Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Summit Mastery · 2026-08-24

IELTS Writing Task 1 question

The graphs below show the percentage of people holding full driving licences in Great Britain by age and sex.

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

Full car driving licence holders: by sex and age

Student answer (Band 6.0)

The provided bar graph depicts the percentage of people who have authority to drive according to their age and gender in Great Britain.

Overall, what stands out from the data is that in the years 1975 and 1976 very few people had a full car driving license. However, the ratio of men was more than women. In 2006, both genders had an almost equal percentages of driving license.

looking at the details, initially, men of 17-20 age groups accounted for nearly 40%, it remained almost equal until 2006. Women on the other hand, accounted for 20%, and nearly 30% in 2006 of the same age group. Age between 21-29, men comprised nearly 80% in 1975-76, it showed a slight decrease in 2006. Similarly, at the start, women constituted 40%, and 60% by 2006. Driving license for men of 30-39 age remained almost at equal level in the given period. Followed by 40-49 age groups of men. However, women of same age groups represented a significant rise in 2006, making up 80%.

The percentages for older age people was decreasing with age in the years [redacted phone]. Conversely, it is reported that in 2006, driving license percentages increased for both genders. Men of 50-59, comprised nearly 90%, women almost 70%. The age groups of more than 60 showed a slight drop in percentages.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

You have successfully identified the main trends and made relevant comparisons between the two time periods and the two genders. You covered all age groups and highlighted the key differences between 1975-76 and 2006. However, your analysis is slightly hindered by some inaccuracies in data interpretation; for example, stating that men and women had 'almost equal' percentages in 2006 is a broad generalization that ignores the clear gaps still present in several age categories. To improve, ensure that your data points are precise and that you avoid over-generalizing when the graph shows distinct variations between groups.

Coherence and Cohesion — Band 6.0

The essay is logically organized into an introduction, an overview, and two body paragraphs. You use some cohesive devices, such as 'looking at the details', 'on the other hand', and 'conversely', which help the reader follow your argument. However, the progression within paragraphs is occasionally mechanical, and some transitions feel abrupt. For instance, the jump between age groups in the third paragraph could be smoother. To reach a higher band, focus on using a wider range of cohesive devices to link sentences more naturally and ensure that your referencing (e.g., 'the same age group') is always clear.

Lexical Resource — Band 5.5

You demonstrate an adequate range of vocabulary for the task, using terms like 'accounted for', 'constituted', and 'significant rise'. However, there are some word choice errors and awkward phrasing, such as 'authority to drive' instead of 'a full driving licence' and 'ratio of men was more than women' (ratio is not the correct term here; 'proportion' or 'percentage' would be better). The vocabulary is sufficient to convey your meaning, but it lacks the precision and sophistication required for a higher band. Try to vary your reporting verbs and use more precise nouns to describe statistical data.

Grammatical Range and Accuracy — Band 5.5

You use a mix of simple and complex sentence structures. While your meaning is generally clear, there are several grammatical errors, such as 'percentages of driving license' (should be plural 'licences'), 'Age between 21-29' (should be 'For those aged 21-29'), and 'older age people' (should be 'older people'). Punctuation is also inconsistent, particularly with comma usage. While these errors do not impede communication, they occur frequently enough to prevent a higher score. Focus on subject-verb agreement and ensuring that your sentence structures are grammatically sound.

See this exact question answered at other band scores — the same prompt compared across bands.

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