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different languages used by teenagers in a high school in the America.

different languages used by teenagers in a high school in the America. awr0m
The illustrated information in the line chart represents four various kinds of communications that have been used by American teens who aged 12 and 19 between the years 2996 and 2009. Overall, numerous the teenagers used the text messages to make connections with each other, while sending email was not much popular between them. Although use of text messages had been around 30 percent in 2006, in 2008 it began to increase. However, until 2009, it had a significant increase in the number of students with approximately 56 percent. After that, the teenagers used the call phones for having communication and it has not changed too much in the period, from 33 to 30 percent. The third method that was used by the teens was talking face-to face. This had a tiny increase and fluctuated from approximately 32 to 35 percent in the period. In contrast with other kinds of communications, the lowest percentage belongs to sending email, while it had a tiny decrease in the period from 15 to 10 percent.
The illustrated information in the line chart represents four various kinds of communications that have been
This phrase/word (depending on the context) can be potentially replaced with :
used
by American teens who aged 12 and 19 between the years 2996 and 2009.
Overall
, numerous the
This phrase/word (depending on the context) can be potentially replaced with :
teenagers
This phrase/word (depending on the context) can be potentially replaced with :
used
the text messages to
This phrase/word (depending on the context) can be potentially replaced with :
make
connections with each other, while sending email was not much popular between them. Although
This phrase/word (depending on the context) can be potentially replaced with :
use
of text messages had been around 30
You use this word too often, consider replacing it with
percent
in 2006, in 2008 it began to increase.
However
, until 2009, it had a significant increase in the number of students with approximately 56
You use this word too often, consider replacing it with
percent
. After that, the
This phrase/word (depending on the context) can be potentially replaced with :
teenagers
This phrase/word (depending on the context) can be potentially replaced with :
used
the call phones for having communication and it has not
This phrase/word (depending on the context) can be potentially replaced with :
changed
too much in the period, from 33 to 30
You use this word too often, consider replacing it with
percent
. The third method that was
This phrase/word (depending on the context) can be potentially replaced with :
used
by the teens was talking face-to face. This had a tiny increase and fluctuated from approximately 32 to 35
You use this word too often, consider replacing it with
percent
in the period.
In contrast
with other kinds of communications, the lowest percentage belongs to sending email, while it had a tiny decrease in the period from 15 to 10
You use this word too often, consider replacing it with
percent
.
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IELTS academic different languages used by teenagers in a high school in the America.

Academic
  American English
1 paragraphs
172 words
6.5
Overall Band Score
Coherence and Cohesion: 5.5
  • 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: 6.0
  • 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: 7.0
  • 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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