Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-10-19

IELTS Writing Task 1 question

The graph below gives information on the numbers of participants for different activities at one social centre in Melbourne, Australia for the period 2000 to 2020.

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

 

 

Student answer (Band 5.0)

This graph illustrate that from 2000 to 2020 the hight range of participants had participate in film club upto 68 percentage. And after it in martial arts the value of participants are goes ups and down because from 2000 to 2005 35 percents players were part of the game but in 2010 they were 38 percent and again it decreased in 2015 or 2020. Then in amateur dramatics game there were 28 percent players were involved but after it its range goes down from 2010 to 2020. In table tennis there was not a good start of it but After 2010 its range goes upward very smoothly and goes up to almost 53 percent. In the end in musical performances there was not a very good start of it, its start in 2005 instead of 2002 and its rapidly goes up to 18 percent. so, the most lower percentage in activities of amateur dramatics and the highest range of participants was of film club.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main activities and capture several broad patterns: film club remains high, table tennis rises substantially, and amateur dramatics declines. However, the account is only partly accurate and the overview is not clearly separated from the details. For example, film club peaks at about 66, rather than 68, and musical performances begin in 2010, not 2005; they rise gradually rather than rapidly. The statement that amateur dramatics had the lowest participation is true only at the end, not across the whole period, since musical performances start at zero. Include a concise overview of the key contrasts, then report the main changes with accurate comparisons and selected figures.

Coherence and Cohesion: Band 4.5

The response follows the chart’s activities in a generally understandable order, and phrases such as “after 2010” and “in the end” help signal sequence. However, it is presented as one long paragraph, with no clear overview followed by organised supporting details. Repeated links such as “and after it,” “then,” and “in the end” make the progression feel mechanical, while some references are unclear—for example, “its range” could refer to more than one activity. Grouping the stable or fluctuating series together and the sharply changing series together would create clearer progression. Use paragraphing and more precise links between comparisons.

Lexical Resource: Band 5.0

You use some relevant chart vocabulary, including “participants,” “decreased,” “upward,” and “involved,” so the reader can usually identify the trends you mean. However, the range is limited and several word choices or collocations are inaccurate, such as “hight range,” “players” for people attending activities, and “its range goes upward very smoothly.” The repeated use of “range” and “start” also makes the description imprecise. Choose vocabulary that describes numbers and trends directly, such as “participant numbers,” “remained stable,” “fluctuated,” and “rose sharply.” Check spelling and word forms, including “highest,” and avoid calling the figures percentages when the graph reports numbers of participants.

Grammatical Range and Accuracy: Band 5.0

You attempt to connect ideas in longer sentences, but these structures are often faulty, and errors occur frequently enough to make parts of the account difficult to follow. Examples include “This graph illustrate,” “the value of participants are goes ups and down,” and “there were 28 percent players were involved.” These show problems with subject–verb agreement, verb forms, and sentence construction. Articles and prepositions are also sometimes missing or awkward, as in “in table tennis” and “in musical performances there was not a very good start of it.” Use shorter, controlled sentences first, with a clear subject and verb, then add accurate comparisons using clauses such as “while” or “whereas.”

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