Band 6.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.5 · Cambridge IELTS 20 · 2026-09-05
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 6.5)
The tables provide information about the proportions of people in New York, and its different districts from the years 1800 to 2000.
As a whole, New York had a population of 79216 people in the year 1800. Out of this, 76% of people lived in Manhattan whereas the rest 24% lived in other districts like Queens, Brooklyn, Bronx and Staten Island. The population of New York increased drastically to 3,437,202 in the year 1900 with almost half living in either Manhattan or other districts. By the year 2000, New York had a population of 8,009,185, with only a small 19% of people living in Manhattan. 81% of New Yorkers were residing in districts like Brooklyn and Queens.
Overall, as New York's population increased, the number of people living in the most elite district; Manhattan, decreased, as people started residing in different districts. By the year 2000, The proportion of New Yorkers in Manhattan was considerably lower than that of other districts, at 19% and 81%, respectively.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.0 |
| Coherence and Cohesion | 6.5 |
| Lexical Resource | 6.0 |
| Grammatical Range and Accuracy | 6.5 |
| Overall | 6.5 |
Task Achievement / Task Response — Band 6.0
The response covers the main trends in the data, identifying the population growth and the shift in distribution between Manhattan and the other districts. However, the analysis is somewhat superficial. For example, the statement that 'almost half living in either Manhattan or other districts' in 1900 is vague and does not accurately reflect the provided data. Furthermore, the report lacks a clear, analytical overview that synthesizes the data effectively. While the key features are mentioned, the lack of precision in describing the specific district data (e.g., grouping all other districts together throughout) limits the depth of the response, preventing it from reaching a higher band.
Coherence and Cohesion — Band 6.5
The essay is organized into logical paragraphs, with an introduction, body, and a summary. Cohesive devices such as 'As a whole', 'By the year 2000', and 'Overall' are used to guide the reader. However, the progression of ideas is slightly mechanical. The transition between the 1900 data and the 2000 data could be smoother, and the use of referencing is sometimes repetitive. Paragraphing is used appropriately, but the internal structure of the body paragraph could be improved to better contrast the specific data points provided in the tables rather than just listing them sequentially.
Lexical Resource — Band 6.0
The vocabulary is generally adequate for the task, allowing the writer to convey the main points. There are some attempts at less common vocabulary, such as 'drastically' and 'considerably', which are used correctly. However, the range is somewhat limited, and there is a reliance on basic phrasing. The use of 'elite' to describe Manhattan is a bit subjective and not supported by the data provided. To improve, the student should incorporate more precise terminology related to statistical trends, such as 'surpassed', 'accounted for', or 'a significant decline'.
Grammatical Range and Accuracy — Band 6.5
The response uses a mix of simple and complex sentence structures. There are some minor punctuation errors, such as the unnecessary semicolon in 'most elite district; Manhattan'. Additionally, there is a minor error in capitalization ('The proportion' in the final sentence). Despite these slips, the grammar is generally accurate and does not impede communication. The student demonstrates sufficient control to be understood clearly, but a wider variety of complex structures—such as passive voice or relative clauses—would be needed to achieve a higher score.
See this exact question answered at other band scores — the same prompt compared across bands.
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