Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 15 · 2026-09-03

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 6.0)

The line graph illustrates changes in the number of tourists who visited a Caribbean island from 2010 to 2017.

Overall, the number of travellers staying on cruise ships increased significantly after experiencing some fluctuations, whereas the visitors staying on island rose gradually throughout the period.

The number of tourists staying on cruise ships experienced slight increase in 2011 before decreasing marginally to 0.2 million. From 2012 to 2017, there was a steep increase in the visitors and the figure reached to 2 million. The number of visitors staying on the island remained same in the first year and then rose gradually to 1.5 million in the next two years, which experienced no change from 2013 to 2015. In 2017, the figure returned to 1.5 million followed by a minimal fall to 1.25 million.

The total number of travellers was one million in 2010, which increased gradually to 2.75 million in the next five years. In 2017, the figure reached its peak of 3.5 million.

AI examiner evaluation

CriterionBand
Task Achievement / Task Response6.0
Coherence and Cohesion6.5
Lexical Resource5.5
Grammatical Range and Accuracy5.5
Overall6.0

Task Achievement / Task Response — Band 6.0

The response successfully identifies the main features of the graph, including the overall trends for both categories and the total figures. You have provided a clear overview and supported the main points with data from the graph. However, there are some inaccuracies in the data reporting. For instance, you mention the figure for island visitors 'returned to 1.5 million followed by a minimal fall to 1.25 million' in 2017, which is slightly confusing and contradicts the visual data. Additionally, ensure that all comparisons are precise. Overall, you have addressed the requirements of the task well by selecting and reporting the key trends.

Coherence and Cohesion — Band 6.5

The essay is logically organized with a clear introduction, an overview, and body paragraphs that group information by category. The progression of ideas is generally smooth. You use some cohesive devices such as 'whereas', 'however', and 'in the first year', which help to link sentences. To reach a higher band, try to vary your cohesive devices further and ensure that the transition between the description of the two categories and the total figures is more seamless. The paragraphing is appropriate and contributes to the overall clarity of the report.

Lexical Resource — Band 5.5

You demonstrate an adequate range of vocabulary for the task, using terms like 'fluctuations', 'marginally', and 'steep increase' effectively. There are some minor issues with word choice, such as 'remained same' (should be 'remained the same') and 'experienced slight increase' (missing an article). While the vocabulary is sufficient to convey your meaning clearly, it lacks the sophistication and precision required for higher bands. Incorporating more varied collocations and precise reporting verbs would enhance the quality of your writing significantly.

Grammatical Range and Accuracy — Band 5.5

You use a mix of simple and complex sentence structures. While your meaning is generally clear, there are several grammatical errors, such as missing articles ('experienced slight increase') and awkward phrasing ('the figure reached to 2 million' should be 'reached 2 million'). There are also some tense inconsistencies and minor punctuation issues. While these errors do not impede communication, they occur frequently enough to prevent a higher score. Focusing on article usage and verb-preposition combinations will help improve your accuracy.

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

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