Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Academic Practice Accelerator · 2026-10-07

IELTS Writing Task 1 question

The table gives information about the average hours spent on the Internet by European people of different age groups.

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

Student answer (Band 6.0)

The table shows the information about the hours spent by the European people of various age groups on the Internet.

Overall, males spend more hours than the females when it comes to consumption of the Internet. We can also find out that ages from 16-20 have that highest number of hours spent by both the genders, whereas, the lowest was recorded at the age of 51 and onwards.

Those of Aged 11-15 had 8 hours for male and 6 for female. The highest recorded hours for both male and female were from the age of 16-20 with 19 and 18 hours, respectively.

In comparision to the prior age groups, the hours started to decline from 21-25 which had 7 hours for male and 5 for female following with, 4 hours each for aged 26-30. Age group of 31-50 had 3 hours for male and 4 hours for female, and the lowest recorded figures were for aged 51 and onwards with 2 hours for male and 3 hours for female.

AI examiner evaluation

Task Achievement / Task Response: Band 7.0

You identify the main pattern accurately: usage peaks among 16–20-year-olds and is lowest among people aged 51+, and you report the figures for every age group correctly. The overview also notes the broad decline after the peak, while the 31–50 figures are included as a useful comparison. This gives the response clear coverage of the table and supports its key observations. To make the account more fully developed, qualify the claim that males spend more overall: females exceed males in the 31–50 and 51+ groups, and the figures are equal for ages 26–30. A more precise overview could say that males record higher usage in most younger groups, while the pattern reverses slightly among older users.

Coherence and Cohesion: Band 6.0

The response has a clear overall structure: an introduction, an overview, and two paragraphs presenting the figures. The age groups are generally reported in a sensible sequence, and phrases such as “whereas” and “In comparison” help signal relationships. However, some linking is mechanical or awkward, particularly “following with” and “In comparison to the prior age groups,” and the final paragraph packs several comparisons into one long sentence. The overview and detail paragraphs also repeat the peak and lowest figures. For stronger progression, group the figures into a clear pattern—rise to the 16–20 peak, then decline—and use concise transitions without repeating the same information.

Lexical Resource: Band 5.5

Your vocabulary is sufficient to describe the table, with relevant terms such as “recorded,” “decline,” “figures,” and “respectively.” However, several choices are imprecise or unnatural, which limits flexibility and fluency. “Consumption of the Internet” is not a natural way to describe time spent online, and “hours spent by both the genders” is awkward. “Highest recorded hours” is also less precise than describing the figures as the highest average time. There is a spelling error in “comparision,” and repeated use of “hours” and “recorded” makes the wording less varied. Aim for accurate collocations such as “time spent online” and “average usage,” while keeping the language straightforward.

Grammatical Range and Accuracy: Band 5.5

You use a mix of simple statements and more complex structures, including the contrast in “whereas” and the clause beginning “which had 7 hours.” Most of the data remains understandable, but some grammatical errors and awkward constructions recur. For example, “ages from 16-20 have that highest number” has an incorrect article and an unclear subject, while “Those of Aged 11-15 had” uses an unnecessary capital and an incomplete-sounding construction. The sentence beginning “In comparision…” also has faulty punctuation and an awkwardly attached phrase, “following with.” Practise forming clear subject–verb sentences, using articles accurately, and punctuating longer comparisons so that each clause is complete.

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