The graph below gives infomation on households with a regular use of a car in Great Britain from 1971 to 2007.
The line graph illustrates the percentage of families use car regularly in Great Britain over the period of 26 years.
Overall, the proportion of households using cars increase significantly, specially the use of two cars rise dramatically.
There was a gradual growth in the use of two cars from 8% to 10% between 1971 and 1979, then the figure rise sharply from 10% to 36% over the 22- year period. By contrast, the percentage of families using no car decrease considerably from 58% in 1971 to 40% in 1983 and reached the lowest point of 36% in 2007.
The use of one car decline minimally from 43% in 1971 to 41% in 1975. After that, the figure fluctuate slightly between approximately 44% and 42% over the period of 22 years. The use of three or more cars experienced a leveling out at 2% from 1971 to 1979 and then went up moderately by 5% from 2% in 1979 to 7% in 2007.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-07-16 | yen070998 | 84 | view |
| 2019-01-19 | huathibichngoc.c3.ltt@gmail.com | 85 | view |
| 2018-06-13 | www.www | 97 | view |
| 2017-10-23 | Vuong Linh | 88 | view |
| 2017-10-23 | Vuong Linh | 65 | view |
- the table below shows the proportion of different categories of families living in poverty in Australia in 1999. 73
- Education for young people is important in many countries. However, the others think government should spend more money for education in adult population who cannot read and write. To what extent do you agree or disagree? 73
- When visiting foreign countries some people think that it is an advantage to learn their culture and tradition How do you think people can learn other culture and tradition Why do you think that some people are interested in learning those tradition and c 91
- The two maps below show an island, before and after the construction of some tourist facilities. 61
- Studies suggested that nowadays children watch much more television than they did in the past and spend less time on active or creative things. What are the reasons? What measures should be taken to encourage children to spend more time on active or creat 61
Transition Words or Phrases used:
if, then
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 1.0 7.0 14% => More to be verbs wanted.
Auxiliary verbs: 0.0 1.00243902439 0% => OK
Conjunction : 5.0 6.8 74% => OK
Relative clauses : 1.0 3.15609756098 32% => OK
Pronoun: 1.0 5.60731707317 18% => OK
Preposition: 42.0 33.7804878049 124% => OK
Nominalization: 1.0 3.97073170732 25% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 724.0 965.302439024 75% => OK
No of words: 162.0 196.424390244 82% => More content wanted.
Chars per words: 4.46913580247 4.92477711251 91% => OK
Fourth root words length: 3.56762134501 3.73543355544 96% => OK
Word Length SD: 2.6600283171 2.65546596893 100% => OK
Unique words: 88.0 106.607317073 83% => More unique words wanted.
Unique words percentage: 0.543209876543 0.547539520022 99% => OK
syllable_count: 204.3 283.868780488 72% => OK
avg_syllables_per_word: 1.3 1.45097560976 90% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 0.0 1.53170731707 0% => OK
Article: 6.0 4.33902439024 138% => OK
Subordination: 1.0 1.07073170732 93% => OK
Conjunction: 0.0 0.482926829268 0% => OK
Preposition: 2.0 3.36585365854 59% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 7.0 8.94146341463 78% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 23.0 22.4926829268 102% => OK
Sentence length SD: 28.8040530028 43.030603864 67% => OK
Chars per sentence: 103.428571429 112.824112599 92% => OK
Words per sentence: 23.1428571429 22.9334400587 101% => OK
Discourse Markers: 1.14285714286 5.23603664747 22% => More transition words/phrases wanted.
Paragraphs: 4.0 3.83414634146 104% => OK
Language errors: 0.0 1.69756097561 0% => OK
Sentences with positive sentiment : 3.0 3.70975609756 81% => OK
Sentences with negative sentiment : 1.0 1.13902439024 88% => OK
Sentences with neutral sentiment: 3.0 4.09268292683 73% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.370956827097 0.215688989381 172% => OK
Sentence topic coherence: 0.176663482894 0.103423049105 171% => OK
Sentence topic coherence SD: 0.0795099812592 0.0843802449381 94% => OK
Paragraph topic coherence: 0.230846232722 0.15604864568 148% => OK
Paragraph topic coherence SD: 0.0270501138455 0.0819641961636 33% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 11.2 13.2329268293 85% => Automated_readability_index is low.
flesch_reading_ease: 73.51 61.2550243902 120% => OK
smog_index: 8.8 6.51609756098 135% => OK
flesch_kincaid_grade: 8.7 10.3012195122 84% => OK
coleman_liau_index: 8.94 11.4140731707 78% => OK
dale_chall_readability_score: 7.8 8.06136585366 97% => OK
difficult_words: 31.0 40.7170731707 76% => More difficult words wanted.
linsear_write_formula: 14.0 11.4329268293 122% => OK
gunning_fog: 11.2 10.9970731707 102% => OK
text_standard: 9.0 11.0658536585 81% => OK
What are above readability scores?
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Rates: 73.0337078652 out of 100
Scores by essay e-grader: 6.5 Out of 9
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.