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The given chat stores information about the total value and sources of fish important to the US from 1988 to 2000.

The given chat stores information about the total value and sources of fish important to the US from 1988 to 2000. B7M5X
The given charts represent the information about the total value and sources of fish imported to the US from 1988 to 2000. Overall, the value of imports increased by just under the over the given period, the US imported fish mostly from Canada but in 1992, other countries was the highest source. It can be clearly seen that in table, the value of imports was started with 6. 57 billion dollars in 1988 and increasing to 8. 5 to billion dollars in 1992. The value of imports was reaching 10 billion dollars in the given last year. In pie chart, the source of fish in Canada was supplied 60% in 1988. While China and other countries provided only 13% and 27% respectively. But in 1992, the main supplier was in other countries with 46% and followed by Canada that was 34%. The imports of fish from China was least (20%). In 2000, the transport of fishes from the China was 30%, other countries were 42% and from the Canada was 28%.
The
This phrase/word (depending on the context) can be potentially replaced with :
given
charts represent the information about the total
You use this word too often, consider replacing it with
value
and sources of fish imported to the US from 1988 to 2000.

Overall
, the
You use this word too often, consider replacing it with
value
of
You use this word too often, consider replacing it with
imports
increased by
This phrase/word is too simple and can be replaced with:
just
under the over the
This phrase/word (depending on the context) can be potentially replaced with :
given
period, the US imported fish
mostly
from Canada
This phrase/word is too simple and can be replaced with:
but
in 1992,
You use this word too often, consider replacing it with
other
You use this word too often, consider replacing it with
countries
was the highest source.

It can be
clearly
This phrase/word (depending on the context) can be potentially replaced with :
seen
that in table, the
You use this word too often, consider replacing it with
value
of
You use this word too often, consider replacing it with
imports
was
This phrase/word (depending on the context) can be potentially replaced with :
started
with 6. 57 billion dollars in 1988 and increasing to 8. 5 to
Use "a billion" or use a number before 'billion'.
billion
dollars in 1992. The
You use this word too often, consider replacing it with
value
of
You use this word too often, consider replacing it with
imports
was reaching 10 billion dollars in the
This phrase/word (depending on the context) can be potentially replaced with :
given
last year.

In pie chart, the source of fish in Canada
was supplied
60% in 1988. While China and
You use this word too often, consider replacing it with
other
You use this word too often, consider replacing it with
countries
provided
This phrase/word (depending on the context) can be potentially replaced with :
only
13% and 27%
respectively
.
This phrase/word is too simple and can be replaced with:
But
in 1992, the main supplier was in
You use this word too often, consider replacing it with
other
You use this word too often, consider replacing it with
countries
with 46% and followed by Canada that was 34%. The
You use this word too often, consider replacing it with
imports
of fish from China was least (20%). In 2000, the transport of fishes from the China was 30%,
You use this word too often, consider replacing it with
other
You use this word too often, consider replacing it with
countries
were 42% and from the Canada was 28%.
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IELTS academic The given chat stores information about the total value and sources of fish important to the US from 1988 to 2000.

Academic
  American English
4 paragraphs
171 words
6.5
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: 6.5
  • 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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