Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · IELTS Summit Mastery · 2026-08-01

IELTS Writing Task 1 question

The table below shows the change in some household types in Great Britain from 1971 to 2007.

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

PEOPLE IN HOUSEHOLDS BY TYPE OF HOUSEHOLD AND FAMILY

Student answer (Band 6.5)

The given tabular charts depicts the information about change in household types in Great Britain from 1971 to 2007. The data has been calibrated in percentage.

Overall, it is crystal clear that the highest ratio of the Great Britain household type is dependent children , while the lowest household type is lone parent according to the given period of time.

However, at the fleeting glance the highest ratio in the year 1971 is 52% of the dependent children which was rapidly declined in the year of 2007 to 36% and had a difference of 16% effectively, but in year of 1981 to 2001 it was slightly decreasing. Whereas, the lowest percentage in the year 1971 was 4% of the lone parent and was continuously increasing from year 1981 to 1991 but was similar in the year 2001 and 2007 which was 12%.

Moving further, the second highest ratio of year 1971 was no children which was 19% but as time moving the ratio was being rapidly rising from 2 to 3% every year and in 2007 it was 25%. Whereas, the second lowest ratio in the was for one person which was 6% in 1971 and 12% in 2007 and was slightly changing every year.

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

You have successfully identified the main trends and provided relevant data points to support your summary. You covered the key categories and made comparisons between the start and end years. However, the analysis is slightly hindered by some inaccurate reporting of the data. For instance, you mention the 'no children' category rose by '2 to 3% every year', which is an over-generalization that does not accurately reflect the provided table. To improve, ensure that your descriptions of trends are mathematically precise and avoid subjective phrases like 'crystal clear' or 'fleeting glance', which are not suitable for an academic report.

Coherence and Cohesion — Band 6.5

The response is organized into logical paragraphs, with an introduction, an overview, and body paragraphs. You use cohesive devices such as 'However', 'Whereas', and 'Moving further' to connect your ideas. However, some transitions feel slightly mechanical or forced. The referencing is occasionally unclear, such as in the phrase 'the second lowest ratio in the was for one person', where the grammar is broken. Improving the flow between sentences and ensuring that pronouns or references clearly point to the intended data will help you achieve a higher score in this criterion.

Lexical Resource — Band 6.5

You have a sufficient range of vocabulary to convey the main points, using terms like 'ratio', 'declined', and 'increasing'. However, there are several instances of awkward word choice and collocation errors, such as 'data has been calibrated in percentage' (should be 'expressed as percentages') and 'as time moving' (should be 'as time passed'). Additionally, some phrasing is overly informal or imprecise for an academic task. Focusing on more precise academic collocations and avoiding repetitive sentence structures will strengthen your lexical range.

Grammatical Range and Accuracy — Band 6.0

You attempt a mix of simple and complex sentence structures, but there are frequent grammatical errors throughout the text. Examples include 'The given tabular charts depicts' (subject-verb agreement error), 'in the year of 2007' (unnecessary preposition), and 'the ratio was being rapidly rising' (incorrect tense usage). While these errors do not completely impede communication, they are frequent enough to affect the overall clarity of your writing. To improve, focus on subject-verb agreement, correct tense usage for describing past trends, and ensuring that your sentence structures are grammatically sound.

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