close the gap.
Book a lesson with AdamWant the quick version first? Run your own answer through the free Writing check →