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The line graph above shows changes in the amount and type of fast food consumed by Australian teenagers from 1975 to 2000. Summarize the information by selecting and reporting the main features and make comparisons where relevant. v.1

The line graph above shows changes in the amount and type of fast food consumed by Australian teenagers from 1975 to 2000.
The line graph provides an information about number of times of eaten fast food by Australian teenagers depending on the kind of it over 25 years period. Overall, figures for consumption pizza and hamburgers showed an upward trend, meanwhile figure for fish and chips experienced a downward trend, having some fluctuations. The amounts of eaten pizza and hamburgers by teens were near the same and did not exceed 20 times per year in 1975. Consumption of hamburgers skyrocketed to above 80 times, then continued to increase moderately, hitting the highest point of 100 times per year in 2000. Also, quantity of times taken pizza increased gradually until 1995 reaching 80 times, however then it remained stable for 5 years. Although, figure for fish and chips initially illustrated a higher rate, it dropped behind the other types of fast food on almost 60 times per year in 2000. Periodicity of consumed fish and chips showed some fluctuations until 1985, then it fell sharply to approximately 40 times at the end of the period.
The line graph provides an information about number of
You use this word too often, consider replacing it with
times
of eaten
This phrase/word is too simple and can be replaced with:
fast
food by Australian
This phrase/word (depending on the context) can be potentially replaced with :
teenagers
depending on the kind of it over 25 years period.

Overall
, figures for consumption pizza and hamburgers
This phrase/word (depending on the context) can be potentially replaced with :
showed
an upward trend, meanwhile figure for fish and chips experienced a downward trend, having
This phrase/word is too simple and can be replaced with:
some
fluctuations.

The amounts of eaten pizza and hamburgers by teens were near the same and did not exceed 20
You use this word too often, consider replacing it with
times
per
You use this word too often, consider replacing it with
year
in 1975. Consumption of hamburgers skyrocketed to above 80
You use this word too often, consider replacing it with
times
, then continued to increase
moderately
, hitting the highest point of 100
You use this word too often, consider replacing it with
times
per
You use this word too often, consider replacing it with
year
in 2000.
Also
, quantity of
You use this word too often, consider replacing it with
times
taken pizza increased
gradually
until 1995 reaching 80
You use this word too often, consider replacing it with
times
,
however
then it remained stable for 5 years.

Although, figure for fish and chips
initially
illustrated a higher rate, it dropped behind the other types of
This phrase/word is too simple and can be replaced with:
fast
food on almost 60
You use this word too often, consider replacing it with
times
per
You use this word too often, consider replacing it with
year
in 2000. Periodicity of consumed fish and chips
This phrase/word (depending on the context) can be potentially replaced with :
showed
This phrase/word is too simple and can be replaced with:
some
fluctuations until 1985, then it fell
sharply
to approximately 40
You use this word too often, consider replacing it with
times
at the
This phrase/word (depending on the context) can be potentially replaced with :
end
of the period.
3Linking words, meeting the goal of 7 or more
11Repeated words, meeting the goal of 3 or fewer
0Mistakes
The man who does not know other languages, unless he is a man of genius, necessarily has deficiencies in his ideas.
Victor Hugo

IELTS academic The line graph above shows changes in the amount and type of fast food consumed by Australian teenagers from 1975 to 2000.

Academic
  American English
4 paragraphs
172 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: 6.0
  • 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
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  • Meet the criteria
  • Doesn't meet the criteria
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