Band 7.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 7.5 · Cambridge IELTS 21 · 2026-09-06

IELTS Writing Task 1 question

The graph below gives information about the number of jobs in four sectors of the economy in the US between 1960 and 2020.

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

Number of jobs in four sectors of the economy in the US, 1960-2020

Student answer (Band 7.5)

The line graph illustrates changes in employment in four sectors of the US economy from 1960 to 2020.

Overall, manufacturing was the largest employer at the beginning of the period, but its workforce declined after peaking in 1980. In contrast, retail and healthcare experienced steady growth, while agriculture showed a gradual downward trend.

In 1960, around 15 million people worked in manufacturing, compared with approximately 6 million in both retail and agriculture. Healthcare had the fewest jobs, at only 2 million. Manufacturing then rose significantly to 20 million in 1980 before falling to 17 million in 2000 and ending at about 13 million in 2020.

Retail followed the opposite pattern, increasing consistently from 6 million in 1960 to 10 million in 1980 and 15 million in 2000. By 2020, it became one of the largest employers with roughly 16 million jobs. Healthcare also grew rapidly, climbing from 2 million to 5 million in 1980 and 11 million in 2000, before reaching around 16 million in 2020. Meanwhile, agriculture declined steadily from 6 million to just 2 million over the 60-year period.

AI examiner evaluation

Task Achievement / Task Response — Band 7.5

The response effectively addresses all parts of the task. You have provided a clear overview of the main trends and selected key data points to support your descriptions. The comparison between the sectors is well-integrated, particularly the contrast between the decline of manufacturing and agriculture versus the growth of retail and healthcare. The data is accurately reported, and the main features are highlighted logically. To reach a higher band, ensure that the 'overview' paragraph captures the most significant long-term shifts even more explicitly, perhaps by noting the total reversal of positions between the sectors by the end of the period.

Coherence and Cohesion — Band 7.5

The response is logically organized with a clear progression of ideas. Each paragraph has a distinct focus, moving from the introduction to the overview, and then to detailed body paragraphs. Cohesive devices such as 'In contrast', 'Meanwhile', and 'before falling to' are used effectively to link information and guide the reader. The paragraphing is appropriate, and the information flows smoothly throughout the text. The use of referencing is clear, and the structure supports the overall argument without any confusion.

Lexical Resource — Band 6.5

You have used a sufficient range of vocabulary to convey information with precision. Phrases like 'steady growth', 'gradual downward trend', and 'peaking in 1980' demonstrate a good command of topic-specific language. The word choices are natural and appropriate for an academic report. While the vocabulary is accurate and functional, incorporating a few more sophisticated or less common lexical items related to economic trends (e.g., 'fluctuation', 'surpassed', or 'marginal') could elevate the response further. Overall, the range is adequate and used with good control.

Grammatical Range and Accuracy — Band 7.5

The response displays a good variety of complex structures, such as the use of participial phrases ('climbing from 2 million to 5 million') and subordinate clauses. The majority of sentences are error-free, and your control over punctuation and tense usage is consistent. The grammar is accurate, and there are no instances where errors impede communication. To achieve a higher band, you could experiment with a wider variety of complex sentence patterns, such as using more passive voice constructions or varied introductory clauses to enhance the sophistication of your writing.

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