Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 13 · 2026-10-01

IELTS Writing Task 1 question

The chart below shows the percentage of households in owned and rented accommodation in England and Wales between 1918 and 2011.

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

Student answer (Band 6.0)

The bar chart provides information about the percentage of households owning and renting accomodation between the time period of 1918 and 2011, in two countries, England and Wales.

It was observed from 1918 to 1961 that most people were renting their stay, where as from 1981 to 2011, most households were owning their accomodation. In the year 1971, 50% of households were owning as well as renting their accomodation, each.

Furthermore, from 1918 to 2001 there was a significant rise in the percentage of people owning their properties, starting from more than 20% to 65% - 70% of the population choosing to own their property. Consequently, from 1971 to 2001 we can see a gradual decline in the percentage of people renting their accomodation. The year 2011 is crucial because even though there is a vast difference of almost 20%, the percentage of people choosing to own their house, it is fairly less in comparison to the past years in the graph.

In conclusion, it is observed that most households like to own their property rather than renting it throughout the time span between 1918 to 2011.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses all parts of the task by reporting the main trends and making appropriate comparisons, such as noting the shift from renting to owning over the period. However, some ideas are under-developed or imprecise. For example, the student states that in 2011 'the percentage of people choosing to own their house, it is fairly less in comparison to the past years', which is slightly inaccurate as 2011 was still much higher than 1918 or 1953, though it did drop slightly from 2001. The overview is partially present, but the overall picture could have been integrated more smoothly. To reach a higher band, the main features need to be highlighted with greater clarity and fully supported by accurate data without minor misinterpretations of the chart's final decade.

Coherence and Cohesion: Band 6.0

The response has a coherent overall arrangement with a logical progression of ideas from the initial overview through the main body paragraphs to a brief conclusion. Paragraphing is used adequately, separating the introduction, body details, and conclusion. However, cohesion is sometimes mechanical or slightly faulty. For instance, transitional phrases like 'Furthermore' and 'Consequently' are used, but referencing and logical links between sentences occasionally feel abrupt, such as the sudden shift in the third paragraph describing the rise and subsequent decline. To improve, the student should ensure that cohesive devices connect ideas more smoothly and that referencing pronouns or time markers clarify the sequence of events without interrupting the flow of information.

Lexical Resource: Band 5.5

The student uses an adequate range of vocabulary for the task, successfully attempting less common items and phrases such as 'significant rise', 'gradual decline', and 'percentage of households'. However, there are noticeable spelling and word choice errors that prevent a higher score, including repeated misspellings like 'accomodation' instead of 'accommodation', and awkward phrasing such as 'most people were renting their stay' and 'households were owning their accomodation'. Vocabulary control is generally sufficient to communicate the main points, but these lexical inaccuracies and spelling slips limit the precision required for higher bands. Expanding lexical flexibility and ensuring correct word forms and standard collocations will significantly strengthen this area.

Grammatical Range and Accuracy: Band 6.0

The response demonstrates a mix of simple and complex sentence forms, utilizing structures like 'It was observed from 1918 to 1961 that...' and 'even though there is a vast difference'. There are some errors in grammar and punctuation, but they rarely impede communication. Examples of grammatical lapses include awkward relative clauses and prepositional patterns, such as 'where as from 1981 to 2011' and the tangled clause 'the percentage of people choosing to own their house, it is fairly less'. Control over verb tenses is generally maintained for past data, but sentence construction becomes slightly clumsy when handling more complex comparisons. To achieve a higher band, the student should aim to increase the frequency of error-free complex sentences and polish the grammatical accuracy of subordinate clauses.

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

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