Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · IELTS Momentum Workout · 2026-08-25

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 6.5)

The bar chart illustrates the average number of hours per week that women from different age groups and educational backgrounds spent on selected primary activities in 2009.

Overall, women aged 75 and over and those with less than a high school diploma spent the most time on leisure and sports activities, while relatively little time was devoted to work-related activities by these groups.

Women aged 65–74 spent the most time on household activities, at approximately 21.1 hours per week, whereas those aged 15–19 spent the least, at around 6 hours. In terms of leisure and sports, women aged 35–44 recorded the lowest figure, at 26.3 hours per week.

Regarding educational background, women with a bachelor's degree or higher spent 27.4 hours per week on work and work-related activities. By contrast, women aged 75 and over spent only 1.3 hours on employment-related activities. These figures highlight a considerable difference in the allocation of time between younger and older women.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response provides a clear overview and selects key features from the data. However, the analysis is somewhat incomplete. While you mention specific figures for age groups and education, you fail to address the full scope of the prompt, which asks for comparisons between both categories. For instance, you mention leisure time for the 35-44 age group but do not compare it to other age groups effectively. Additionally, the data interpretation is slightly selective; you highlight specific data points but miss the opportunity to synthesize the trends across the educational attainment categories more comprehensively. To reach a higher band, ensure all categories are compared and the most significant trends are clearly highlighted.

Coherence and Cohesion — Band 6.5

The response is logically organized with a clear introduction, overview, and body paragraphs. Paragraphing is used appropriately to separate age-related data from educational background data. Cohesive devices such as 'Overall', 'In terms of', and 'By contrast' are used effectively to guide the reader through the information. However, the progression of ideas could be smoother; the transition between the second and third paragraphs feels slightly abrupt. The use of referencing is generally clear, though the connection between the final sentence and the preceding data could be more tightly integrated to improve the overall flow of the argument.

Lexical Resource — Band 6.0

You demonstrate a sufficient range of vocabulary to convey the information clearly. Phrases such as 'educational attainment', 'work-related activities', and 'allocation of time' are used accurately. There is an attempt to use less common vocabulary, though some phrasing is slightly repetitive. The word choice is generally precise, and there are no significant errors in spelling or collocation that impede communication. To improve, try to incorporate more varied synonyms for 'spent' or 'recorded' to avoid repetition and enhance the sophistication of your lexical range.

Grammatical Range and Accuracy — Band 6.5

The response uses a mix of simple and complex sentence structures, such as the use of 'while' and 'whereas' to create contrast. Most sentences are error-free, and the punctuation is generally accurate. There are no major grammatical errors that hinder understanding. However, the range of complex structures is somewhat limited; the sentences follow a fairly predictable pattern. To achieve a higher score, you could experiment with more varied sentence beginnings and more complex subordinating clauses to demonstrate greater flexibility and control over your grammatical structures.

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