Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 20 · 2026-10-03

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 first table shows the statistical changes in the accumlated population in New York City between 1800 and 2000, While other tables show the population of the five districts , namely Manhattan, Brooklyn, Bronx, Queens and Staten Island in the same duration.

Overall, the population in New York is dramatically increases by ten times over the period. Moreover, it is notable that Manhattan was initally dominated in the population in New York, afterward other districts surged by double to their respective figures.

In 1800, the population of New York was 79,216, and Manhattan was accounted for 76% of the population at valued 60,515 ,whereas other districts occupied one-fourth of the population. The proportion of population coverage by Manhattan and other districts, in 1900, was roughly equal as Manhattan was standing at 1,850,093 and other districts constituted 1,587,109 population.

In 2000, A drastic rise was shown in population and surged at 8,009,185. In this population, Manhattan made up 19% of the total population while other districts covered 81%.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response successfully addresses all parts of the task by reporting the main features of the population changes in New York City and its districts between 1800 and 2000. An appropriate overview is provided, noting the tenfold increase in overall population and the shift in dominance from Manhattan to the other districts. Key data points are selected and compared, such as Manhattan accounting for 76% in 1800 compared to 19% in 2000. However, some ideas are slightly under-developed or imprecise, such as describing the 1900 proportions as 'roughly equal' when Manhattan was 54% and other districts were 46%, which demonstrates the characteristics of the awarded band where relevant details are present but certain comparisons lack full clarity or precision.

Coherence and Cohesion: Band 6.5

The response maintains an overall coherent arrangement with a clear division into an introduction, an overview, and body paragraphs that handle different time periods logically. Progression is generally evident as the writing moves chronologically from 1800 through 1900 to 2000. Cohesive devices are employed, such as time markers ('In 1800', 'In 1900', 'In 2000'), though some referencing and mechanical linking are a little faulty, for instance, the slightly awkward transition using 'While other tables show' and the repetitive framing of data points. Paragraphing is utilized sufficiently, but tighter logical transitions between the sentences would help elevate the response further.

Lexical Resource: Band 6.0

An adequate range of vocabulary is deployed for the task, including functional reporting terms like 'statistical changes', 'proportion', 'constituted', and 'surged'. The student attempts less common vocabulary items such as 'accumlated', 'dominated', and 'drastic rise', but these show some inaccuracy in word choice, form, and spelling, such as the misspelling of 'accumulated' and the awkward phrasing 'dominated in the population'. Nevertheless, these lexical shortcomings do not impede communication, allowing the reader to easily follow the intended meaning and data comparisons throughout the response.

Grammatical Range and Accuracy: Band 5.5

The response features a mix of simple and complex sentence forms, demonstrating attempts at relative clauses and comparative structures. There are, however, several grammatical errors and awkward phrasing patterns, such as tense usage ('is dramatically increases'), passive/active confusion ('was accounted for', 'was standing at'), and missing articles or prepositions ('valued 60,515', 'at valued'). These errors in grammar and punctuation occur with some frequency across the text, though they rarely impede overall communication. To reach a higher band, the student needs to demonstrate greater control over complex sentence structures and eliminate frequent errors in verb forms and voice.

See this exact question answered at other band scores. The same prompt compared across bands.

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