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)
According to chart there is four type of members to get loan. Children, Young adults, Adults and Adults 65 and over are the members. In library ages of members was children has 22 percent, Young adults has15 percent, Adults has 51 percent and last not the least Adults over 65 has 12 percent. Name of the books that was taken as a loan was Children fiction with 38 percent, children non-fiction with only 6 percent, Children DVDs with only 1 percent, Young adults with 2 percent, Adult fiction with 38 percent, Adult non fiction with 13 percent and last one is Adult audio books. These are the books that was taken as a loan by library members. If we see total numbers of loans by year then in 2007 the numbers was near to 16000 in next year it increases only three thousand in next year it remain almost same to previous. In 2010 it goes up to 20000 and for next 6 years it remain almost same only 2 or 3 thousand was increase or decrease in every year.
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 three charts provided, identifying the main features such as membership demographics, book categories, and loan trends. However, the report lacks a clear overview or summary statement, which is essential for a Band 6 or higher. The data reporting is somewhat mechanical, simply listing percentages without sufficient synthesis or comparison. For instance, noting that 'Children fiction' and 'Adult fiction' both share the same percentage (38%) would have strengthened the analysis. The description of the trend data is also slightly inaccurate, as the figures are described in a narrative style rather than highlighting the overall trajectory or significant fluctuations. To improve, focus on grouping related data and providing a clear summary of the most significant trends.
Coherence and Cohesion — Band 5.5
The response is organised into three paragraphs, which is a logical approach. However, the use of cohesive devices is very limited and often repetitive. Phrases like 'last not the least' and 'if we see' are informal and do not effectively link ideas. The progression of information is somewhat disjointed, particularly in the second paragraph where data points are listed one after another without clear transitions. The use of referencing is also weak; for example, 'these are the books' is a vague way to conclude the list. Improving the use of linking words (e.g., 'furthermore', 'in contrast', 'consequently') would significantly enhance the flow and logical progression of the report.
Lexical Resource — Band 5.5
The vocabulary is adequate for the task but lacks variety and precision. There is a heavy reliance on basic verbs like 'has', 'is', and 'goes up'. The phrasing 'last not the least' is a misuse of an idiom, and 'near to 16000' is imprecise. While the student successfully uses terms like 'members', 'percentages', and 'loans', the range is limited. To achieve a higher band, the student should incorporate more sophisticated vocabulary related to data description, such as 'account for', 'constitute', 'fluctuate', and 'remain stable'. The current lexical range is sufficient to convey the basic meaning but does not demonstrate the flexibility required for higher bands.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that occasionally impede clarity. There are consistent issues with subject-verb agreement (e.g., 'there is four type', 'ages of members was', 'numbers was'). Punctuation is also problematic, with missing commas and run-on sentences. The sentence structures are mostly simple, with very few attempts at complex sentences. While the meaning is generally understandable, the high frequency of basic errors in tense and pluralisation prevents the response from reaching a higher band. Focusing on basic sentence construction and ensuring that subjects and verbs agree will help improve the accuracy of the writing.
See this exact question answered at other band scores — the same prompt compared across bands.
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