Band 6.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.5 · Cambridge IELTS 17 · 2026-07-25
IELTS Writing Task 1 question
The chart below gives information about how families in one country spent their weekly income in 1968 and in 2018.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
1968 and 2018: average weekly spending by families
Student answer (Band 6.5)
the bar chat provides information on how specific country distributed weekly income to diffrent catagories in 1968 and 2018.
overall,it is evident that the perportion of spending money on foof was considerable higher in 1968 Whereas, this trend changed over the 50 year period with more income allocated to leisure ,housing and another non-essential items in 2018.
Looking first at the figure for 1968 the avarage spending on food was on peacknpoint around 35% whereas expenditure to fuel and power were minimum aproximately 5% . However ,allocated to housing ,cloothing and footware were similar .To forward another catagories stood at around 10%.
Turning to the data for 2018 the pattern was noticeable different,with expenditure to food dramatically fell reacing at 20% . In contrast the porportion of leisure significantly rose to 22% followed by transport . Moreover spent money another to another items fluctuated around 5% of weekly income .
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.5 |
| Coherence and Cohesion | 6.5 |
| Lexical Resource | 6.0 |
| Grammatical Range and Accuracy | 6.0 |
| Overall | 6.5 |
Task Achievement / Task Response — Band 6.5
The response covers the main features of the chart, including the overall trend and specific comparisons between 1968 and 2018. The overview is clear and highlights the shift from essential spending to non-essential items. However, the report lacks precision in some areas; for instance, it mentions 'another non-essential items' without specifying them, and the description of the 1968 data is slightly vague regarding the specific categories. While the main features are identified, the data reporting could be more accurate and detailed to fully satisfy the requirements of a higher band. The response is balanced, but some data points are described in a way that lacks clarity.
Coherence and Cohesion — Band 6.5
The essay is organized into logical paragraphs, with an introduction, an overview, and two body paragraphs. There is a clear progression of ideas from the general overview to specific details. However, the use of cohesive devices is somewhat mechanical and occasionally awkward, such as 'To forward another catagories' and 'Moreover spent money another to another items'. These transitions feel forced rather than natural. While the paragraphing is appropriate, the internal cohesion within the paragraphs needs more variety and smoother linking phrases to improve the flow of information.
Lexical Resource — Band 6.0
The vocabulary is adequate for the task, allowing the writer to describe trends and comparisons. However, there are frequent spelling errors (e.g., 'diffrent', 'catagories', 'perportion', 'foof', 'cloothing', 'footware', 'reacing') and some awkward collocations (e.g., 'on peacknpoint'). These errors are noticeable and occasionally distract the reader, although they do not fully impede communication. To reach a higher band, the student needs to demonstrate more control over spelling and use a wider range of precise vocabulary related to data description, such as 'expenditure', 'proportion', and 'fluctuated', more accurately.
Grammatical Range and Accuracy — Band 6.0
The response uses a mix of simple and complex sentence structures. There are several grammatical errors throughout the text, such as missing articles ('on food', 'to fuel'), incorrect prepositions ('expenditure to food'), and issues with subject-verb agreement or word order ('expenditure to food dramatically fell reacing at 20%'). Punctuation is also inconsistent, particularly with spacing around commas and periods. While the meaning is generally clear, the frequency of these errors limits the score. The student should focus on basic sentence construction and proofreading for common grammatical slips to improve accuracy.
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