Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 13 · 2026-07-24

IELTS Writing Task 1 question

The bar chart below shows the top ten countries for the production and consumption of electricity in 2014.

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

Student answer (Band 6.0)

The given pro bar graph represented the data of top ten countries for the production and consumption of electricity. It is evident that the information is given in the year of 2014 respectively.

To embark with, it is noticeable that to start with firstly, China country manufactured the electricity 5,398 billion kWh in 2014 year however, consumption little bit less than they produced was 5,32. Secondly, in US creation of electricity was at the 2nd rank and that was 4,099 billion kWh whereas, users were bit declined with 3,866. Meanwhile, Russia generated1,057 billion which was less than upper both countries and it was almost constant only lit bit with variations. Moving to the next, at 4th rank Japan country making 936.2 billion furthermore, utilized less that was 856.7. Afterwards, India formed electricity was 871 where as, used with declined that was 698.8. After that, Canada country generated electricity in the year of 2014 was 618.9 billion and absorbed 499.9. Post hoc, France country created 561.2 and demanding was less that was 462.9. Consequently, Brazil produced 530.7 billion and utilized lower that was 455.8. Eventually, Germany country produced 526.6 billion and consumed more than they generated that was 585.6. Lastly, Korea. Rep. produced 485.1 and used 449.5 billion in 2014.

Overall, it is evident that China produced highest electricity and Korea. Rep. generated very lowest.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers all ten countries listed in the bar chart and provides data for both production and consumption. However, the report lacks a clear overview of the main trends or significant differences, such as the fact that most countries produced more than they consumed, with Germany being the sole exception. The information is presented as a list of individual data points rather than a comparative summary, which limits the development of the response. To improve, you should group countries by trends (e.g., high producers vs. low producers) rather than listing them one by one.

Coherence and Cohesion — Band 6.0

The response is organised into paragraphs, but the progression of ideas is mechanical and repetitive. The use of cohesive devices is often awkward or incorrect, such as 'To embark with', 'Post hoc', and 'Moving to the next'. These phrases do not flow naturally and sometimes obscure the logical connection between sentences. Referencing is also inconsistent, with some countries referred to as 'China country' or 'Japan country', which is unnatural. Improving the variety and accuracy of linking words will help the reader follow your points more easily.

Lexical Resource — Band 6.0

The vocabulary is limited and often repetitive. You frequently use basic verbs like 'manufactured', 'creation', 'making', 'formed', and 'created' to describe the same concept of electricity production. There are also several word-choice errors, such as 'users were bit declined' and 'demanding was less', which sound unnatural. While the data is generally conveyed, the lack of precise terminology for describing trends (e.g., 'surpassed', 'exceeded', 'marginal difference') prevents a higher score. Expanding your range of synonyms and focusing on correct collocations will significantly improve your writing.

Grammatical Range and Accuracy — Band 6.0

The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors throughout. Issues include missing articles ('in US'), incorrect preposition usage, and awkward phrasing ('was 5,32' instead of 5,320). There are also errors in subject-verb agreement and sentence construction, such as 'India formed electricity was 871 where as, used with declined'. While the meaning is generally clear, these errors occur frequently enough to cause some difficulty for the reader. Focusing on basic sentence structure and proofreading for small errors would be beneficial.

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