Band 6.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-08-14
IELTS Writing Task 1 question
You would like to reduce your working hours in order to study part time.
Write a letter to your boss. In your letter
- explain why you want to reduce your working hours
- say which hours you would like to work
- describe how your part-time studies would benefit your employer
You do NOT need to write any addresses.
Begin your letter as follows:
Dear ....................................,
Student answer (Band 6.0)
Dear Sir, Mam
I hope you are doing well. I am writing this letter to inform you that I cannot work full time on wards as I am doing part-time studies of French as you know that we have lot of customers in our restaurant who are white people and they know French really well so, sometimes they feel difficult to speak English with us and make a order which makes me and uncomfortable under confidence and i also need to learn French for my future as i want to live in Canada. therefore, i cannot work in the evenings after 6pm from this forthcoming Monday to all weekdays because i will take classes but i can work on the weekends full day because the restaurant will be busier on these days. I hope you will understand my situation, and it will also be helpful for your restaurant's growth also. So, thank you for considering me, and if you have any questions, please feel free to reach out to me.
Thanks
Gurchet Kaur
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.5 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 6.0 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 6.0 |
Task Achievement / Task Response — Band 6.5
You have addressed all three bullet points required by the prompt: explaining the reason for the request, specifying the desired hours, and describing the benefits to the employer. The tone is generally appropriate for a formal letter, although the opening 'Dear Sir, Mam' is slightly informal. The ideas are relevant, but the development is somewhat limited. For instance, the benefit to the employer is mentioned briefly, but could be expanded to explain how your improved French skills would specifically enhance customer service or increase sales. Overall, the response is clear and fulfills the requirements of the task effectively.
Coherence and Cohesion — Band 6.0
The letter is easy to follow, and the progression of ideas is logical. However, the response is written as a single block of text. To improve, you should use paragraphing to separate the introduction, the body (the request and the benefits), and the closing. While you use some cohesive devices like 'therefore' and 'as', the flow is occasionally hindered by long, run-on sentences. Using more varied linking words and punctuation would help to guide the reader more effectively through your argument.
Lexical Resource — Band 6.0
You have a sufficient range of vocabulary to convey your message clearly. You use some relevant terms such as 'forthcoming' and 'consideration'. However, there are some awkward word choices and phrasing, such as 'white people' (which is unnecessary and potentially inappropriate in a professional context) and 'make a order'. Additionally, 'under confidence' is not the correct collocation; 'lacking confidence' would be more accurate. Expanding your vocabulary to include more precise professional terminology would help you achieve a higher band score.
Grammatical Range and Accuracy — Band 5.5
Your writing shows a mix of simple and complex sentence structures. However, there are frequent errors in punctuation and grammar, such as missing articles ('a order'), incorrect capitalization ('i'), and run-on sentences that lack proper full stops. For example, the sentence starting with 'therefore' is quite long and would be better split into two. While these errors do not prevent the reader from understanding your request, they are frequent enough to impact the overall fluency and professional quality of the letter.
See this exact question answered at other band scores — the same prompt compared across bands.
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