Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 15 · 2026-10-06

IELTS Writing Task 1 question

You have seen an advertisement from a couple, who live in Australia, for someone to teach their two children your language for a year. Write a letter to the couple. In your letter

• explain why you think you would be suitable for the job
• say what else you could do for the family
• give your reasons for wanting the job

You do NOT need to write any addresses.

Begin your letter as follows:

Dear .................. ,

Student answer (Band 6.0)

Dear Sir/Mam,

I hope you are doing well and enjoying your summer. I went through your advertisement yesterday and you are looking for an english teacher who can teach the english language to your both children for a year.I think I am a suitable person for this teaching job.

I just recently moved to Australia and I am doing Phd in English . I have two years of experience at teaching in my home country.I used to provide private sessions for young children.

Apart from teaching,I have worked in early childhood education and I can take care of the children until you guys come back from your jobs but it will be extra little bit charges.

I just moved to new country and it is difficult for me to find a job in Australia without any references. I would love to hear back from you guys.

Your Faithfully,

Lovepreet Singh

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response successfully addresses all parts of the task by explaining why you are suitable, suggesting additional help, and giving reasons for wanting the job. However, some ideas are more fully developed than others. For example, your explanation of your suitability through your PhD studies and teaching experience is clear and relevant, but your reasons for wanting the job are a bit basic, focusing simply on the difficulty of finding work without references. To reach a higher level, all parts of the prompt need to be extended with fully supported and well-developed ideas, avoiding any tendency towards over-simplification.

Coherence and Cohesion: Band 6.0

The letter maintains a coherent overall arrangement with a clear beginning, middle, and end. You make appropriate attempts at paragraphing to separate your main points, such as separating your teaching background from your childcare offer. However, cohesion is sometimes mechanical or basic, and referencing is not always completely clear. For instance, the transition between paragraphs relies heavily on simple openings rather than sophisticated cohesive devices. To improve, you should use a wider and more flexible range of linking words and ensure that the progression of ideas flows smoothly without abrupt shifts.

Lexical Resource: Band 5.5

You use an adequate range of vocabulary for the task, attempting some less common phrases related to education and employment, such as 'early childhood education' and 'private sessions'. However, there are some word-choice and collocation errors that occasionally show a lack of precision, such as 'doing Phd' instead of 'pursuing a PhD' and 'experience at teaching' instead of 'experience in teaching'. Additionally, the salutation 'Dear Sir/Mam' contains a spelling slip. To achieve a higher score, you need to demonstrate a more precise control of less common lexical items and ensure accurate word formation and collocation throughout.

Grammatical Range and Accuracy: Band 5.5

Your writing demonstrates a mix of simple and complex sentence forms, and you successfully construct sentences to convey your message. However, there are several errors in grammar and punctuation, such as missing articles ('an english teacher', 'moved to new country') and awkward phrasing in prepositions. While these errors rarely impede communication and your meaning remains clear, they prevent the text from achieving a higher level of accuracy. To progress, you should aim for a greater variety of error-free complex structures and pay closer attention to articles, prepositions inside grammatical patterns, and punctuation rules.

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