Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · Cambridge IELTS 15 · 2026-08-24

IELTS Writing Task 1 question

A friend of yours is thinking about applying for the same course that you did at university. He/She has asked for your advice about studying this subject. Write a letter to your friend. In your letter

• give details of the course you took at the university
• explain why you recommend the university
• give some advice about how to apply

You do NOT need to write any addresses.

Begin your letter as follows:

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

Student answer (Band 6.5)

Dear Petar,

I hope you are doing well. I am glad to hear that you want to do same course which I did two years ago.

As you know I had keen interest in journalism, therefore I did admission in this course. The duration of this study was three years. In addition there were total ten subject in each year.

Furthermore, I would like to give you suggestion that you could take admission in City University. I have completed my study from here. There are huge collection of books in library where student can not only borrow books but also can buy study material. Teachers are very cooperative and well educated.

There are three days left to reserve a seat in this university. If you want to join this course in this institution then you can apply within this time.

I hope you would like my suggestion and feel free to ask me any other advice if you need related this course.

Best regards,

Jag

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers all three bullet points: details of the course, reasons for recommending the university, and advice on the application process. The tone is appropriate for a letter to a friend. However, the development of ideas is somewhat limited. For example, the description of the course is quite brief, mentioning only the duration and number of subjects without providing insight into the content or the student's personal experience. Similarly, the advice on applying is functional but lacks depth. To reach a higher band, you should expand on your points with more descriptive detail and personal reflection to fully engage the reader.

Coherence and Cohesion — Band 7.0

The letter is logically organized into clear paragraphs, each addressing a specific requirement of the prompt. The use of cohesive devices such as 'In addition', 'Furthermore', and 'If you want to' helps to guide the reader through the text. However, some transitions feel slightly mechanical, and the flow between sentences could be smoother. For instance, the transition between the library facilities and the teachers' qualities is a bit abrupt. Overall, the paragraphing is appropriate, and the progression of ideas is clear, making the letter easy to follow.

Lexical Resource — Band 6.0

The vocabulary is adequate for the task, allowing you to communicate your message clearly. You use some relevant terms like 'journalism', 'duration', and 'cooperative'. However, the range is somewhat limited, and there are some awkward collocations, such as 'did admission' (should be 'applied for admission' or 'enrolled') and 'completed my study from here' (should be 'completed my studies there'). To improve, try to incorporate more varied and precise vocabulary related to university life and academic processes to demonstrate a wider range of lexical control.

Grammatical Range and Accuracy — Band 6.0

The response uses a mix of simple and complex sentence structures. While the meaning is generally clear, there are several grammatical errors throughout the text. Examples include 'do same course' (missing 'the'), 'there were total ten subject' (should be 'subjects'), and 'related this course' (should be 'related to this course'). These errors do not impede communication, but they are frequent enough to prevent a higher score. Focusing on articles, pluralization, and prepositional usage will significantly improve the accuracy of your writing.

See this exact question answered at other band scores — the same prompt compared across bands.

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