Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 20 · 2026-08-17
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 5.5)
The charts illustrates the data related to the age distribution of library members, materials borrowed broken down by category and total number of loans between 2007 and 2016 of a public library in a town called Little Chalfont.
Adults aged 18-64 consist of the largest proportion of library members compared to adults aged 65 and over that accounted for the smallest share, fiction materials were the most preferable borrowed materials where as children's DVDs, Young adults, adults audio book are least preferable, total number of loans increased significantly over the years.
In pie chart Adults aged 18-64 consist for the largest proportion at 51% followed by children, young adults aged 13-17, Adults aged 65 and over amounts to smallest proportion at 12%. children's fiction, adult fictions, are most demanded borrowed material both accounted for 38%, adult non-fiction and children's non-fictional are not borrowed frequently where as children's DVDs, young adults, audit audio books are least borrowed materials respectively at 1% and 2%.
The total number of loans increased gradually over the years, in 2007 total numbers of loans amounts to just over 15,000 after that it increased gradually following years reaching slightly over 20,000 and dropped to just below 20,000 in 2013, after increasing it reached a peak of over 20,000 in 2016.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response covers all parts of the task by identifying the main features of the age distribution, borrowing categories, and the trend in total loans. However, the analysis is somewhat mechanical. For instance, the summary of borrowing categories lists items without effectively grouping them to highlight the most significant trends. While the key features are present, the report lacks a clear, analytical overview that synthesizes the data effectively. The inclusion of specific percentages and trends is accurate, but the overall presentation could be more cohesive to better highlight the relationships between the data sets.
Coherence and Cohesion — Band 5.5
The response is organized into paragraphs, which helps the reader follow the information. However, the use of cohesive devices is somewhat repetitive and occasionally mechanical. For example, the transition between the pie chart data and the line graph data is abrupt. Some sentences are run-on, such as the second paragraph, which combines multiple distinct ideas into a single, long sentence without effective punctuation or linking words. Improving the use of referencing and transition signals would enhance the logical flow between sentences and paragraphs.
Lexical Resource — Band 5.5
The vocabulary is generally adequate for the task, allowing the reader to understand the data. However, there are several instances of awkward word choice and collocation errors, such as 'most preferable borrowed materials' instead of 'most popular' and 'amounts to smallest proportion'. There is also a lack of variety in reporting verbs and descriptive language. While the student attempts to use specific terminology related to the charts, the range is limited, and the errors in word choice occasionally draw attention to the language rather than the information being presented.
Grammatical Range and Accuracy — Band 5.0
The response contains a mix of simple and complex sentence structures, but accuracy is inconsistent. There are several grammatical errors, including subject-verb agreement issues ('The charts illustrates', 'Adults... consist for the largest proportion') and punctuation errors, such as missing commas in lists and run-on sentences. While these errors do not completely impede communication, they occur frequently enough to affect the clarity of the report. To reach a higher band, the student needs to focus on consistent subject-verb agreement and more precise control over sentence punctuation.
See this exact question answered at other band scores — the same prompt compared across bands.
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