Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 16 · 2026-07-25

IELTS Writing Task 1 question

The charts below show the changes in ownership of electrical appliances and amount of time spent doing housework in households in one country between 1920 and 2019.

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

Percentage of households with electrical appliances (1920-2019)

Student answer (Band 6.0)

THE TWO LINE GRAPH ILLUSTRATE THE INFORMATION FROM 1920 TO 2019 REGARDING USE OF ELECTRICAL DEVICES FOR HOUSE WORK AND THE TOTAL TIME SPEND IN DAILY HOUSE WORK BY HOMEMAKER.

CONSIDERING FROM UN OVERALL PESPECTIVE,THE RATIO OF DIGITAL DEVICES FOR HOUSING WORK WAS KEPT ON INCLINED THROUGHOUT THE CENTURY. HOWEVER THE USES OF TIME ON HOUSEWORK RATIO WAS NOTICED TO BE DECLINED THROUGHOUT GIVEN CENTURY.

TO BEGIN WITH, IN THE YEAR 1920 THERE WAS TOTAL 50 YEAR USED BY HOUSEHOLD FOR HOUSE WORK WHERE AS REFRIGERATOR AND WASHINGMACHINE HAD 10 % OF DIFFERENT WERE THE FORMAR ONE ACCOUNTED 30% AND LATTER ONE ACCOUNTED 40% NOTABLY THERE WAS 0% OF REFRIGERATOR USED.APART FROM THIS IN 1940 THE ALL ELECTRICE MACHINES HAD SIMILAR USED IT WAS BETWEEN 50-60% WHERE THE RATIO OF TIME DECLIND BY 35 HOUR PER WEEK.MOREOVER IN 1960 20 HOUR SPEND ON WORK WERE THE 60% USED FOR WASHING AND VACUUME WHERE REFRIGERATOR REACH 90%.

MOREOVER THE RATIO 1980 TO 2019 HAD NO MAJOR CHANGE AT THE END 10 HOUR SPEND WHERE 75% OF WASHIND USED NOTABLY 100% OF OTHERT TWO WAS USED.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers the main features of the charts, identifying the inverse relationship between appliance ownership and housework time. However, the data reporting is often inaccurate or confusing. For example, the claim that 'in 1920 there was total 50 year used' is unclear, and the statement 'notably there was 0% of refrigerator used' contradicts the graph. The description of trends is somewhat mechanical and lacks precision in comparing the specific data points across the century. While the main trends are identified, the lack of clarity in data presentation limits the effectiveness of the summary.

Coherence and Cohesion — Band 6.0

The essay is organised into paragraphs, but the logical flow is hindered by awkward phrasing and repetitive sentence structures. Cohesive devices are used, such as 'To begin with', 'Moreover', and 'Apart from this', but they are sometimes used mechanically or inappropriately. The referencing is occasionally unclear, making it difficult for the reader to follow the progression of ideas. Paragraphing is present, but the internal structure of the paragraphs lacks the necessary cohesion to present the data points in a clear, comparative manner.

Lexical Resource — Band 5.5

The vocabulary is limited and often imprecise. There are frequent errors in word choice and spelling, such as 'inclined' instead of 'increasing', 'house work' instead of 'housework', 'formar' instead of 'former', and 'vacuume' instead of 'vacuum'. The student relies on basic terminology and struggles to express the data with the necessary precision required for an Academic Task 1 response. While the meaning is generally discernible, the errors in word formation and collocation are noticeable and occasionally impede the flow of information.

Grammatical Range and Accuracy — Band 5.5

The response contains a high frequency of grammatical errors, including issues with subject-verb agreement, article usage, and sentence construction. Examples include 'The two line graph illustrate', 'the uses of time... was noticed to be declined', and '100% of othert two was used'. Complex sentence structures are attempted but are often faulty, leading to confusion. Simple sentences are more successful, but the overall control of grammar is weak, with errors occurring in almost every sentence. These errors frequently distract the reader and impact the clarity of the report.

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