Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · Cambridge IELTS 17 · 2026-09-03

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 shops that closed and thoswe that opened in a particular country between 2011 and 2018.

Overall, both closures and openings fluctated considerably during the period, with closures starting at a much higher level than openings. By the end of the timeframe, the figures for categories had converged at a relatively low point.

In 2011, shop closures were the highest at around 8,000. This figure dropped sharply to about 6,000 in 2012, before rising again to nearly 7,000 in 2014. After that, closures declined steadily, reaching just over 3,000 in 2018.

The number of new shops opened was lower than closures throughout most of the period. Starting at around6,000 in 2011, opening fell dramatically to about 4,000 in 2012. They then fluctuated between 4,000 and 6,000 until 2015, before declining further to approximately 3,000 in 2018.

While clsoures consistenlty outnumbered openings in the early years, the gap narrowed over time. By 2018, both figures had dropped to their lowest levels, with opening slightly above closures.

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

You have successfully identified the main features of the graph, including the initial high levels of closures and the eventual convergence of both trends. The overview is clear and provides a good summary of the overall trends. You have also made relevant comparisons between the two categories throughout the response. However, there is a minor inaccuracy in the final paragraph where you state that openings were 'slightly above' closures in 2018; according to the data, they appear to be at the same level or closures are slightly higher. Despite this, you have addressed all parts of the task effectively.

Coherence and Cohesion — Band 7.0

The response is logically organized with a clear introduction, overview, and two body paragraphs. Each paragraph focuses on a specific aspect of the data, which helps the reader follow the progression of information. You have used cohesive devices such as 'In 2011', 'After that', and 'While' to link ideas effectively. The paragraphing is appropriate, and the flow of information is smooth. To reach a higher band, ensure that referencing is always precise, as seen in the slight confusion regarding the final data points in the concluding sentence.

Lexical Resource — Band 6.0

You have used a sufficient range of vocabulary to describe the trends, such as 'fluctuated considerably', 'dropped sharply', and 'declined steadily'. This demonstrates an ability to use precise language for reporting data. There are a few spelling errors, such as 'thoswe', 'fluctated', 'clsoures', and 'consistenlty', which are distracting but do not impede communication. To improve, focus on proofreading to eliminate these minor slips, and try to incorporate more sophisticated synonyms for 'number' or 'level' to enhance the variety of your lexical range.

Grammatical Range and Accuracy — Band 6.5

You have demonstrated a good mix of simple and complex sentence structures. Most sentences are clear and grammatically sound. There are occasional errors, such as 'the figures for categories' (missing 'both') and 'opening fell' (should be 'openings fell'). These errors are non-systematic and do not cause confusion for the reader. Your control over punctuation and sentence structure is generally strong, allowing for a fluent reading experience. To achieve a higher score, ensure consistent subject-verb agreement and check for small omissions in your sentence construction.

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

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