Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 20 · 2026-10-04
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)
The charts Provides information about a public library in Little Chalfont town . In Little chalfont library there were different types of age groups include children,Young adults of age 13-17 , adults 18-64 and adults of age 65 and above . total loans by category in 2016 are children's fiction of 38%,children's non fiction of 6%,children's DVDs of just 1%,Young adults of 2%, adult fiction of 38%,adult non-fiction of 13% and adult audio books of 2%.by looking into these total loans by category children's fiction and adult fiction has the highest percentage which is 38%,adult non-fiction is moderate which is 13% , reat all are singel digit pecentage.
The total number of loans from [redacted phone] has increased wisely , from 2007 to 2011 the total number of loans has been increased from 0 to 20,000 . In 2012 and 2013 the loans has been decreased silghtly less than to 20,000 then from 2014 to 2016 the loans tool a pace and crossed 20,000.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.0
The response addresses the main parts of the task by reporting information across the three visual representations provided, but it does so only partially. While the student attempts to summarise the age groups, loan categories, and the trend over time, some of the data reported contains inaccuracies or lacks adequate development. For instance, the statement that loans increased 'from 0 to 20,000' between 2007 and 2011 is factually incorrect based on the chart, which shows a starting figure of 15,700 in 2007. Furthermore, the overview of the loan categories relies heavily on listing raw percentages rather than extracting meaningful, high-level trends. To move to a higher band, the response needs to select and report the most salient features more accurately and provide a clearer, more coherent overview without relying on a mechanical list of data points.
Coherence and Cohesion: Band 5.5
There is some organisation present in the text, dividing information into paragraphs about the 2016 data and the multi-year trends, but there is no clear overall progression of ideas. Cohesive devices are used rather repetitively and sometimes inaccurately, such as relying on 'by looking into these total loans' and mechanical transitions. Paragraphing is attempted, but the grouping of information lacks seamless logical flow, particularly in the first body section where demographic data and category percentages are crammed together without clear structural boundaries. Referencing and linking between sentences could be managed much more smoothly to guide the reader effortlessly through the data.
Lexical Resource: Band 5.0
The vocabulary used is limited and minimally adequate for the task. The student attempts some less common terms and reports specific percentages and age brackets, but there are noticeable lexical errors and inappropriate word choices, such as writing 'increased wisely' instead of 'significantly', 'reat' instead of 'rest', and 'singel digit pecentage'. Spelling errors ('chalfont', 'silghtly', 'pecentage') and awkward phrasing occur throughout the response. To improve lexical resource, the student needs to expand their range of vocabulary for describing trends and proportions, ensuring correct spelling, word form, and word choice so that ideas are communicated with greater precision and fewer mechanical slips.
Grammatical Range and Accuracy: Band 5.0
The response demonstrates a limited range of grammatical structures, relying heavily on simple sentences and basic subject-verb-object patterns. Attempts at more complex structures or compound sentences are frequently faulty, leading to punctuation errors such as missing commas, run-on structures, and incorrect capitalization ('The charts Provides', 'In Little chalfont library there were'). There are frequent errors in verb tense consistency, articles, and pluralisation—for example, 'loans has been decreased' and 'child-ren's non fiction'. These frequent grammatical errors cause some difficulty for the reader and reflect a restricted control over sentence grammar and punctuation.
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