Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 20 · 2026-10-08

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 table and pie charts illustrates the information about a public library in a town called Little Chalfont by 2016, there are age groups in library, first table indicates that there are total seven categories. First category is that Childrens who are fictioned has 38% of loans while non fictioned had less which is 6%. Secondly, other childrens are seems to be on less debt but rather than one named Adult Fiction which got 38%, where as it seems that Adult who are non fictioned had very low loan upto 13%. While Pie Chart expands that in whole library there are people of 4 ages, aged group 51 have majority as compare to adults and teenages. Adults have the less community in whole library as per the Pie Chart. Last but not the least, Bar chart shows that in 2016 the loan was on it's peak where as, in the begining of Library there was a loan of little above than 15,000. But one thing we have noticed in the chart is that the loan in library have very fluctuated sometimes it goes down and other hand increases as per the data 2012 is the second highest number of Loan taken.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the three visual elements and include several relevant figures, such as the 38% shares for children’s and adult fiction, the 51% share for adults aged 18–64, and the rise in loans from just over 15,000 to a peak in 2016. However, some information is misinterpreted: 51 is the percentage of members aged 18–64, not an age, and adults are not the smallest group; those aged 65 and over account for 12%, compared with 15% for young adults. The description of the loan trend is also imprecise: 2012 is not the second-highest year, and the overall pattern is a rise with fluctuations. A clearer overview and more accurate comparisons would make the report more complete.

Coherence and Cohesion: Band 4.5

The response follows a broadly sensible order, moving from the category figures to membership ages and then the loan chart, and phrases such as “Secondly” and “Last but not the least” signal transitions. However, the ideas are crowded into one long paragraph, so the reader has to work to distinguish the charts and their key messages. Some links are unclear or mechanical, particularly “While Pie Chart expands” and “But one thing we have noticed.” The comparison between children’s and adult fiction is useful, but it is not developed into a clear summary of the main features. Use separate paragraphs for an overview and the detailed comparisons, and connect each point directly to the relevant chart.

Lexical Resource: Band 5.0

You attempt a range of vocabulary related to the visuals, including “majority,” “fluctuated,” “category,” and “peak.” However, several word choices or collocations make the meaning difficult to follow: “fictioned,” “on less debt,” “less community,” and “loan taken” do not accurately describe library loans or membership. Repetition of “loan” and “chart” also limits the range. Some spelling and form errors, such as “begining” and “Childrens,” further reduce precision. Aim for standard chart language and accurate category names—for example, “share of loans,” “membership,” “increased,” and “declined.” This would make your comparisons clearer and more natural.

Grammatical Range and Accuracy: Band 5.0

You try to combine ideas using clauses and contrast markers, but many sentences contain errors in agreement, articles, and sentence structure. For example, “The table and pie charts illustrates” has a subject–verb agreement error, while “there are age groups in library” is missing necessary articles and has an unclear structure. The sentence beginning “First category is that Childrens who are fictioned” is difficult to parse, and the long final sentence joins several ideas with commas, creating a run-on structure. Tense and number are also inconsistent in phrases such as “the loan … have very fluctuated.” Practise writing shorter, complete sentences first, then add accurate comparisons using clauses such as “while” or “whereas.”

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