Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-09-30

IELTS Writing Task 1 question

You would like to reduce your working hours in order to study part time.

Write a letter to your boss. In your letter

• explain why you want to reduce your working hours
• say which hours you would like to work
• describe how your part-time studies would benefit your employer

You do NOT need to write any addresses.

Begin your letter as follows:

Dear ....................................,

Student answer (Band 5.0)

Dear Manager,

I am writing this letter the reduce my morning working hour for participate my further study.

My name is Shraddha. Currently, i am working on assistant photographer. I want to cut down my morning working hour in order to attend my part time study class. My job scenario is 9 to 5, but my class takes place on 7 to 11 so I would like to from 12 o'clock in the afternoon for 2 months.

I've been join this company during the corona crisis to built my financial condition due to that I put drop in my academic study. Now I want to do my further study to polish my skills and learn advance course regarding my subject. It will bring benefits for this company like advance tools, graphics design help of AI technology and more. I do not want to leave this company during this period. but I am make sure I will fulfill my all professional work.

I hope I will hear you back from you in positive way.

Warm regards,

Shraddha.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The candidate addresses all parts of the task prompt, covering the reasons for wanting to reduce hours, specifying the exact schedule changes, and outlining the potential benefits for the employer. The purpose of the letter is clear, and the tone is generally appropriate for communicating with a manager. However, the development of ideas is somewhat limited and constrained by language errors, particularly when describing the benefits such as 'advance tools, graphics design help of AI technology and more'. While all bullet points are addressed, the depth of explanation keeps the task achievement at this level.

Coherence and Cohesion: Band 5.0

The letter follows a recognizable structure with an opening, body paragraphs, and a closing sign-off. Paragraphing is used to separate different points, such as the scheduling details from the personal background and benefits. However, the logical progression is frequently disrupted by awkward phrasing, run-on sentences, and abrupt transitions between ideas, as seen in phrases like 'I do not want to leave this company during this period. but I am make sure I will fulfill my all professional work.' Cohesive devices are minimal and sometimes inaccurate, leading to a choppy reading experience.

Lexical Resource: Band 5.0

The vocabulary used is basic and heavily repetitive, such as 'working hour', 'study', and 'company'. There are several noticeable word choice and collocation errors, including 'I am writing this letter the reduce' instead of 'to reduce', 'working on assistant photographer' instead of 'working as an assistant photographer', and 'I've been join this company'. Less common vocabulary is attempted with terms like 'financial condition', 'polish my skills', and 'AI technology', but inaccurate usage and awkward phrasing restrict the score to this band level.

Grammatical Range and Accuracy: Band 5.0

The response displays a very limited range of grammatical structures, relying mostly on simple sentences with frequent structural errors. There are numerous basic mistakes in verb forms, prepositions, and articles, such as 'my class takes place on 7 to 11', 'from 12 o'clock in the afternoon for 2 months', and 'I am make sure I will fulfill my all professional work.' Complex sentence attempts often contain severe errors that occasionally cause difficulty for the reader in fully grasping the intended meaning, though overall communication is still maintained.

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

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