Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Momentum Workout · 2026-10-03

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 illustrate how many hours per week American women spent on three primary activities in 20009, divided by their age and their educational level.

Overall, it is clear that household activities took up the most time for women in all groups, while work realated activities were the lowest except for younger women.Women aged 64 manage their time on household tasks, and women with higher education spent time working.

Working hours were highest among women aged 25to 54, at round 27 to 28 per week. In contrast, teenagers 15-19 worked only about 6.8 hoursand women over 75 worked just 1.3 hours.The time spent on leisure and sports remained fairly stable between 20 and 36 hours, however increased sharply for older age groups, reaching 44 hours for 65-74 53.7 hours for those 75 and over.Household work was lowest among youngest group 6 hours and rose steadily with age, from 10.8 hours for 20-24 year olds to 19.8 hours for the oldest group.

Regarding education, there is clear trend. women with less than a high school diploma spent the most time on leisure about 49 hours and household work approximantly 20 hours but work the least15.2 hours.As education level increased , working time rose to 21.4 hours for those with a bachlore degree or higher, well leisure time fell dramactically to 19.6 hours and hosehold work fell to 15 .2 hours.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response successfully addresses all parts of the prompt by selecting and reporting the main features of the chart while making relevant comparisons. The overview captures the general trends accurately, noting the prominent categories of activities across age groups and educational attainment levels. Key data points are selected effectively, such as the peak working hours for prime age groups and the high leisure hours for teenagers and older adults. However, some aspects are slightly under-developed or contain minor inaccuracies in data reporting, such as misinterpreting the dominant activity in the overview where household activities and leisure are confused with work. Despite these minor discrepancies, the overall response covers the required scope well, presenting a clear picture of the visual data that meets the expectations for this band level.

Coherence and Cohesion: Band 6.5

The response demonstrates a coherent overall arrangement with a clear logical progression from age-related data to educational attainment data. Information and ideas are generally well-sequenced, and paragraphing is used appropriately to separate these two main perspectives of the chart. However, referencing and cohesive devices are sometimes faulty or mechanical, as seen in abrupt transitions between sentences and occasionally confusing linking words. While paragraph breaks and basic signposting guide the reader through the text, the lack of smoother cohesive links prevents the response from achieving a higher level of organization. Pronoun referencing and cohesive phrasing could be more precisely managed to enhance the overall flow and clarity of comparisons.

Lexical Resource: Band 5.5

The student uses an adequate range of vocabulary for the task, attempting some less common lexical items related to data reporting such as 'attainment', 'proportion', and 'dramatically'. However, there are noticeable spelling errors and word-choice inaccuracies throughout the text, including 'realated', 'approximantly', 'bachlore', and 'hosehold'. Additionally, some phrasing is imprecise or awkward, such as 'work the least' or 'well leisure time fell'. These lexical slips and spelling errors occasionally cause minor distractions for the reader, though they do not completely impede communication. To reach a higher standard, the writer needs to demonstrate greater precision in word choice, correct spelling inconsistencies, and show better control over collocations.

Grammatical Range and Accuracy: Band 5.5

The response shows a mix of simple and complex sentence forms, attempting comparative structures and relative clauses. There is good control of past tense verbs in places when describing the 2009 data, but the text contains a number of grammatical errors in tense consistency, subject-verb agreement, and articles. Examples include 'The bar chart illustrate', 'women aged 64 manage their time', 'work the least15.2 hours', and missing prepositions or punctuation errors like '6.8 hoursand'. These errors persist throughout the writing, though they rarely impede overall communication. The range of structures remains somewhat limited, and complex attempts frequently contain minor flaws. More careful proofreading and a wider variety of error-free complex sentences are needed to improve this score.

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