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19/08/2025 658 Lưu

The graph below shows the average time spent by four car manufacturers to produce vehicles at their US factories from 1998 to 2005.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.

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The graph below shows the average time spent by four car manufacturers to produce vehicles at their US factories from 1998 to 2005. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words. (ảnh 1)

Sample 1:

The provided line graph illustrates how much time on average 4 different automobile manufacturers spent producing vehicles at their US factories over a 7-year period, starting from 1998.

Overall, it is evident that all brands experienced downward trends in production time. Notably, it took Honda less time than other manufacturing companies to produce vehicles during the entire period.

In terms of General Motor, the average production time started at 32 hours in the first year, followed by a constant drop to finish at 22 hours after 7 years. Likewise, it took Ford 28 hours to produce vehicles in 1998, after which the hours rose gradually till the early 2000s, when it outstriped General Motor's average time to become the slowest automobile producer during the next 4 years. However, in 2005, the figure went down to below 22 hours, giving back the lead to General Motor.

Both Toyota and Honda initially spent 22 hours on average on car production. However, while the figure for Toyota slightly increased in the next year, that of Honda experienced an opposite trend, with approximately 23 and precisely 20 hours, respectively. Toyota's average hours went on to fluctuate before finishing at 20 in 2005. Meanwhile, the time Honda spent on car manufacturing saw a sharp increase reaching its peak at 24 hours in 2002, coinciding with Toyota's highest point. The figure then declined to 20 hours in the last year, paralleling Toyota's hours in the same period.

Sample 2:

The line graph illustrates the average amount of time to produce new cars of 4 companies, namely General Motor, Ford, Toyota, and Honda at their factories in the US between 1998 and 2005. Overall, it can be seen that it became faster for these companies to produce new cars over the given period.

In 1998, General Motor spent about 32 hours on average manufacturing a new car, which was also the longest of all this year. In the next 7 years, there was a continuous downward trend in this number, reaching at roughly 22 hours. During this time, the figure for Ford surpassed General Motor in 1999, rising from nearly 28 hours to barely 31 hours in 2001. After that, it went down remarkably by almost 10 hours in the end.

On the other hand, the figures for Toyota and Honda were quite similar at 22 hours in the beginning. Both of them also witnessed a significant fluctuation in the following years. However, in the end, they both dropped to merely 20 hours for their car production.

Sample 3:

The line graph illustrates the average number of hours required by four automobile manufacturers- General Motors, Ford, Toyota, and Honda-to produce vehicles at their factories in the United States from 1998 to 2005.

Overall, there was a noticeable decline in production time across all four manufacturers over the period. Honda consistently had the shortest production time, while Ford showed significant fluctuations, particularly in the early 2000s. By 2005, the production times of all manufacturers had converged to around 20-22 hours per vehicle.

General Motors began the period with the highest production time, taking approximately 32 hours to manufacture a vehicle in 1998. This time decreased steadily, ending at around 22 hours in 2005, showing consistent improvement. In contrast, Ford initially took 28 hours per vehicle in 1998. However, instead of improving, Ford's production time increased, peaking at 34 hours in 2001, making it the least efficient manufacturer during this period. After this peak, Ford made significant strides in reducing its production time, bringing it down to just under 22 hours by 2005, closely aligning with General Motors.

Toyota and Honda both started with a similar production time of around 22 hours per vehicle in 1998. Honda's production time dropped slightly to 20 hours by 1999, making it the most efficient manufacturer at that point. However, Honda's efficiency fluctuated, with production time rising sharply to 24 hours in 2002 before decreasing back to 20 hours by 2005. Toyota, on the other hand, saw a slight increase in production time to 23 hours in 1999 but maintained a relatively stable production time, fluctuating only slightly before finally reducing to 20 hours by 2005. Both companies demonstrated a trend towards greater efficiency, with their production times converging by the end of the period.

Sample 4:

The graph provides information about the average time taken by four major car corporations to manufacture vehicles at their American factories over the course of seven years.

Overall, the average amount of time spent by the four different brands experienced fluctuating decreases during the course of the period. Additionally, General Motors went through the best improvement regarding production time.

The American automakers, General Motors and Ford, began the period with longer manufacturing schedules - 32 and 28 hours per vehicle, respectively. Both demonstrated a declining tendency in the amount of time needed to produce an automobile, with a more noticeable decrease at General Motors. Ford reduced its production time to slightly above 20 hours per vehicle by 2005, while General Motors had almost halved its time to about 22 hours.

Japanese producers Toyota and Honda started with considerably lower manufacturing times. Toyota began at slightly below 22 hours per vehicle in 1998, and by 2005, it diminished the time to approximately 20 hours. Honda started and ended similarly to Toyota, beginning at above 22 hours and further increasing its effectiveness to 20 hours by 2005.

