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The line graph shows thefts per thousand vehicles in four European countries between 1990 and 1999. Summarize the information by selecting and reporting the main features and make comparisons where relevant. v.2

The line graph shows thefts per thousand vehicles in four European countries between 1990 and 1999.
The chart illustrates a number of car thefts in Great Britain, Sweden, France, and Canada over a period of 9 years from 1990 to 1999. It is clear that these figures had considerable variations and particularly, vehicles stolen in Great Britain were significantly higher than the others. In 1990, the number of car thefts in Great Britain was about 17 per thousand, whereas vehicles stolen in the other countries were a much lower. Then, France and Canada experienced downward trends in the following years and the general trend of Sweden car thefts was a major increasing. Especially, the figure of cars stolen in Sweden which had been so low surged up just under 15 per thousand. Simultaneously, vehicular thefts in Great Britain continued to increase and peaked at approximately 20 per thousand after 6 years, but then it fell to the lowest point at around 16 per thousand. Lastly, in France and Canada, the number of car thefts maintained decreasing and equalized in 1999.
The chart illustrates a number of
You use this word too often, consider replacing it with
car
You use this word too often, consider replacing it with
thefts
in
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Great
Britain, Sweden, France, and Canada over a period of 9 years from 1990 to 1999.

It is
This phrase/word (depending on the context) can be potentially replaced with :
clear
that these figures had considerable variations and
particularly
, vehicles stolen in
You use this word too often, consider replacing it with
Great
Britain were
significantly
higher than the others.

In 1990, the number of
You use this word too often, consider replacing it with
car
You use this word too often, consider replacing it with
thefts
in
You use this word too often, consider replacing it with
Great
Britain was about 17 per thousand, whereas vehicles stolen in the other countries were a much lower. Then, France and Canada experienced downward trends in the following years and the general trend of Sweden
You use this word too often, consider replacing it with
car
You use this word too often, consider replacing it with
thefts
was a major increasing.

Especially
, the figure of
You use this word too often, consider replacing it with
cars
stolen in Sweden which had been
This phrase/word is too simple and can be replaced with:
so
low surged up
This phrase/word is too simple and can be replaced with:
just
under 15 per thousand.
Simultaneously
, vehicular
You use this word too often, consider replacing it with
thefts
in
You use this word too often, consider replacing it with
Great
Britain continued to increase and peaked at approximately 20 per thousand after 6 years,
This phrase/word is too simple and can be replaced with:
but
then it fell to the lowest point at around 16 per thousand.
Lastly
, in France and Canada, the number of
You use this word too often, consider replacing it with
car
You use this word too often, consider replacing it with
thefts
maintained decreasing and equalized in 1999.
2Linking words, meeting the goal of 7 or more
14Repeated words, meeting the goal of 3 or fewer
0Mistakes

IELTS academic The line graph shows thefts per thousand vehicles in four European countries between 1990 and 1999.

Academic
  American English
4 paragraphs
164 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: 6.0
  • 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
Labels Descriptions
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  • Meet the criteria
  • Doesn't meet the criteria
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