Band 4.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.5 · Cambridge IELTS 20 · 2026-10-12
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)
TASK 1
The charts illustrate information about Little Chalfont library members and percentage of loan approved to different categories.
The pie chart shows information about the age groups and students who are member of library.
Where students belongs to different ages have loan over different groups. Adults got 51% as highest percentage as compared to other groups. Children got 22% second group among others. Young adult received 15%.
The bar graph shows the information about number of loan provided to members of library according to their interest. In year 2007, 15000 student received loan from government for books. In next year number of students increased, in 2009, the number of students remain same. In 2010, the number of students increased and also in year 2011. In 2013, number of students declined up to 19000. In next years student again increased to take loan for their studies.
In conclusion, number of student have received loan for their studies, and students also happy regarding facilities.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 3.5 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 4.5 |
Task Achievement / Task Response: Band 3.5
The response identifies some relevant information, including the largest membership group (adults, 51%) and the broad rise in loans from 2007. However, it substantially misinterprets the charts: the figures describe library members and book loans, not students receiving government loans. It also calls the visuals a pie chart and bar graph, although the task includes a membership chart, a category breakdown of loans, and a line graph. The loan-category data are not reported at all, and the 65-and-over group (12%) is omitted. The final claim that students were happy with the facilities is unsupported. To improve, give a clear overview of the main patterns and accurately compare the key figures across all three visuals.
Coherence and Cohesion: Band 5.0
The response has a basic paragraph structure, moving from an introduction to separate descriptions and a conclusion. Time markers such as “In next year” and “In 2010” help signal sequence in the loan discussion. However, progression is weakened by unclear references, including “Where students belongs to different ages,” and by repeated use of “students” for library members. The conclusion introduces an unsupported idea rather than summarising the chart trends. The paragraphs also do not cover the visuals in a balanced way, since the category breakdown is absent. Organise the report around the main features, use clear links between comparisons, and ensure each paragraph contributes to a factual overview.
Lexical Resource: Band 5.0
The response uses a small set of relevant terms, such as “percentage,” “age groups,” “increased,” and “declined,” which allows the reader to follow some of the intended comparisons. However, vocabulary is repetitive and several choices misrepresent the data: “loan provided,” “received loan from government,” and “loan for their studies” suggest financial borrowing rather than library book loans. Phrases such as “percentage of loan approved” and “students who are member” are also imprecise or unnatural. Use chart-specific vocabulary consistently, for example “library members,” “loans,” “share,” and “category,” and vary verbs for describing changes and proportions.
Grammatical Range and Accuracy: Band 5.0
The response mainly uses simple sentences and attempts some longer structures, including “In next year number of students increased, in 2009, the number of students remain same.” These attempts show a basic ability to sequence information, but errors in tense, agreement, articles, and sentence construction are frequent. Examples include “students belongs,” “the number … remain same,” and “number of student have received.” The opening also has an awkwardly formed sentence, while several clauses are joined with commas where clearer sentence boundaries are needed. Practise accurate past-tense reporting and subject–verb agreement, and use a wider range of controlled sentence patterns to compare figures.
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