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Band 5+: The graph shows the nitrgoen 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 graph shows the nitrgoen 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 depicts nitrogen oxide emission (g/km) versus speed (kph) for diesel cars, petrol cars, lorries, and buses, displaying values at intervals: diesel cars at 10 kph emit 5 g/km, increasing marginally to 6 g/km by 130 kph; petrol cars start at 13 g/km at 10 kph, peaking at 18 g/km at 60 kph, then descending to 15 g/km at 130 kph; lorries begin at 16 g/km at 10 kph, declining gradually to 10 g/km at 80 kph before increasing again to 12 g/km at 130 kph; buses produce 40 g/km initially at 10 kph and ascend steadily, reaching approximately 41 g/km at 130 kph.

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

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Note: Both the topic and the answer were created by one of our users.

The presented graph illustrates the level of nitrogen oxide emissions’ production by 4 vehicles. Diesel and Petrol cars had minor flactuations compared to Larries and Buses with noticeable changes.

It is clear that Larries and Buses both experience a relatively similar pattern of initially decreasing the nitrogen oxide emissions’ level as the speed had went up and , later, stopping at a certain point. For Buses the degrade in the emission levels reached 60 KPH before the next gradual increase , whilist Larries’ would rise back up only after reaching 90 KPH. They also produce nearly the same amount of nitrogen oxide emissions at the beginning. Around 35 g/km for Larries and over 40g/km for Buses.

Despite the similaries in the pattern, Larries and Buses have a significant difference in the final numbers of nitrogen oxide emission levels. It is apparent that at the highest given speed Larries produce close to 45g/km while Buses only reach the 25g/km mark.

Word Count: 159

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Overall Band Score

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Vocabulary Complexity:
C2 - Complex
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Grammar Mistakes: N/A

Vocabulary Repetition:

larries: 5

buses: 5

nitrogen: 4

oxide: 4

Try using synonyms for the above words

Task Response

The report identifies some general trends but contains inaccuracies and misinterpretations of the data. The description of the emissions levels for lorries and buses is not entirely accurate. The report also contains grammatical errors and awkward phrasing, which affect clarity. To improve, focus on accurately representing the data and ensuring correct grammar and sentence structure.

Coherence & Cohesion

The report demonstrates some organization, but the flow of ideas could be improved. Paragraphing is present but not always effective in grouping related information. Transitions between sentences and paragraphs could be smoother to enhance coherence. For example, the shift from the general overview to the specific details of lorries and buses feels abrupt. Consider using transitional phrases to guide the reader through the comparison of different vehicles.

Lexical Resource

The vocabulary used is adequate but lacks precision and variety. There are instances of imprecise word choice (e.g., 'flactuations,' 'Larries,' 'degrade'). To improve, focus on using more specific and accurate vocabulary related to graphs and emissions. For example, instead of 'minor flactuations,' you could use 'slight variations' or 'minimal changes.' Expanding your range of vocabulary will enhance the clarity and sophistication of your report.

Grammatical Range & Accuracy

The report contains several grammatical errors that affect clarity. These include incorrect pluralization ('emissions' production'), misuse of articles ('the nitrogen oxide emissions' level), incorrect verb tense ('speed had went up'), and punctuation errors (missing commas, incorrect use of apostrophes). To improve, carefully proofread your work for grammatical errors. Focus on using a variety of sentence structures to demonstrate grammatical range, but ensure accuracy in their construction.

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