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The line graph represents the number of male and female graduate students over a period of sixteen years in Canada.

The line graph represents the number of male and female graduate students over a period of sixteen years in Canada. lL739
The line graph represents the number of male and female graduate students over a period of sixteen years in Canada. It can be seen that the number of graduate students increased dramatically during the last 6 years. The graph shows that the number of female graduate students was by far more than male graduate students during all those sixteen years. In the beginning, the difference of graduate students among girls and boys was about 30000, and this difference remained almost constant till the year 2000. For the next years, more students *nished their study at university both in male and female groups, but the female students perform better and got their certi*cate in a larger number than male students. In 2007, the difference between male and female graduates reached nearly 40000 students. After the year 2000, the number of female graduates rose signi*cantly and hit almost 150000 in 2007 showing their thirst of learning. On the other hand, althogh male graduate students increased after 2000, but only 20000 more students got their degree in comparison to 1992.
The line graph represents the
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number
of male and
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female
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graduate
students

over a period of sixteen years in Canada.

It can be
This phrase/word (depending on the context) can be potentially replaced with :
seen
that the
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number
of
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graduate
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students
increased
dramatically


during the last 6 years. The graph
This phrase/word (depending on the context) can be potentially replaced with :
shows
that the
You use this word too often, consider replacing it with
number
of
You use this word too often, consider replacing it with
female
graduate

students was by far more than male
You use this word too often, consider replacing it with
graduate
You use this word too often, consider replacing it with
students
during all those sixteen

years.

In the beginning, the difference of
You use this word too often, consider replacing it with
graduate
You use this word too often, consider replacing it with
students
among girls and boys was

about 30000, and this difference remained almost constant till the
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year
2000.

For the
next
years, more
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students
*
Possible spelling mistake found.
nished
their study at university both in male

and
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female
groups,
This phrase/word is too simple and can be replaced with:
but
the
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female
You use this word too often, consider replacing it with
students
perform better and
This phrase/word (depending on the context) can be potentially replaced with :
got
their

cert
Replace by the typographical symbol.
i*c
ate in a larger
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number
than male
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students
. In 2007, the difference

between male and
You use this word too often, consider replacing it with
female
You use this word too often, consider replacing it with
graduates
reached
nearly
40000 students.

After the
You use this word too often, consider replacing it with
year
2000, the
You use this word too often, consider replacing it with
number
of
You use this word too often, consider replacing it with
female
You use this word too often, consider replacing it with
graduates
rose signi*
cantly
and hit

almost 150000 in 2007 showing their thirst of learning.
On the other hand
,

Possible spelling mistake found.
althogh
male
You use this word too often, consider replacing it with
graduate
You use this word too often, consider replacing it with
students
increased after 2000,
This phrase/word is too simple and can be replaced with:
but
This phrase/word (depending on the context) can be potentially replaced with :
only
20000 more

students
This phrase/word (depending on the context) can be potentially replaced with :
got
their degree
in comparison
to 1992.

IELTS academic The line graph represents the number of male and female graduate students over a period of sixteen years in Canada.

Academic
  American English
6 paragraphs
177 words
5.0
Overall Band Score
Coherence and Cohesion: 5.5
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    Vary your linking phrases using synonyms
Lexical Resource: 5.0
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  • Check your work for spelling and word formation mistakes
Grammatical Range: 6.5
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  • Check your writing for errors
Task Achievement: 5.0
  • Answer all parts of the question
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    Present relevant ideas
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    Support ideas with relevant, specific examples
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