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Band 5+: The graph below shows the number of hours per day on average that children spent watching television. The graph covers the period between 1950 and 2010.

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Image for topic: The graph below shows the number of hours per day on average that children spent watching television. The graph covers the period between 1950 and 2010.

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The image displays a line graph depicting children's television viewing hours per day from 1950 to 2010; in 1950, it starts at approximately 0.25 hours per day, increasing gradually to about 1 hour by 1960, then sharply rising to roughly 3.8 hours by 1970, peaking at 4 hours around 1980, dropping slightly to approximately 3.5 hours by 1990, increasing again to near 4.1 hours by 2000, and finally declining slightly to about 3.8 hours in 2010.

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

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The data illustrates the amount of approximately time that kids use to watch TV from 1950 to 2010.

Overall, we can see that at the beginning,between 1950 and 1960, the line was growing really slowly. But after that the number of children dramatically increased. And didn’t decrease before the 2000s . Nevertheless, the decline was not actually high.

The statistic demonstrates that children in 1950-1960 spent time at the TV less than an hour.

From 1960 to 1980, there was a huge growth of people. Kids started to watched television about 4 hours a day. Around 1985 the line was a little bit fallen(by around 15 minutes), but ,suddenly, rose again between 1990 and 1995. By the way, it was the highest result in this graph. Largely, kids spent more than 4 hours watching television. Hopefully, then the indicator line started to decrease. In 2000 it was lower than 4 hours, and in 2010 young people were losing about 3,5 hours per day.

Word Count: 163

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Overall Band Score

5.5

(+/- 0.5)

Vocabulary Complexity:
A2 - Upper Beginner
Consider using more varied and advanced words.

Grammar Mistakes: N/A

Vocabulary Repetition:

hours: 4

Try using synonyms for the above words

Task Response

The report covers the main trends and key features of the graph, but there are some areas for improvement. To enhance the response, focus on providing more precise data references and avoid generalizations. Also, ensure that the language used is consistently formal and academic. The organization is generally clear, but could benefit from a more structured approach, such as grouping information into distinct paragraphs based on time periods or trends.

Coherence & Cohesion

The report demonstrates some organization, but the progression of ideas could be smoother. Transitions between sentences and paragraphs are sometimes abrupt, affecting the overall flow. Consider using more cohesive devices to link ideas and improve the logical sequence of information. For example, using phrases like 'In contrast,' 'Similarly,' or 'As a result' can help to clarify the relationships between different points in the graph. Also, avoid starting sentences with conjunctions like 'And' or 'But'.

Lexical Resource

The report uses a range of vocabulary, but there are instances where the word choice could be more precise and sophisticated. For example, using 'amount of approximately time' could be refined. Try to incorporate more specific vocabulary related to trends and changes, such as 'plateaued,' 'fluctuated,' or 'remained stable.' Also, be mindful of using informal language; replace phrases like 'really slowly' with more formal alternatives. Boost vocabulary complexity to elevate the overall score.

Grammatical Range & Accuracy

The report contains several grammatical errors that affect clarity. There are issues with subject-verb agreement, tense consistency, and article usage. For example, 'Kids started to watched television' should be 'Kids started to watch television.' Pay close attention to these areas to improve grammatical accuracy. Also, ensure correct punctuation usage, particularly with commas and apostrophes.

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