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Band 6+: The given graph shows the nitrogen oxide emissions produced by four vehicles. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

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Image for topic: The given graph shows the nitrogen oxide emissions produced by four vehicles. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

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The image graphically represents nitrogen oxide emissions by four vehicle types (Buses, Lorries, Petrol cars, Diesel cars) across speeds (10-130 kph): Buses show a decreasing trend from ~40 g/km at 10 kph to ~28 g/km at 50 kph, followed by a subsequent rise to ~32 g/km at 130 kph; Lorries emissions start at ~35 g/km at 10 kph, decreasing to ~20 g/km at 60 kph, then ascending to ~28 g/km at 130 kph; Petrol cars maintain a steady emission rate of ~5 g/km across all speeds; Diesel cars begin at ~8 g/km at 10 kph, peaking briefly at ~10 g/km at 30 kph, then stabilize around ~9 g/km beyond 40 kph.

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

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The given line graph depicts data about the amount of nitrogen oxide emissions that were produced by different vehicles in their desparate speed levels.

In general, what stands out from the information is that buses and lorries showed different levels of emissions production, while petrol cars and diesel cars maintained the same level in different speeds.

The number of gramm of oxide emissions produced by buses decreased significantly, by 40 g/km to 25 g/km in 60 kph. But this was followed by a considerable growth, surging to almost 42 g/km in 130 kph.

If we look at the emissions produced by lorries, it decreased gradually to on average 17 g/km when its speed was 90 kph, after which the figure started to grow slowly, reaching up to 25 g/km.

As for petrol cars and diesel cars, they produced almost the same amount of nitrogen oxide emissions in any speed levels, fluctuating around 10 grams per kilometer and 5 grams per kilometer in turn.

Word Count: 163

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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:

emissions: 5

produced: 4

oxide: 3

different: 3

speed: 3

Try using synonyms for the above words

Task Response

The report covers the main trends and makes relevant comparisons between the vehicle types. The overview is clear, and the body paragraphs effectively group the data into high-emission vehicles (buses and lorries) and low-emission vehicles (cars). To improve, ensure that data points are more precisely aligned with the visual description provided, and be careful with word choices (e.g., 'desperate speed levels' is inappropriate in this context). Additionally, ensure that the relationship between the two car types is described accurately, as they follow different patterns even if they are both low-emission.

Coherence & Cohesion

The report follows a logical structure with an introduction, overview, and body paragraphs. However, the progression is somewhat mechanical. To improve, try to use more sophisticated cohesive devices and transitions between sentences to create a smoother flow. For example, instead of starting every paragraph with a simple prepositional phrase like 'As for...', try to integrate comparisons more naturally within the sentences.

Lexical Resource

There are several issues with word choice and spelling that hinder the quality of the report. The word 'desparate' is used incorrectly (likely intended to be 'different' or 'various'), and 'the number of gramm' is unidiomatic; 'the amount of emissions in grams' would be more appropriate. Additionally, 'in turn' is used slightly awkwardly in the final sentence. Aim to expand your range of academic vocabulary and ensure that word choices are precise and contextually accurate.

Grammatical Range & Accuracy

The report demonstrates a mix of simple and complex sentence structures. However, there are frequent errors in preposition usage (e.g., 'in 60 kph' instead of 'at 60 kph') and some awkward phrasing. While these errors do not completely obscure the meaning, they prevent the writing from reaching a higher band. Focus on mastering prepositions of time and movement, and ensure subject-verb agreement and correct noun forms are maintained throughout.

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