Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 20 · 2026-10-06

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 4.5)

The given image is of a pie, bar and table graph which gives us vital information regarding a public library in a town called Little Chalfont and total number of loans (2007 to 2016). If we look closely it is clearly seen that the graph is divided in different categories such as Adult audio books and Adult non-fiction. The x axis shows the year while the y axis shows value. The highest value is children's fiction while the least is children DVDs which is 1 percent. The value of children's fiction in 2012 is above from twenty thousand and the value of young adults in 2015 is same point. The value of year 2007 is less as compared to other years and the value of Adult audio books is 2 percent. In bar graph the year of 2008 value is below to twenty thousand on the other hand value of year 2009 is same as compared to 2008. The value of 2007 is equal to fifteen thousand while the value of 2010, 2012 and 2012 is same at the same years.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

The response identifies the subject and mentions some relevant details, including the smallest loan category (children’s DVDs at 1%) and the rise in total loans from 2007. However, it does not provide a clear overview of the main features, and much of the data is misinterpreted or confused. For example, “children’s fiction in 2012” and “young adults in 2015” incorrectly mix the category chart with the yearly loan graph. The age profile is not reported, and the key pattern—that loans generally increased, with only modest fluctuations—is not clearly summarised. The final comparison also says “2010, 2012 and 2012” and claims these years are the same, which is inaccurate. Focus on the main trends and compare figures from the correct chart.

Coherence and Cohesion: Band 3.5

There is a basic attempt to move from an introduction to chart details, and phrases such as “on the other hand” show an effort to connect comparisons. However, the response is presented as one paragraph and does not group information by chart or establish a clear progression. The repeated pattern “the value of…” makes the account difficult to follow, while references such as “the same point” and “the same at the same years” are unclear. Some links also connect unrelated information, such as moving from category percentages to particular years. Separate the overview from the details, then describe the member profile, loan categories and yearly trend in a logical order.

Lexical Resource: Band 5.0

The response uses a small set of relevant terms, including “total number of loans,” “categories,” “fiction” and “non-fiction,” so the reader can recognise the general subject. However, vocabulary is repetitive and several phrases are imprecise or unnatural, such as “vital information,” “same point” and “value of year 2007.” Repeated use of “value” also limits precision when describing percentages and loan totals. Use chart-specific language to distinguish proportions from totals and trends. For example, describe a category as accounting for a share of loans, and say that the annual total rose, fell or remained stable. More accurate collocations would make the comparisons clearer without requiring overly advanced vocabulary.

Grammatical Range and Accuracy: Band 5.0

The response includes some longer sentences and attempts to compare information using clauses, for example, “The value of 2007 is less as compared to other years.” However, sentence structures are mostly repetitive, and errors in grammatical patterns sometimes make the meaning unclear. Examples include “the graph is divided in different categories,” “is below to twenty thousand,” and “2010, 2012 and 2012 is same,” where prepositions, agreement and sentence construction are not controlled. The opening also uses a long sentence with several ideas joined together. Practise accurate comparative structures, such as “was lower than” and “was approximately the same as,” and check subject–verb agreement and punctuation when combining clauses.

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