Band 7.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 7.5 · Cambridge IELTS 20 · 2026-10-01
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 7.5)
The tables show information about the population of New York City and its districts in the years 1800, 1900, and 2000.
Overall, the total population of New York City increased significantly over the two centuries. In addition, while Manhattan had the majority of the population in 1800, its share decreased over time, whereas the population in other districts grew rapidly.
In 1800, the total population of New York City was only 79,216 people. By 1900, this number went up to 3,437,202, and it reached a peak of 8,009,185 in the year 2000.
Looking at Manhattan, it had 60,515 people in 1800, which was 76% of the city’s total population. Its population increased to 1,850,093 in 1900, but the percentage dropped to 54%. In 2000, Manhattan’s population went down to 1,538,096, which accounted for only 19% of the total.
On the other hand, the other districts (Brooklyn, Bronx, Queens, and Staten Island) had 18,701 people in 1800, making up 24% of the total. By 1900, the population rose to 1,587,109 (46%). Finally, in 2000, it experienced a huge increase to 6,471,089 people, which was 81% of New York City’s total population.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 7.0 |
| Coherence and Cohesion | 7.5 |
| Lexical Resource | 7.0 |
| Grammatical Range and Accuracy | 7.5 |
| Overall | 7.5 |
Task Achievement / Task Response: Band 7.0
The response successfully addresses all parts of the prompt by presenting an overview and detailing the population changes in New York City and its individual districts between 1800 and 2000. Key features, such as the overall growth and the shifting distribution of residents away from Manhattan toward the outer districts, are clearly highlighted with accurate data from the tables, including both raw population figures and percentages. The overview provided in the second paragraph is well-formulated and sets a clear tone for the report. To reach a higher level, the response could integrate a more sophisticated comparison between the growth rates of the various decades rather than strictly proceeding chronologically through the three given years, thereby fully developing all selected trends with even greater analytical depth.
Coherence and Cohesion: Band 7.5
The text demonstrates a clear logical organization and progression throughout. Information is grouped sensibly, beginning with a general introduction and an overview, followed by overall population figures, and concluding with a detailed breakdown of Manhattan versus the other districts. Paragraphing is used appropriately to separate distinct ideas and categories of data. Cohesive devices such as 'Overall', 'In addition', 'whereas', and 'On the other hand' are employed effectively to connect sentences and paragraphs. However, achieving the next band would require even smoother transitions between the macro-level city data and the micro-level district data, making the progression feel completely seamless and entirely natural without relying on standard sequential connectors.
Lexical Resource: Band 7.0
The student uses a sufficient range of vocabulary to convey information flexibly and with precision. Terms such as 'significant', 'decreased', 'reached a peak', 'accounted for', and 'experienced a huge increase' demonstrate an adequate control of task-appropriate language. Less common items and stylistic choices are handled reasonably well, and there are no notable spelling or word-choice errors that impede communication. To push into higher bands, the writer could incorporate more sophisticated, less common lexical items and precise academic collocations—such as substituting standard verbs with advanced alternatives like 'surge', 'plummet', or 'eclipse'—to show greater stylistic dexterity and finesse.
Grammatical Range and Accuracy: Band 7.5
The writing exhibits a good variety of complex structures alongside simple sentences, with frequent error-free constructions. The control of verb tenses required for historical data (past simple forms like 'was', 'went up', 'reached', and 'experienced') is handled accurately throughout. Punctuation and sentence boundaries are managed well, ensuring that complex clauses remain clear and readable. Minor slips are absent, reflecting solid overall grammatical control. To attain an even higher standing, the student could integrate a wider variety of advanced dependent clauses, participial phrases, or passive structures to elevate the grammatical complexity across the entire response.
See this exact question answered at other band scores. The same prompt compared across bands.
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