Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-10-20

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 figure illustrate a pie chart explaining the categories of library users that visit the library and also provide library user satisfaction table.

Out of 100%, 44% of Full time undergraduate students frequently visit the library, followed by 25% Full time postgraduate students who come to library to get more in-depth knowledge about different courses university has to offer.

Pie chart also provide us information about remaining 31% from ,which 16% student who visit the library are part-time postgraduate students, 8% cover all distance learning. Academic staff also visit the library as we can see from pie-chart,covering 7% of graph.

Beside pie-chart, we also have been provided with library user satisfaction table which give us more in-depth overall knowledge about library. For library opening hours and helpfulness of staff, library was performing good as majority of people reportly were satisfied. However regarding availability of books, journals and reliability of wi-fi, few people was not complete satisfied. For books, 10% were not satisfied, for journals 20% were not satisfied and similar is the story for reliability of wi-fi, around 19% were not satisfied.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify both visuals and report the main user groups accurately, including the largest share of full-time undergraduates (44%) and the smaller groups. You also select relevant satisfaction figures for books, journals and wi-fi. However, the response does not give a clear overall summary of the strongest satisfaction results: staff helpfulness is highest at 95% very satisfied, and opening hours also receive positive ratings, but these are only described generally. The account of satisfaction is therefore less complete than the account of user categories, and some comments such as students visiting for “more in-depth knowledge” are not shown by the data. A concise overview comparing the main patterns, supported by key percentages across both visuals, would make the report more fully developed.

Coherence and Cohesion: Band 6.0

The response has a coherent overall arrangement: it introduces the visuals, describes the user categories, then moves to satisfaction. Paragraphing helps distinguish these topics, and linking expressions such as “followed by,” “However,” and “For books” guide the reader through the information. Some connections are less clear or mechanical, particularly “Pie chart also provide us information about remaining 31% from ,which,” where the relationship between the total and the listed groups is awkwardly expressed. The final paragraph also groups several satisfaction categories without a clear comparison of their relative results. Use a more direct overview and organise the table details around the highest and lowest satisfaction levels to strengthen progression and cohesion.

Lexical Resource: Band 6.0

You use an adequate range of task-related vocabulary, including “categories,” “availability,” “satisfied,” and “reliability,” and the meaning is generally clear. There are also attempts at more descriptive phrasing, such as “in-depth knowledge,” although this adds an unsupported explanation rather than describing the chart. Some word choices and collocations are inaccurate or informal: “come to library,” “performing good,” and “reportly” do not sound natural in an academic report. Repetition of “library” and “visit” also limits flexibility. Choose precise reporting language such as “accounted for,” “rated,” and “the proportion of users,” and avoid explaining motives that the visuals do not provide.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and more complex sentence forms, and the reader can usually follow the intended meaning. However, some errors in agreement, articles, plurals and sentence construction remain. For example, “The figure illustrate” needs subject–verb agreement, while “table which give us” also requires a singular verb. In “16% student who visit,” the noun should be plural and the clause needs clearer construction. Punctuation is sometimes faulty, as in “from ,which” and “pie-chart,covering.” These errors do not generally prevent understanding, but they reduce accuracy. Review agreement and article use, and divide long or awkward sentences into clearer units while retaining a mix of sentence structures.

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