Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-10-19

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 6.0)

the piechart demonstrate the findings of the survey classified into five different categories of library users held in university. moreover, table presents the level of satisfaction with five aspects of the library.

overall, full time undergraduate students made up the largest proportion of the library users, while academic staff represented the smallest group.

in piechart,full time graduates accounted for 44% of all`library users. this was followed by of full time postgraduates at 25%, meanwhile, part time postgraduate represented 16%. the remaining users were distance learning (all courses) accounted for 8% and academic staff 7%, respectively.

turning to satisfaction, 95% users were very satisfied with the helpfullness of staff, and the remaining 5% were fairly satisfied. for library opening hours 65% were very satisfied, however 35% were fairly saisfied. the figures for books. journals and wifi ere very lower, with 50%, 45% and 48% of users, respectively, reporting that they were very satisfied.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You identify the main user-group pattern accurately: full-time undergraduates are the largest group at 44%, and academic staff are the smallest at 7%. You also report the other category figures correctly and include relevant satisfaction data, especially the high ratings for staff helpfulness and opening hours. This gives the response a clear overview and addresses both visuals. However, the satisfaction summary is less complete: you give only the very-satisfied figures for books, journals and Wi-Fi, omitting the fairly and not satisfied proportions, which are useful for comparison. Also, “full time graduates” is inaccurate for the 44% group; the chart labels this group as full-time undergraduates. More selective comparisons across all five satisfaction aspects would make the report more fully developed.

Coherence and Cohesion: Band 7.0

The response has a clear overall progression: an introduction, an overview, a paragraph on user categories and a final paragraph on satisfaction. This makes the information easy to follow, and linking phrases such as “overall” and “turning to satisfaction” help signal the structure. The category figures are presented in a sensible order, moving from the largest group to the smaller ones. Some connections are less smooth, however: “this was followed by of” interrupts the comparison, and “however” is not needed to contrast the opening-hours figures, which simply describe two satisfaction levels. The final paragraph also lists three figures without explaining how they compare with the other satisfaction results. More precise linking and a clearer comparison pattern would strengthen the progression.

Lexical Resource: Band 5.5

You use relevant task vocabulary, including “proportion,” “accounted for,” “represented,” and “level of satisfaction,” and these choices help communicate the main data. There is some variety in how you describe percentages, rather than relying on one verb throughout. However, several word-choice, collocation and spelling problems reduce precision: “full time graduates” misnames the undergraduate group, “the figures … were very lower” is not a natural comparison, and “helpfullness” and “saisfied” are misspelled. “Piechart” should be written as “pie chart,” while “held in university” is an awkward phrase. Aim for accurate chart terminology and standard collocations, particularly when describing satisfaction levels and comparing figures.

Grammatical Range and Accuracy: Band 5.5

You attempt a mix of sentence forms, including a complex opening with “while” and a contrast using “however,” and the main information is generally understandable. Some grammatical errors remain, though, and they affect accuracy across the response. For example, “the piechart demonstrate” has subject–verb disagreement, while “the remaining users were distance learning … accounted for 8%” combines incompatible sentence structures. The phrase “for library opening hours 65% were…” also needs clearer sentence framing and punctuation. Several sentences begin with lowercase letters, and commas are missing after introductory phrases. Practise building complete clauses around each comparison, checking agreement and punctuation, and separating lists from the main sentence structure.

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