Band 7.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 7.5 · Cambridge IELTS 20 · 2026-08-10

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 7.5)

The charts provide an overview of public library membership demographics, book loan preferences by category for 2016, and the overall loan trajectory in Little Chalfont from 2007 to 2016.Overall, the library's user base in 2016 was dominated by adults aged 18 to 64, while children's fiction and adult fiction emerged as the most popular item types. Additionally, the total volume of borrowed items followed a steady, upward trend over the ten-year period.Regarding user demographics in 2016, adults aged 18–64 made up more than half of the members at 51%, followed by children at 22%. Young adults (13–17) and seniors (65 and over) constituted smaller shares at 15% and 12%, respectively. In terms of borrowing, children's fiction and adult fiction tied for the top spot, each accounting for 38% of total loans. Adult non-fiction followed at 13%, while children's non-fiction stood at 6%. Media items and young adult books were the least borrowed, each hovering between 1% and 2%.Looking at long-term trends, the library experienced a gradual expansion in total circulation. Loans grew from roughly 16,000 in 2007 to a peak of over 21,000 items by 2016, despite a minor fluctuation between 2011 and 2013.

AI examiner evaluation

CriterionBand
Task Achievement / Task Response7.5
Coherence and Cohesion7.5
Lexical Resource7.0
Grammatical Range and Accuracy7.5
Overall7.5

Task Achievement / Task Response — Band 7.5

The response effectively covers all three charts provided. You have successfully identified the main features, such as the dominance of the 18–64 age group in membership and the popularity of fiction categories in loans. The comparison between categories is clear, and the long-term trend is accurately described with specific data points. The overview is concise and highlights the key trends well. To reach a higher band, ensure that all minor data points are integrated into the narrative flow rather than just listed, though your current approach is already highly effective for an Academic Task 1 response.

Coherence and Cohesion — Band 7.5

The response is logically organized, with a clear introduction, a body paragraph for demographics and categories, and a final paragraph for the long-term trend. Cohesive devices such as 'Regarding', 'In terms of', 'Additionally', and 'Looking at' are used effectively to guide the reader through the data. The progression of ideas is smooth, and each paragraph has a clear central topic. The use of referencing is precise, ensuring that the reader can easily follow the comparisons made between the different charts.

Lexical Resource — Band 7.0

You demonstrate a good range of vocabulary appropriate for describing data, such as 'demographics', 'trajectory', 'constituted', 'circulation', and 'fluctuation'. The word choices are precise and contribute to a professional tone. There are no noticeable errors in spelling or collocation. To push toward a band 8 or 9, you could incorporate slightly more sophisticated collocations or varied ways to describe trends, but the current range is already sufficient for a high score.

Grammatical Range and Accuracy — Band 7.5

The writing is highly accurate, with a variety of complex sentence structures used throughout. You effectively use subordinate clauses and participial phrases (e.g., 'followed by children at 22%') to convey information efficiently. Punctuation is used correctly, and there are no grammatical errors that impede communication. The majority of your sentences are error-free, and the control over tense and subject-verb agreement is consistent. This represents a strong command of English grammar.

See this exact question answered at other band scores — the same prompt compared across bands.

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