Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · Cambridge IELTS 21 · 2026-07-30

IELTS Writing Task 1 question

The chart and table below show the results of a survey of library users at a university.

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

Categories of library users

Student answer (Band 6.5)

The pie chart illustartes the portions of differnnt categories of library users, while, the table describe the data about satisfication percentage of some library users.

Overall, There were five categories who used libarary. These include Academic staff, Full time undergraduates, part time postgraduate, full time postgraduate and last one was distance learning. However, the students who studied full time in undergraduate coures uses library in high rate as compared to other users. While most people satisfied with the behaviour of staff.

There were two categories who used library very much are Full time postgraduate students as well as undergraduate students. 44% undergraduate students used library and 25% postgraduate students used it. While, there are three categories who used library very less. Academic staff used only 7%, part time postgraduate students used library only 16% and 8% library used by distance learners.

Furthermore,, According to table, 65% people satisfied with library opening hours and 35% people fairly satisfied from library hours. 95% People satisfied from the behaviour of library staff, it means that staff behaved in a good way and helped everyone in library. 20% people were dissatisfied from availability of journals and 19% for reliability of wifi. Moreover only 50% were satisfied from availability of books while 40% were 10% were dissatisfied.

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

The response addresses the task by summarizing the main features of both the chart and the table. You successfully identified the highest and lowest user categories and highlighted key satisfaction levels. However, the analysis is somewhat descriptive rather than analytical. For instance, you list percentages without consistently making meaningful comparisons between the categories. To reach a higher band, ensure you group data more effectively and highlight trends or contrasts rather than simply listing figures. The overview is present but could be more concise and integrated to better reflect the overall picture of the data provided.

Coherence and Cohesion — Band 6.5

The response is organized into paragraphs, which helps the reader follow the information. You use some cohesive devices like 'Furthermore' and 'Overall', but the flow between sentences is occasionally mechanical. Some transitions feel forced, and the logical progression within paragraphs could be smoother. For example, the transition between the pie chart data and the table data is abrupt. Improving the use of referencing (e.g., 'the former', 'the latter') and ensuring that each paragraph has a clear thematic focus would enhance the coherence of your writing.

Lexical Resource — Band 6.0

Your vocabulary is generally adequate for the task, allowing you to convey the main points clearly. However, there are several spelling errors ('illustartes', 'differnnt', 'satisfication', 'libarary', 'coures') and some awkward phrasing ('used library very much', 'used library very less'). These errors do not impede communication, but they do limit the range of vocabulary demonstrated. To improve, focus on using more precise academic collocations and ensure you proofread for basic spelling mistakes, which are common in your current draft.

Grammatical Range and Accuracy — Band 6.0

You demonstrate a mix of simple and complex sentence structures. While the meaning is generally clear, there are frequent grammatical errors, particularly with articles ('the library', 'the staff'), subject-verb agreement, and preposition usage ('satisfied from' instead of 'satisfied with'). Punctuation is also inconsistent, with unnecessary commas appearing in several places (e.g., 'Furthermore,,'). While these errors do not prevent the reader from understanding your points, they occur frequently enough to impact the overall fluency of the text. Focus on mastering basic sentence construction and article usage.

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