Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 20 · 2026-11-10

IELTS Writing Task 1 question

The charts below give information about a public library in a town called Little Chalfont.

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

 

Student answer (Band 4.5)

The Chart illustrates information about the public library which is located in a town called Little Chalfont

The data of library into thre types which is,

1 : age of library members(2016)

2 : Total loans by category(2016)

3 : Total number of loans(2007 - 2016)

Little chant library consisted in three types of information moreover age of its user is start from childerns to adults 65 above moreover it is in laons now which is shows that chart graph in the 2007 it was 15000 and every year it is growint its is growing by time now today it is 25000 number of laons and these customer has tobe pay their laons in time it is very big change from 2007 to 2016 the libarary conatins child,adult, non adult ,non child ,adult audio books now the library facing the laon recovery from their clients or customer to pay in time .

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response identifies that the visuals concern Little Chalfont Library and names all three information types, showing some awareness of the task. However, it reports very little of the actual data. It gives an approximate starting loan figure of 15,000, but says loans reached 25,000, whereas the chart shows about 21,700 in 2016. The claim that loans grew every year is also inaccurate: totals fell after 2011 and again in 2013. The age proportions and category shares are not summarised, and there is no clear overview of the main patterns. The discussion of customers needing to repay loans is unsupported by the charts. To improve, select the key comparisons and trends and report them accurately, without adding explanations the visuals do not provide.

Coherence and Cohesion: Band 3.5

There is a basic attempt to introduce the visuals and list their three components, but the response does not develop into a clear, logically ordered summary. The numbered list is followed by one long, loosely connected paragraph that shifts from the loan trend to library categories and then to an invented issue about loan recovery. Connectors such as “moreover” are repeated and do not clarify the relationships between ideas. Several references, including “it” and “these customer,” are difficult to follow. Organise the response into a brief introduction, an overview, and focused detail paragraphs; group related figures together and use clear links such as “by contrast” or “while” only where they express a real comparison.

Lexical Resource: Band 4.5

The response uses a small set of relevant terms, including “library members,” “total loans,” “category,” and “adults,” so the topic is recognisable. However, vocabulary is basic and repetitive, and frequent spelling errors—such as “thre,” “childerns,” “laons,” and “libarary”—make the text harder to read. Some choices are inaccurate or unsuitable for describing charts: “loan recovery” and “pay their loans in time” introduce a meaning not shown in the data, while “growint” appears to mean “growing.” Build a more precise range for reporting data, for example “accounted for,” “rose,” “declined,” and “remained relatively stable.” Check spelling carefully and use chart-related language rather than unsupported claims about borrowers.

Grammatical Range and Accuracy: Band 4.5

The response attempts some longer sentence forms, but control is weak and sentence boundaries are often unclear. For example, “Little chant library consisted in three types of information moreover age of its user is start…” combines several ideas without reliable punctuation or grammatical links. Verb forms and agreement are frequently inaccurate, as in “age … is start” and “it is growint”; articles and plurals are also inconsistent in phrases such as “these customer.” Most sentences therefore require the reader to infer the intended structure. Practise writing short, complete sentences first, then combine related points with accurate clauses. Pay particular attention to past-tense reporting for the 2007–2016 data, subject–verb agreement, articles, and sentence punctuation.

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