Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 20 · 2026-11-12

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 5.0)

There is three diagram pi chart,table and line granp which illustrate about library his name is chalfont library.There is no of different age member,category of lone and total number of lone which take from 2007 to 2016.

In the table it show the 38% of lone category is childern's fiction also this similar with adult fiction.The lower category of lone is childern's DVDs that is 1%.The the adult audio and boobs a well as young adults in same range which is 2%

In library members from the age perspective are 22 is childern.The young adults age 13 to 17 is 15 and the high numbers of members in library is adult(18-64) is 51.Above from the 65 is 12.

In the last total number of lone members in 2007 is approximatily 16000.In 2016 increased quantity of member which is 22000.But in 2010 and 2012 the number of member is same that is 21000.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify all three visuals and report several relevant figures, including the two largest loan categories (children’s and adult fiction, both 38%), the smallest category (children’s DVDs, 1%), and the largest membership group (adults aged 18–64, 51%). However, the response only partly summarises the main features: it gives no clear overall picture of the loan trend, and the final paragraph misreports the line graph. Loans rose from about 15,700 in 2007 to 21,700 in 2016, but 2010 and 2012 were not equal at 21,000; the figures were about 20,600 and 20,700. Also, these figures represent loans, not members. A concise overview comparing the membership and loan patterns, supported by accurate key data, would make the report more complete.

Coherence and Cohesion: Band 5.5

The response has a basic organisational structure: it introduces the three visuals and then discusses the table, membership chart and line graph in separate paragraphs. This helps the reader follow the broad order of the information. However, progression within the paragraphs is limited, and the report lacks a distinct overview that connects the main findings. Linking is also sometimes awkward or repetitive, as in “In the table it show” and “In the last,” while “The the” interrupts the flow. Use clear topic sentences and simple, accurate transitions, and group related comparisons together. For example, the two 38% fiction categories can be compared directly, followed by the smaller loan categories.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “category,” “members,” “increased,” and “same range,” and the reader can generally identify which visuals you are describing. However, the range is limited and several inaccurate or misspelled choices make the report harder to understand: “lone” is repeatedly used for “loans,” “line granp” for “line graph,” and “boobs” appears where “books” is intended. Phrases such as “increased quantity of member” are also imprecise for describing loan totals. Practise accurate chart language such as “accounted for,” “stood at,” “rose to,” and “remained relatively stable,” and check spelling and word forms before submitting.

Grammatical Range and Accuracy: Band 4.5

You attempt to communicate several comparisons using simple sentences, but grammatical control is inconsistent and the range of sentence structures is narrow. Errors occur in basic sentence formation and agreement, for example, “There is three diagram” and “In the table it show.” Articles and prepositions are also often missing or incorrectly used, as in “in library members from the age perspective.” The final paragraph combines ideas in a way that obscures the comparison, and “the number of member is same” has problems with number and sentence structure. Build accurate simple sentences first, then practise joining them with “while,” “whereas,” and “by contrast.” Check subject–verb agreement, articles, and plural forms in each sentence.

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