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The graph provides the information about university passed outs in Canada

The graph provides the information about university passed outs in Canada 7WPnn
The graph provides the information about university passed outs in Canada between 15 years from 1992 to 2007. Units are measured in numbers. Overall, there is a remarkable difference observed in college graduates count with respect to females and males. Females has secured upper hand compared to males in the given years. A huge difference of 50000 graduates between Females and Males observed in 2006. While in 1992, the difference between them is small around 27000. In terms of Females, It started with less than 1, 00, 000 graduated total in 1992 and it raised continuously till 1996 and went down up to 1998 but not less than 1, 00, 000. It had a whooping growth between 1999 and 2006, which started with above 1, 00, 000and reached up to around 1, 50, 000. On the other hand, Males initiated with just above 70, 000 passed count in 1992 and it raised around 75000 in 1995. The count gradually decreased till 1999 around 71000. It had some up's and down's up to 2001. It increases slowly till 2006. Finally, Males had around 95000 graduates in 2006.
The graph provides the information about university passed outs in Canada between 15 years from 1992 to 2007. Units
are measured
in numbers.

Overall
, there is a remarkable difference observed in college graduates count with respect to
You use this word too often, consider replacing it with
females
and
You use this word too often, consider replacing it with
males
.
Possible agreement error. You should probably use: "female has".
Females has
secured upper hand compared to
You use this word too often, consider replacing it with
males
in the
This phrase/word (depending on the context) can be potentially replaced with :
given
years. A huge difference of 50000 graduates between
You use this word too often, consider replacing it with
Females
and
You use this word too often, consider replacing it with
Males
observed in 2006. While in 1992, the difference between them is
This phrase/word is too simple and can be replaced with:
small
You use this word too often, consider replacing it with
around
27000.

In terms of
You use this word too often, consider replacing it with
Females
, It
This phrase/word (depending on the context) can be potentially replaced with :
started
with less than 1, 00, 000 graduated total in 1992 and it raised
continuously
till 1996 and went down up to 1998
This phrase/word is too simple and can be replaced with:
but
not less than 1, 00, 000. It had a whooping growth between 1999 and 2006, which
This phrase/word (depending on the context) can be potentially replaced with :
started
with above 1, 00, 000and reached up to
You use this word too often, consider replacing it with
around
1, 50, 000.

On the other hand
,
You use this word too often, consider replacing it with
Males
initiated with
This phrase/word is too simple and can be replaced with:
just
above 70, 000 passed count in 1992 and it raised
You use this word too often, consider replacing it with
around
75000 in 1995. The count
gradually
decreased till 1999
You use this word too often, consider replacing it with
around
71000. It had
This phrase/word is too simple and can be replaced with:
some
The possessive apostrophe seems to be incorrect. Please remove the apostrophe if you want to use the plural form of 'up'.
up's
and down's up to 2001. It increases
slowly
till 2006.
Finally
,
You use this word too often, consider replacing it with
Males
had
You use this word too often, consider replacing it with
around
95000 graduates in 2006.
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IELTS academic The graph provides the information about university passed outs in Canada

Academic
  American English
4 paragraphs
186 words
6.0
Overall Band Score
Coherence and Cohesion: 7.0
  • Structure your answers in logical paragraphs
  • ?
    One main idea per paragraph
  • ?
    Include an introduction and conclusion
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    Support main points with an explanation and then an example
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  • ?
    Vary your linking phrases using synonyms
Lexical Resource: 5.5
  • 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: 5.5
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
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    Support ideas with relevant, specific examples
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