Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 20 · 2026-10-03

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 5.5)

Since we have the table of the New York City total population which includes totla of 5 districts in it. As for now in the first table we are seeing that its a combine population of all 5 districts in it. As we see in year 1800 there is just 79,216 total population in whole New York City whcih includes all 5 districts. Then in 1900 the population went from 79,216 to 3,437,202 and then in 2000 it went to 8,009,185 which is really a very big population gap from 1800 to 2000 its like almost 79 lakh public more than 1800.

Now we talking about second table which has just 1 district which name is Manhattan as we see in second table its given like in 1800 the population of Manhattan was 60,515 which literally 76% of total population of all total 5 districts. Then in 1900 it went to 1,850,093 which is around 54% of population of total population in New York City. Then in 2000 all of sudden the populations went to 1,538,096 and it just became like 19% of total population in whole New York City.

In third paragraph we are seeing the table of other 4 district which includes Brooklyn , Bronx , Queens , Staten Island. In year 1800 the total population of all combining all these four district was just 18,701 whch 24% of total population of New York City. In 1900 the population growth went to 1,587,109 which is 46% of total population. But in 2000 the population went to 6,471,089 which is literally 81% of total population of whole New York City which includes 5 districts.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response attempts to cover all parts of the task by reporting data from the tables, including the total population and the figures for Manhattan and the other districts. However, the development of ideas is limited and mechanical. Instead of selecting and reporting the main features and making meaningful comparisons, the writing relies heavily on listing raw numbers sequentially from sentence to sentence. Phrases like 'which is really a very big population gap' and 'literally 76%' show an informal tone and a lack of precise analytical commentary. To reach a higher level, the response needs to step back and synthesise the data, highlighting overarching trends such as the massive suburban shift over the two-century period rather than detailing every single statistic in a repetitive manner.

Coherence and Cohesion: Band 5.5

The text is organized into paragraphs corresponding roughly to the different sections of the visual data, providing a basic overall structure. However, the progression of ideas lacks sophistication because sentences are tied together in a repetitive and conversational manner, heavily relying on words like 'Then' and 'Now we talking about'. Cohesive devices are used rather mechanically and inadequately, often failing to guide the reader smoothly through a logical comparison. There is a lack of varied referencing, and the transitional phrases feel disjointed. Improving cohesion requires a broader range of discourse markers to signal contrast, time, and proportion, ensuring that the movement between sentences and paragraphs feels natural and structurally integrated.

Lexical Resource: Band 5.0

The vocabulary used is quite limited and repetitive, with frequent reliance on basic words and informal expressions. Examples such as 'really a very big population gap', '76%', and 'all of sudden' demonstrate a restricted range that is barely adequate for an academic task. The student attempts some less common terms like 'population growth', but there are noticeable errors in word choice and style, such as '7 lakh public', which is inappropriate for formal academic writing. Spelling is generally acceptable, but vocabulary control causes some difficulty for the reader. To improve, the writer should incorporate a wider selection of precise academic vocabulary related to data trends, such as 'exponential increase', 'significant decline', and 'proportion'.

Grammatical Range and Accuracy: Band 5.0

The response shows a very limited range of sentence structures, relying heavily on run-on sentences connected by conjunctions like 'and' or relative pronouns such as 'which' (e.g., 'Then in 1900 the population went from 79,216 to 3,437,202 and then in 2000 it went to...'). Attempts at complex structures are frequently faulty, leading to missing verbs, incorrect prepositions, and awkward phrasing. There are frequent grammatical errors, including tense inconsistencies, missing articles ('in second table', 'in whole New York City'), and punctuation errors that cause difficulty for the reader. To achieve a higher band, the writer must demonstrate better control over simple and complex sentence forms, reduce run-on clauses, and eliminate basic errors in articles and verb agreements.

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