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The line graph illustrates the figure for bachelors in two different genders in Canada between 1992 and 2007.

The line graph illustrates the figure for bachelors in two different genders in Canada between 1992 and 2007. DoY5p
The line graph illustrates the figure for bachelors in two different genders in Canada between 1992 and 2007. Overall, it is clear that the number of both male and female students who graduated from university increased remarkably over the period show. Although the two genders were similar in terms of gradual growth, the number of graduated females was higher than that of males. According to the data, the number of females who graduated from Canadian universities was nearly 100, 000 students in 1992, whereas the figure for males was just under 70, 000 students. Over the next six years, these numbers had a wild fluctuation in the year 1998, when the trend for females always remained below 106, 000 students, while males witnessed a marked variation to precisely 71, 000 students. To draw a comparison, the figure for female graduates had a steady rise to reach the highest point around 150, 000 students in 2007. On the other hand, the number of male graduates showed noticeably increase to nearly 100, 000 students.
The line graph illustrates the figure for bachelors in two
This phrase/word is too simple and can be replaced with:
different
genders in Canada between 1992 and 2007.

Overall
, it is
This phrase/word (depending on the context) can be potentially replaced with :
clear
that the
You use this word too often, consider replacing it with
number
of both male and
You use this word too often, consider replacing it with
female
You use this word too often, consider replacing it with
students
who graduated from university increased
remarkably
over the period
This phrase/word (depending on the context) can be potentially replaced with :
show
. Although the two genders were similar in terms of gradual growth, the
You use this word too often, consider replacing it with
number
of graduated
You use this word too often, consider replacing it with
females
was higher than that of males.

According to the data, the
You use this word too often, consider replacing it with
number
of
You use this word too often, consider replacing it with
females
who graduated from Canadian universities was
nearly
100, 000
You use this word too often, consider replacing it with
students
in 1992, whereas the figure for
You use this word too often, consider replacing it with
males
was
This phrase/word is too simple and can be replaced with:
just
under 70, 000
You use this word too often, consider replacing it with
students
. Over the
next
six years, these
You use this word too often, consider replacing it with
numbers
had a wild fluctuation in the year 1998, when the trend for
You use this word too often, consider replacing it with
females
always remained below 106, 000
You use this word too often, consider replacing it with
students
, while
You use this word too often, consider replacing it with
males
witnessed a marked variation to
precisely
71, 000 students.

To draw a comparison, the figure for
You use this word too often, consider replacing it with
female
graduates had a steady rise to reach the highest point around 150, 000
You use this word too often, consider replacing it with
students
in 2007.
On the other hand
, the
You use this word too often, consider replacing it with
number
of male graduates
This phrase/word (depending on the context) can be potentially replaced with :
showed
noticeably
increase to
nearly
100, 000
You use this word too often, consider replacing it with
students
.

IELTS academic The line graph illustrates the figure for bachelors in two different genders in Canada between 1992 and 2007.

Academic
  American English
4 paragraphs
172 words
6.0
Overall Band Score
Coherence and Cohesion: 7.0
  • Structure your answers in logical paragraphs
  • ?
    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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