Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Academic Practice Accelerator · 2026-10-26

IELTS Writing Task 1 question

The line graph shows the number of first time visitors and returning visitors who visited Caryl Island from 2000 to 2008.

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

The line graph shows the number of first time visitors and returning visitors who visited Caryl Island from 2000 to 2008.

Student answer (Band 6.0)

THE GRAGH GIVEN BELOW DIPICTS THE VISITORS VISITED THE CARYL ISLAND FIRST TIME AND THOSE WHO VISITED REPEATEDLY FROM 2000 TO 2008.

OVERALL, THE VISITORS WHO RETURNED SHOWED A EXPONENTIAL GROWTH THEN MAINTAINED A SLOW GROWTH AND THEN A SMALL DECLINE CAN BE SEEN WHEREAS FIRST TIME VISITORS STARTED WITH A DECLINE AND THEN SURGED THROUGH TIME.

THE RETURNING VISITORS STARTED AT SLOW RATE WITH 3000 WHERAS FIRST TIME VISITORS STARTED AT 8000 . THEN A SHARP DECLINE IS SEEN FOR FIRST TIME VISITORS DROPPING HALF IN 2002 ON OTHER HAND RETURNING VISITORS INCREASED ALMOST TRIPLED IN 2002 . A SLOW GROWTH CAN BE SEEN FOR FIRST TIME VISITORS FROM 2004 TO 2006 AND THEN SURGE CAN BE SEEN TRIPPLING THE VISITORSNTO 12000 IN 2008,HOWEVER A CONSTANT GROWTH CAN BE SEEN IN RETURNED VISITORS UPTO 16000 AND THEN A LITTLE DECREASE TO 13000.

IN CONCLUSION, FIRST TIME VISITORS SHOWS A VARIABLE CHANGE OF DECLINE AND GROWTH BUT RETURNING VISITOR MAINTES A GROWTH THORUH THE YEARS.

AI examiner evaluation

Task Achievement / Task Response: Band 7.0

You identify the main contrast: returning visitors rose overall, while first-time visitors fell initially and then recovered. The overview also notes the late decline in returning visitors, and the response includes several relevant figures. However, some details are inaccurate or overgeneralised: returning visitors did not grow slowly at the start, but rose sharply from about 3,000 to 10,000 by 2002; their peak was around 15,200 in 2006, not 16,000. First-time visitors reached about 11,800 in 2008, rather than 12,000 after “tripling.” The claim that their growth from 2004 to 2006 was slow also understates the rise. More precise comparisons and accurate descriptions of the size of changes would strengthen an otherwise clear account of the key trends.

Coherence and Cohesion: Band 6.5

The response has a recognisable structure: an introduction, an overview, a paragraph of details and a concluding statement. The main trends are generally presented in a sensible time sequence, and contrast markers such as “whereas,” “on other hand” and “however” help connect the two series. This gives the reader a coherent overall path through the information. However, the final conclusion largely repeats the overview, and several long sentences combine multiple changes without clear punctuation, making comparisons harder to follow. For example, the sentence beginning “A slow growth can be seen for first time visitors” moves from one series to the other and then to 2008 in a single run. Use clearer sentence boundaries and organise the details into direct comparisons at each stage.

Lexical Resource: Band 5.5

You use some relevant trend vocabulary, including “sharp decline,” “surged,” “maintained” and “decrease,” so the reader can understand the broad movements. However, the range is limited and several choices are inaccurate or unnatural for describing a graph. “Exponential growth” is not supported by the data, while “started at slow rate” and “a variable change” are awkward expressions. There are also noticeable spelling errors, including “GRAGH,” “DIPICTS,” “wheras” and “maintes,” which reduce the accuracy and polish of the report. Aim for precise, conventional terms such as “rose sharply,” “reached a peak” and “fluctuated,” and check spelling carefully. Avoid using dramatic terms unless the figures clearly justify them.

Grammatical Range and Accuracy: Band 5.0

You attempt some complex sentences and comparisons, but grammatical control is inconsistent, and errors sometimes make relationships between ideas difficult to follow. Examples include “the visitors who returned showed a exponential growth,” where the article and noun phrase are faulty, and “first time visitors shows,” where the subject and verb do not agree. Several clauses are joined without adequate punctuation, as in “dropping half in 2002 on other hand returning visitors increased,” and the final sentence has unclear tense and agreement. Sentence patterns are also repetitive, often relying on “can be seen.” Practise accurate subject–verb agreement, articles and past-tense reporting, then divide long comparisons into shorter sentences. More controlled complex structures would improve clarity.

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