Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 20 · 2026-10-17

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 provided table illustrates the changes in the total population of New York. Another tables show changes in the residents of the five districts of the city specifically--Manhattan, Brooklyn, Bronx, Queens, Staten Island between 1800 and 2000.

Overall, it is clear that first table depicts New York City population, and the population is highest in 2000. Meanwhile, other table show the precentage of population, first one depicts the Manhattan popuation trend, while second illustrates the remaining districts population.

Looking at the details, all districts show a significant upward trend, in 1800 the figure stood at 79,216 and then rose to 3,437,202, before reaching to the high of 8,009,185 in 2000.

Turning to the remaining tables, the proportion of population in Manthattan show a significant drop over the period, in 1800 the precentage stood at 76%, then this figure descrease to 56% in 1900, trend mirrored in 2000 reaching at the low of 19%. Additionally, the opposite trend was true for other remaning districts, in 1800 the figure begains with 24%, and rose to 46% in 1900 after that the figure peaked at 81% in 2000.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You identify the main overall pattern: New York’s total population rose substantially, while Manhattan’s share fell and the other districts’ share increased. You also include relevant figures for all three years, so the response covers the task and shows some comparison. However, one key figure is inaccurate: Manhattan’s share in 1900 was 54%, not 56%. The overview is also partly descriptive of the tables rather than a concise summary of the most important changes, and the sentence saying “all districts” increased is not supported by the district-level data provided. To strengthen the response, distinguish the citywide total from the district-group figures and report the 1900 percentage accurately. The main features are present, but some are less fully and precisely developed than others.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction, an overview, and two detail paragraphs signalled by “Looking at the details” and “Turning to the remaining tables.” This gives the reader a coherent overall route through the information. However, progression within paragraphs is sometimes mechanical, with repeated “the figure” and several ideas joined by commas rather than clearly separated. For example, the sentence beginning “in 1800 the proportion…” runs through three time points without effective punctuation. References such as “first one” and “second” are also not immediately clear. Grouping the total population figures together and then comparing the two population shares, with clearer sentence boundaries and more precise referencing, would make the organisation easier to follow.

Lexical Resource: Band 5.5

You use a reasonable range of task-related vocabulary, including “proportion,” “trend,” “significant drop,” and “peaked,” and the reader can generally understand the comparisons. However, spelling errors such as “precentage,” “popuation,” “Manthattan,” “descrease,” and “begains” are noticeable and reduce accuracy. Some word choices are also imprecise: “all districts show a significant upward trend” overstates what the tables show, while “the population is highest” is less specific than identifying the total population. Repetition of “figure” and “population” limits flexibility. Check spelling carefully and choose terms that distinguish population totals from percentages or shares; this will make the description more precise and natural.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and more complex sentence forms, including clauses introduced by “while” and “before,” and the main meaning is usually clear. However, some grammatical errors recur. For example, “Another tables show” has a number-agreement error, and “the proportion … show” needs a singular verb. Several sentences are joined with commas where a full stop or semicolon is needed, as in the long sentence describing the Manhattan percentages. There are also awkward verb patterns, such as “before reaching to the high” and “reaching at the low.” These issues do not generally prevent understanding, but they make the writing less controlled. Practise subject–verb agreement and punctuating sentences that contain several stages or comparisons.

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