Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 20 · 2026-10-03

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 illustrated pie chart depicts the different age groups of individuals who are the member of library for instance,childern,young adults,adults and adults over 65 and over.while,the table shows the total loan according to the different category in 2016 and the vertical bar graph provide the information of total number of loans taken by people between 2007 and 2016.

overall,it is clear that young adults was the less in number as the member of library ,while high loan taken by the two catogries that was children fiction and adult fiction.

initially, in the pie chart ,as the member of library children had accuonted for 22 percent ,but adults which belongs to between 18 to 64 were considerably high that was 51 percent. whereas, young adults and adults that was above to 65 was less percentage that was accounted as 12 and 15 respectively.

Now, by looking at the table ,loan taken for children fiction and adults fiction was same that was 38 percent and young adults and adults adio books percentage was also same which was 2 percent while the percentage of children's perecntage of laon was lower than other catogries.In the table,in 2010,2011,2012,2014,2015 and 2016 was just above to 20,000 while,in 2008,2009 and 2013 was below to 20,000and in 2007 the number of loan was accounted for just above to 15,000.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response attempts to address all three visual elements provided in the prompt—the pie chart showing the age of library members, the table displaying loan categories, and the line graph illustrating the total number of loans over time. However, the development of ideas is limited and under-developed. For instance, the description of the trends in the line graph is rushed and integrated awkwardly into the final paragraph without clear separation or detailed highlighting of key data points like the peak in 2016 or the dip in 2013. While a basic overview is provided, key features are only partially covered, and the conclusions drawn lack depth and precise comparison.

Coherence and Cohesion: Band 6.0

There is a basic logical arrangement in the response, but the overall progression is disrupted by mechanical and faulty cohesion. Paragraphing is attempted, but the grouping of ideas is muddled, particularly in the final paragraph where data from the table and the line graph are jumbled together ("Now, by looking at the table... In the table, in 2010..."). Cohesive devices are repetitive and sometimes inadequate, leading to run-on sentences and a lack of smooth transitions between the different charts. Referencing is occasionally unclear, which forces the reader to work harder to follow the intended comparisons.

Lexical Resource: Band 5.0

The vocabulary used is limited and barely adequate for the task, with noticeable errors that cause some difficulty for the reader. There are frequent spelling and word-choice inaccuracies, such as "childern", "catogries", "adio", and "perecntage". The student attempts some less common vocabulary items like "considerably high" and "accounted for", but these are often used with incorrect collocations or awkward phrasing. Word formation errors, such as using "less in number" instead of "the smallest proportion", further restrict the precision and flexibility of the lexical range.

Grammatical Range and Accuracy: Band 5.0

The response demonstrates a very limited range of sentence structures, relying heavily on basic patterns with frequent errors. Attempts at complex sentences are often faulty, as seen in the opening sentence where multiple clauses are awkwardly strung together with poor punctuation and missing articles ("the member of library for instance,childern,young adults..."). There are frequent errors in verb forms, subject-verb agreement (e.g., "young adults was the less in number"), and missing prepositions. Punctuation is also weak, with spaces missing after commas and periods throughout the text, which occasionally causes strain for the reader.

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