Band 6.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.5 · Cambridge IELTS 21 · 2026-10-02
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 provided pie chart and table illustrates the outcomes of a survey of library users at a tertiary institution.
Overall, it is quite evident from pie chart that full-time undergraduates mostly use library and academic staff use the library least. Furthermore, from table it can be observed that the users are mkst satisfied with the help provided by staff and most dissatisfied by availability of journals.
Further examination of pie chart reveals that category of individuals that use library the most are full-time undergraduates, who are 44%. Full-time postgraduates are 25% and part-time postgraduates are 16%. Following this, the distance learners os all types of courses are 8% and the least percentage of library users is academic staff.
Moving on to the table, people satisfied with library opening hours are 65% and 35% are fairly satisfied and 0% are not satisfied. People happy with the helpfulness of staff are most with 95% and 5% fairly and 0% not satisfied. 50% are satisfied with availability of books 40% fairly and 10% not satisfied. 45% are satisfied with availability of journals 35% fairly and 20% not satisfied. 48% have no issue with reliablity of wi-fi 33% are fairly and 19 % have an issue with it and are not satisfied
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 successfully addresses all parts of the prompt by presenting an overview and detailing the main features from both the pie chart and the table. It covers data regarding library user categories and satisfaction ratings across various facilities. However, the development of ideas is somewhat uneven; while the pie chart proportions are thoroughly outlined, the data from the table is presented in a mechanical, listing style without deeper analytical comparison between the different categories of satisfaction. This reflects a solid competency in covering the visual data requirements while falling just short of fully extending all observations.
Coherence and Cohesion: Band 6.5
The essay presents a coherent overall arrangement with a clear logical progression from the introduction to the overview, followed by body paragraphs dedicated to the chart and the table respectively. Paragraphing is used appropriately to separate distinct visual elements. Cohesive devices such as 'Furthermore', 'Further examination', and 'Moving on to' are employed to guide the reader through the data. However, referencing and cohesion occasionally feel slightly mechanical, and the flow in the final paragraph becomes a bit repetitive when listing percentages, preventing the response from achieving a higher level of seamless cohesion.
Lexical Resource: Band 6.0
The vocabulary used is generally adequate for the task, successfully communicating the statistical information from the graphics. The writer attempts some less common vocabulary and phrases, such as 'tertiary institution' and 'further examination'. However, there are notable lexical errors, including typos like 'mkst' instead of 'most', 'os' instead of 'of', and 'reliablity' instead of 'reliability'. Word choice and collocations are sometimes basic or slightly awkward, which aligns well with the description of attempting less common vocabulary with occasional errors that do not impede communication.
Grammatical Range and Accuracy: Band 6.0
The response features a mix of simple and complex sentence structures, demonstrating an ability to construct multi-clause sentences such as 'Furthermore, from table it can be observed that...'. There are some noticeable grammatical errors throughout the text, most notably missing articles, as seen in 'from pie chart', 'from table', and 'distance learners os all types of courses'. Punctuation is also occasionally lacking, particularly at the end of the final sentence. These errors persist but rarely impede communication, reflecting a comfortable mix of sentence forms alongside standard grammatical slips.
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