Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 20 · 2026-09-30
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)
In the pie chart, it is shown the proportion of different age group of the library members. The chart shows total loans categorised in 2016. The bar graph shows total number of loans during [redacted phone].
Overall, the half of library members are from adult age group. Rest of the age groups are divided into three sections between children, young adults and adults above 65. In the chart, it is shown highest percentage of loans are by adult fiction and children's fiction 38% respectively. However least percentage of loan is categorised by children's DVDs 1%.
The bar graph illustrates total number of loans, in the start first year 2007 total number of loans were slightly above 15000. In the Following years, the amount of loans gradually increased until 2012. There is a decline in total number of loans in 2013. Later, during [redacted phone] numbers increased again above 20,000.
Overall, these graph stats are helpful for Little Chalfont Library.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 6.0
The response covers all three sub-visuals provided in the prompt, successfully identifying the main features and making relevant comparisons. For example, the student correctly notes that adults aged 18–64 make up the largest proportion of members and that adult fiction and children's fiction tied at 38% for loans in 2016. The description of the bar chart correctly highlights the upward trend from 2007 to 2012, the dip in 2013, and the subsequent recovery above 20,000. However, the overview sentence at the end (‘Overall, these graph stats are helpful’) is somewhat simplistic and tacked on. Despite minor areas where details could be extended, all parts of the prompt are addressed satisfactorily.
Coherence and Cohesion: Band 5.5
The response is arranged logically into separate paragraphs for the introduction, overviews/pie chart details, bar chart trends, and a concluding remark. Cohesive devices such as 'Overall', 'However', and 'In the following years' are used to guide the reader through the data. However, referencing and transitions are at times slightly mechanical or repetitive, such as starting multiple sentences with 'In the chart, it is shown...' or 'Overall,'. Paragraphing is present and appropriate, and progression is discernible throughout the text, though a more seamless integration of the pie and bar chart summaries would elevate the flow.
Lexical Resource: Band 5.5
The student uses an adequate range of vocabulary suitable for an Academic Task 1 response, including terms such as 'proportion', 'categorised', 'gradually increased', and 'decline'. However, there are notable lexical errors and awkward word choices, such as 'amount of loans' instead of 'number of loans', and 'least percentage of loan is categorised by' instead of 'accounted for' or 'comprised'. Less common vocabulary is attempted with mixed success, and word formation or collocation errors occur, such as 'in the start first year'. Spelling is generally accurate, but vocabulary range remains limited for higher bands.
Grammatical Range and Accuracy: Band 5.5
The response demonstrates a mix of simple and complex sentence forms, such as 'In the Following years, the amount of loans gradually increased until 2012.' and 'There is a decline in total number of loans in 2013.' There are several grammatical errors, including missing articles ('in the start first year'), awkward passive/active transitions ('it is shown the proportion'), and tense inconsistencies (mixing present and past descriptions). While these errors do not severely impede communication, they occur frequently enough to prevent the writing from achieving a higher band score.
See this exact question answered at other band scores. The same prompt compared across bands.
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