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The line graph gives information about the number of Iranian, Greek and Turkish students who enrolled at Sheffield University between 2005 and 2009. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The line graph gives information about the number of Iranian, Greek and Turkish students who enrolled at Sheffield University between 2005 and 2009. wBn33
The diagram shows the enrolment of Iranian, Greek and Turkish students at Sheffield University from 2005 to 2009. During this period, enrolment of both Iranian and Turkish students rocketed sharply. However, Greek admissions dropped significantly with numbers being almost the reverse of those for Iranian students. Iranian numbers grew steadily up to 2008 followed by a sharp rise reaching almost 160 students in 2009. Similarly, numbers of Turkish students showed steady growth throughout the period from about 20 in 2005 to over 120 in 2009. In contrast, enrolments of Greek students decreased dramatically from a high of 180 students in 2005 to just about 70 in 2007. Numbers then levelled off throughout 2007 finally dropping again to a low of around 45 in 2009. A further point of interest is that from 2007 to 2008, enrolments from all three countries were very similar, the average difference being approximately 20 students. Overall, the graph highlights a considerable difference between growth in Iranian and Turkish enrolments but reduction in Greek enrolments.
The diagram
This phrase/word (depending on the context) can be potentially replaced with :
shows
the
Possible spelling mistake. 'enrolment' is British English.
enrolment
of Iranian,
You use this word too often, consider replacing it with
Greek
and Turkish
You use this word too often, consider replacing it with
students
at Sheffield University from 2005 to 2009. During this period,
Possible spelling mistake. 'enrolment' is British English.
enrolment
of both Iranian and Turkish
You use this word too often, consider replacing it with
students
rocketed
sharply
.
However
,
You use this word too often, consider replacing it with
Greek
admissions dropped
significantly
with
You use this word too often, consider replacing it with
numbers
being almost the reverse of those for Iranian students.

Iranian
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numbers
grew
steadily
up to 2008 followed by a sharp rise reaching almost 160
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students
in 2009.
Similarly
,
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numbers
of Turkish
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students
This phrase/word (depending on the context) can be potentially replaced with :
showed
steady growth throughout the period from about 20 in 2005 to over 120 in 2009.
In contrast
,
Possible spelling mistake. 'enrolments' is British English.
enrolments
of
You use this word too often, consider replacing it with
Greek
You use this word too often, consider replacing it with
students
decreased
dramatically
from a high of 180
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students
in 2005 to
This phrase/word is too simple and can be replaced with:
just
about 70 in 2007.
You use this word too often, consider replacing it with
Numbers
then levelled off throughout 2007
finally
dropping again to a low of around 45 in 2009. A
further
point of interest is that from 2007 to 2008,
Possible spelling mistake. 'enrolments' is British English.
enrolments
from all three countries were
This phrase/word is too simple and can be replaced with:
very
similar, the average difference being approximately 20 students.

Overall
, the graph highlights a considerable difference between growth in Iranian and Turkish
Possible spelling mistake. 'enrolments' is British English.
enrolments
This phrase/word is too simple and can be replaced with:
but
reduction in
You use this word too often, consider replacing it with
Greek
Possible spelling mistake. 'enrolments' is British English.
enrolments
.
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IELTS academic The line graph gives information about the number of Iranian, Greek and Turkish students who enrolled at Sheffield University between 2005 and 2009.

Academic
  American English
3 paragraphs
169 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
  • ?
    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: 5.0
  • 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: 6.0
  • Use a variety of complex and simple sentences
  • Check your writing for errors
Task Achievement: 5.0
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
  • ?
    Support ideas with relevant, specific examples
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  • The line graph gives information about the number of Iranian, Greek and Turkish students who enrolled at Sheffield University between 2005 and 2009. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.