Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-09-01

IELTS Writing Task 1 question

You recently received a letter from a friend asking for advice about whether to go to college or to try to get a job. You think he/she should get a job.

Write a letter to this friend. In your letter

• say why he/she would not enjoy going to college
• explain why getting a job is a good idea for him/her
• suggest types of job that would be suitable for him/her

You do NOT need to write any addresses.

Begin your letter as follows:

Dear ................. ,

Student answer (Band 6.0)

Dear Sarah,

I hope you are doing well, and congratulations for your graduation. As you asked in your previous letter about you should do a job or study, I would like to suggest you to start a job now.

As you recently got your degree in computer science, I want to suggest you a job releted to computer. Because in these days the demand of computer work is higher than other works, and it will help to you to get a good pay as well. By which, you can start earning in your young age which will help you to get a better job in future with your experience.

Moreover, as you know your father is very sick he can not work anymore, it is only your brother who is earning in your house, while getting a job will help you to run home better. Not only this but also while getting your experience you will be able to set up your own business in any computer field.

I hope you will like my suggestion of choosing job over study.

your loving,

Arsh

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

You have addressed all three bullet points in the prompt. You provided a clear recommendation to work, explained the benefits of gaining experience, and suggested a field (computer science). However, the first bullet point—explaining why your friend would not enjoy college—was not addressed. You focused entirely on why they should work, missing the opportunity to discuss the potential downsides of further study. To improve, ensure you explicitly address every instruction in the prompt. The tone is appropriate for a letter to a friend, and your position is consistent throughout the response.

Coherence and Cohesion — Band 6.5

The letter is organized into logical paragraphs, which helps the reader follow your argument. You use basic cohesive devices such as 'Moreover' and 'Not only this but also' to link ideas. However, some transitions feel slightly mechanical, and the flow between sentences could be smoother. For example, the transition from discussing your friend's degree to their father's health is a bit abrupt. Using a wider variety of linking words and ensuring that each paragraph has a clear topic sentence would help improve the overall coherence of your writing.

Lexical Resource — Band 6.0

You have a sufficient range of vocabulary to convey your message clearly. You use topic-specific terms like 'computer science' and 'experience'. However, there are some inaccuracies in word choice and collocation, such as 'releted to computer' (should be 'related to computers') and 'run home better' (a more natural phrasing would be 'support your family'). Additionally, there are minor spelling errors like 'releted'. To reach a higher band, focus on using more precise collocations and ensuring accurate spelling of common words.

Grammatical Range and Accuracy — Band 6.0

You demonstrate a mix of simple and complex sentence structures. While your meaning is generally clear, there are several grammatical errors that occur throughout the text. Examples include 'congratulations for your graduation' (should be 'on'), 'about you should do' (should be 'about whether you should do'), and 'it is only your brother who is earning' (slightly awkward phrasing). There are also issues with article usage and prepositions. While these errors do not prevent communication, they occur frequently enough to impact the overall accuracy of your writing.

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

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