Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 20 · 2026-07-29

IELTS Writing Task 1 question

The first table below shows changes in the total population of New York City from 1800 to 2000. The second and third tables show changes in the population of the five districts of the city (Manhattan, Brooklyn, Bronx, Queens, Staten Island) over the same period.

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

Student answer (Band 6.0)

The table illustrates that the population of New York City in the year 1880 was 79,216. Moreover, in the year of 1900, the population increased to 3,437,202, and in 2000, the population was 8,009,185. The second table

Illustrate that the population of the Manhattan district in the year 1800 was 60,515, which is approximately 76%, but in 1900 the population rose to 1,850,093, which is 54%. Moreover, in the year 2000, the population of Manhattan was 1,538,096, which is 19%. The third table illustrates the other 4 districts of New York, which are Brooklyn, the Bronx, Queens, and Staten Island. In these districts the population in 1800 was 18,701, which is 24%. Moreover in the year 1900, the population rose to 1,587,109, which is 46%. But in the year 2000, the population of these districts rose to 6,471,089, which is approximately 81% of the total population, according to the table.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response addresses the task by summarizing the population data for NYC and its districts. However, the analysis is largely a list of figures rather than a synthesis of trends. While the main features are identified, the comparison between the districts is underdeveloped. The response lacks an overview statement, which is essential for a Band 6 or higher. The data selection is accurate, but the lack of analytical commentary on the shifting population distribution (e.g., the decline in Manhattan's relative share versus the growth of other districts) limits the score.

Coherence and Cohesion — Band 6.0

The response is organized into three paragraphs, but the structure is repetitive. Each sentence begins with a similar structure (e.g., 'The table illustrates...', 'Moreover...', 'In the year...'), which makes the flow mechanical. Cohesive devices are used, but they are basic and often redundant. There is no clear progression of ideas; instead, the text reads like a series of isolated data points. Paragraphing is present, but the logical connection between the paragraphs could be improved to better group the information.

Lexical Resource — Band 6.0

The vocabulary is functional but very limited and repetitive. The student relies heavily on 'the population of', 'the year', and 'rose to'. There is little attempt to use a range of vocabulary to describe trends (e.g., 'surged', 'plummeted', 'remained stable', 'accounted for'). While the numbers are presented clearly, the lack of variety in reporting verbs and descriptive language prevents a higher score. The terminology is accurate for the task, but the range is insufficient for a higher band.

Grammatical Range and Accuracy — Band 6.0

The response uses simple sentence structures almost exclusively. While there are few grammatical errors, the range of structures is very limited. There is a lack of complex sentences or varied grammatical forms. Punctuation is generally correct, but the repetitive sentence patterns make the writing feel simplistic. To improve, the student should incorporate more complex structures, such as relative clauses or participial phrases, to combine related data points and improve the flow of information.

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