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Band 5+: The graphs show the number of licenced cars in Britain from 1982 to 2006, and household access to cars from 1985 to 2005. Write a report for a university lecturer describing the information shown below.

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Image for topic: The graphs show the number of licenced cars in Britain from 1982 to 2006, and household access to cars from 1985 to 2005. Write a report for a university lecturer describing the information shown below.

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The image shows two graphs: the first graph depicts the number of licensed cars in Britain from 1982 to 2006, starting at approximately 16.5 million in 1982, 18 million in 1986, crossing 20 million in 1990, reaching about 24 million in 1994, 25.5 million in 1998, 27.5 million in 2002, and peaking at over 29 million in 2006; the second graph illustrates household access to cars from 1985 to 2005 in Britain, where households with no car started at over 40% in 1985, decreased under 25% by 2005, those with one car began at around 30% in 1985, and rose slightly to 45% in 2005, while households with two or more cars were under 10% in 1985, gradually increasing to exceed 20% by 2005.

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The graphs illustrate the number of licenced cars from 1982 to 2006, and percentage of families, having cars during 1985 till 2005, in Britain. Overall, it is apparent that the number the number of granting licence increased in the mentioned timeframe. It is also clear that more people bought one car while the proportion of individuals, having two cars decreased.

In 1982, the number of licenced cars stood at 15 millions in Britain. The next eight years saw a slight increase of 20 millions in issuing licence to cars, and stayed at this ratio till 1992 in Britain. In the following years the number of licenced vhicles rose grdually hitting a high above 25 millions at the end of the period.

In the contrast, in 1998, 15% people had access to one car, and 40% to two cars while above 40% people had no car in Britain. Furthermore, the proportion of persons, having one car expanded steadily to 25% in in 1995. The following ten years experienced a slow rise and reached to 30% at the end of the period. Next, 15% persons had one car in 1985, in Britain. This number experienced a moderate climb, and stabilized at 30% in 2005. On the other hand, the percentage of people, having no car followed a more static pattern, stood at 45% and ended at the same position in Britain.

Word Count: 229

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Overall Band Score

(+/- 0.5)

Vocabulary Complexity:
B1 - Intermediate
Using more sophisticated words could be beneficial.

Grammar Mistakes: N/A

Vocabulary Repetition:

number: 6

britain: 6

having: 4

people: 4

licenced: 3

millions: 3

years: 3

Try using synonyms for the above words

Task Response

The report addresses the task but contains inaccuracies and omissions. The description of the data is not always precise, and there are some misunderstandings of the information presented in the graphs. To improve, focus on accurately representing the data and ensuring that all key trends and figures are correctly reported. Also, pay attention to the structure and organization of your report to ensure clarity.

Coherence & Cohesion

The report demonstrates some organization, but the progression of ideas is not always clear. The introduction provides a general overview, but the subsequent paragraphs lack a clear structure and logical flow. Transitions between sentences and paragraphs are weak, making it difficult for the reader to follow the analysis. For instance, the shift from discussing licensed cars to household car ownership is abrupt. Paragraphing could be improved to group related information more effectively. Consider using cohesive devices (e.g., 'similarly,' 'in contrast,' 'therefore') to link ideas and improve the overall coherence.

Lexical Resource

The report uses a limited range of vocabulary, and there are instances of imprecise word choice. For example, phrases like 'the number the number of granting licence increased' and 'issuing licence to cars' are not the most accurate or natural ways to describe the data. To improve, try to incorporate a wider variety of vocabulary related to trends, proportions, and comparisons. Use a thesaurus to find synonyms for common words and phrases, and pay attention to the specific context in which you are using them. 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 ('the number the number of granting licence increased'), incorrect verb tenses, and awkward sentence structures. Punctuation errors are also present. To improve, focus on reviewing basic grammar rules and practicing sentence construction. Pay close attention to verb tenses, subject-verb agreement, and the correct use of articles and prepositions. Proofread carefully to identify and correct errors.

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Band 5+: The graphs show the number of licenced cars in Britain from 1982 to 2006, and household access to cars from 1985 to 2005. Write a report for a university lecturer describing the information shown below.

Check Your Answer On This Topic?

Generate A Band-9 Sample Answer?

Overall Band Score

Task Response

Coherence & Cohesion

Lexical Resource

Grammatical Range & Accuracy

Answers On The Same Topic:

The graphs show the number of licenced cars in Britain from 1982 to 2006, and household access to cars from 1985 to 2005. Write a report for a university lecturer describing the information shown below.

The graphs show the number of licenced cars in Britain from 1982 to 2006, and household access to cars from 1985 to 2005. Write a report for a university lecturer describing the information shown below.

The graphs show the number of licenced cars in Britain from 1982 to 2006, and household access to cars from 1985 to 2005. Write a report for a university lecturer describing the information shown below.

The graphs show the number of licenced cars in Britain from 1982 to 2006, and household access to cars from 1985 to 2005. Write a report for a university lecturer describing the information shown below.

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Coherence & Cohesion

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