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The first graph shows the number of train passengers from 2000 to 2009; the second compares the percentage of trains running on time and target in the period.

The first graph shows the number of train passengers from 2000 to 2009; the second compares the percentage of trains running on time and target in the period. m2r2d
The given line charts illustrate the number of train passengers and the proportion of train running on time in the comparison of th target in the period of 10 years starting from 2000. Overall, it is readily apparent that the highest number of train users was record in 2005 and the portion of passagers in 2000 and 2006 was the farthest to the standard line. According to the first chart, standing at over 35, 000, 000 passagers in 2000, this figure witnessed a slight increase to over 40, 000, 000 in the next two years before experiencing the return to start point in 2003, which followed by an insignificant climb to reach the peak at around 45 millions in 2005. In the following years, the number of people traveling by train decreased steadily to over 40, 000, 000 passagers. As can be seen from the second chart, the standard line was in 95%. The percentage of trains departing on time from 2000 to 2001 was below the standard line, at 92% and nearly 94% respectively. Then this figure reach the standard in the next year, but later rise of 1 percent between 2002 and 2004. Then, there was a upward trend in the percentage of trains running punctualy from 2004 to 2006 and reach the bottom at 92%, while in the final years starting from 2006, the figure went up and remained stable at 97% in 2008 and 2009.
The
This phrase/word (depending on the context) can be potentially replaced with :
given
line charts illustrate the number of
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train
passengers and the proportion of
You use this word too often, consider replacing it with
train
running on time in the comparison of
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th
target in the period of 10 years starting from 2000.

Overall
, it is
readily
apparent that the highest number of
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train
users was record in 2005 and the portion of
Possible spelling mistake found.
passagers
in 2000 and 2006 was the farthest to the
You use this word too often, consider replacing it with
standard
line.

According to the
first
chart, standing at over 35, 000, 000
Possible spelling mistake found.
passagers
in 2000, this figure witnessed a slight increase to over 40, 000, 000 in the
next
two years
This phrase/word is too simple and can be replaced with:
before
experiencing the return to
This phrase/word (depending on the context) can be potentially replaced with :
start
point in 2003, which followed by an insignificant climb to reach the peak at around 45 millions in 2005. In the following years, the number of
This phrase/word (depending on the context) can be potentially replaced with :
people
traveling by
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train
decreased
steadily
to over 40, 000, 000
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passagers
.

As can be
This phrase/word (depending on the context) can be potentially replaced with :
seen
from the second chart, the
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standard
line was in 95%. The percentage of
You use this word too often, consider replacing it with
trains
departing on time from 2000 to 2001 was below the
You use this word too often, consider replacing it with
standard
line, at 92% and
nearly
94%
respectively
. Then this figure reach the
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standard
in the
next
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year
,
This phrase/word is too simple and can be replaced with:
but
later rise of 1 percent between 2002 and 2004. Then, there was
Use "an" instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
a
upward trend in the percentage of
You use this word too often, consider replacing it with
trains
running
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punctualy
from 2004 to 2006 and reach the bottom at 92%, while in the final years starting from 2006, the figure went up and remained stable at 97% in 2008 and 2009.
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IELTS academic The first graph shows the number of train passengers from 2000 to 2009; the second compares the percentage of trains running on time and target in the period.

Academic
  American English
4 paragraphs
239 words
6.0
Overall Band Score
Coherence and Cohesion: 7.0
  • Structure your answers in logical paragraphs
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Lexical Resource: 5.0
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Grammatical Range: 6.5
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  • Check your writing for errors
Task Achievement: 5.0
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    Present relevant ideas
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    Support ideas with relevant, specific examples
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