Band 7.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 7.5 · Barron's Writing · 2026-09-12

IELTS Writing Task 1 question

You recently bought a jacket, but when you got home, you discovered it was
damaged. When you took it back to the store, you were told that merchandise
cannot be returned.

Write a letter to the store manager. In your letter:
• describe the problem with the jacket.
• explain what happened when you tried to return it.
• say what you would like the manager to do.

You do NOT need to write any addresses.

Begin your letter as follows:

Dear Sir or Madam,

Student answer (Band 7.5)

Dear Sir or Madam,

I hope you are doing well. I am writing to you regarding a damaged jacket that I recently purchased from your store. The main purpose of this letter is to complain about the product and request a suitable solution.

To begin with, I would like to mention that I discovered a large tear on the left sleeve of the jacket after I returned home. This is important because the damage makes the jacket unsuitable to wear. As a result, I am unable to use the product that I purchased.

Furthermore, I would like to explain that I returned to the store the following day with the jacket and receipt. In particular, I asked a staff member for a replacement or refund, but I was told that merchandise could not be returned. I believe this was unfair because the jacket was already damaged when I purchased it.

Finally, regarding this problem, I would like to receive either a replacement jacket or a full refund. I would appreciate it if you could resolve this issue as soon as possible. This would provide a fair solution to the problem.

Thank you for taking the time to consider my situation. I look forward to hearing from you.

Yours faithfully,

Jay

AI examiner evaluation

Task Achievement / Task Response — Band 8.0

The candidate has fully and effectively addressed all three bullet points required in the prompt. First, the problem with the jacket is clearly described, noting a large tear on the left sleeve. Second, the explanation of what happened when trying to return it is well detailed, including the staff's refusal based on store policy. Finally, the desired outcome is explicitly stated, requesting either a replacement or a full refund. The tone is appropriate for a formal complaint letter, and all ideas are relevant and logically extended. The task is handled comprehensively, successfully meeting all requirements without any omissions.

Coherence and Cohesion — Band 8.0

The letter exhibits clear logical organisation and progression from opening to sign-off. Information and ideas are structured logically across well-managed paragraphs, with each paragraph serving a distinct purpose corresponding to the prompt requirements. Cohesive devices such as 'To begin with', 'Furthermore', and 'Finally' are used appropriately to guide the reader through the letter. Paragraphing is used sufficiently and appropriately, contributing to an easy flow of information. Referencing throughout the text is clear and unambiguous, ensuring seamless reading from the complaint to the final call to action.

Lexical Resource — Band 6.5

The student demonstrates an adequate and functional range of vocabulary suitable for a formal complaint letter. Words and phrases such as 'regarding', 'damaged jacket', 'purchase', and 'full refund' are used accurately. While the vocabulary is generally standard rather than highly sophisticated or uncommon, it is precise enough to convey the intended message clearly without impeding communication. There are minor limitations in the range of less common lexical items, keeping the vocabulary score firmly at a solid, competent level.

Grammatical Range and Accuracy — Band 7.5

The candidate displays a good mix of simple and complex sentence structures, such as 'I discovered a large tear on the left sleeve of the jacket after I returned home' and 'I would appreciate it if you could resolve this issue as soon as possible.' The majority of the sentences are grammatically accurate, with correct punctuation and tense control. There are no noticeable grammatical errors or awkward phrasings that impede communication. Control of complex structures is evident, showing reliable command over standard grammatical rules appropriate for this level.

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