Band 6.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.0 · Cambridge IELTS 20 · 2026-09-20
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 charts display the information about public library in a town called little chalfont. The information covered is age of library members, total loans by category, total number of loans.
The Pie chart shows that the 51% are adults between 18-64 years, 12% are adults above 65 years, 22% are childrens and 15% are young adults 13-17 years. The table reveals the information about total loans by by category and it is clear that for children's fiction and adult fiction is 38%, which is highest, for young adults and adult audio books is 2%, adult non-fiction carries 13% whereas children's non-fiction carries 6% and children's DVDs has just 1%.
The bar graph demonstrates the total number of loans between 2007 to 2016, and it is clear that in the year 2007 the total number of loans were 15000, and then it increased consistently near to 21000 till 2011, after the year 2011 the drop in the number has been witnessed till 2013 which was near to 19000 but after 2013 the graph gradually rises to 22000 again till 2016.
In conclusion, the information of little chalfont library are represented in the form pie chart, bar graph and table to demonstrate all the relevant information about the library.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.5 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 6.0 |
Task Achievement / Task Response — Band 6.5
The student successfully addresses all parts of the task by reporting the main features of the three visual representations provided. Key data points are accurately identified, such as the 51% of adults aged 18-64 in the pie chart, the joint highest categories of 38% for children's and adult fiction in the table, and the overall trajectory of library loans between 2007 and 2016 in the bar graph. Comparisons are appropriately made where relevant, such as noting that children's DVDs account for just 1%. The response covers the requirements comprehensively, providing a well-rounded overview of the data without introducing irrelevant information.
Coherence and Cohesion — Band 6.0
The response is organized into logical paragraphs, beginning with an introduction, followed by body paragraphs detailing each chart, and concluding with a summary statement. Cohesive devices are utilized to connect ideas, such as "whereas", "after the year 2011", and "In conclusion". However, some transitions feel slightly mechanical, and the paragraphing could be structured more fluidly. Progression is clear throughout, making it easy to follow the student's reporting of the visual data.
Lexical Resource — Band 5.5
The student demonstrates an adequate range of vocabulary for the task, accurately employing terms such as "consistently", "gradually rises", and "category". Less common items are attempted, though with some minor inaccuracies in word choice or phrasing, such as "the information of little chalfont library are represented". Spelling is generally accurate, and vocabulary use is sufficient to communicate the main features and comparisons effectively without impeding the reader's understanding.
Grammatical Range and Accuracy — Band 5.5
The writing includes a mix of simple and complex sentence forms, demonstrating some control over grammar. For instance, the student correctly uses relative clauses and subordinate structures in sentences like "the bar graph demonstrates the total number of loans... and it is clear that in the year 2007...". However, there are several capitalization errors regarding proper nouns ("little chalfont") and minor punctuation or agreement slips, such as "the information... are represented". Despite these errors, meaning is rarely impeded.
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