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the main method of people travelling to university

the main method of people travelling to university VwW0m
The pie charts illustrate the various kind of traffic methods of traveller to university where they do work or study between 2004 and 2009. Overall, it can be seen that a significant ratio in bus were used by traveller, the opposite was true for train. Another notable feature is that car had faster plunge than the years before. Look at the diverse of methods people used, we can see that in 2004, 51% of the traveller used cars, while the figures for bicycle and bus were lower, at 9% and 33% respectively. Additionally, just 5% of people travelling by walking and train was the method with the lowest percentage of travellers ( 3%). Turning to 2009, bus attracted the majority of users with 46%, which was 3 times than bicycle. Walking and train were slight increases in the proportion of travellers of 6% and 4% respectively. However, car was a exception. The data was a plummet at 28% in the ratio of people used, which decreased roughly double than 2004.
The pie charts illustrate the various kind of traffic methods of
Possible spelling mistake found.
traveller
to university where they do work or study between 2004 and 2009.

Overall
, it can be
This phrase/word (depending on the context) can be potentially replaced with :
seen
that a significant ratio in bus were
This phrase/word (depending on the context) can be potentially replaced with :
used
by
Possible spelling mistake found.
traveller
, the opposite was true for train. Another notable feature is that car had faster
Possible agreement error -- use past participle here: "plunged".
plunge
than the years
This phrase/word is too simple and can be replaced with:
before
.

Look at
The phrase 'the diverse of' is not correct. Use a noun, not an adjective, between 'the' and 'of'.
the diverse of
methods
This phrase/word (depending on the context) can be potentially replaced with :
people
This phrase/word (depending on the context) can be potentially replaced with :
used
, we can
This phrase/word (depending on the context) can be potentially replaced with :
see
that in 2004, 51% of the
Possible spelling mistake found.
traveller
This phrase/word (depending on the context) can be potentially replaced with :
used
cars, while the figures for bicycle and bus were lower, at 9% and 33%
respectively
.
Additionally
,
This phrase/word is too simple and can be replaced with:
just
5% of
This phrase/word (depending on the context) can be potentially replaced with :
people
travelling by walking and train was the method with the lowest percentage of
Possible spelling mistake found.
travellers
Don't put a space after the opening parenthesis
(
3%).

Turning to 2009, bus attracted the majority of users with 46%, which was 3
Use "(times)" to make a comparison with this adjective.
times
than bicycle. Walking and train were slight increases in the proportion of
Possible spelling mistake found.
travellers
of 6% and 4%
respectively
.
However
, car was
Use "an" instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
a
exception. The data was a plummet at 28% in the ratio of
This phrase/word (depending on the context) can be potentially replaced with :
people
This phrase/word (depending on the context) can be potentially replaced with :
used
, which decreased roughly
Use "doubler" to make a comparison with this adjective.
double
than 2004.
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IELTS academic the main method of people travelling to university

Academic
  American English
4 paragraphs
170 words
6.0
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: 5.0
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
  • ?
    Support ideas with relevant, specific examples
Labels Descriptions
  • ?
    Currently is not available
  • Meet the criteria
  • Doesn't meet the criteria
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