Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · Cambridge IELTS 15 · 2026-07-31

IELTS Writing Task 1 question

The graph below shows the number of tourists visiting a particular Caribbean island between 2010 and 2017.

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

Student answer (Band 6.5)

The graph depicts the number of tourists in Caribbean island between 2010 and 2017.

It is clear that the total amount of tourists in the Caribbean island increased considerably between 2016 and 2017 from 2.7 million to 3.5 million. The most dramatic increase is seen in the Total line, which shows both the visitors staying on cruise ships and the visitors staying on island.

Between 2010 and 2011, the visitors living on cruise ships increased followed by the reduction in 2012, then continued to increase till 2017 of approximately 2 million. While, the visitors staying on island has discontinued line with static line at the first, then a good rise between 2011 to 2013, then again became linear till 2015 followed by the considerable decline in 2018 and a small rise in 2017.

The overall line including both people staying on island as well as on ships dramatically increased between 2010 and 2015 upto 2.7 million and then suddenly became static until 2016 and figure shows the increment of 3.5 million people in 2017.

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

You have successfully identified the main trends and provided data points to support your description. You covered the three categories (cruise, island, and total) and made relevant comparisons. However, the report contains some factual inaccuracies regarding the timeline; for instance, you mention a decline in 2018, but the graph only goes up to 2017. Additionally, the description of the 'island' visitors as having a 'discontinued line' is imprecise. To improve, ensure you carefully cross-reference your text with the provided data and use more precise terminology to describe graphical movements, such as 'fluctuated' or 'remained stable' instead of 'static'.

Coherence and Cohesion — Band 6.5

The response is organised into paragraphs, which helps the reader follow the information. However, the use of cohesive devices is somewhat mechanical and occasionally confusing. For example, the transition 'While, the visitors staying on island has discontinued line' is grammatically awkward and does not effectively link the ideas. The progression of information is generally logical, but the internal structure of the sentences often lacks the necessary flow to connect the data points smoothly. Using a wider variety of linking words (e.g., 'In contrast,' 'Furthermore,' 'Subsequently') would help improve the overall coherence of your report.

Lexical Resource — Band 6.5

You have an adequate range of vocabulary to describe trends, such as 'considerable,' 'dramatic,' and 'decline.' However, there are some issues with word choice and collocation. Phrases like 'discontinued line' and 'static line at the first' are not standard ways to describe graph features. Additionally, there are minor errors in phrasing, such as 'total amount of tourists' (use 'number' for countable nouns). To reach a higher band, focus on using more precise academic collocations and ensure that your vocabulary choices accurately reflect the visual information presented in the graph.

Grammatical Range and Accuracy — Band 6.0

You demonstrate a mix of simple and complex sentence structures. While the meaning is generally clear, there are several grammatical errors that occur throughout the text. Examples include 'in Caribbean island' (missing an article), 'the visitors living on cruise ships increased followed by the reduction' (missing a preposition or relative clause), and 'figure shows the increment of 3.5 million' (awkward phrasing). Punctuation is generally functional, but some sentences are clunky. To improve, focus on subject-verb agreement and the correct use of articles, as these errors appear frequently enough to slightly impede the fluency of your writing.

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