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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.

The line graph gives information about the number of Iranian, Greek and Turkish students who enrolled at Sheffield University between 2005 and 2009. wYwE
The line graph gives information about how many international students from three different countries (Iran, Greece, and Turkey) who studied at Sheffield University from 2005 to 2009. Overall, the trend was different between the number of Greece’s students that declined significantly, while the figure of students from Iran and Turkey was rose steadily during the period given. In 2005, there were around 180 students from Greece that enrolled in the University, the highest compared to the two other countries in that year. However, it fell to around 70 students in 2007. The number remained steady by 2008 but it slumped dropped to approximately 50 students in 2009, the lowest among others in the particular year. On the other hand, the University’s international students from Iran were only about 40 in 2005. Then, it rose steeply to 70 students in 2007. After that, there was a major growth in the figure to reach about 160 students in 2009, the highest compared to others. Meanwhile, Turkey students who attended class in the university in 2005 were only around 20, the lowest compared to other countries. Nevertheless, it jumped to around 90 students in 2007 and increased steadily to more than 120 students in 2009, just 40 students less than Iran.
The line graph gives information about how
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many
international
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students
from three
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different
countries (Iran, Greece, and Turkey) who studied at Sheffield
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University
from 2005 to 2009.
Overall
, the trend was
This phrase/word is too simple and can be replaced with:
different
between the number of Greece’s
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students
that declined
significantly
, while the figure of
You use this word too often, consider replacing it with
students
from Iran and Turkey was rose
steadily
during the period
This phrase/word (depending on the context) can be potentially replaced with :
given
.

In 2005, there were
You use this word too often, consider replacing it with
around
180
You use this word too often, consider replacing it with
students
from Greece that enrolled in the
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University
, the highest compared to the two
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other
countries in that year.
However
, it fell to
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around
70
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students
in 2007. The number remained steady by 2008
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but
it slumped dropped to approximately 50
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students
in 2009, the lowest among others in the particular year.

On the
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other
hand, the
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University’s
international
You use this word too often, consider replacing it with
students
from Iran were
This phrase/word (depending on the context) can be potentially replaced with :
only
about 40 in 2005. Then, it rose
steeply
to 70
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students
in 2007. After that, there was a major growth in the figure to reach about 160
You use this word too often, consider replacing it with
students
in 2009, the highest compared to others. Meanwhile, Turkey
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students
who attended
This phrase/word (depending on the context) can be potentially replaced with :
class
in the
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university
in 2005 were
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only
You use this word too often, consider replacing it with
around
20, the lowest compared to
You use this word too often, consider replacing it with
other
countries.
Nevertheless
, it jumped to
You use this word too often, consider replacing it with
around
90
You use this word too often, consider replacing it with
students
in 2007 and increased
steadily
to more than 120
You use this word too often, consider replacing it with
students
in 2009,
This phrase/word is too simple and can be replaced with:
just
40
You use this word too often, consider replacing it with
students
less than Iran.
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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
208 words
6.5
Overall Band Score
Coherence and Cohesion: 7.0
  • Structure your answers in logical paragraphs
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    One main idea per paragraph
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    Include an introduction and conclusion
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    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: 5.5
  • 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: 6.0
  • Use a variety of complex and simple sentences
  • Check your writing for errors
Task Achievement: 7.0
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
  • ?
    Support ideas with relevant, specific examples
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