Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · Cambridge IELTS 14 · 2026-07-28

IELTS Writing Task 1 question

The chart below shows the value of one country’s exports in various categories during 2015 and 2016. The table shows the percentage change in each category of exports in 2016 compared with 2015.

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

Student answer (Band 6.5)

The chart below shows the value of one country’s exports in various categories during 2015 and 2016.

In 2015 the value of petroleum products was across $60 billions. In 2016 the amount of petroleum was slightly up $62 billions to $63 billions. The engineered goods price was $50 to $55 billions in 2015. In 2016 the value was slightly up $61billions as compared to 2015. Gems and jewellery in 2015 the amount was $42 billions and 2016 the price was slightly down $40 billions. Agricultural products in 2015 and 2016 the value was almost same which was $30 to $31 billions. The last was textiles which was slightly down in 2015 $25 billions but it was slightly increased in 2016 the value was $31 billions.

In [redacted phone] the overall price was increased in the two years was 3% in petroleum products. In engineered goods price was huge increased 8.5% in [redacted phone]. In gems and jewellery the prices was huge decreased in [redacted phone] the value was 5.18%. In agricultural products have less increased which value was 0.81% in [redacted phone]. Textiles have to much profit in [redacted phone] they have huge increased the value was 15.24%

Overall in 2015- 2016 they have huge increased in textiles and the second was engineered goods but in gems or jewellery have to much decreased in two years.

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

The response covers all parts of the task by reporting on the export values and the percentage changes. However, the presentation of data is somewhat mechanical, listing figures category by category without sufficient synthesis or comparison. While the main features are identified, the analysis lacks a clear overview of the trends. The student correctly identifies the significant growth in textiles and the decline in gems and jewellery, but the reporting of figures is occasionally imprecise (e.g., 'across $60 billions'). To reach a higher band, the student should group information more logically to highlight trends rather than simply listing data points.

Coherence and Cohesion — Band 6.5

The essay is organised into paragraphs, which helps the reader follow the structure. However, the use of cohesive devices is limited and sometimes repetitive. Phrases like 'In 2015' and 'In 2016' are used at the start of almost every sentence, making the flow feel mechanical. There is a lack of varied linking words to connect ideas between sentences and paragraphs. While the progression of information is logical, the reliance on simple sentence structures and repetitive transitions hinders the overall flow of the response.

Lexical Resource — Band 6.0

The vocabulary is adequate for the task but lacks the precision and variety required for a higher band. The student uses basic terms like 'price' and 'value' repeatedly, and there are some inaccuracies in word choice, such as 'huge increased' instead of 'significant increase' and 'have to much profit' which is not appropriate for describing export data. The use of 'billions' is consistent, but the phrasing around the data points is often awkward. Expanding the range of reporting verbs and adjectives would significantly improve the quality of the writing.

Grammatical Range and Accuracy — Band 6.0

The response relies heavily on simple sentence structures. There are frequent grammatical errors, particularly with subject-verb agreement (e.g., 'the prices was huge decreased') and preposition usage (e.g., 'up $62 billions to $63 billions'). Punctuation is also inconsistent, with missing commas and incorrect spacing. While the meaning is generally clear, the lack of complex sentence structures and the persistence of basic grammatical errors limit the score. To improve, the student should focus on using a wider variety of sentence types and ensuring subject-verb agreement is consistent.

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