Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 20 · 2026-10-27

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 below pie chart illustrates the proportions of different group members, the table provides the total loans data of 2016, and the graph chart compares the total number of loans from 2007 to 2016 of a public library in a town called Little Chalfont.

Overall, the pie chart provides the proportion of four members of diferent age groups (children, young adults 13-17, adults 18-64, and adults 65-over). On the other hand, the table shows the data of total loans of 2016 of seven categories inlcuding children's fiction, non-fiction and dvds, young adults, adult fiction, non-fiction and audio books. Futhermore, the graph line copmares the total number of loans from 2007 to 2016 with highest number of loan at 2016 and lowest at 2007.

To begin with pie chart, the adults (18-64) are large number of members of library with 51%, as compared to 22% of children. The young adults (13-17) covers 15% of membership silghtly higher than adults (65 and over) with 12%. The table provides the data of highest loan category in 2016 of children and adult fiction with 38%, providind data of lowest loan category of childen dvds with 1%, young adults and adult audio books with 2%.

Lastly, the graph chart shows the total number of loans throughout 200 to 2016. The loan was highest at 2016 with more than 20,000 and slightly less than 2016 but above than the 20,000 is 2015 and 2011. Meanwhile, 2007 was the lowest with 15,000 loan number.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover all three visuals and identify several important features: adults aged 18–64 form the largest membership group (51%), fiction leads the loan categories (38% each for children’s and adult fiction), and loans are lowest in 2007 and highest in 2016. These comparisons are relevant and generally accurate. However, the overview says 2016 is the peak without describing the broader pattern: loans rose overall, fluctuated after 2010, and then increased towards the end. The graph discussion also omits several useful intermediate figures, while the table summary leaves out the 6% and 13% categories. Develop these less fully covered features and make the overall trend clearer to give a more complete account.

Coherence and Cohesion: Band 6.0

The response has a clear overall arrangement: an introduction, an overview, and separate paragraphs for the pie chart, table, and line graph. This makes the information easy to locate, and signposts such as “To begin with” and “Lastly” help guide the reader. However, some linking is mechanical, and the overview largely repeats the chart descriptions rather than synthesising the main patterns. The phrase “On the other hand” does not express a clear contrast between the visuals, and “slightly less than 2016 but above than the 20,000 is 2015 and 2011” is difficult to follow. Use more precise links and organise the graph details in a clear chronological sequence.

Lexical Resource: Band 5.5

You use relevant chart vocabulary, including “proportions,” “categories,” “highest,” and “lowest,” and the reader can generally understand the comparisons. However, several word choices and collocations are inaccurate or awkward, such as “the graph line copmares,” “large number of members,” and “the loan was highest.” Spelling errors—including “diferent,” “inlcuding,” “Futhermore,” and “silghtly”—also reduce accuracy. Some phrases are repetitive, particularly repeated references to “the data” and “the total number of loans.” Aim for precise, natural expressions such as “accounted for,” “membership,” and “loan volume,” and proofread spelling. This would make the vocabulary more controlled and appropriate for describing data.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and more complex sentence forms, and the main comparisons are usually understandable. For example, the sentence comparing the young-adult and older-adult groups communicates the figures, but its structure is awkward: “The young adults … covers 15% of membership slightly higher than adults…” Agreement and article use also need attention, as in “the adults … are large number” and “with highest number of loan.” The final graph paragraph contains a sentence fragment-like construction: “slightly less than 2016 but above than the 20,000 is 2015 and 2011.” Use complete clauses and check subject–verb agreement, articles, and comparative structures. More accurate control of these patterns would improve clarity while retaining your range of sentence forms.

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