Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 20 · 2026-09-19
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)
There are pie charts, table and bar plot, which show different informations of Little Chalfont Library. The bar plot show changes in numbers of loans between 2007 and 2016. And it grows from 15,000 in 2007 to 20,000 in 2016, respectively. It also show a gradually inclining trend during this decade. The pie charts show members age, fifty one percentage were adults in 2016, whose age between 18 and 64. And 22%, 15%, 12% were represent for children, young adults (whose age 13-17) and adult 65 and over. The total loans by category in 2016 was show in table. Adult and children's fiction were the most significant category, and both take 38%, respectively. Children's DVDs was the lowest category, only had 1% compare to all seven categorise.
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 student attempts to cover all parts of the visual data by mentioning the bar chart, pie charts, and table, providing some key figures such as the loan numbers in 2007 and 2016, age distributions, and top categories. However, the response falls significantly short of the 150-word minimum, containing only 127 words, which directly impacts the task achievement score. Furthermore, some data reporting lacks precision or comprehensive comparison; for instance, stating that adult and children's fiction both 'take 38%' is accurate, but the overall analysis remains somewhat descriptive and underdeveloped rather than fully synthesised. To improve, the student must ensure the word count is met and highlight broader trends and comparisons more effectively.
Coherence and Cohesion — Band 5.0
The response demonstrates some organisation with an introduction and body points covering the various visual elements. However, the progression of ideas is hindered by a lack of proper paragraphing, as the entire text is clumped together into a single block of writing. Cohesive devices are basic and repetitive, relying heavily on simple connectors like 'And' and 'It also show', which makes the flow mechanical. Referencing is occasionally unclear, such as 'both take 38%', where the antecedent requires closer reading to parse. To achieve a higher band, the student should structure the response into distinct paragraphs and employ a wider, more natural range of cohesive devices to link sentences and ideas smoothly.
Lexical Resource — Band 5.0
The student uses an adequate range of vocabulary for the task, successfully incorporating terms related to data reporting such as 'bar plot', 'pie charts', 'table', 'trend', and 'category'. However, there are several lexical errors and awkward word choices, such as 'different informations' (information is uncountable), 'changes in numbers of loans' instead of 'fluctuations' or 'trends', and 'categorise' instead of 'categories'. Less common vocabulary is attempted with limited success. Spelling and word-choice errors are noticeable, though they do not completely impede communication. To improve, the student needs to focus on accurate word forms, pluralisation, and incorporating more precise academic vocabulary.
Grammatical Range and Accuracy — Band 5.0
The text displays a mix of simple and complex sentence forms, though control over grammar is inconsistent. There are several noticeable grammatical errors throughout the response, including subject-verb agreement issues like 'The bar plot show' instead of 'shows', tense inconsistencies such as 'was show in table' instead of 'is shown in the table', and awkward prepositional usage ('whose age between 18 and 64'). Punctuation is generally basic. While meaning is mostly retrievable despite these errors, the frequency of basic grammatical slips prevents the response from reaching a higher band. Expanding the range of error-free complex structures and proofreading for agreement and tense consistency are key areas for development.
See this exact question answered at other band scores — the same prompt compared across bands.
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