Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 17 · 2026-08-11

IELTS Writing Task 1 question

The graph below shows the number of shops that closed and the number of new shops that opened in one country between 2011 and 2018.

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

Number of shop closures and openings 2011– 2018

Student answer (Band 6.0)

The graph demonstrates the number of shops closed and opened in a region from 2011 to 2018.

Overall, the shops closed in starting years were relatively lower than opened shops until 2014 where the figure was almost same. After that, there was a sudden decline in closures in 2015, which then start increasing in next years with a greater number than openings.

There was an opening of almost 8600 shops in 2011, which reduced to 4000 in 2012. In 2013, there was a grow in number of shops opened to 5000, which kept rising to 6000 until 2014. Then, there was a sudden decline in 2015 which made figure 4000 and it was consistent till 2017, which again reduced to 3000 in 2018.

On the other hand, the number of shops closed in 2011 was almost 6500 with a minor decrease in 2012, while it increased to 7000 in 2013. In 2014, the number of both opened and closed shops was same, while the number of closed shops showed a significant decrease in 2015 with the figure of almost 500. The number rose again in 2016 to 5000 and remained same even higher than openings until 2018.

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

The response provides a clear overview of the main trends and successfully identifies key features, such as the crossover point in 2014 and the significant decline in closures in 2015. The data is generally accurate, though the description of the 2015 closure figure as 'almost 500' is a bit vague given the visual data. The report covers all parts of the prompt well and makes relevant comparisons between the two categories throughout the text. To reach a higher band, ensure that all data points are described with greater precision and that the overview highlights the most significant long-term trends more explicitly.

Coherence and Cohesion — Band 6.5

The response is logically organized into clear paragraphs, with an introduction, an overview, and two body paragraphs focusing on each category. Cohesive devices such as 'Overall', 'After that', and 'On the other hand' are used to guide the reader through the information. However, the flow between some sentences is slightly mechanical, and the referencing could be more varied. The progression of ideas is clear, and the paragraphing is appropriate for an Academic Task 1 response. The structure effectively supports the information provided.

Lexical Resource — Band 5.5

The range of vocabulary is adequate for the task, with terms like 'decline', 'consistent', and 'significant decrease' used appropriately. However, there are some awkward collocations and word choices, such as 'there was a grow in number' (should be 'growth') and 'the figure was almost same' (should be 'the same'). While the vocabulary is sufficient to convey the meaning clearly, it lacks the sophistication and precision required for a higher band. Improving the variety of verbs and nouns used to describe trends would enhance the quality of the report.

Grammatical Range and Accuracy — Band 5.5

The response uses a mix of simple and complex sentence structures. There are several grammatical errors, such as 'the shops closed in starting years were relatively lower' (missing articles and awkward phrasing) and 'remained same even higher' (missing 'the' and 'as'). While these errors do not impede communication, they occur frequently enough to prevent a higher score. The control of articles and prepositions is inconsistent throughout the text. Focusing on sentence construction and ensuring subject-verb agreement would help improve the accuracy of the writing.

See this exact question answered at other band scores — the same prompt compared across bands.

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