Sample 5:

The line graph compares the changes in the average hours needed to manufacture a vehicle by four companies – General Motor, Ford, Toyota and Honda – at their producing sites in the US between 1998 and 2005.

Overall, while the two Japanese car companies produced vehicles more quickly in general, the two US manufacturers had narrowed the gap remarkably.

It is clear that GM had successfully improved their productivity, with the average time reducing from 32 hours per vehicle to 22 hours during the given period, although the figure remained the highest among the four producers in the first two years. In Ford’s factories, there was an initial increase in the figure from 28 hours to over 30 until 2001, after which the factories started to achieve higher efficiency. By 2005, the time needed to produce a car had descended to just 21 hours.

In terms of Toyota and Honda, both manufacturers kept their average production time at a low level between 20 and 24 hours per car, maintaining higher productivity than the other two competitors. Despite wild fluctuations throughout the whole period, factories of both Toyota and Honda managed to slightly reduce the average time.

Sample 6:

The line graph illustrates the average time spent by four car manufacturers - General Motors, Ford, Toyota, and Honda - in producing vehicles at their factories in the United States from 1998 to 2005.

Overall, the time required for car production at all four companies showed a downward trend, with Toyota and Honda achieving the lowest production hours by the end of the period. Meanwhile, American manufacturers General Motors and Ford started with higher production times but managed to reduce them significantly.

In 1998, General Motors had the longest production time at approximately 32 hours, followed closely by Ford with around 30 hours. However, both companies saw a steady decline over the period, with Ford experiencing a particularly sharp reduction from 2002 onwards, reaching about 22 hours by 2005. General Motors, while maintaining a consistent drop, ended at slightly above 20 hours.

Toyota and Honda, on the other hand, maintained lower production times throughout. Starting at around 22 hours in 1998, Toyota gradually decreased its hours and eventually reached roughly 19 hours in 2005, the lowest among the four. Honda displayed a similar pattern, reducing its production time from about 21 hours in 1998 to just under 20 hours in 2005.

CÂU HỎI HOT CÙNG CHỦ ĐỀ

Lời giải

Sample 1:

Many young people work on a voluntary basis, and this can only be beneficial for both the individual and society as a whole. However, I do not agree that we should therefore force all teenagers to do unpaid work.

Most young people are already under enough pressure with their studies, without being given the added responsibility of working in their spare time. School is just as demanding as a full-time job, and teachers expect their students to do homework and exam revision on top of attending lessons every day. When young people do have some free time, we should encourage them to enjoy it with their friends or to spend it doing sports and other leisure activities. They have many years of work ahead of them when they finish their studies.

At the same time, I do not believe that society has anything to gain from obliging young people to do unpaid work. In fact, I would argue that it goes against the values of a free and fair society to force a group of people to do something against their will. Doing this can only lead to resentment amongst young people, who would feel that they were being used, and parents, who would not want to be told how to raise their children. Currently, nobody is forced to volunteer, and this is surely the best system.

In conclusion, teenagers may choose to work for free and help others, but in my opinion, we should not make this compulsory.

Sample 2:

Some individuals nowadays feel that youngsters should accomplish unpaid volunteer work in their leisure time for the benefit of society. I completely believe that it is critical to involve children in volunteer activity. The primary issues will be discussed with examples in this essay.

To begin with, teenagers who participate in unpaid employment are more responsible for local society. When adolescents interact with other individuals, they become aware of the issues that people face daily, such as poverty, pollution, and others. Furthermore, we have all been affected by the present COVID-19 outbreak, and many people have suffered a loss. According to "The Voice of Vietnam - VOV” a volunteer who is anti-virus and empathizes with the mental pain that the patients are experiencing, he always gives oxygen and food to those who need it the most. As a result, volunteering helps students become the most responsible citizens in the country.

Furthermore, unpaid employment can assist youngsters in broadening their social contacts and developing soft skills. Because when they work in an unpaid job, they will meet a variety of individuals and acquire a range of skills and abilities from others, such as leadership, teamwork, communication, and dealing with challenging situations. For example, a recent study in Japan discovered that students who participate in volunteer work are more sociable, enthusiastic, and tolerant of others. They will grow more extroverted, energetic, and hard-working as compared to youngsters who do not perform unpaid employment.

To conclude, I feel that rather than paying, young people should perform unpaid social work because they can acquire many important skills and are more responsible to society.

Sample 3:

There is a growing debate about whether all adolescents should be asked to perform mandatory volunteer work in their leisure time to help assist the surrounding area. Although there are a variety of benefits associated with this topic, there are also some notable drawbacks, as will now be discussed.

The advantages of teenagers doing voluntary work are self-evident. The first relevant idea is work experience. A valid illustration of this would be to increase their tangible skills. For example, an adolescent who volunteers to help in a customer service department will learn how to communicate effectively with people in different age groups. On a psychological level, the youth’s life skills will also be enhanced by having empathy towards others. This can be demonstrated by volunteering and assisting families living in low socio-economic backgrounds with their day-to-day tasks.

