Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 19 · 2026-10-02

IELTS Writing Task 1 question

The plans below show a harbour in 2000 and how it looks today.

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

 

 

Student answer (Band 4.0)

Writing Task - 1

The graph illustrates the amount of

tourists visiting a particular Caribbean

island bet from 2010 and 2017.

Overall, it is evident that total rate

of guests visiting a Caribbean island is

highest and visitors staying on island

is lowest. In addition of visitors

visitors staying on cruise ships is hit

a low of total.

Looking first at line graph, the starting

at 0.1 millions in 2010, number of tourists

visiting a particular Caribbean island rose

to 0.5 millions in 2011 and declined 0.1

millions in 2012. The tourists visiting a

particular Caribbean island increased

dramatically, that is 2 millions from 2013

to 2017, in the visitors staying on cruise

ships.

Furthermore, 0.10 millions rates of tourists

visitors staying on island in 2010 and

it is remained stable in 2011. The amount

of visitors staying on island increased

1.5 millions from 2012 to 2015 in tourists

visiting a tab Caribbean island. Moreover,

visitors staying on island declined 1 millions

in 2016, then grew 1.5 millions in 2017.

The total is starting at 1 millions which

is reached a peak of 3.5 millions visitors

from 2010 to 2017.

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

The response fails to address the actual prompt provided, which requires summarising two maps of a harbour comparing the year 2000 with the present day. Instead, the student writes about a completely different topic concerning tourism statistics on a Caribbean island. Consequently, the task is addressed only minimally and tangentially, resulting in a very low score for this criterion. To improve, the writer must carefully read the visual data and prompt instructions to ensure the report directly describes the information presented in the diagrams rather than inventing an irrelevant line graph scenario.

Coherence and Cohesion: Band 4.0

The response is arranged into paragraphs, including an introduction, overview, and body paragraphs, which gives it a basic structural shape. However, information and ideas are not arranged coherently due to the severe mismatch with the visual data, and the flow of information is disjointed. Cohesive devices are used awkwardly or repetitively, such as 'Looking first at line graph' and 'Furthermore', and referencing is frequently unclear. To progress, the writer needs to ensure logical links between sentences accurately reflect the progression of visual data, with clear referencing and natural transitional phrases.

Lexical Resource: Band 4.5

The vocabulary used is basic and repetitive, with frequent word choice and collocation errors that strain the reader's understanding, such as 'total rate of guests' and 'is hit a low of total'. There are also numerous awkward phrasings like 'visitors staying on island' and 'tab Caribbean island'. To achieve a higher band, the student needs to build a wider range of functional vocabulary for reporting trends and data, and pay closer attention to word formation, prepositional collocations, and spelling.

Grammatical Range and Accuracy: Band 4.5

The text demonstrates a very limited range of grammatical structures, and attempts at complex sentences are frequently faulty. There are frequent errors in articles, verb tenses, prepositions, and subject-verb agreement throughout the text, such as 'bet from 2010 and 2017', 'number of tourists... rose to 0.5 millions', and 'it is remained stable'. These frequent errors cause difficulty for the reader and distort meaning. To improve, the writer must focus on mastering basic sentence construction, accurate use of past and present tense markers, and correct article usage with numerical data.

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

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