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The chart below shows the number of trips made by children in on country in 1990 and 2010 to travel to and from school using different modes of transport. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The chart below shows the number of trips made by children in on country in 1990 and 2010 to travel to and from school using different modes of transport. deQo
The bar chart illustrates the number of trips to and from school using different type of transportation made by children aged between 5 and 12, in 1990 and 2010. Overall, there is a significant increase in the travels made by car. As a result, other types of transportation are used less frequently when comparing 1990 and 2010. Additionally, in the examined period, the biggest change is in the number of trips made by walking. It is clear from the bar graph that in 1990 the majority of children walk to and from school, as in this year this figure was slightly over 12 millions of travels. On the contrary, in 2010, this number was approximately two times lower. The same trend had a place in transportation as bus, walking and bus, and cycling. In 1990, there were about 6 millions of trips made by each of the mentioned modes of transport. However, in 2010, trips made by cycling declined to 2 millions, by bus diminished to 5 millions and by walking and bus decreased to 3 millions. On the other hand, the only type of transportation, which became more popular was a car. We can observe a considerable growth from about 4 millions to 11 millions of trips made to and from school.
The bar chart illustrates the number of
You use this word too often, consider replacing it with
trips
to and from school using
This phrase/word is too simple and can be replaced with:
different
type of
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transportation
made by children aged between 5 and 12, in 1990 and 2010.

Overall
, there is a significant increase in the travels made by car.
As a result
, other types of
You use this word too often, consider replacing it with
transportation
are
This phrase/word (depending on the context) can be potentially replaced with :
used
less
frequently
when comparing 1990 and 2010.
Additionally
, in the examined period, the biggest
This phrase/word (depending on the context) can be potentially replaced with :
change
is in the number of
You use this word too often, consider replacing it with
trips
made by walking.

It is
This phrase/word (depending on the context) can be potentially replaced with :
clear
from the bar graph that in 1990 the majority of children walk to and from school, as in this year this figure was
slightly
over 12
You use this word too often, consider replacing it with
millions
of travels.
On the contrary
, in 2010, this number was approximately two times lower. The same trend had a place in
You use this word too often, consider replacing it with
transportation
as bus, walking and bus, and cycling. In 1990, there were about 6
You use this word too often, consider replacing it with
millions
of
You use this word too often, consider replacing it with
trips
made by each of the mentioned modes of transport.
However
, in 2010,
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trips
made by cycling declined to 2
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millions
, by bus diminished to 5
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millions
and by walking and bus decreased to 3 millions.

On the other hand
, the
This phrase/word (depending on the context) can be potentially replaced with :
only
type of
You use this word too often, consider replacing it with
transportation
, which became more popular was a car. We can observe a considerable growth from about 4
You use this word too often, consider replacing it with
millions
to 11
You use this word too often, consider replacing it with
millions
of
You use this word too often, consider replacing it with
trips
made to and from school.
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IELTS academic The chart below shows the number of trips made by children in on country in 1990 and 2010 to travel to and from school using different modes of transport.

Academic
  American English
4 paragraphs
213 words
6.0
Overall Band Score
Coherence and Cohesion: 7.0
  • Structure your answers in logical paragraphs
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    One main idea per paragraph
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    Include an introduction and conclusion
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  • Use cohesive linking words accurately and appropriately
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    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: 5.0
  • Answer all parts of the question
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    Present relevant ideas
  • Fully explain these ideas
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    Support ideas with relevant, specific examples
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