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Band 5+: The diagram below give information on transport and car use in edmonton.

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Image for topic: The diagram below give information on transport and car use in edmonton.

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The image displays two graphical representations focused on transport usage and car use reasons in Edmonton. The pie chart details the transport types with cars at 45%, LRT (Light Rail Transit) at 35%, buses at 10%, and taxis at 10%. The table enumerates reasons for car use: Commuting to work at 55%, Shopping at 15%, Leisure activities at 15%, Taking children to school at 10%, and Business at 5%.

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

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The pic chart compare the percentage of people using transport and car in edmonton. While the table chart compare the proportion of various reasons for using the car in city.

On the other hand, the data reveals significant variation among the cetagories, car also business accounting for the highest figures, bus and taxi as well as leisure activities and shopping remained the lowest throughout the period.

Looking at the pie chart, car travel was highest accounting for 45%.This is closely followed by the use of the LRT (Light, Rail, Transit) which makes up 35% of travel. While bus and taxi was lowest at about 10% each.

According to the table, commute to work experiences the greatest rate of car use, standing at 55. Business and taking children to school the moderast car using at about 45% and 40%. By contrast, both shopping and leisure activities represent the least reported uses of cars in the city, at 15% each.

Word Count: 158

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Overall Band Score

(+/- 0.5)

Vocabulary Complexity:
B2 - Upper Intermediate
Opt for even more advanced words when appropriate.

Grammar Mistakes: N/A

Vocabulary Repetition:

chart: 3

using: 3

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Task Response

The report addresses the task but contains some inaccuracies and a lack of clarity. The organization is present but could be improved with a clearer overview and more distinct paragraphs. The language contains errors that affect clarity. To improve, focus on accurate data representation, clearer language, and a more structured approach.

Coherence & Cohesion

The report's organization is somewhat clear, with an attempt to separate the description of the pie chart and the table. However, the transitions between ideas are abrupt, and the writing lacks a clear flow. The introduction is weak and doesn't effectively set the stage for the comparison. Paragraphing could be improved to better group related information. Use cohesive devices more effectively to link ideas and sentences.

Lexical Resource

The vocabulary used is basic and lacks precision. There is repetition of words like 'highest' and 'lowest.' The report would benefit from a wider range of vocabulary to describe the data more accurately and avoid monotony. For example, instead of 'highest,' consider using 'predominant,' 'major,' or 'significant.' Instead of 'lowest,' try 'minimal,' 'negligible,' or 'least significant.'

Grammatical Range & Accuracy

The report contains numerous grammatical errors, including incorrect verb tenses ('compare' instead of 'compares'), subject-verb agreement issues ('car also business accounting'), and incorrect article usage ('the table chart'). Sentence structure is often awkward and unclear. There are also issues with punctuation. To improve, focus on using a variety of sentence structures correctly and proofread carefully for grammatical errors.

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The diagram below give information on transport and car use in edmonton.

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Band 5+: The diagram below give information on transport and car use in edmonton.

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Overall Band Score

Task Response

Coherence & Cohesion

Lexical Resource

Grammatical Range & Accuracy

Answers On The Same Topic:

The diagram below give information on transport and car use in edmonton.

The diagram below give information on transport and car use in edmonton.

The diagram below give information on transport and car use in edmonton.

The diagram below give information on transport and car use in edmonton.

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The charts below show the main reasons for study among art students of different ages and the level of satisfaction they reported after they began their new course.

Compare the different levels of energy production between 1995 and 2005.

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Coherence & Cohesion

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