Band 7.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 7.0 · Cambridge IELTS 20 · 2026-07-24

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 7.0)

The given three charts, including a pie chart, a bar chart, and a table provides some information about public library which is located in the town Little Chalfont.

In general, the pie chart illustrates the age distribution of library members, and the table captures loan percentage in diverse categories in the year 2016 respectively, while the bar chart shows the total number of loans over nine years.

To begin with, as shown in the pie chart, around half of the Little Chalfont library members, 51 individuals, are adults between eighteen to sixty four years old. Whilst the figure of elderly members, above the age 65, was 12 people, teenagers who aged between 13 to 17 were fifteen of the representatives and twenty two joiners were children. Secondly, the highest proportion of cumulative loans was the fictions for adults and children, with 38 percent respectively while its lowest points were DVDs for kids and adult audio books with only one and two percent respectively.

It is clear that in 2007 the total number of the library mortgage was the smallest which was almost sixteen thousands, then it fluctuates during the nine year period. Lastly, around 22000 loans were registered in 2016.

AI examiner evaluation

Task Achievement / Task Response — Band 7.0

The response covers all three charts and identifies key features, such as the age distribution, loan categories, and the trend over time. However, the analysis is somewhat superficial. For example, the description of the bar chart lacks detail regarding the fluctuations mentioned, and the comparison between categories in the table could be more analytical. The data points are generally accurate, but the report would benefit from a more cohesive synthesis of the information rather than listing the charts individually. The overview is present but could be more clearly integrated to highlight the most significant trends across the data sets.

Coherence and Cohesion — Band 7.5

The response is logically organized into paragraphs, with an introduction, an overview, and body paragraphs focusing on specific data. Cohesive devices such as 'To begin with', 'Secondly', and 'It is clear that' are used to guide the reader. However, the transition between the description of the pie chart and the table is slightly abrupt. The referencing is generally clear, though the flow between sentences could be improved to create a more seamless narrative. Overall, the paragraphing is appropriate and the progression of ideas is easy to follow.

Lexical Resource — Band 6.5

The vocabulary is adequate for the task, with terms like 'age distribution', 'cumulative loans', and 'fluctuates' used correctly. There are some minor inaccuracies in word choice, such as 'library mortgage' to describe loans, which is contextually incorrect. Additionally, the phrase 'representatives' is used slightly awkwardly when referring to library members. While the range is sufficient to convey the main points, it lacks the precision and sophistication required for a higher band score. The student successfully uses a variety of terms related to data reporting, but needs to focus on more precise collocations.

Grammatical Range and Accuracy — Band 6.5

The response uses a mix of simple and complex sentence structures. There are several grammatical errors, such as subject-verb agreement issues ('The given three charts... provides') and awkward phrasing ('teenagers who aged between'). Punctuation is generally functional, though there are minor slips. While the errors do not impede communication, they are frequent enough to prevent a higher score. To improve, the student should focus on ensuring subject-verb agreement and refining the use of relative clauses to avoid awkward constructions.

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