Band 5.0 IELTS Writing Task 1 Model Answer

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

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 pie chart, the table and the bar chart give information about a public library in a town called Little Chalfont.

Overall, the pie chart, the table and the bar chart shows the age of library members, total loans by catogary (2016) and the total number of loans between 2007 and 2016, respectively.

The pie chart shows that 51% library members were adult ranging from 18-64 years of age, while 22%, 15% and 12% were children, young adults ranging from 13-17 years and aduts ore than 65, respectively.

The table shows greater loan categoarized by children's fiction and adult fiction books whch was 38%, while the smallest loan was categorized by children's DVDs.

The Bar chart shos the total number of fluctuating loans bwtween 2007 and 2016.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify all three visuals and report some accurate key figures, including the 51% share of members aged 18–64 and the joint 38% shares for children’s and adult fiction. However, the response is substantially incomplete: the overview mainly lists what each visual shows rather than summarising the main patterns. The loan trend is described only as “fluctuating,” with no figures or direction of change, and the table discussion omits several useful categories. The age figures are also assigned incorrectly: 22% refers to children, 15% to young adults and 12% to members aged 65 and over, but the sentence’s wording makes these comparisons unclear. The response has 115 words, below the required 150; develop the comparisons and trend with selected data.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction, an overview and separate paragraphs for the age chart, table and loan chart. This makes the source of each point fairly easy to follow, and “while” and “respectively” attempt to connect comparisons. However, progression is limited because the overview repeats the chart descriptions instead of giving a clear summary of the main findings. The final paragraph is only one short sentence and does not develop the trend, leaving the report unbalanced. Some linking is also awkward, particularly the sequence of percentages in the age paragraph. To improve, group related comparisons, use clear references to categories, and give the loan trend a fuller paragraph with its starting point, overall movement and ending point.

Lexical Resource: Band 5.0

You use relevant task vocabulary such as “library members,” “total loans,” “fiction” and “fluctuating,” so the reader can identify the subject of each visual. However, the range is limited and several spelling errors reduce accuracy: “catogary,” “aduts,” “categoarized” and “shos.” Some word combinations are also unnatural, such as “greater loan categorized by” and “the smallest loan was categorized by”; these make the table description difficult to understand. Use precise terms such as “accounted for,” “share” and “category,” and check spelling carefully. More varied, accurate language for describing proportions and trends would help you report the data clearly without relying on repeated forms of “shows.”

Grammatical Range and Accuracy: Band 5.5

You produce several understandable simple sentences and attempt a more complex comparison with “while,” as well as a list ending in “respectively.” These show some control of basic sentence patterns. However, the range is narrow, and errors in agreement and sentence construction remain. In “the pie chart, the table and the bar chart shows,” the plural subject requires “show.” The phrase “51% library members were adult” needs a clearer grammatical structure, such as “51% of library members were adults.” The age-range sentence also lacks clear parallel phrasing, making the relationship between the percentages and groups hard to follow. Practise accurate percentage constructions and use a wider mix of simple and complex sentences to explain comparisons and changes.

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