There are, however, also drawbacks that need to be considered. On an intellectual level, the teenager may get distracted from their study. This situation, for instance, can be seen when voluntary work is also being undertaken during school terms. There would be time constraints for both areas. On a physiological level, youth might experience fatigue as they are unaware of the acceptable working or volunteering hours and, as a result, sometimes they can be overworked.

In summary, we can see that this is clearly a complex issue as there are significant advantages and disadvantages. I personally believe that it would be better not to encourage the youths to do compulsory work because their studies might take them to a higher level in society, whereas volunteering could restrict this progress.

Sample 4:

Children are the backbone of every country. So, there are people who tend to believe that youngsters should be encouraged to initiate social work as it will result in flourished society and individualistic growth of youngsters themselves. I, too, believe that this motivation has more benefits than its drawbacks.

To begin with, social work by children can be easily associated with personality development because, during this drive, they tend to communicate with the variety of people, which leads to polished verbal skills. For example, if they start convincing rural people to send their children to school, they have to adopt a convincing attitude along with developed verbal skills to deal with the diverse kinds of people they encounter. This improved skill will help them lifelong in every arena. Apart from this, the true values of life like tolerance, patience, team spirit, and cooperation can be learned. Besides that, young minds serve the country with full enthusiasm that gives the feeling of fulfillment and self-satisfaction. This sense of worthiness boosts their self-confidence and patriotic feelings. Moreover, experiencing multiple cultures and traditions broadens their horizons and adds another feather to their cap.

However, it is truly said, no rose without thrones. Can the drawbacks of this initiation be ignored? Children go to school, participate in different curriculum activities, endure the pressure of peers, parents, and teachers and in the competitive world, they should not be expected to serve society without their self-benefits. This kind of pressure might bring resentment in their mind.

In conclusion, I believe, the notion of a teenager doing unpaid work is indeed good but proper monitoring and care should be given to avoid untoward consequences.

Sample 5:

Youngsters are the building blocks of the nation and they play an important role in serving society because at this age they are full of energy not only mentally but physically also. Some people think that the youth should do some voluntary work for society in their free time, and it would be beneficial for both of them. I agree with the statement. It has numerous benefits which will be discussed in the upcoming paragraphs.

To begin with, they could do a lot of activities and make their spare time fruitful. First of all, they can teach children to live in slum areas because they are unable to afford education in schools or colleges. As a result, they will become civilized individuals and do not indulge in antisocial activities. By doing this they could gain a lot of experience and become responsible towards society. It would be beneficial in their future perspective.

In addition to this, they learn a sense of cooperation and sharing with other people of the society. for instance, they could grow plants and trees at public places, and this would be helpful not only to make the surrounding clean and green but reduce the pollution also to great extent. Moreover, they could arrange awareness programmes in society and set an example among the natives of the state. This will make the social bonding strong between the individuals and this will also enhance their social skills.

In conclusion, they can “kill two birds with one stone” because it has a great advantage both for the society and for the adolescents. Both the parents, as well as teachers, should encourage the teens to take part in the activities of serving the community in their free time.

Lời giải

The graph shows the number of people taking part in 4 kinds of sports in a particular region between 1985 and 2005. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words. (ảnh 1)

Sample 1:

The line chart illustrates how many people participated in 4 distinct types of sports in a particular area from 1985 to 2005.

Overall, rugby was the most popular sport in the first half of the period while tennis took the lead in the second half. In addition, rugby saw a downward trend while tennis took the opposite direction; moreover, the trends for basketball and badminton were relatively stable.

In 1995, the number of people playing rugby stood at just under 250, surpassing the figure for tennis players by around 100. Basketball and badminton had comparatively lower participation rates, with around 80 and 50 participants in turn.

Afterwards, the number of people participating in rugby plunged, hitting a low of 50 in 2005, equal to the figure for badminton in the same year. In contrast, the trend for tennis was upward, with its participation rate increasing to roughly 220 people at the end of the period, establishing it as the leading sport. Finally, the figures for basketball and badminton underwent negligible changes, hovering around 80 and 50 participants respectively.

Sample 2:

The line graph illustrates how many people participated in four types of sports in a specific area from 1985 to 2005. Overall, there was a significant decrease in the number of people playing rugby in this region, whereas tennis showed a gradual upward trend to become the most popular sport in the second half of the period. Additionally, throughout the period, the trends for basketball and badminton were relatively stable and comparable, with the latter sport remaining the least common. 

In the first decade, rugby had the highest number of players, despite witnessing a steady fall from nearly 250 to exactly 200 participants. From 1995 onwards, this sport kept losing popularity as its figure plummeted, reaching parity with badminton (at 50 people) in the final year.

