Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · Cambridge IELTS 12 · 2026-07-29

IELTS Writing Task 1 question

The bar chart below shows the percentage of Australian men and women in different age groups who did regular physical activity in 2010.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Student answer (Band 6.5)

The given bar chart illustrates the composition of percentage of Australia men and women in different age groups who did regular physical activity in the year 2010.

To Embark with,it is noticeable that the x axis represents the age group which starts from 15 till 65 and over and the y axis represents the percentage of Australia men and women . Starting with the women 15 to 24 year women only prefer 42.7% doing regularly physical activity while the age group 25 to 34 go for a little more that which is 48.9 . Moving on to 35 to 44 only 52.5% choose to do regular physical activity while on the other hand the age group 44 to 54 prefer 53.3% of daily physical activity making it the highest age group in the year 2010. Coming to the last age groups 55 to 64 people prefer 53% making it the second highest age group and the last 65 and over is only 47.1% which is a little more than 15 to 24. On the other hand which is men in the age group 15 to 24 has the highest record of doing regularly physical activity which is 52.8%,25 to 34 prefer only 42.2 and a little less than that which is 39.5 ,age group 35 to 44. While 45 to 54 prefer 43.1 % a little higher than that which 45.1% in the age group 55 to 64 and a bit more higher than that which is 46.7 in the age group 65 and over

Overall ,It is highly noticeable that women are regularly doing physical activity as compared to mens

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

The response covers all parts of the task and provides data for all age groups. However, the reporting is somewhat mechanical, listing figures sequentially rather than synthesising the data into clear trends or meaningful comparisons. While the main features are identified, the lack of a clear overview—the final sentence is too brief and lacks supporting detail—limits the score. The comparison between men and women is present but could be more analytical, focusing on the contrasting trends (e.g., women's participation peaking in middle age versus men's decline then recovery).

Coherence and Cohesion — Band 6.5

The essay is organised into paragraphs, but the flow is hindered by repetitive sentence structures and a lack of varied cohesive devices. Phrases like 'Moving on to' and 'Coming to' are used mechanically. The referencing is sometimes unclear, particularly in the section describing men's data, where the sequence of figures is difficult to follow. Paragraphing is present, but the transition between the description of women and men is abrupt, and the final summary is not clearly separated as a distinct concluding paragraph.

Lexical Resource — Band 6.0

The vocabulary is adequate for the task but lacks precision and variety. There is significant repetition of phrases like 'regular physical activity' and 'age group'. Some word choices are awkward, such as 'composition of percentage' and 'prefer 42.7% doing regularly physical activity'. The student struggles with collocations, often using 'prefer' where a more accurate verb like 'reported' or 'engaged in' would be appropriate. There are also minor errors in word form, such as 'mens' instead of 'men'.

Grammatical Range and Accuracy — Band 6.0

The response relies heavily on simple sentence structures. While there are attempts at complex sentences, they are often marred by grammatical errors, such as 'the age group 15 to 24 year women only prefer 42.7% doing regularly physical activity'. Punctuation is inconsistent, with missing spaces after commas and periods. Subject-verb agreement and preposition usage are frequently inaccurate (e.g., 'a bit more higher than that'). These errors are frequent and occasionally require the reader to re-read to grasp the intended meaning.

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