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There is no further information about the sales are the number to get the information from to

There is no further information about the sales are the number to get the information from to rba0J
The given bar chart illustrates the percentage of individuals who consumed five different types of fruits and vegetables in the UK every day between 2001 to 2008. The intake of fruits and vegetables saw the peak in the women's and men's categories in 2006, while it soared in the children's category in 2007. From 2001 to 2006, we can observe that the percentage of women who ate these five distinct types of fruits and vegetables increased from approximately 23% to 35%. By 2008, however, it had dropped to nearly 30%. For the first three years, the percentages of men and children stayed stagnant at around 13% and 18%, respectively. From 2004 to 2007, there was a steady increase in the number of men and children who ate fruits and vegetables. However, there was a minor drop in 2008. It was just about a 2% drop in the case of men and approximately 4% in children's cases. Overall itis evident from the chart that women throughout the period had the upper hand over men and children in consumption.
The
This phrase/word (depending on the context) can be potentially replaced with :
given
bar chart illustrates the percentage of individuals who consumed five
This phrase/word is too simple and can be replaced with:
different
types of
You use this word too often, consider replacing it with
fruits
and
You use this word too often, consider replacing it with
vegetables
in the UK every day
Use "between" + "and" not "to." Try this: "between 2001 and 2008".
between 2001 to 2008
. The intake of
You use this word too often, consider replacing it with
fruits
and
You use this word too often, consider replacing it with
vegetables
This phrase/word (depending on the context) can be potentially replaced with :
saw
the peak in the women's and
This phrase/word (depending on the context) can be potentially replaced with :
men
's categories in 2006, while it soared in the children's category in 2007.

From 2001 to 2006, we can observe that the percentage of women who ate these five distinct types of
You use this word too often, consider replacing it with
fruits
and
You use this word too often, consider replacing it with
vegetables
increased from approximately 23% to 35%. By 2008,
however
, it had dropped to
nearly
30%. For the
first
three years, the percentages of
You use this word too often, consider replacing it with
men
and children stayed stagnant at around 13% and 18%,
respectively
. From 2004 to 2007, there was a steady increase in the number of
You use this word too often, consider replacing it with
men
and children who ate
You use this word too often, consider replacing it with
fruits
and
You use this word too often, consider replacing it with
vegetables
.
However
, there was a minor drop in 2008. It was
This phrase/word is too simple and can be replaced with:
just
about a 2% drop in the case of
You use this word too often, consider replacing it with
men
and approximately 4% in children's cases.

Overall
Possible spelling mistake found.
itis
evident from the chart that women throughout the period had the upper hand over
You use this word too often, consider replacing it with
men
and children in consumption.
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IELTS academic There is no further information about the sales are the number to get the information from to

Academic
  American English
3 paragraphs
177 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: 6.0
  • Use a variety of complex and simple sentences
  • Check your writing for errors
Task Achievement: 5.5
  • 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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