Band 6.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.5 · Cambridge IELTS 20 · 2026-09-30
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 6.5)
The chart provide details about Public Library in Little chalfont town
Overall,it is clear that adults aged 18-64 accounted for the largest propotion of library members, while children's fiction and adult fiction were the most popular loan categories. furthermore, the total number of loans generally increased between 2007 and 2016, reaching its highest point in the final year.
According to the pie chart, adults aged 18–64 represented the largest group of library members, at 51%, followed by children at 22%. Young adults and people aged 65 and over accounted for 15% and 12%, respectively. Regarding loan categories, children's fiction and adult fiction shared the highest percentage, at 38% each. Adult non-fiction stood at 13%, while children's non-fiction accounted for 6%. The remaining categories, including young adults' books and adult audio books, represented 2% each, whereas children's DVDs made up just 1%.
Looking at the bar chart, the total number of loans increased from approximately 15,500 in 2007 to 19,000 in 2008. It then rose gradually, reaching around 21,000 in 2011. After a slight decline until 2013, the figure increased again and reached its peak of approximately 22,000 in 2016.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 7.0 |
| Coherence and Cohesion | 6.5 |
| Lexical Resource | 6.5 |
| Grammatical Range and Accuracy | 6.5 |
| Overall | 6.5 |
Task Achievement / Task Response: Band 7.0
The student has successfully addressed all parts of the visual data by summarising the main features of the Little Chalfont Library charts and making relevant comparisons. The overview captures the dominant age group (18-64) and the top loan categories (children's and adult fiction) effectively. Key data points from the pie chart, table, and bar chart are accurately reported, such as the 51% membership for adults and the upward trajectory of total loans from 2007 to 2016. The figures cited generally align well with the provided data without hallucinating significant inaccuracies.
Coherence and Cohesion: Band 6.5
The response demonstrates a clear logical organisation and progression throughout. Information is grouped sensibly into an introductory paragraph, an overview paragraph, a detailed paragraph covering the pie chart and table, and a final paragraph dedicated to the bar chart trends. Cohesive devices such as 'Overall', 'According to the pie chart', and 'Looking at the bar chart' are used appropriately to guide the reader through the data. Paragraphing is handled well, ensuring each section serves a distinct purpose.
Lexical Resource: Band 6.5
The student employs a sufficient range of vocabulary to describe data trends and proportions effectively, using terms such as 'proportion', 'accounted for', 'respectively', and 'gradually'. While some common phrases are repeated, there is a good attempt at less common vocabulary items like 'declining', 'peak', and 'remaining categories'. Minor capitalization and punctuation slips occur, such as lowercase letters at the beginning of sentences ('Overall,it', 'furthermore'), but these do not impede communication.
Grammatical Range and Accuracy: Band 6.5
A good mix of simple and complex sentence structures is used throughout the response, featuring subordinate clauses and participial phrases successfully. The majority of sentences are grammatically accurate, with good control over tense usage when describing past data (e.g., 'increased from approximately... to...'). Minor mechanical and punctuation errors are present, such as missing capitalization at the start of sentences and the missing space after a comma, but these errors are infrequent and do not detract from the overall clarity of the writing.
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