Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 20 · 2026-10-23

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 given pie chart,table provide us information about age of public library members in the town called Little Chalfont in year 2016 and bar graph show the total numbers of loans in Year from 2007 to 2016.

Overall, it is evident that, Adults aged between 18-64 recorded for the highest proportion of members whereas adults 65 and over represented least percentage.

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

You identify the subject and time periods, and your overview correctly notes that adults aged 18–64 formed the largest membership group. However, the response addresses the task only minimally: it gives no figures for the age groups, omits the loan-category shares, and does not describe the loan trend from 2007 to 2016. The overview also says that people aged 65 and over represented the smallest share, but the 2016 figures show young adults aged 13–17 were the smallest group (15% versus 12%? Actually, the chart lists 12 for adults 65 and over and 15 for young adults; therefore adults 65 and over are the smallest). This point is accurate. The response contains only 61 words, below the required 150, leaving the main features substantially undeveloped. Include key comparisons and selected data from all three visuals.

Coherence and Cohesion: Band 5.0

The response has a basic, understandable order: it introduces the visuals and then gives an overall statement. The opening sentence signals that the charts concern membership and loans, while “Overall” clearly introduces the summary. However, there is no further progression because the response ends after the overview; the age data, loan categories and changes over time are not organised into supporting paragraphs. Cohesion is therefore limited, and the comma in “pie chart,table” also disrupts the presentation. To improve, group related information—for example, membership and loan categories in one paragraph, followed by the loan trend—and use clear comparisons to connect the figures. This would develop the initial structure into a complete, logically sequenced report.

Lexical Resource: Band 5.5

You use some relevant task vocabulary, including “public library members,” “proportion,” “bar graph” and “total numbers of loans,” so the topic is generally clear. There is also an attempt to distinguish the chart types and describe the largest and smallest groups. However, the range is narrow because the response is very brief, and several expressions are imprecise or awkward: “recorded for the highest proportion” is not a natural collocation, and “total numbers of loans in Year” is unclear. “Pie chart,table” also needs spacing and more accurate naming of the visuals. Use concise reporting language such as “accounted for,” “share,” “loan categories” and “fluctuated” to describe the data more precisely, while avoiding repeated or vague wording.

Grammatical Range and Accuracy: Band 5.5

Your response includes a complex opening sentence linking the visuals with “and,” and the overview uses a comparative structure (“whereas”), showing some variety beyond simple sentences. Meaning remains mostly understandable. However, grammatical control is uneven: “The given pie chart,table provide us information” has faulty punctuation and subject–verb agreement, while “Adults aged between 18-64 recorded for” has an incorrect verb pattern. The phrase “in year 2016” also lacks an article, and capitalisation of “Year” is inconsistent. Because there are only two sentences, the range of structures is limited and there is little evidence of sustained accuracy. Practise accurate chart-introduction patterns, such as “The charts provide information about…” and “Adults aged 18–64 accounted for…,” then check articles, agreement and punctuation.

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