Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · Cambridge IELTS 19 · 2026-10-11

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 6.5)

The pie chart and bar graph illustrates the location and categories of dance classes taken by different groups of people in Australia.

Overall, it can be seen that most of the classes took place in private studios and school halls, whereas, college-based studios consisted the least amount of classes. Moreover, children under 11 took part mostly in ballet, while the young seemed interested in modern dance. However, tap dance remained almost steady for both children and the youth.

Firstly, private approximately 48% pupils took dance classes in private studios. In contrast, 24% children attended dance lectures in school halls, whereas, 18% danced in the community halls and other areas. On the contrary, only 10% people learned dance in college-based studios.

Secondly, almost [redacted phone] children between 11 to 16 and under 11 years of age participated in tap dance. Whereas, ballet dance included most of the children below 11 years, peaking at 600 students. However, only 300 young learners attended ballet dance. Conversely, almost 510 young peers participated in the modern dance, while only 300 children took part in the same.

AI examiner evaluation

Task Achievement / Task Response: Band 7.0

The response covers both charts and gives a clear overview of the main patterns: private studios are the most common location, college-based studios the least common, and the preferred dance styles differ by age. Most figures are accurately reported, including the location percentages and the approximate values for ballet and modern. The comparison that tap participation is “almost steady” is also supported by the similar figures for the two groups. This is a well-selected account of the key information, although the overview slightly overgeneralises by saying classes took place mostly in private studios and school halls, without acknowledging the community-hall share. For greater precision, state that private studios alone account for the largest share, and compare the age groups directly in the overview.

Coherence and Cohesion: Band 6.5

The response has a clear overall structure: an introduction, an overview, and separate paragraphs for the location and age-group data. The sequence within each section is generally easy to follow, and linking expressions such as “In contrast” and “Conversely” help signal comparisons. This coherent organisation is a strength. However, some transitions feel mechanical or are used in ways that interrupt the flow: “Whereas” begins a sentence fragment, and “On the contrary” does not express a genuine contradiction in the location comparison. The repeated “Firstly” and “Secondly” also make the report sound formulaic. To strengthen progression, group related figures into smoother comparison sentences and use fewer, more precise linking devices.

Lexical Resource: Band 6.0

The vocabulary is adequate for describing the charts, with useful terms such as “participated,” “peaking,” and “categories.” The writer also attempts a range of expressions for comparing groups. However, several choices are imprecise or unnatural for this data-reporting context. “Dance lectures” does not accurately describe classes, “young peers” is an awkward substitute for students aged 11–16, and “consisted the least amount of classes” is not a natural collocation. “People” and “pupils” are also used inconsistently for the chart’s age groups. These choices do not prevent understanding, but they limit precision. Prefer consistent, neutral terms such as “students,” “classes were held,” and “accounted for the smallest proportion.”

Grammatical Range and Accuracy: Band 5.5

The response attempts both simple and complex sentences, including clauses with “whereas” and “while,” and the main comparisons are usually understandable. However, grammatical control is uneven, with errors in agreement, sentence construction, and punctuation. For example, “The pie chart and bar graph illustrates” has a plural subject with a singular verb, while “Whereas, ballet dance included…” is a fragment rather than a complete sentence. The comma after “whereas” in “whereas, 18%” is also unnecessary, and “private approximately 48% pupils” has a faulty sentence structure. These issues make some sentences awkward even though the intended meaning can generally be recovered. Check subject–verb agreement and ensure each contrast clause is attached to a complete main clause.

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