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The three pie charts demonstrate different type of cars, which used major road bridge during 1965, 1985, and 2005 in England.

The three pie charts demonstrate different type of cars, which used major road bridge during 1965, 1985, and 2005 in England. GLjeQ
The three pie charts demonstrate different type of cars, which used major road bridge during 1965, 1985, and 2005 in England. Overall, it can be seen that, in the three pictures, the amount of private cars was more than other kinds of vehicles. The number of recreational vehicles were the lowest percentage among the other transportation vehicles except in 2005, at 5%. Focusing on 1965, almost half of the cars which went on the bridge were private cars, at 47%, as well as this amount increased by 1985 and 2005. Public transport vehicles were the second first wagons which ride on the major board bridge in 1965, at 29%, this amount became five percentages by 2005. As for the 1985, The number of the England citizens which used major road bridge by using lorries and other commercial vehicles, where 26 percent, which this rate became half by 2005. Recreational vehicles used the bridge road more in 2005 more than previous years, at 9%. Meanwhile, the proportion of the vehicles used the bridge were upward by 1965 and then downward by 2005, at 12%.
The three pie charts demonstrate
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different
type of
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cars
, which
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used
major road
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bridge
during 1965, 1985, and 2005 in England.

Overall
, it can be
This phrase/word (depending on the context) can be potentially replaced with :
seen
that, in the three pictures, the amount of private
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cars
was more than other kinds of
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vehicles
. The number of recreational
You use this word too often, consider replacing it with
vehicles
were the lowest percentage among the other transportation
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vehicles
except in 2005, at 5%.

Focusing on 1965, almost half of the
You use this word too often, consider replacing it with
cars
which went on the
You use this word too often, consider replacing it with
bridge
were private
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cars
, at 47%,
as well
as this amount increased by 1985 and 2005. Public transport
You use this word too often, consider replacing it with
vehicles
were the second
first
wagons which ride on the major board
You use this word too often, consider replacing it with
bridge
in 1965, at 29%, this amount became five percentages by 2005.

As for the 1985, The number of the England citizens which
This phrase/word (depending on the context) can be potentially replaced with :
used
major road
You use this word too often, consider replacing it with
bridge
by using lorries and other commercial
You use this word too often, consider replacing it with
vehicles
, where 26 percent, which this rate became half by 2005. Recreational
You use this word too often, consider replacing it with
vehicles
This phrase/word (depending on the context) can be potentially replaced with :
used
the
You use this word too often, consider replacing it with
bridge
road more in 2005 more than previous years, at 9%. Meanwhile, the proportion of the
You use this word too often, consider replacing it with
vehicles
This phrase/word (depending on the context) can be potentially replaced with :
used
the
You use this word too often, consider replacing it with
bridge
were upward by 1965 and then downward by 2005, at 12%.
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IELTS academic The three pie charts demonstrate different type of cars, which used major road bridge during 1965, 1985, and 2005 in England.

Academic
  American English
4 paragraphs
183 words
6.5
Overall Band Score
Coherence and Cohesion: 7.0
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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
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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
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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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