Band 4.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.5 · Recent IELTS Exams (Canada & India) · 2026-10-03
IELTS Writing Task 1 question
The pie charts below show how working adults in a particular country spent their time in 1958 and 2008.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
* Note: these aren’t the original diagrams given in the test, they were recreated for the purpose of demonstration.
Student answer (Band 4.5)
THE PIE CHART SHOWS THAT HOW ADULTS WORKED AND SPEND THEIR TIME FROM 1958 TO 2008.FIRST WE DISCUSS THE CHART ABOUT THE PEOPLES LIVING IN 1958.THEY WENT OUT WITH FRIENDS AND FAMILY MOSTLY AND ENJOY THEIR MOST OF ITS FREE TIME WITH FAMILY AND FRIENDS .THEY ATE AND DRINK TOGETHER AND IN EVERY MATTER OF LIFE HELP EACH OTHER. THEY DIDNIT PREFER TRAVELLING MOSTLY AND STAY IN OUR AREAS.MOST OF ITS TIME, THEY LIKED TO WORK IN OUR HAND AND THEIR WORK ARE TOO DIFFICULT AS WE COMPARE TO OUR SELF.SLEEPING TIME PEREFERANCE WAS MOST IMPORTANT FACTOR IN THEIR LIVES AND THEY FELT RELAX AT HOME.
N0W WE DISCUSS PEOPLES OF 2008,THEY PREFER SPORTS 7 PERCENT IN PLAYING GROUNDS.THEY WENT GO OUT WITH FREINDS OR FAMILY NOT ENOUGH AND ALSO SPEND LESS OF ITS TIME IN TRAVELLING.MOSTLY TIME SPEND IN THEIR LIVES ARE WORKING BECAUSE IF THEY DIDNOT WORK PROPERLY CANNOT SURVIVE EASILY.SLEEPING TIME IS ENOUGH FOR THEM AND ALSO STAY AT HOME INSTEAD OF SLEEPING.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 4.5 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 4.5 |
Task Achievement / Task Response: Band 4.0
The response addresses the task only minimally, as the student struggles to accurately report the data from the pie charts. Instead of summarizing the actual percentages and proportions provided in the charts, such as the 33% spent working in 1958 rising to 42% in 2008, the writer introduces irrelevant personal opinions, assumptions, and unsupported generalizations like 'THEY ATE AND DRINK TOGETHER AND IN EVERY MATTER OF LIFE HELP EACH OTHER.' While the text meets the minimum length requirement, the presentation of key features is distorted by extraneous narrative details and a failure to effectively select and compare the main statistical trends between the two years.
Coherence and Cohesion: Band 5.0
The text demonstrates some basic organization, such as attempting to separate the two years into distinct blocks ('FIRST WE DISCUSS...' and 'N0W WE DISCUSS PEOPLES OF 2008'), but there is no clear overall progression or logical structure. Paragraphing is poorly handled, with entire sections clumped together in all-caps blocks rather than structured standard paragraphs. Cohesive devices are minimal, repetitive, or inaccurate, and referencing is often unclear, meaning that the relationship between ideas and data points lacks clarity and smooth transitions.
Lexical Resource: Band 4.5
The vocabulary used is basic and repetitive, heavily constrained by the student's limited range of expression. There are numerous word choice and word form errors that frequently strain the reader's understanding, such as 'SPEND THEIR TIME' instead of spent, and awkward phrasing like 'SLEEPING TIME PEREFERANCE WAS MOST IMPORTANT FACTOR.' Spelling errors also occur, and attempts to use less common vocabulary are unsuccessful due to inappropriate collocations and colloquial language that do not fit the formal requirements of an Academic Task 1 response.
Grammatical Range and Accuracy: Band 4.5
The response displays a very limited range of sentence structures, relying on simple, repetitive patterns often marked by faulty punctuation and capitalization. Errors in grammar are frequent throughout the text, including tense inconsistencies, incorrect verb forms ('THEY DIDNIT PREFER'), missing articles, and faulty prepositions within grammatical structures. These frequent errors disrupt the flow of reading and occasionally distort the intended meaning, reflecting very basic control over English syntax.
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