Continuing with the IELTS line graph examples, this is an example of a line graph comparing car theft.
It’s important to organize your graph clearly, draw out the key trends, and make comparisons.
That has been done well in this answer.
Line Graph – Thefts in 4 different countries
| You should spend about 20 minutes on this task. The line graph shows thefts per thousand vehicles in four countries between 1990 and 1999. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. |
Model Answer
The line graph compares the number of cars stolen for every 1000 vehicles in four countries from 1990 to 1999. Overall, it can be seen that car thefts were far higher in Great Britain than in the other three countries throughout the whole time frame.
To begin, car thefts in Sweden, France, and Canada followed a fairly similar pattern over the first five years, all remaining at between 5 and 10 per thousand. The general trend though for France and Canada was a decline in the number of vehicles stolen over the period, with both at around 6 in 1999. In contrast, Sweden experienced an upward trend, starting the period at approximately 8, and finishing at just under 15.
Interestingly, car thefts in Great Britain started at 18 per thousand, which far exceeded that of the other countries. It then fluctuated over the next nine years, reaching a peak of 20 thefts per 1000 in 1996, and ending the period slightly lower than where it began, at approximately 17 per thousand.
(Words 174)
Evaluation of the Model Answer
Task Achievement: Band 8
- The response effectively summarizes the main trends in the line graph, highlighting the higher car theft rates in Great Britain and the trends in the other three countries.
- Specific details such as the starting and ending values for each country, as well as notable fluctuations, are clearly explained.
- The task is well-addressed, but a little more detail on the differences in patterns for France and Canada could enhance completeness.
Coherence and Cohesion: Band 8
- The structure of the response is logical, with a clear introduction, body paragraphs, and conclusion.
- Cohesive devices such as “to begin,” “in contrast,” and “interestingly” are used effectively to organize the information and guide the reader through the explanation.
- The response flows smoothly from one point to the next.
Lexical Resource: Band 7
- The vocabulary is appropriate and varied, with phrases such as “upward trend,” “fluctuated,” and “far exceeded.”
- Some phrases, such as “remaining at between 5 and 10 per thousand,” could be rephrased for smoother readability (e.g., “remained between 5 and 10 per thousand”).
- There are no major errors, but more sophisticated vocabulary could further enhance the response.
Grammatical Range and Accuracy: Band 8
- A range of sentence structures is used, including complex and compound sentences (e.g., “The general trend though for France and Canada was a decline in the number of vehicles stolen…”).
- There are no significant grammatical errors, and the sentence structures are used accurately.
- Minor improvements in complexity (e.g., using more conditional or passive forms) could raise the score slightly.
Overall Band: 7.5-8
This is a strong response with accurate reporting of the data, clear organization, and appropriate use of vocabulary and grammar. A little more lexical variation and complexity in sentence structure would push the score higher.
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