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the diagram below shows how the chip is made

the diagram below shows how the chip is made ebEjJ
The diagram shows the process by which the chip is done. Overall, it can be clearly seen that the chip procedure is divided into six sections, commencing with picking the qualified potatoes and terminating with the chip production. In the first place, potatoes undergo qualifying checks by the workers, after which they are made clean by the washing machine and continue to go along the water pump to the peeler. While the peeler is removing the skin of potatoes, starch will go through the bucket conveyor to the slicer. The slice blades are set in different shapes to cut potatoes into slices of chips. At once, these potato slices are rinsed under cold water. Following this, the slices move to the flat conveyor belt and go under the air blower to dry up the water. In the following stage, the potato slices are sent to the deep fryer, which fries them into the chips for a few minutes. After that, the chip slices continue to run on the conveyor belt to shower salt on the surface of the chip slices. At the end of the process, the chips will be separated to be packaged in cans and bag packers.
The diagram
This phrase/word (depending on the context) can be potentially replaced with :
shows
the process by which the
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chip
is done
.

Overall
, it can be
clearly
This phrase/word (depending on the context) can be potentially replaced with :
seen
that the
You use this word too often, consider replacing it with
chip
procedure
is divided
into six sections, commencing with picking the qualified
You use this word too often, consider replacing it with
potatoes
and terminating with the
You use this word too often, consider replacing it with
chip
production.

In the
first
place,
You use this word too often, consider replacing it with
potatoes
undergo qualifying
This phrase/word (depending on the context) can be potentially replaced with :
checks
by the workers, after which they
are made
clean by the washing machine and continue to go along the water pump to the peeler. While the peeler is removing the skin of
You use this word too often, consider replacing it with
potatoes
, starch will go through the bucket conveyor to the slicer. The
You use this word too often, consider replacing it with
slice
blades
are set
in
This phrase/word is too simple and can be replaced with:
different
shapes to
This phrase/word (depending on the context) can be potentially replaced with :
cut
You use this word too often, consider replacing it with
potatoes
into
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slices
of chips. At once, these
You use this word too often, consider replacing it with
potato
You use this word too often, consider replacing it with
slices
are rinsed
under
This phrase/word (depending on the context) can be potentially replaced with :
cold
water. Following this, the
You use this word too often, consider replacing it with
slices
This phrase/word (depending on the context) can be potentially replaced with :
move
to the flat conveyor belt and go under the air blower to dry up the water.

In the following stage, the
You use this word too often, consider replacing it with
potato
You use this word too often, consider replacing it with
slices
are
This phrase/word (depending on the context) can be potentially replaced with :
sent
to the deep fryer, which fries them into the chips for a few minutes. After that, the
You use this word too often, consider replacing it with
chip
You use this word too often, consider replacing it with
slices
continue to run on the conveyor belt to shower salt on the surface of the
You use this word too often, consider replacing it with
chip
You use this word too often, consider replacing it with
slices
. At the
This phrase/word (depending on the context) can be potentially replaced with :
end
of the process, the chips will
be separated
to
be packaged
in cans and bag packers.

IELTS academic the diagram below shows how the chip is made

Academic
  American English
4 paragraphs
199 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: 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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