Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 20 · 2026-11-02

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)

The Charts illustrate information about Little Chalfont towns public library. The pie chart shows different age category of library users in 2016. On the other hand the table demosntrates the total loans by category in the same year. Although the graph represents the total numbe of loans between 2007 and 2016.

First of all, the pie chart displays that 51% of audult age between 18 and 64 uses the library most; on the other hand the least users are the audults aged between 65 and over. The table demonstrate the highest loans category is children friction which is 38%. If we talk about the lowest rank, the second lowest loan category is 2 % which are jointly ranked by young audult and audult audio books. The most lowest rank category is young audult which is 1%.

Moreover, the bar chart visualizes that in 2007 the libraries total number of loan is 16000. After thet it continiously rised and ended up in 21000 in 2011. After that it slightly decreased till 2013. Following the tend, it again starts to increase in 2014 and gradually increased to 22000 in 2016.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify all three visuals and include several relevant figures, such as the 51% share of members aged 18–64 and the 38% shares for children’s and adult fiction. However, the account is only partially accurate and does not give a clear overview of the main patterns. The least represented membership group is people aged 65 and over, at 12%, but the response does not state this figure. More importantly, the loan table is misreported: children’s DVDs account for 1%, while young-adult loans and adult audio books each make up 2%; the response assigns these values incorrectly. The trend description also misses the 2016 high and the fluctuations across the period. Check each category against the chart and summarise the key overall features before adding details.

Coherence and Cohesion: Band 6.0

The response has a generally understandable order: it introduces the visuals, discusses membership and loan categories, and then describes the trend in total loans. Paragraphing and signposts such as “First of all” and “Moreover” help the reader follow this sequence. However, some linking is mechanical or unclear. “On the other hand” suggests a contrast between visuals that is not really being made, and “If we talk about the lowest rank” leads into confusing comparisons. The final trend account would be easier to follow if it grouped the rise, decline and subsequent recovery into a clear progression. Use linking phrases to show actual relationships, and make references such as “it” and “the lowest category” unmistakable.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “category,” “total number of loans,” “decreased” and “gradually increased,” so the reader can usually identify the topic and broad trends. However, the range and accuracy are limited by repeated or unsuitable wording. “Friction” is used instead of “fiction,” “demosntrates” is misspelled, and “most lowest rank” is an unnatural expression. “Loans” and “users” are also repeated without much variation. These errors sometimes make the category comparisons difficult to understand. Build a reliable set of chart-description terms and check spelling carefully; use precise labels such as “share,” “proportion,” “membership group” and “loan category” where appropriate.

Grammatical Range and Accuracy: Band 5.5

The response attempts both simple and more extended sentence forms, and the overall meaning is generally recoverable. However, control is uneven, particularly in agreement, articles and verb forms. For example, “51% of audult age … uses” has an unclear noun phrase and a singular verb where the plural group is intended; “the table demonstrate” also needs subject–verb agreement. The opening sentence lacks a possessive form in “Little Chalfont towns public library,” and the final paragraph shifts awkwardly between past and present (“it slightly decreased” followed by “it again starts”). These errors make some sentences less clear. Practise accurate sentence patterns for describing percentages and past trends, and proofread agreement and tense consistency.

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