Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 20 · 2026-10-13

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 charts below given information about a public library in a town called little Chalfont. Little Chalfont different types of age of library members the name of Childeren, Young adults 13-17, Adults 18-64, Adults 65 an d over.

First of all total loans by category the year of 2016. The precent the Childeren's fiction 38% and the Childeren's non-fiction 6%, Childeren's DVDs 1%, Young adults 2%, Adults fiction 38%, Adult non-fiction 13%, Adult audio books 2%.

Secondly the total numberts of loans the year of [redacted phone] . The year 2007 show the 15,000 loans, the year of 2008 the loans of alomst about 17000. The year of 2009 present the numberts of loans almost same amount 17000. And the year of 2010 present the loan about 21000, the year of 2011 show the amount of 22000, and the year of 2012 show the loan amount 21000 almost about and the next year 2013 show the amount 19000 and the year of 2014 show the loan

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You report several relevant figures from the 2016 loan-category table accurately, including the two 38% fiction shares and the smaller categories. However, the response does not give the age-group percentages, despite naming the groups, and it has no clear overview of the main features. The loan trend is only partly covered: the account stops during 2014, omitting the final years, and several figures are noticeably inaccurate—for example, 2008 and 2009 are described as about 17,000 rather than 19,000. As a result, the task is addressed only minimally, with important information missing and no summary of the overall pattern. Include a concise overview and select accurate comparisons across all three visuals.

Coherence and Cohesion: Band 4.5

The response makes a basic attempt to organise information, using “First of all” for the category table and “Secondly” for the loans chart. This gives the reader some indication of sequence, and the figures are generally presented in chart order. However, there is no clear overall progression: the age data are introduced but not reported, and the final sentence breaks off at “the year of 2014 show the loan,” leaving the account unfinished. Most of the response is one continuous block, so the different visuals are not clearly separated. Use distinct paragraphs, group related information, and connect the details to an overview so the reader can follow the report from the main features to supporting figures.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, such as “total loans,” “category,” “fiction,” and “non-fiction,” and the repeated percentage labels make the table information understandable. However, the range is limited and several word choices or forms are inaccurate, including “precent,” “numberts,” and “present” where you mean “show” or “record.” “The loans of almost about 17000” is also awkward and imprecise. Spelling errors such as “Childeren” and “alomst” are noticeable and reduce clarity, while repeated use of “show” and “amount” makes the report sound repetitive. Practise accurate chart-reporting collocations and use a wider set of verbs such as “accounted for,” “stood at,” and “rose to.”

Grammatical Range and Accuracy: Band 4.5

You attempt to report a sequence of years and figures, but sentence structures are very limited and errors occur frequently. For example, “The year 2007 show the 15,000 loans” has incorrect subject–verb agreement and an awkward noun phrase; “the year of 2010 present the loan” repeats these problems. Several clauses are joined into long strings with little punctuation, making relationships between ideas difficult to follow. The final sentence is incomplete, ending with “the year of 2014 show the loan.” Build accurate simple sentences first, using patterns such as “Loans stood at…” and “The figure rose to…,” then practise combining them with clear punctuation and consistent past-tense verbs.

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