Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · 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 4.5)

The pie chart shows that almost fifty percent of library members are children and approximately other fifty are adults, young adults and adults 65 and over. The table shows percentage of loans by category and maximum loan takers by percentage are children's fiction and adult fiction are 38% and minimum are children's DVDs.

Pie chart shows four categories of library members by age are children, adults, young adults and adults 65 and over out of which maximum are 51 children, and minimum are 12 adults 65 and over. Total number of loans from [redacted phone] by which maximum loans taken in 2016 and minimum in 2007.

Total loans by category in 2016

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify some relevant features, including the two largest loan categories (children’s and adult fiction, both 38%) and the overall rise in loans from 2007 to 2016. However, the response only minimally summarises the charts and contains important inaccuracies: 51 refers to adults aged 18–64, not children, and 12 refers to adults aged 65 and over. The claim that almost half of members are children is also incorrect; the adult 18–64 group is the largest. The loan trend is not simply a steady rise, as it fluctuates after 2010. The response also stops short of the required 150 words, leaving the key comparisons and overview underdeveloped. Report the main patterns accurately and support them with selected figures.

Coherence and Cohesion: Band 4.0

There is a basic attempt to organise the response: the first paragraph mentions the pie chart and loan categories, and the next refers to membership ages and the loan trend. This gives the reader some sense of the charts being discussed. However, the information is not arranged coherently enough to form a clear summary. The second paragraph repeats the pie-chart information, while the final heading, “Total loans by category in 2016,” is not followed by any explanation. Connections between ideas are also unclear, particularly in the opening sentence, where several age groups are grouped together without a clear comparison. Use a brief overview followed by logically grouped details, and ensure each paragraph develops a complete point.

Lexical Resource: Band 5.5

You use some task-relevant vocabulary, such as “percentage,” “categories,” “maximum,” and “minimum,” and the chart topics are generally recognisable. However, the range is limited and several expressions are imprecise or unnatural for describing data. For example, “maximum loan takers” and “loans taken” do not clearly describe the proportion of loans, while “other fifty” is vague. Repetition of “maximum” and “minimum” also limits flexibility. Choose precise terms for proportions and trends, such as “accounted for,” “largest share,” “smallest proportion,” and “increased.” This would make the comparisons clearer and more appropriate to an academic report.

Grammatical Range and Accuracy: Band 5.0

The response includes some simple sentence forms and attempts to combine information, for example, “The table shows percentage of loans by category.” However, grammatical control is uneven, and errors sometimes make relationships between figures difficult to follow. In “maximum are 51 children,” the sentence structure is incomplete and the figure is attached to the wrong group; “maximum loans taken in 2016” also lacks a clear grammatical subject. Articles and plural forms are inconsistent, as in “shows percentage” and “four categories … are.” Most sentences follow similar basic patterns, with little accurate variety. Practise complete comparison sentences, for example, “Adults aged 18–64 made up 51% of members, the largest group,” and check articles, agreement, and sentence boundaries.

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