Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 20 · 2026-08-15
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)
This chart depicts various factors of little chalfont library where age of library members are discussed how it effects childern ,young adults, only adults and adults 65 and over.In 2016 total loans in different categories represents rsie and fall fluctuations in bar graph.
In 2007 the graph shows loan. fluctuates and increase near to 15000 and its increase near to 19000.While in 2010 to 2012 it started rising near to 20000.Furthermore the increasing capacity of loans show varios categories of children on 2016, while it falls in 2013 about one scale but it start rising in 2014 from 20,000 to 25000. On the other hand various oscillations of total loan categories represnts children fiction and non fiction comprised of 38% while childern dvds and young adults acconted for 2%.whereas adult fiction and non fiction constituted of 13%.Adult audio books loans made of about 2%.The fluctuations are moderate and play significant role in overall loans according to age of library members.The age of adults 65 and over are about 15% while age of adults are significant rise up to 51.In conclusion there are certain factors of ae of library member are mentioned and on the other hand total loans in 2016 explain varios groups of children and shows how moderate change and play significant role in graph.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response attempts to address the task but fails to provide a clear or accurate summary of the data. The description of the trends is confusing and often contradicts the visual information provided in the charts. For instance, the mention of '15000' and '19000' does not clearly align with the provided graph, and the explanation of the pie chart data is disjointed. The response lacks a clear overview of the main trends, and the information is presented in a way that makes it difficult for the reader to understand the key features of the library's performance. More focus on identifying and grouping the most significant data points is required.
Coherence and Cohesion — Band 5.0
The essay lacks logical progression. While there are some attempts at cohesive devices like 'Furthermore' and 'On the other hand', they are often used incorrectly or do not link ideas effectively. The paragraphing is weak, with the entire body of the response feeling like a single, dense block of information. The referencing is frequently unclear, making it difficult to follow the relationship between the different categories mentioned. The overall structure is disjointed, which hinders the reader's ability to grasp the main points of the report.
Lexical Resource — Band 5.0
The vocabulary is limited and often repetitive. There are frequent errors in word choice and spelling, such as 'rsie' instead of 'rise', 'childern' instead of 'children', and 'acconted' instead of 'accounted'. The use of terms like 'oscillations' and 'various factors' is imprecise in this context. The student struggles to use academic vocabulary accurately to describe statistical trends, relying on basic phrasing that does not demonstrate the flexibility required for higher band scores. Improving spelling and learning specific collocations for describing graphs is essential.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that often impede communication. There are issues with subject-verb agreement (e.g., 'age of library members are discussed'), incorrect tense usage, and awkward sentence structures. Punctuation is also inconsistent, with missing spaces after periods and commas. The range of structures is limited, and attempts at complex sentences often result in errors that make the meaning unclear. To improve, the student should focus on basic sentence construction, ensuring that subjects and verbs agree and that punctuation is used correctly to separate ideas.
See this exact question answered at other band scores — the same prompt compared across bands.
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