Line Graph

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The image displays recycling rates from 1982 to 2010 for paper & cardboard, glass containers, aluminum cans, and plastics. In 1982, paper & cardboard had a rate of 65%. The rate increased to approximately 70% in 1986, peaked near 80% around 1994 and 1998, dropped slightly to 75% in 2002, and remained around 70% in 2010. Glass containers started at 50% in 1982, fell to about 40% between 1990 and 1994, rose to 50% by 2002, and stayed nearly constant at just above 50% until 2010. Aluminum cans began at 10% in 1986, increased steadily to 45% by 2010. Plastics started near 1% in 1982, grew gradually to approximately 3% by 1990, reached 7% in 2002, and rose to 9% in 2010.

Given the complexity of the image, the above description may not be entirely accurate.

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The provided line graph illustrates the recycling rate of materials from 1982 to 2010, all four proportions (paper and cardboard, glass containers, aluminium cans and plastic) are measured in percent.

Overall, the recycled materials experienced ups and downs as the one of the dominant line, which is paper and cardboards, it initially doubled, then slowly fall down. At the beginning of the period, aluminium cans rose dramatically, while plastic stayed niche, remaining stable growth.

Regarding to glass containers, this line at the beginning was approximately 50% in 1982, therefore decreased to about 40% in 1990, with lose in 10% in only 8 years. The paper and cardboard rose from roughly 65% to 70%, then came back at the start, peaking at 80% in 1994.

On the other hand, aluminium cans(1986) and plastics(1990) started with identical 0%, but in the different years. Compared to plastic, aluminium cans expanded gradually, in the final year it accounted for only about 10%, which is the lowest line in the entire graph.

Word Count: 167

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Overall Band Score

(+/- 0.5)

Vocabulary Complexity:
C1 - Intricate
Strive to incorporate even richer and more precise language.

Grammar Mistakes: N/A

Vocabulary Repetition:

aluminium: 4

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Task Response

The response addresses the task by describing the recycling rates of four materials over time, but it contains several inaccuracies and omissions that affect clarity. For example, the report states that aluminium cans and plastics started at 0%, whereas the visual shows aluminium cans began at 10% in 1986 and plastics at about 1% in 1982. Additionally, the final value for aluminium cans is incorrectly given as 10% instead of 45%. The overview is somewhat unclear and contains grammatical errors that hinder understanding. To improve, ensure that key data points are accurately reported and that trends are clearly summarized. Pay attention to sentence structure and coherence to enhance overall clarity.

Coherence & Cohesion

The report has a clear overall structure with an introduction, overview, and body paragraphs. However, the progression of ideas is sometimes hindered by awkward phrasing and unclear referencing (e.g., 'as the one of the dominant line', 'came back at the start'). Cohesive devices are used but not always accurately (e.g., 'Regarding to', 'therefore'). Paragraphing is present but could be more logical; for instance, the grouping of materials in the body paragraphs is somewhat inconsistent. To improve, ensure that each paragraph has a clear central topic, use cohesive devices accurately, and maintain a logical flow of information.

Lexical Resource

The candidate uses a sufficient range of vocabulary to describe trends (e.g., 'rose dramatically', 'peaking', 'expanded gradually'). However, there are several inaccuracies in word choice and collocation (e.g., 'stayed niche', 'remaining stable growth', 'with lose in 10%'). Some phrases are awkward or imprecise (e.g., 'experienced ups and downs as the one of the dominant line'). To achieve a higher score, aim for more precise and natural vocabulary, and avoid repetitive or incorrect expressions. Pay attention to collocations and ensure that terms are used appropriately in context.

Grammatical Range & Accuracy

The report demonstrates a mix of simple and complex sentence structures, but errors in grammar and punctuation are noticeable. For example, there are issues with subject-verb agreement ('it initially doubled, then slowly fall down'), incorrect use of prepositions ('Regarding to'), and punctuation errors (missing commas, incorrect use of parentheses). These errors sometimes cause difficulty for the reader. To improve, focus on accuracy in basic grammar, particularly verb tenses and agreement, and proofread for punctuation. Using a wider range of structures with fewer errors will enhance the overall quality.

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