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The line chart show alterations in the number of hours to produce a car by 4 companies in the USA from 1998 to 2005.

The line chart show alterations in the number of hours to produce a car by 4 companies in the USA from 1998 to 2005. 3bJXd
The line chart show alterations in the number of hours to produce a car by 4 companies in the USA from 1998 to 2005. In general, what stands out from the graph is that all four companies were surveyed marked a relatively similar downward trend over the period in question. Whereas, the average time of General Motors saw by far a more dramatic decline among four firms. It can be witnessed in the number of hours to produce a car in 1998, Toyota and Honda took 22 hours to produce a car. Meanwhile, the highest number of hours went for General with 32 hours per vehicle, 4 hours higher than Ford. Over the next three years, the figure of Ford witnessed a slight increase to 31 hours per vehicle, in contrast to General Motors with 27 hours recorded. Another interesting feature is that the average time to produce a car by Toyota and Honda saw a leveling off at that time. Turning to the remaining period until 2005, there was a similar drop tendency recorded by General and Ford with 20 hours and 22 hours accordingly. The figure of Toyota and Honda were ranked on top with 20 hours per vehicle.
The line chart
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show
alterations in the number of
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hours
to
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produce
a
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car
by 4
This phrase/word (depending on the context) can be potentially replaced with :
companies
in the USA from 1998 to 2005.

In general
, what stands out from the graph is that all four
This phrase/word (depending on the context) can be potentially replaced with :
companies
were surveyed
marked a
relatively
similar downward trend over the period in question.
“Whereas” at the beginning of a sentence usually requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
Whereas
, the average time of General Motors
This phrase/word (depending on the context) can be potentially replaced with :
saw
by far a more dramatic decline among four firms.

It can
be witnessed
in the number of
You use this word too often, consider replacing it with
hours
to
You use this word too often, consider replacing it with
produce
a
You use this word too often, consider replacing it with
car
in 1998, Toyota and Honda took 22
You use this word too often, consider replacing it with
hours
to
You use this word too often, consider replacing it with
produce
a
You use this word too often, consider replacing it with
car
. Meanwhile, the highest number of
You use this word too often, consider replacing it with
hours
went for General with 32
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hours
per vehicle, 4
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hours
higher than Ford. Over the
next
three years, the figure of Ford witnessed a slight increase to 31
You use this word too often, consider replacing it with
hours
per vehicle,
in contrast
to General Motors with 27
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hours
recorded. Another interesting feature is that the average time to
You use this word too often, consider replacing it with
produce
a
You use this word too often, consider replacing it with
car
by Toyota and Honda
This phrase/word (depending on the context) can be potentially replaced with :
saw
a leveling off at that time.

Turning to the remaining period until 2005, there was a similar drop tendency recorded by General and Ford with 20
You use this word too often, consider replacing it with
hours
and 22
You use this word too often, consider replacing it with
hours
accordingly
. The figure of Toyota and Honda
were ranked
on top with 20
You use this word too often, consider replacing it with
hours
per vehicle.
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IELTS academic The line chart show alterations in the number of hours to produce a car by 4 companies in the USA from 1998 to 2005.

Academic
  American English
4 paragraphs
201 words
6.5
Overall Band Score
Coherence and Cohesion: 7.0
  • Structure your answers in logical paragraphs
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    One main idea per paragraph
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    Include an introduction and conclusion
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    Support main points with an explanation and then an example
  • Use cohesive linking words accurately and appropriately
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    Vary your linking phrases using synonyms
Lexical Resource: 5.5
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  • 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
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    Present relevant ideas
  • Fully explain these ideas
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    Support ideas with relevant, specific examples
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