Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 20 · 2026-10-05

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 chart show that the information about a public library in a town call Little Chalfont. Almost over half of the member of library are Adults, adults are almost 65 and over.

First of all, we clearly see that children's loan category 2016.catagory of books loans is children's fiction 38% which the highest percentage then children's non-fiction is 6% lastly, children's DVDs is only 1% that is the on of the lowest percentage.

Secondly, young adults are just 2%. however, Adults fiction are same as children's fiction 38%.moreover, compare to children's non-fiction, adults non-fiction are little higher. lastly, adults audio books is only 2%.

On the other side, we see the graph chart of total number of loans ([redacted phone]).starting at 2007 is lowest, its about 15,000. Than its rises slowly at 2011,its about 20,000 up. But 2013 its decreases some little amount under the 20,000. However, close to the end its upar 20,000 in 2016.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

Please note that the length requirement is not met, as the response falls short of the 150-word minimum (with 8 words copied directly from the prompt discounted). The response only partially addresses the task. While the student attempts to report some information from the visual data, such as percentages in the table (e.g., 'children's fiction 38%') and general trends in the line graph, the information is presented in a fragmented, confusing manner with several inaccurate details. For instance, the statement 'adults are almost 65 and over' misinterprets the demographic breakdown where adults aged 18-64 are actually the largest group at 51 members. The overview and selection of main features are weak and underdeveloped, leading to an overall partial and somewhat confused response to the prompt.

Coherence and Cohesion: Band 5.5

The response demonstrates some basic organisation, utilizing transitional markers such as 'First of all', 'Secondly', and 'On the other side' to attempt a logical sequence between the different charts. However, there is no clear overall progression, and the arrangement feels mechanical rather than smoothly guided. Paragraphing is attempted, but individual paragraphs are disjointed and lack cohesive flow. Referencing is frequently unclear, and cohesive devices are often inaccurate or inadequate, such as abrupt shifts between sentences without proper linking. To reach a higher level, the writer needs to ensure ideas flow logically from one point to the next with seamless transitions and a more coherent overall structure.

Lexical Resource: Band 5.0

The vocabulary used is limited and repetitive, featuring frequent word-choice and word-form errors that occasionally strain communication. Examples include 'call' instead of 'called', 'member of library' omitting articles, and awkward phrasing such as 'adults fiction' and 'adults audio books'. The student attempts to use some task-specific vocabulary (e.g., 'percentage', 'category', 'loans'), but lacks precision and control over less common lexical items. Spelling and word formation need significant improvement to clearly convey information without causing difficulty for the reader.

Grammatical Range and Accuracy: Band 4.5

The range of grammatical structures is very limited, relying heavily on simple sentence forms with frequent errors throughout. Attempts at complex sentences often result in faulty structures and distorted meaning, as seen in 'The chart show that the information about...' and 'Than its rises slowly at 2011,its about 20,000 up.' Frequent errors are present in verb tenses, subject-verb agreement (e.g., 'the chart show', 'adults non-fiction are'), missing prepositions, and article usage. Punctuation is also problematic, with spacing and comma splices causing difficulty. To improve, the writer must focus on basic grammatical accuracy, correct subject-verb agreement, and building control over simple sentence patterns before attempting complex structures.

See this exact question answered at other band scores. The same prompt compared across bands.

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