Band 4.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.5 · Cambridge IELTS 20 · 2026-08-25
IELTS Writing Task 1 question
The first table below shows changes in the total population of New York City from 1800 to 2000. The second and third tables show changes in the population of the five districts of the city (Manhattan, Brooklyn, Bronx, Queens, Staten Island) over the same period.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Student answer (Band 4.5)
The gien table chats demonstrates alters in the total population of the New York City between 1800 to 2000.
Overall, it can be seen that their are four different other districts which is Brooklyn, Bronx, Queens, Staten Island as well as data totally given in nubers and percentage.
Moving towards, after analyzing the given date the first table shows highest number of population in New York City in year 2000 which was above 80 lakhs. Furthermore, in year 1800 and 1900 number of population increased by 34 lakhs which is least from year 2000 population.
On the other hand, in another table chart it illustrates population with numbers and percentage it depict highest number of population in year 1900 rather than 1800 and 2000 which was around 16 lakhs. However, in Manhattan as a ratio of total population it show 76 precent ration in year 1800.
Moreover, in last table chat it demonstrate other districts population in nubers and percentage. At last it show highest in year 2000 which is around 7 lakhs.
In conclusion, the table chat shows New Yourk City population in three diffrent ways.
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 attempts to address the task but fails to provide a clear or accurate summary of the data. While it mentions the population of New York City, the analysis is fragmented and lacks a logical selection of key features. The student struggles to interpret the tables correctly, often misreading the figures (e.g., referring to '80 lakhs' which is not standard in this context, and misinterpreting the percentage data). There is no clear overview of the trends, and the comparisons between the districts are superficial and confusing. The response lacks the analytical depth required for an Academic Task 1, as it fails to synthesize the information effectively.
Coherence and Cohesion — Band 5.0
The essay is organized into paragraphs, but the progression of ideas is disjointed and often confusing. Cohesive devices are used, such as 'Moving towards' and 'On the other hand', but they are often used incorrectly or inappropriately for the context. The referencing is frequently unclear, making it difficult for the reader to follow which table or data point is being discussed. The lack of logical flow between sentences and paragraphs significantly hinders the overall readability of the report.
Lexical Resource — Band 4.5
The vocabulary is limited and repetitive, with frequent errors in word choice and spelling (e.g., 'gien', 'chats', 'nubers', 'precent'). The student relies on basic terminology and struggles to use academic language appropriate for a data summary. There is a lack of precision in describing trends or data points, and the misuse of terms like 'ratio' and 'alters' (instead of 'changes') indicates a limited range of vocabulary. These errors occasionally impede communication, as the reader must guess the intended meaning.
Grammatical Range and Accuracy — Band 4.5
The response contains frequent grammatical errors, including subject-verb agreement issues (e.g., 'there are four different other districts which is'), incorrect verb tenses, and awkward sentence structures. While there is an attempt at complex sentences, they are often faulty and lack clarity. Punctuation is inconsistent, and the overall control of grammar is weak. These frequent errors, combined with the poor sentence construction, make the text difficult to read and understand at times.
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