Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 20 · 2026-10-28
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 chats illustrates the number of childrens whom get loan during 2007 to 2016.
overall,its clear that low figure was in 2007 as well as the highest figure is 2016.
Firstly, in 2016, most of children whom get loan, age was 22.The adult age was 18 to 64.the percentage was 51 percent.Adults, which are 65 plus, percentage was 12%.
secondly, there is a category of loan in 2016,highest figure was children's fiction as well as adult fiction. Both had same percentage,which was 38%.Moreover, the lowest figure was children's DVDs,which was 1%.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.0
You identify some relevant features, including the equal 38% shares for children’s and adult fiction and the 1% share for children’s DVDs. You also note that loans peaked in 2016, which matches the chart. However, the overview is incomplete: 2007 is the lowest point, but the figures fluctuate over the period rather than rising steadily, and this trend is not described. The age figures are also misreported: 22 refers to children’s share, not the age of children, and the 15% share for young adults is omitted. The response covers only part of the charts and is substantially below the required 150 words, leaving important comparisons and details undeveloped. Summarise all three visuals and include the main trend and key figures.
Coherence and Cohesion: Band 5.5
The response has a basic sequence, moving from the loans chart to the age breakdown and then the loan categories. Words such as “Firstly” and “secondly” signal this order, and the reader can identify the main topics. However, the opening and overview are not clearly separated from the details, and the paragraphing does not help distinguish the three visuals. Some linking is mechanical, while punctuation around connectors is inconsistent, as in “Moreover, the lowest figure…”. The discussion also jumps between charts without explaining their relationship or completing each comparison. Use a clear introduction, a concise overview, and organised detail paragraphs, with transitions that show how each point relates to the previous one.
Lexical Resource: Band 5.0
You use some task-relevant vocabulary, including “percentage,” “highest figure,” “lowest figure,” and “category,” so the basic subject is recognisable. However, the range is limited and several expressions are inaccurate or unnatural, such as “the number of childrens whom get loan” and “most of children whom get loan, age was 22.” These choices make the meaning harder to follow and do not describe the data precisely. Spelling and word-form errors, including “chats” for “charts” and “childrens,” also reduce accuracy. Build a small set of accurate chart terms—such as “proportion,” “share,” “loan total,” and “fluctuated”—and use them in natural phrases to report comparisons.
Grammatical Range and Accuracy: Band 5.0
Most sentences are short and follow a simple pattern, with little evidence of controlled complex structures. There are frequent errors in sentence formation and grammar, for example “The chats illustrates” has subject–verb disagreement, and “the highest figure is 2016” uses an unsuitable construction and tense. The sentence “The adult age was 18 to 64” is incomplete in meaning, while “Adults, which are 65 plus, percentage was 12%” has faulty clause structure and missing grammatical links. Capitalisation and punctuation are also inconsistent, particularly at sentence beginnings and around commas. Practise accurate simple comparisons first, then add controlled clauses such as “while” and “whereas”; check agreement, articles, and sentence boundaries during revision.
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