Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 20 · 2026-10-05
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 5.0)
The first table depicts information related to changes in total population of new york from 1800 to 2000 . In 1800 the population is 79,216 which becomes less after that in 1900 it is value is 3,437,202 which becomes increses and in 2000 it is more increses it is value is 8,009,185 . Further more , the next table depicts information related to changes in total population of manhattan from 1800 to 2000 . In 1800 the population value is 60,515 which become less and percentage value is 76% . In 1900 to 2000 it is value of population become increses which is 1,850,093 to 1,538,096 and its percentage value is 54% and 19%. Moreover the third table depicts the information related to changes in total population of other districts from 1800 to 2000 . In 1800 the population become decline its value is 18,701 but after that in 1900 and 2000 the population become increses and its value is 1,587,109 to 6,471,089 and its percentage value is increse 46% to 81%.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 4.5 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.0
The response attempts to address the task by reporting figures from the tables for New York City, Manhattan, and the other districts across the three given years. However, the information is presented in a mechanical, list-like manner without a clear overall overview of the main trends. Furthermore, some of the data reporting is inaccurate or confusingly expressed, such as stating that in 1800 the population 'becomes less' and misinterpreting the direction of the population trends for Manhattan between 1900 and 2000. Ideas are limited and under-developed, keeping the response at a partial level of completion where key comparative features are missed or poorly highlighted.
Coherence and Cohesion: Band 5.5
The text shows some basic organisation by attempting to separate the data into paragraphs corresponding to the tables, starting sentences with phrases like 'The first table', 'Further more', and 'Moreover'. However, there is no clear overall progression or sophisticated logical flow. Cohesive devices are used mechanically and repetitively, often awkwardly linking clauses instead of establishing clear relationships between ideas. Paragraphing is present, but the internal structure of the sentences within the paragraphs makes the progression jerky and difficult to follow smoothly.
Lexical Resource: Band 4.5
The vocabulary used is very limited and repetitive, relying heavily on basic terms such as 'changes', 'total population', 'value', and 'table'. There are noticeable lexical errors and awkward word choices, such as 'becomes less' instead of 'decreases' or 'was lower', and incorrect collocations regarding population values and percentages. Attempts to use lexical items related to trends result in incorrect forms like 'increses' and 'increse'. These limitations and spelling errors cause noticeable difficulty for the reader and reflect a restricted lexical range for an academic task.
Grammatical Range and Accuracy: Band 4.5
The response features a very limited range of sentence structures, relying mostly on simple sentences joined clumsily with 'and' or relative clauses. There are frequent grammatical errors throughout the text, including tense inconsistencies, missing auxiliary verbs, incorrect verb forms (e.g., 'the population become decline', 'it is value become increses'), and poor punctuation with spaces before commas and full stops. Complex structures are attempted but are almost always faulty. These frequent errors disrupt the reading flow and require the reader to decode the intended meaning.
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