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25-year study on the use of bicycles in Britain by age and gender

25-year study on the use of bicycles in Britain by age and gender gqQQa
The table shows trends in bicycle use in Britain over a twenty-five-year period. In general, men travelled greater distances than women and the trend was for people to cycle fewer and fewer miles per year. Another trend was that the very oldest and the youngest travelled less than all other age groups. There was a noticeable decline in the distances travelled by nearly all groups. The figure for all cyclists began at 51 miles per annum. By the end of the period, this figure had dropped by a fifth. Girls aged 11-17 also cycled less than half as many miles by year 25. The only group who cycled further at the end of the study were male 18 to 59-year-olds. One of the most striking changes concerns 5 to 10-year-old girls, whose milage began to increase towards the end of the period. In fact, they cycled twice the number of miles in the final year compared to the first. Women cycled far fewer miles than men. For most age groups, distances cycled by women were not nearly as great as those cycled by men. The greatest difference can be seen in the 11-17 age group, where boys cycled about four times as far as girls.
The table
This phrase/word (depending on the context) can be potentially replaced with :
shows
trends in bicycle
This phrase/word (depending on the context) can be potentially replaced with :
use
in Britain over a twenty-five-year period.
In general
,
This phrase/word (depending on the context) can be potentially replaced with :
men
travelled greater distances than women and the trend was for
This phrase/word (depending on the context) can be potentially replaced with :
people
to cycle fewer and fewer miles per year. Another trend was that the
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very
oldest and the youngest travelled less than all other age groups.

There was a noticeable decline in the distances travelled by
nearly
all
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groups
. The figure for all cyclists began at
Writing for an international audience? Consider adding the metric equivalent.
51 miles
per annum. By the
This phrase/word (depending on the context) can be potentially replaced with :
end
of the period, this figure had dropped by a fifth. Girls aged 11-17
also
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cycled
less than half as
This phrase/word is too simple and can be replaced with:
many
miles by year 25. The
This phrase/word (depending on the context) can be potentially replaced with :
only
You use this word too often, consider replacing it with
group
who
You use this word too often, consider replacing it with
cycled
further
at the
This phrase/word (depending on the context) can be potentially replaced with :
end
of the study were male 18 to 59-year-olds. One of the most striking
This phrase/word (depending on the context) can be potentially replaced with :
changes
concerns 5 to 10-year-
This phrase/word is too simple and can be replaced with:
old
girls, whose
Possible spelling mistake found.
milage
began to increase towards the
This phrase/word (depending on the context) can be potentially replaced with :
end
of the period. In fact, they
You use this word too often, consider replacing it with
cycled
twice the number of miles in the final year compared to the
first
.

Women
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cycled
far fewer miles than
This phrase/word (depending on the context) can be potentially replaced with :
men
. For most age
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groups
, distances
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cycled
by women were not
nearly
as great as those
You use this word too often, consider replacing it with
cycled
by
This phrase/word (depending on the context) can be potentially replaced with :
men
. The greatest difference can be
This phrase/word (depending on the context) can be potentially replaced with :
seen
in the 11-17 age
You use this word too often, consider replacing it with
group
, where boys
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cycled
about four times as far as girls.

IELTS academic 25-year study on the use of bicycles in Britain by age and gender

Academic
  American English
3 paragraphs
205 words
6.0
Overall Band Score
Coherence and Cohesion: 7.0
  • 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: 5.5
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
  • ?
    Support ideas with relevant, specific examples
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