Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Barron's Writing · 2026-10-06

IELTS Writing Task 1 question

You let a friend stay at your apartment while you were away on a trip. When you returned home, you discovered that a valuable possession was broken.

Write a letter to your friend. In your letter
• describe the broken possession.
• explain why it is important to you.
• explain what you would like your friend to do.

You do NOT need to write any addresses.

Begin your letter as follows:

Dear _________,

Student answer (Band 6.0)

Dear John,

I am writing this letter to enquire you about the broken LCD, which I think got damaged when I was away. Since, you were looking after the things behind me, I thought its best to ask you about the incident.

The plasma LCD in living room is broken as there is a crack in the middle of the screen. It was 96 inch Sony Bravia LCD of black color, mounted on the wall panel. When I left for the trip, the TV was working but when I came back last week, it was broken.

The LCD was my anniversary gift from my wife and it held significant emotional importance to me. I always take care of my gifts as I believe people show their affection towards you in the presents they choose for you. The fact that it was given by my wife made it even more relevant to me.

Give the damage, I would like to provide you the justification of how this incident occured. Moreover, I would like you to pay for the repair cost of the LCD.

I look forward to hearing from you.

Best Regards,

Fazal

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response successfully addresses all parts of the prompt by describing the broken possession, explaining its sentimental value, and stating what the writer wants the friend to do. However, the development is somewhat uneven. While the description of the television and its emotional importance are clearly covered, the final part regarding the requested action is slightly confused, as the writer mentions wanting to "provide you the justification" rather than simply asking for accountability or compensation directly. Despite this minor lapse in clarity, all bullet points are present, placing the response securely in the mid-level range for task fulfilment.

Coherence and Cohesion: Band 6.0

The letter maintains a coherent overall arrangement with a clear, logical progression from the initial greeting through to the closing remarks. Paragraphs are used appropriately to separate distinct ideas, such as the description of the damage in the second paragraph and the emotional significance in the third. Cohesive devices are employed, though referencing is occasionally slightly mechanical or faulty, such as the transition in the final section ("Give the damage"). Nevertheless, the progression of ideas is easy to follow throughout the text, ensuring a smooth reading experience.

Lexical Resource: Band 6.0

The vocabulary used is adequate for the task, successfully conveying the intended message. The writer attempts some less common vocabulary items, such as "significant emotional importance" and "mounted on the wall panel," though there are some word-choice and collocation inaccuracies, most notably the phrase "Give the damage" instead of "Given the damage" or "Because of the damage," as well as using "plasma LCD" rather than simply "plasma TV" or "LCD screen." These minor errors do not impede communication, and spelling is generally accurate.

Grammatical Range and Accuracy: Band 6.0

The response features a mix of simple and complex sentence forms, demonstrating a decent grasp of sentence structure. There are some errors in grammar and punctuation, such as unnecessary commas (e.g., "Since, you were looking after..." and "Give the damage, I would like...") and a minor prepositional or verb pattern slip in the opening sentence ("enquire you about" instead of "enquire of you" or simply "ask you about"). However, these errors are relatively infrequent and rarely impede communication, allowing the majority of sentences to be understood clearly.

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