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UNIVERSITY GRADUATES ,CANADA ,1992 -2007

UNIVERSITY GRADUATES, CANADA, 1992 -2007 Wy3QN
This typical graph shows the number of male and female students in canada, who had graduated from a university during the calender year 1992 to 2007. In this passage we will discuss the trends of increase in the number of graduates in males and females and will make all necessary comparisons. Firstly, if we look at the first line which shows the graph for male graduates, we will see a continuous increasing trend in the numbers apart from the year 1998 where there was a slight fall in the number. During the year 1992 there were 70000 graduates in the country which followed the increasing pattern and ended up to mid 90 thousands in the year 2006. Moving on to the second line which represents the females. The number of female graduates was way more higher than males throughout the whole comparison period. It marks the early 1 lac count during the year 1992 and observed a constant increase. Major differentiation between both the graphs is that females never had any decline in there number and marked a record 1lac 40 thousand graduates in 2006.
This typical graph
This phrase/word (depending on the context) can be potentially replaced with :
shows
the
You use this word too often, consider replacing it with
number
of male and
You use this word too often, consider replacing it with
female
students in
Possible spelling mistake found.
canada
, who had graduated from a university during the
Did you mean "calendar", a system of organizing days? A 'calender' is a machine.
calender
You use this word too often, consider replacing it with
year
1992 to 2007. In this passage we will discuss the trends of increase in the
You use this word too often, consider replacing it with
number
of
You use this word too often, consider replacing it with
graduates
in
You use this word too often, consider replacing it with
males
and
You use this word too often, consider replacing it with
females
and will
This phrase/word (depending on the context) can be potentially replaced with :
make
all necessary comparisons.
Firstly
, if we look at the
first
line which
This phrase/word (depending on the context) can be potentially replaced with :
shows
the graph for male
You use this word too often, consider replacing it with
graduates
, we will
This phrase/word (depending on the context) can be potentially replaced with :
see
a continuous increasing trend in the
You use this word too often, consider replacing it with
numbers
apart from the
You use this word too often, consider replacing it with
year
1998 where there was a slight fall in the
You use this word too often, consider replacing it with
number
. During the
You use this word too often, consider replacing it with
year
1992 there were 70000
You use this word too often, consider replacing it with
graduates
in the country which followed the increasing pattern and ended up to mid 90 thousands in the
You use this word too often, consider replacing it with
year
2006. Moving on to the second line which represents the
You use this word too often, consider replacing it with
females
. 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
was way
Use only "higher" (without 'more') when you use the comparative.
more higher
than
You use this word too often, consider replacing it with
males
throughout the whole comparison period. It marks the early 1 lac count during the
You use this word too often, consider replacing it with
year
1992 and observed a constant increase. Major differentiation between both the graphs is that
You use this word too often, consider replacing it with
females
never had any decline in there
You use this word too often, consider replacing it with
number
and marked a record 1lac 40 thousand
You use this word too often, consider replacing it with
graduates
in 2006.
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IELTS academic UNIVERSITY GRADUATES, CANADA, 1992 -2007

Academic
  American English
1 paragraphs
185 words
5.5
Overall Band Score
Coherence and Cohesion: 5.5
  • 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: 5.5
  • 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: 5.0
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
  • ?
    Support ideas with relevant, specific examples
Labels Descriptions
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    Currently is not available
  • Meet the criteria
  • Doesn't meet the criteria
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