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The line graphs illustrate the number of passengers traveled by train and the rate of which that ran on time in comparison with the standard target in the period of 9 years from 2000 to 2009.

The line graphs illustrate the number of passengers traveled by train and the rate of which that ran on time in comparison with the standard target in the period of 9 years from 2000 to 2009. b3Bp3
The line graphs illustrate the number of passengers traveled by train and the rate of which that ran on time in comparison with the standard target in the period of 9 years from 2000 to 2009. Overall, there were minor fluctuations in the number of passengers and the rate of trains running on schedule were increasing over the period. In the first three years, the number of travelers using trains rose from 37 million to its first peak in 2002 at 47 million, before dropping back to the same number in 2003. From 2003 to 2005, there was a rapid rise which hit the highest peak of around 58 million passengers, but the figure soon declined unexpectedly to the same number in 2003 in the period of 3 years from 2005. In the last two years, the number of passengers experienced a small rise to 43 million. The lower graph experienced a different trend. From the year 2000 to 2004 the rate of on time trains increased steadily from 92% to 96%. 2 years later, the opposite trend was seen, the proportion of trains running on schedule decreased rapidly to 92%. In the last three years, the rate of on time trains improved gradually to 97%
The line graphs illustrate the
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number
of
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passengers
traveled by
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train
and the
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rate
of which that ran on time
in comparison
with the standard target in the period of 9 years from 2000 to 2009.

Overall
, there were minor fluctuations in the
You use this word too often, consider replacing it with
number
of
You use this word too often, consider replacing it with
passengers
and the
You use this word too often, consider replacing it with
rate
of
You use this word too often, consider replacing it with
trains
running on schedule were increasing over the period.

In the
first
three years, the
You use this word too often, consider replacing it with
number
of travelers using
You use this word too often, consider replacing it with
trains
rose from 37 million to its
first
peak in 2002 at 47 million,
This phrase/word is too simple and can be replaced with:
before
dropping back to the same
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number
in 2003. From 2003 to 2005, there was a rapid rise which hit the highest peak of around 58 million
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passengers
,
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but
the figure
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soon
declined
unexpectedly
to the same
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number
in 2003 in the period of 3 years from 2005. In the last two years, the
You use this word too often, consider replacing it with
number
of
You use this word too often, consider replacing it with
passengers
experienced a
This phrase/word is too simple and can be replaced with:
small
rise to 43 million.

The lower graph experienced a
This phrase/word is too simple and can be replaced with:
different
trend. From the
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year
2000 to 2004 the
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rate
of on time
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trains
increased
steadily
from 92% to 96%. 2 years later, the opposite trend was
This phrase/word (depending on the context) can be potentially replaced with :
seen
, the proportion of
You use this word too often, consider replacing it with
trains
running on schedule decreased
rapidly
to 92%. In the last three years, the
You use this word too often, consider replacing it with
rate
of on time
You use this word too often, consider replacing it with
trains
This phrase/word (depending on the context) can be potentially replaced with :
improved
gradually
to 97%
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IELTS academic The line graphs illustrate the number of passengers traveled by train and the rate of which that ran on time in comparison with the standard target in the period of 9 years from 2000 to 2009.

Academic
  American English
4 paragraphs
205 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
  • 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: 7.0
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
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    Support ideas with relevant, specific examples
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