Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-08-21

IELTS Writing Task 1 question

The charts below give information on the location and types of dance classes young people in a town in Australia are currently attending.

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

Student answer (Band 6.0)

The charts illustrates the data of the location and types of dance classes running in the town of Australia.

The majority of people have choose private studios for their dance classes. From the pie-chart, it can be seen that private studios contributes 48%. Furthermore, community halls and other participates 18% of dance location. In addition to that, School-halls and college-based studios shares 24% and 10% of the dance classes location respectively.

Dance classes train young people with varieties of dance. Ballet contributes with 600 people with the age of under 11 and half the number of people between the age group of 11 to 16. whereas, Tap has almost an equal share with 450 people under the age of 11 and 420 people in the category of 11 to 16 years. In contrast, Modern type of dance involve 520 people with the age group of 11 to 16 and 300 people with the age of under 11.

To conclude, private studios are the predominant location for dance classes with younger children choosing ballet and older students showing a strong preference to Modern dance.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers all parts of the task by summarizing the location and types of dance classes. You successfully identified the main features, such as the dominance of private studios and the age-related trends in dance types. However, the analysis could be improved by making more direct comparisons between the categories. For instance, while you mention the percentages for locations, you could have explicitly contrasted the popularity of private studios against the combined total of other venues. The overview is present but could be more clearly integrated to highlight the most significant trends across both charts.

Coherence and Cohesion — Band 6.5

The essay is logically organized into clear paragraphs, with an introduction, body paragraphs for each chart, and a concluding summary. Cohesive devices such as 'Furthermore', 'In addition to that', and 'In contrast' are used to link ideas. However, some transitions feel slightly mechanical, and there are minor issues with referencing, such as 'other participates 18%', where the subject-verb agreement and phrasing make the flow slightly awkward. Overall, the progression of ideas is clear, and the paragraphing is appropriate for an Academic Task 1 response.

Lexical Resource — Band 5.5

You demonstrate an adequate range of vocabulary for the task, using terms like 'predominant', 'participates', and 'category'. However, there are several instances of imprecise word choice and collocation errors, such as 'The charts illustrates' (should be 'illustrate'), 'other participates' (should be 'others account for'), and 'Modern type of dance' (should be 'Modern dance'). While these errors do not impede communication, they indicate a need for more precise control over word forms and collocations to reach a higher band score.

Grammatical Range and Accuracy — Band 5.5

The response uses a mix of simple and complex sentence structures. There are several grammatical errors, particularly with subject-verb agreement, such as 'The charts illustrates', 'private studios contributes', and 'School-halls... shares'. Additionally, there are minor punctuation and capitalization inconsistencies, such as 'Modern type of dance involve' (should be 'involves'). While you attempt complex structures, the frequency of these basic grammatical slips prevents the response from reaching a higher band. Focusing on proofreading for subject-verb agreement would significantly improve your accuracy.

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

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