Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 20 · 2026-08-25

IELTS Writing Task 1 question

The charts below give information about a public library in a town called Little Chalfont.

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

 

Student answer (Band 6.0)

The give bar graph and pie chart both provide us with the knowledge regarding a public library town namely Little Chalfont.

Overall, adults aged 18–64 constituted the largest proportion of library members, while children accounted for the second-largest group. The total number of loans generally increased over the period, despite some fluctuations.

In the pie chart, adults aged 18–64 represented 51% of all library members, making them the dominant group. The table shows that children's fiction and adult fiction were equally the most frequently borrowed categories, each accounting for 38% of total loans. Children accounted for 22%, followed by young adults aged 13–17 at 15%. The smallest proportion was made up of people aged 65 and over, at 12%.

Finally, the number of loans rose from approximately 16,000 in 2007 to around 19,000 in 2008 and remained almost unchanged in 2009. It then increased to just over 20,000 in 2010 and around 21,000 in 2011. Adult non-fiction shows 13%, while children's non-fiction made up 6%. Young-adult books and adult audio books each are given for 2%, and children's DVDs were the least popular category, at only 1%.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers all parts of the task, providing a clear overview and selecting key features from the charts. The main trends in library membership and loan figures are identified. However, the report lacks a cohesive structure in the body paragraphs; the data from the table is fragmented across two different paragraphs, which disrupts the logical flow. While the key features are highlighted, the comparison between categories could be more integrated. To reach a higher band, ensure that data points are grouped logically by category rather than by the source chart, which would allow for more sophisticated comparisons.

Coherence and Cohesion — Band 6.0

The response is organised into paragraphs, and there is a clear overall progression. However, the transition between the pie chart data and the table data is somewhat mechanical. For instance, the final paragraph jumps abruptly from loan trends to a list of book categories, which feels disjointed. While cohesive devices like 'Overall' and 'Finally' are used, the internal linking within paragraphs could be smoother. The referencing is generally clear, but the paragraphing strategy could be improved by grouping all static data (pie chart and table) together and keeping the dynamic data (line graph) separate to enhance readability.

Lexical Resource — Band 6.0

The vocabulary is adequate for the task, allowing the writer to convey information clearly. There is some attempt to use topic-specific vocabulary such as 'constituted', 'proportion', 'fluctuations', and 'dominant group'. However, the range is somewhat limited, and there is a reliance on repetitive phrasing, such as 'accounted for' and 'made up of'. To improve, the student should incorporate a wider variety of synonyms for describing data trends and proportions, such as 'comprised', 'represented', or 'accounted for the lion's share'. The word choice is generally accurate, and there are no significant errors that impede communication.

Grammatical Range and Accuracy — Band 6.0

The response demonstrates a mix of simple and complex sentence structures. There are several error-free sentences, such as 'Overall, adults aged 18–64 constituted the largest proportion of library members'. However, there are minor grammatical slips, such as 'The give bar graph' (should be 'The given bar graph') and 'each are given for 2%' (which is awkward phrasing). Punctuation is generally accurate, and the errors present do not impede the reader's understanding. To achieve a higher band, the student should aim for more varied complex structures and ensure greater precision in verb usage when describing statistical data.

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

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