Band 6.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.0 · Cambridge IELTS 16 · 2026-07-29
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)
There are two-line charts describing two different correlated things, first chart shows use of three household equipment's, and second charts shows use of household equipment matured in hours per week from year 1920 to 2019.
The first chart describes household equipment chart shows 0 percentage of refrigerator where 30 per household used vacuum cleaner, 10 per less compared washing machine in year 1920. In year 2019, refrigerator and vacuum cleaner are 100 per, where washing machine is only used by two-third of household. The last chat showed there is consistent drop in use of electricity for housework from 50 hours to 10 hours per week in year 1920 to 2019.
rapid growth in use of refrigerator compared to vacuum cleaner's steady growth in years; with washing machine there is a little dip in 1980 from 70 per to nearly 60 per with growth of 10 per over time.
The second chart shows sharp drop in number of hours of housework per week from 50 hours to 20 hours in year 1920 to 1960. afterword there is
slight dip and steady for 20 years and additional dip to 10 per in 2019.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.0 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 6.0 |
Task Achievement / Task Response — Band 6.0
The response covers the main features of the charts, identifying the trends in appliance ownership and the decline in housework hours. However, the report lacks a clear overview or summary of the most significant trends, which is essential for a high band score. Some data points are inaccurate or poorly expressed, such as '0 percentage of refrigerator' in 1920, which is unclear, and the phrasing '10 per less compared' is confusing. While the main trends are identified, the lack of a cohesive summary and the imprecise reporting of data points limit the effectiveness of the response.
Coherence and Cohesion — Band 6.0
The essay is organised into paragraphs, but the logical flow is disjointed. The transition between the first and second charts is abrupt, and the use of cohesive devices is mechanical or missing. For instance, the second paragraph starts with 'rapid growth' without a proper subject or linking phrase. The referencing is sometimes unclear, and the paragraphing is inconsistent, with a very short, fragmented paragraph in the middle. Improving the use of linking words (e.g., 'furthermore', 'in contrast', 'consequently') would significantly improve the flow and readability of the report.
Lexical Resource — Band 5.5
The vocabulary is limited and often repetitive. The student relies on basic terms like 'chart', 'use', and 'growth'. There are several instances of awkward phrasing, such as 'household equipment matured in hours' and '10 per', which is an unclear abbreviation for percentage. The range of vocabulary is insufficient to convey the data with precision. To improve, the student should focus on using more varied verbs for describing trends (e.g., 'fluctuated', 'plummeted', 'surged') and more accurate nouns to describe the data categories.
Grammatical Range and Accuracy — Band 5.5
The response contains frequent grammatical errors that occasionally impede communication. There are issues with subject-verb agreement ('first chart shows', 'second charts shows'), missing articles, and awkward sentence structures. Many sentences are fragmented or lack necessary components, such as the sentence starting 'rapid growth in use...'. While there is an attempt to use complex structures, they are often faulty. Punctuation is also inconsistent, particularly with the use of commas and the incomplete sentence at the end of the text. A focus on basic sentence construction and proofreading for missing words is necessary.
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