Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

here the bar chart contains the information about the different time periods of trends regarding the numerous of loans over ther years ,then in the table data we have the various stages of loans ,lastly in the pie chat we have no of ages among the people.

in 2011 and 2016 we have dominant measure of loans which goes to the 20,000.in 2007 we have decline in loans with 16,000, In 2008 and 2009 years are remain stable goes to thw 18,000 amount ,In 2010 and 2012 goes with the same loan 21000,In 2013 faced the minimal decline with 19,000 as comapred with the 2011 with 21000.In 2015 the loans are rose with 22000 as comparison with the previous year 2014 with 21000 loans.

the loan category in 2016 children's fiction and adult fiction are the dominant ones,then the most decline factor is children;s dvds ,average factors are the adult non-fiction.

In the pie chat graph illustrate the ages of the library members,where adults 18-64 having the large number of contribution,then young adults 13-17 and adults 65 and over remains stable ,children are the average member in the library.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the three visuals and report several relevant features, including the dominance of adult members and the two largest loan categories. However, some figures and comparisons are inaccurate: loans in 2011 were about 21,000, not the same as 2010 and 2012; 2016 was about 21,700, not 20,000; and the 2015 figure was about 21,200 rather than 22,000. The age-group description also mislabels children as an “average” group, although they are the second-largest membership group. The response lacks a clear overall summary of the main patterns, and some descriptions, such as “most decline factor,” are unclear. More accurate reporting and a concise overview would make the key features clearer and more complete.

Coherence and Cohesion: Band 5.5

The response has a basic sequence: it introduces the visuals, discusses loan totals, then categories and member ages. This gives the reader some sense of organisation. However, the opening sentence is difficult to follow, and the information is presented in one continuous block rather than in clearly separated paragraphs. Linking words such as “then” and “lastly” are repetitive, while the long series of figures in the second paragraph-like section makes comparisons hard to track. Some references, including “the most decline factor” and “average factors,” do not clearly identify what is being compared. Group the information into an overview and focused detail paragraphs, and use precise links such as “by contrast” or “while” to show relationships.

Lexical Resource: Band 5.0

You use some relevant topic vocabulary, including “loans,” “loan category,” “adult fiction,” and “library members,” so the subject is generally recognisable. However, the range is limited and several word choices or collocations are inaccurate or unclear, such as “dominant measure of loans,” “most decline factor,” “average factors,” and “large number of contribution.” Repetition of “loans” and “goes” also makes the account less precise. There are noticeable spelling errors, including “ther,” “thw,” “comapred,” and “pie chat,” which can distract the reader. Aim for standard chart language and accurate category labels, for example “the highest figure,” “the smallest share,” and “accounted for.”

Grammatical Range and Accuracy: Band 5.0

The response attempts to connect ideas in longer sentences, but control is inconsistent, and many sentences contain errors that make the relationships between figures difficult to follow. For example, “In 2008 and 2009 years are remain stable” has an incorrect verb form and missing article, while “In 2010 and 2012 goes with the same loan” lacks a clear subject and uses an unsuitable tense. Sentence boundaries and punctuation are also weak: several clauses are joined with commas, and the opening sentence runs on. Most structures are simple or loosely connected, with little accurate variety. Practise forming complete sentences with a clear subject and verb, and use past-tense reporting consistently for the 2007–2016 data.

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