The first line graph shows the percentage of households that own three different types of electrical appliance over a period of one hundred years and the second shows the number of hours spent per week on household chores during that same period. Overall, ownership of those three appliances increased and the amount of time spent on chores decreased.
In 1920, which was the first year recorded, almost no one owned a refrigerator, whilst a third of people had a vacuum cleaner and four out of ten had a washing machine. This changed drastically over the next decades, with almost every household possessing a fridge by 1980. Indeed, by 1960 it had already surpassed the other two appliances to become the most commonly owned of the three. In the final year, 2019, every household had both a fridge and vacuum, but washing machines, which had been the most common in 1920, were now the least common with just three quarters of households owning one.
During this time frame, the number of hours spent on chores dropped from fifty hours per week to about ten, with a steep decline in the first few decades, followed by a slower fall from 1980 onwards.
- The line graph below shows the production of paper wood pulp and sawn wood in the UK from 1980 to 2000 73
- The chart below shows information about changes in average house prices in five different cities between 1990 and 2002 compared with the average house prices in 1989 Summarise the information by selecting and reporting the main features and make comparis 73
- School children are becoming far too dependent on computers This is having an alarming effect on reading and writing skills Teachers need to avoid using computers in classroom at all costs and go back to teaching study skills Do you agree or disagree 78
- The charts below show the changes in ownership of electrical appliances and amount of time spent doing housework in households in one country between 1920 and 2019 Summarise the information by selecting and reporting the main features and make comparisons 73
- School children are becoming far too dependent on computers This is having an alarming effect on reading and writing skills Teachers need to avoid using computers in classroom at all costs and go back to teaching study skills Do you agree or disagree 78
Transition Words or Phrases used:
but, first, if, second, third
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 3.0 7.0 43% => More to be verbs wanted.
Auxiliary verbs: 0.0 1.00243902439 0% => OK
Conjunction : 5.0 6.8 74% => OK
Relative clauses : 4.0 3.15609756098 127% => OK
Pronoun: 6.0 5.60731707317 107% => OK
Preposition: 33.0 33.7804878049 98% => 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: 958.0 965.302439024 99% => OK
No of words: 200.0 196.424390244 102% => OK
Chars per words: 4.79 4.92477711251 97% => OK
Fourth root words length: 3.76060309309 3.73543355544 101% => OK
Word Length SD: 2.37854997845 2.65546596893 90% => OK
Unique words: 116.0 106.607317073 109% => OK
Unique words percentage: 0.58 0.547539520022 106% => OK
syllable_count: 279.9 283.868780488 99% => OK
avg_syllables_per_word: 1.4 1.45097560976 96% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 1.0 1.53170731707 65% => OK
Article: 2.0 4.33902439024 46% => OK
Subordination: 0.0 1.07073170732 0% => More adverbial clause wanted.
Conjunction: 1.0 0.482926829268 207% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 3.36585365854 178% => OK
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: 28.0 22.4926829268 124% => The Avg. Sentence Length is relatively long.
Sentence length SD: 53.1674290351 43.030603864 124% => OK
Chars per sentence: 136.857142857 112.824112599 121% => OK
Words per sentence: 28.5714285714 22.9334400587 125% => OK
Discourse Markers: 4.14285714286 5.23603664747 79% => OK
Paragraphs: 3.0 3.83414634146 78% => More paragraphs wanted.
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: 0.171610422616 0.215688989381 80% => OK
Sentence topic coherence: 0.0847140622811 0.103423049105 82% => OK
Sentence topic coherence SD: 0.0562429110293 0.0843802449381 67% => OK
Paragraph topic coherence: 0.114589022687 0.15604864568 73% => OK
Paragraph topic coherence SD: 0.0743771867081 0.0819641961636 91% => OK
Essay readability:
automated_readability_index: 15.4 13.2329268293 116% => OK
flesch_reading_ease: 59.98 61.2550243902 98% => OK
smog_index: 3.1 6.51609756098 48% => Smog_index is low.
flesch_kincaid_grade: 11.8 10.3012195122 115% => OK
coleman_liau_index: 10.8 11.4140731707 95% => OK
dale_chall_readability_score: 8.1 8.06136585366 100% => OK
difficult_words: 39.0 40.7170731707 96% => OK
linsear_write_formula: 13.5 11.4329268293 118% => OK
gunning_fog: 13.2 10.9970731707 120% => OK
text_standard: 14.0 11.0658536585 127% => 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.