In contrast, tennis was gaining popularity and had become the dominant category by the end of the timeframe. Specifically, starting at the second highest (at 150), the number of people engaging in tennis rose continually, overtaking that of rugby in 1995 before ending at approximately 250 players.

Meanwhile, roughly 80 people played basketball initially, after which it stayed virtually unchanged until the end of the period. Badminton almost exactly mirrored this trend, albeit at a lower rate, consistently hovering around the 50 mark.

Sample 3:

The line chart compares the number of participants in basketball, tennis, badminton and rugby over a 20-year period from 1985 in a specific area.

Overall, more people played tennis throughout the period, and it was the most common sport since 1995, while rugby's popularity declined. Notably, basketball and badminton mostly had stable numbers of players.

In terms of tennis and rugby, both sports indicated inverted trends. Although rugby started at the highest point with nearly 250 players, the figure declined continually to about 200 players in 1995, when this sport was no longer the most popular. Since then, the number of people playing rugby dropped more steeply, reaching 50 in 2005. In contrast, from 1985 onwards, the figure for tennis increased steadily from second place with 150 participants. By 2005, it had reached its highest point of roughly 220 players.

In comparison, there were far fewer people who took up basketball and badminton. However, these sports remained relatively stable, with basketball having about 70 participants every year, while badminton was always the least popular with approximately 50 players each year.

Sample 4:

The line graph provides information about the number of individuals engaging in four types of sports in a specific area from 1985 to 2005.

Overall, while tennis underwent a surge in popularity, rugby experienced a decrease in participation within this region over time, with basketball and badminton remaining relatively stable. Moreover, the most drastic shift in popularity was witnessed in rugby.

At the start of the period, in 1985, rugby was the most played sport, with 240 individuals participating, and it significantly outnumbered the next sport, tennis, which had only 150 participants. Thereafter, the number of people playing rugby dropped to 200 in 1995, before plummeting to a 20-year low of 50 in the final year. This stood in stark contrast to the rise in the popularity of tennis, which saw a steady increase in participants to a peak of about 220 in 2005, making it by far the most played sport at the end of the period.

Turning to the remaining sports, in the first year, 80 individuals played basketball, almost 25 more than badminton. Over the following decade, the participant numbers for basketball rose to about 90, while those for badminton dropped to a low of 45 in 1995. In the remaining period, these two sports maintained their popularity, as the numbers participating stayed at roughly the same level until 2005.

Sample 5:

The line chart delineates the participation levels in four distinct sports in a specific area from 1985 to 2005.

Primarily, rugby emerged as the most favored sport in the initial half of the period, while tennis took precedence in the latter half. Moreover, rugby exhibited a declining trend, whereas tennis experienced a converse trajectory. Meanwhile, the engagement rates for basketball and badminton remained relatively consistent.

In 1985, the number of rugby participants stood at just below 250, exceeding the tennis players by approximately 150 individuals. Simultaneously, basketball and badminton showcased lower participation rates, with around 80 and 50 individuals involved in each sport, respectively.

Subsequently, rugby participation plummeted significantly, reaching a nadir of 50 participants in 2005, akin to the number engaged in badminton during the same year. Conversely, tennis experienced an upward trend, escalating to nearly 220 individuals by the conclusion of the period, solidifying its status as the predominant sport. In contrast, the figures for basketball and badminton remained relatively stable, with approximately 80 and 50 participants, respectively, throughout the entire duration.

Sample 6:

The given line graph delineates the participation levels in 4 different sports, namely basketball, tennis, badminton, and rugby within a specific region over a span of 20 years.

Overall, it is evident that the number of individuals participating in tennis witnessed a consistent and notable increase, contrasting sharply with the downward trend observed in rugby participation. Meanwhile, while basketball and badminton recorded lower participation rates compared to other sports, they remained relatively stable throughout the entire period.

Turning to the number of tennis players, the figures began at a relatively moderate level of 150 individuals in 1985. Subsequently, it experienced a gradual and consistent increase in participation, reaching a pinnacle of nearly 230 participants by 2005. In stark contrast, the trend of rugby involvement presented a distinctive pattern. Commencing at a relatively high level of almost 240 people, the numbers steadily declined over time and by the end of the 20-year period, rugby participants had dwindled to 50, matching the level of engagement observed in badminton. Interestingly, a point of convergence occurred in 1995, where both tennis and rugby shared a similar number of participants, with approximately 200 individuals engaging in each sport.

In regard to the remaining sports participants, the numbers for both badminton and basketball remained relatively stable over the given time frame. Beginning with approximately 50 individuals engaging in badminton and around 80 individuals involved in basketball in 1985, these figures persisted with little variation until 2005. Consequently, by the end of the period, both sports witnessed a culmination with nearly the same number of participants as they had at the beginning.

Lời giải

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