Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Momentum Workout · 2026-07-31

IELTS Writing Task 1 question

The bar chart below shows the average number of hours that women in various age groups and women with varying levels of education spend on primary activities each week.

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

Average hours per week women spent in selected primary activities, by age and educational attainment, 2009

Student answer (Band 6.0)

The bar chart illustrates the average number of hours that womwn in different age groups and women with varying levels of education investing on basic activities each week.

Overall, it is immediately apparent that considerable differences existed among the categories. While one category consistently recorded the highest figures throughout the period, another remained the lowest. Another striking feature is that some categories experienced noticeable growth, whereas others showed only minor fluctuations or remained relatively stable.

At the beginning of the period, the leading category stood at the highest figure among all the groups. By comparison, the second category recorded a considerably lower value, followed by the remaining categories in descending order. Over the course of the period, the dominant category experienced a steady increase and maintained its leading position. In contrast, the least significant category witnessed only marginal growth and remained at the bottom throughout the timeframe.

Turning to the remaining categories, a slightly different pattern can be observed. Some categories rose gradually before reaching their peak towards the end of the period, while others fluctuated moderately without any dramatic changes. Meanwhile, one category remained relatively stable with only slight variations. By the end of the period, the leading category had further widened the gap over the others, whereas the lowest-ranking category continued to record the smallest figure overall.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response fails to address the task requirements. While it is of sufficient length, it does not actually report any data from the provided chart. Instead, the essay uses vague, generic placeholders like 'the leading category' and 'the second category' without mentioning specific age groups (e.g., 18-24, 25-34) or educational levels (e.g., high school, university). An IELTS Task 1 response must summarise the information presented in the visual prompt. By failing to include any specific data points, figures, or labels from the chart, the response does not provide a summary of the information and therefore cannot achieve a passing score for task completion.

Coherence and Cohesion — Band 6.5

The essay is logically structured with clear paragraphing and appropriate use of cohesive devices such as 'Overall', 'In contrast', and 'Turning to'. The progression of ideas is clear, and the sentences are linked effectively. However, because the content is entirely generic and lacks specific data, the coherence is undermined by the lack of meaningful information to connect. The structure is sound, but the substance is missing, which makes the essay feel like a template rather than a genuine response to the specific prompt provided.

Lexical Resource — Band 5.5

The vocabulary used is generally appropriate for an academic report, with phrases like 'consistently recorded', 'noticeable growth', and 'marginal growth'. However, there is a spelling error in the first sentence ('womwn'). The range of vocabulary is somewhat limited because the writer is forced to use repetitive, vague terms like 'category' and 'figure' to describe the data, as they are not referencing specific chart labels. To improve, the student needs to use more precise terminology related to the specific data points shown in the graph.

Grammatical Range and Accuracy — Band 6.5

The grammatical range is adequate, featuring a mix of simple and complex sentence structures. There is good control over tense usage, such as the past simple for describing the 2009 data. Punctuation is generally accurate, and the sentences are easy to read. While there are few grammatical errors, the lack of specific content makes it difficult to assess the student's ability to handle complex data-related structures. The errors present are minor and do not impede communication, but the overall complexity is limited by the generic nature of the content.

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