Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · Cambridge IELTS 17 · 2026-08-22

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 6.5)

The line chart illustrates the number of shop closures and new shop openings in a specific country between 2011 and 2018.

The provided line graph illustrates the figure of shop closures and openings in a country from 2011 to 2018. Overall, the closures of shops experienced significant fluctuations over time compared to the openings. While the opening of shops represents decline in the final years, the closure increases after a significant drop in 2015. In terms of closures, in 2011, around 6300 shops were closed down in the country. While the number slightly dropped to 6000 shops in the following year, it rose to roughly 7100 shop closures, the highest figure for this category in 2013, before it plummeted to less then 1000 shop closures in 2015, which was the least number noticed on the chart. However, in 2016, the number of shops that were closed down drramatically rose to around 5200 and hovered around that level till the end of the timeline. Regarding the new shop openings, the number started off with about 8500 before it went down to 3900 new shops opening in the next year. Since then the figures increased slightly in 2014 (6100) and dropped again to 4000 new shops in 2015. Additionally, it plateaued at this level in the next year and increase by 100 new opening is 2017 before it dipped to it's lowest number to 3000 in 2018.

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

The response covers all key features of the graph, including the initial high points, the significant drop in 2015, and the trends towards 2018. The overview is clear and highlights the main differences between the two categories. However, the introduction is repetitive, as the first two sentences essentially restate the same information. While the data is generally accurate, the description of the 2015 data point as the 'least number noticed' is slightly imprecise given the fluctuations. Overall, the response provides a solid summary of the data, though it could benefit from more concise phrasing in the opening.

Coherence and Cohesion — Band 7.0

The response is logically organized, with a clear progression from an introduction to an overview, followed by detailed body paragraphs. Cohesive devices such as 'While', 'However', and 'Regarding' are used effectively to link ideas. Paragraphing is appropriate, separating the overview from the specific data analysis. The flow of information is generally smooth, though the transition between the two paragraphs could be slightly more refined. The use of referencing is clear, and the overall structure supports the reader's understanding of the trends presented in the graph.

Lexical Resource — Band 6.5

The student demonstrates a sufficient range of vocabulary to describe trends, using terms like 'plummeted', 'hovered', 'plateaued', and 'dipped'. There are some minor errors in word choice and spelling, such as 'drramatically' and 'figure of shop closures' (instead of 'number of'). The phrase 'the least number noticed' is also slightly unnatural. Despite these minor slips, the vocabulary is varied enough to convey the information precisely and demonstrates an awareness of academic style, which is appropriate for this task type.

Grammatical Range and Accuracy — Band 6.0

The response uses a mix of simple and complex sentence structures. There are several grammatical errors, such as 'it's lowest number' (should be 'its'), 'increase by 100 new opening is 2017' (should be 'in 2017'), and 'less then' (should be 'less than'). While these errors are noticeable, they do not impede communication. The control of complex structures is generally good, but the frequency of small errors prevents a higher score. Proofreading for basic subject-verb agreement and possessive pronouns would significantly improve the accuracy of the writing.

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