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The diagram below shows the development of the cutting tool in the Stone Age.

The diagram below shows the development of the cutting tool in the Stone Age. NMlX2
The diagram illustrates the development of the cutting tool from two different time periods within the Stone Age Looking at the map it is clear that, Tool A is a depiction of a Stone Age cutting tool used approximately 1. 4 million years ago, while tool B is from a later part of the Stone Age approximately 0. 8 million years ago. Both cutting tools are similar in shape and size, being roughly 10cm in length. However, tool A looks to be quite a crude implement, while tool B appears to have been refined into a more effective cutting device. From the front and rear view, tool B appears to be much wider than tool A and has a rounder body shape. The cutting edges also appear to be more distinct and symmetrical. The side view shows a distinct difference in the thickness of the two tools, with tool B significantly slimmer than tool A. Although the overall size and shape of the two cutting tools are very similar, the cutting tool from the latter time period shows some distinct improvements.
The diagram illustrates the development of the
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cutting
You use this word too often, consider replacing it with
tool
from two
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different
time periods within the Stone Age

Looking at the map it is
This phrase/word (depending on the context) can be potentially replaced with :
clear
that,
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Tool
A is a depiction of a Stone Age
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cutting
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tool
This phrase/word (depending on the context) can be potentially replaced with :
used
approximately 1. 4 million years ago, while
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tool
B is from a later part of the Stone Age approximately 0. 8 million years ago. Both
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cutting
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tools
are similar in shape and size, being roughly
Insert a space between the numerical value and the unit symbol "10 cm"
10cm
in length.
However
,
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tool
A looks to be quite a crude implement, while
You use this word too often, consider replacing it with
tool
B appears to have
been refined
into a more effective
You use this word too often, consider replacing it with
cutting
device.

From the front and
This word is normally spelled as one.
rear view
,
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tool
B appears to be much wider than
You use this word too often, consider replacing it with
tool
A and has a rounder body shape. The
You use this word too often, consider replacing it with
cutting
edges
also
appear to be more distinct and symmetrical. The side view
This phrase/word (depending on the context) can be potentially replaced with :
shows
a distinct difference in the thickness of the two
You use this word too often, consider replacing it with
tools
, with
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tool
B
significantly
slimmer than
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tool
A.

Although the
overall
size and shape of the two
You use this word too often, consider replacing it with
cutting
You use this word too often, consider replacing it with
tools
are
This phrase/word is too simple and can be replaced with:
very
similar, the
You use this word too often, consider replacing it with
cutting
You use this word too often, consider replacing it with
tool
from the latter time period
This phrase/word (depending on the context) can be potentially replaced with :
shows
This phrase/word is too simple and can be replaced with:
some
distinct improvements.
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IELTS academic The diagram below shows the development of the cutting tool in the Stone Age.

Academic
  American English
3 paragraphs
181 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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