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Given in the line graph is the changes in the population of NZ within a timespan of 100 years commencing from 1950 and predictions/ projections by 2050.

Given in the line graph is the changes in the population of NZ within a timespan of 100 years commencing from 1950 and predictions/ projections by 2050. 0MEpl
Given in the line graph is the changes in the population of NZ within a timespan of 100 years commencing from 1950 and predictions/ projections by 2050. As can be inferred from the graph, the 0-14s show an upward progression, whereas their 25-37-year-old counterparts declined. Meanwhile, a volatile trend is seen in the 38-45 and 65+ age brackets. Another key feature is that the majority of the NZ population are over 65 years old. At the outset of the survey, about 5% of NZ citizens were 0-14 years old. This figure reaches precisely 20% by the end. Conversely, the rate of the 25-37s displays a downtrend, with figures dwindling from north of 20% to the vicinity of 2% throughout the period. In 1950, people aged 65+ accounted for slightly more than 60% in NZ, after which this rate rose to 70% before being predicted to decline to 65% by 2050. Somewhat similar is the rate of the 38-45s: initially, it almost doubled from about 25%, followed by a reduction of nearly 10% prior to being forecast to remain unchanged into the future.
This phrase/word (depending on the context) can be potentially replaced with :
Given
in the line graph is the
This phrase/word (depending on the context) can be potentially replaced with :
changes
in the population of NZ within a
Possible spelling mistake found.
timespan
of 100 years commencing from 1950 and predictions/ projections by 2050.

As can
be inferred
from the graph, the 0-14s
This phrase/word (depending on the context) can be potentially replaced with :
show
an upward progression, whereas their 25-37-year-
This phrase/word is too simple and can be replaced with:
old
counterparts declined. Meanwhile, a volatile trend is
This phrase/word (depending on the context) can be potentially replaced with :
seen
in the 38-45 and 65+ age brackets. Another key feature is that the majority of the NZ population are over 65 years
This phrase/word is too simple and can be replaced with:
old
.

At the outset of the survey, about 5% of NZ citizens were 0-14 years
This phrase/word is too simple and can be replaced with:
old
. This figure reaches
precisely
20% by the
This phrase/word (depending on the context) can be potentially replaced with :
end
.
Conversely
, the rate of the 25-37s displays a downtrend, with figures dwindling from north of 20% to the vicinity of 2% throughout the period.

In 1950,
This phrase/word (depending on the context) can be potentially replaced with :
people
aged 65+ accounted for
slightly
more than 60% in NZ, after which this rate rose to 70%
This phrase/word is too simple and can be replaced with:
before
being predicted
to decline to 65% by 2050. Somewhat similar is the rate of the 38-45s:
initially
, it almost doubled from about 25%, followed by a reduction of
nearly
10% prior to being forecast to remain unchanged into the future.
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IELTS academic Given in the line graph is the changes in the population of NZ within a timespan of 100 years commencing from 1950 and predictions/ projections by 2050.

Academic
  American English
4 paragraphs
182 words
6.5
Overall Band Score
Coherence and Cohesion: 6.5
  • Structure your answers in logical paragraphs
  • ?
    One main idea per paragraph
  • ?
    Include an introduction and conclusion
  • ?
    Support main points with an explanation and then an example
  • Use cohesive linking words accurately and appropriately
  • ?
    Vary your linking phrases using synonyms
Lexical Resource: 6.0
  • Try to vary your vocabulary using accurate synonyms
  • Use less common question specific words that accurately convey meaning
  • Check your work for spelling and word formation mistakes
Grammatical Range: 6.5
  • Use a variety of complex and simple sentences
  • Check your writing for errors
Task Achievement: 6.5
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
  • ?
    Support ideas with relevant, specific examples
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