Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 20 · 2026-11-03

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 below give information about a public library in a town called Little Chalfont. If we take a closer look of the first diagram which is a pie chart it show us the age of members in the library of the year 2016. it shows us that there were 22 childrens, 12 young adults which are also called teenagers, and then it shows us that a large proportion of member are of adults age bracket(age 18-64) these are 51 in number, and at last it shows a small amount of people are of senior citizen bracket these are 15 in number.

Now,if we look at the second table it shows us the total loans taken from the library by category in 2016. At first, it show the category of children's fiction which took 38% loan. Next it shows the children's non-fiction category which took 6% loan. After this, it shows the category of Children's DVDs which took only 1% of loan. Now, if we take a look at the next categories it shows Adult fiction, Adult non-fiction and Adult audio books which took 38%, 13%, and 2% loan respectively

At last, the Bar Chart show us the total number of loans taken during the tume period of 2007 to 2016. If we take a look at the chart the years are mentioned at the bottom and the amount is mentioned on the left side of the chart. In [redacted phone],the loan was above 15,000 but below 20,000. Now if we take a look at the years [redacted phone], the loan crosed the amount of 20,000. But in 2013, it came down from 20,000. After that year it remained above 20,000 till 2016.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You cover all three visuals and include several relevant figures, such as the 38% shares for both fiction categories and the overall rise in loans from 2007 to 2016. However, important data are misreported: the age chart gives 15% for young adults and 12% for people aged 65 and over, whereas you assign 12 to young adults and 15 to seniors. You also call the age figures numbers of people rather than percentages. The line-chart account is broadly accurate but misses the key overall pattern: loans rose from about 15,700 to 21,700, with fluctuations after 2010. There is no clear overview bringing together the main features. Add one, and check each figure and unit carefully.

Coherence and Cohesion: Band 5.5

The response is divided into three paragraphs, each dealing with a different visual, so the reader can follow the broad sequence. You also use signposts such as “Now” and “At last” to indicate movement between charts. However, the progression within paragraphs is often a list of details rather than a clear selection and grouping of the most important information. Repeated phrases such as “if we take a look” and “it shows us” make the linking mechanical, while the final paragraph spends space describing where the chart labels appear. Use a concise overview first, then group related comparisons, and vary or reduce the signposting so the data relationships guide the reader.

Lexical Resource: Band 5.5

You use enough topic vocabulary to identify the visuals and categories, including “fiction,” “non-fiction,” “proportion,” and “category.” Some wording also communicates comparisons, such as “respectively” and “remained above 20,000.” However, the range is limited by repeated general phrases like “it shows us” and “take a look,” and several choices are inaccurate or awkward: “loan” is used where “loans” or “share of loans” is needed, and “amount of people” is not a natural collocation. Spelling slips such as “tume” and “crosed” also reduce precision. Aim for concise chart language and use accurate terms for percentages, membership groups, and borrowing totals.

Grammatical Range and Accuracy: Band 5.5

You attempt some longer sentences and use a range of basic structures, including a relative clause in “which are also called teenagers” and a time clause beginning “After that year.” Meaning is generally recoverable, but errors recur in verb agreement, articles, plurals, and sentence boundaries. For example, “the first diagram … it show” has faulty agreement and an unclear sentence join; “a large proportion of member are” also needs grammatical correction. Capitalisation after full stops is inconsistent, and several sentences run together without appropriate punctuation. Practise accurate simple sentences first, then combine ideas with controlled clauses—for example, state the age-group percentages in one sentence and compare the largest and smallest groups in another.

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