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The chart below shows the number of trips made by children in one 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 one country in 1990 and 2010 to travel to and from school using different modes of transport. dAeK
The given chart illustrates the total number of trips made by children in one country in 1990 and 2010 to travel to and from school by different types of transport including car passenger, waling cycling, combinaton of walking and bus, and bus only. In 1990, the children perfered walking rather than using car passeger, which resulted the significantly different in the number of total trips per years in comparison. Walking, as the most popular method at that time, occupied the highest amount of trip, up to 12. 5 milions while car passenger had only 4. 5 millions. Bus was the second choice of chidren to travel to and from school with 7 millions trips. Cycling and combination between walking and bus had the nearly the same amount of trips, which were 6. 1 millions and 5. 9 millions trips, respectively. After 20 years, the tendancy of choosing the transportation way to travel of children had changed from walking to car passenger. In 2010, the number of trips made by car passeger raised to 11 millions trips, led to it became the most perferable modes of transportation. Stimulately, the amount of walking trips felt down more than a half, from 12. 5 millions to 6 millions trips in 2010. Had the same trend, the number of trips made by three others modes including cycling, walking and bus, and only bus significantly decreased to 2 millions, 3. 5 millions and 5. 5 millions, respectively. In conclusion, the bar chart depicts the tendancy of changing transportation modes of travel to and from school of children in the age of 5 to 12 years old between the 1990 and 2010.
The
This phrase/word (depending on the context) can be potentially replaced with :
given
chart illustrates the total
You use this word too often, consider replacing it with
number
of
You use this word too often, consider replacing it with
trips
made by
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children
in one country in 1990 and 2010 to
You use this word too often, consider replacing it with
travel
to and from school by
This phrase/word is too simple and can be replaced with:
different
types of transport including
You use this word too often, consider replacing it with
car
passenger, waling cycling,
Possible spelling mistake found.
combinaton
of walking and bus, and bus
This phrase/word (depending on the context) can be potentially replaced with :
only
.

In 1990, the
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children
Possible spelling mistake found.
perfered
walking
rather
than using
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car
Possible spelling mistake found.
passeger
, which resulted the
significantly
This phrase/word is too simple and can be replaced with:
different
in the
You use this word too often, consider replacing it with
number
of total
You use this word too often, consider replacing it with
trips
per years
in comparison
. Walking, as the most popular method at that time, occupied the highest amount of
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trip
, up to 12. 5
Possible spelling mistake found.
milions
while
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car
passenger had
This phrase/word (depending on the context) can be potentially replaced with :
only
4. 5
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millions
. Bus was the second choice of
Possible spelling mistake found.
chidren
to
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travel
to and from school with 7
You use this word too often, consider replacing it with
millions
You use this word too often, consider replacing it with
trips
. Cycling and combination between walking and bus had the
nearly
the same amount of
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trips
, which were 6. 1
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millions
and 5. 9
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millions
You use this word too often, consider replacing it with
trips
,
respectively
.

After 20 years, the
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tendancy
of choosing the transportation way to
You use this word too often, consider replacing it with
travel
of
You use this word too often, consider replacing it with
children
had
This phrase/word (depending on the context) can be potentially replaced with :
changed
from walking to
You use this word too often, consider replacing it with
car
passenger. In 2010, the
You use this word too often, consider replacing it with
number
of
You use this word too often, consider replacing it with
trips
made by
You use this word too often, consider replacing it with
car
Possible spelling mistake found.
passeger
raised to 11
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millions
You use this word too often, consider replacing it with
trips
, led to it became the most
Possible spelling mistake found.
perferable
modes of transportation.
Possible spelling mistake found.
Stimulately
, the amount of walking
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trips
felt down more than a half, from 12. 5
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millions
to 6
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millions
You use this word too often, consider replacing it with
trips
in 2010. Had the same trend, the
You use this word too often, consider replacing it with
number
of
You use this word too often, consider replacing it with
trips
made by three others modes including cycling, walking and bus, and
This phrase/word (depending on the context) can be potentially replaced with :
only
bus
significantly
decreased to 2
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millions
, 3. 5
You use this word too often, consider replacing it with
millions
and 5. 5
You use this word too often, consider replacing it with
millions
,
respectively
.

In conclusion
, the bar chart depicts the
Possible spelling mistake found.
tendancy
of changing transportation modes of
You use this word too often, consider replacing it with
travel
to and from school of
You use this word too often, consider replacing it with
children
in the age of 5 to 12 years
This phrase/word is too simple and can be replaced with:
old
between the 1990 and 2010.
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IELTS academic The chart below shows the number of trips made by children in one country in 1990 and 2010 to travel to and from school using different modes of transport.

Academic
  American English
4 paragraphs
276 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: 5.0
  • 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: 6.0
  • Use a variety of complex and simple sentences
  • Check your writing for errors
Task Achievement: 5.0
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
  • ?
    Support ideas with relevant, specific examples
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