Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Academic Practice Accelerator · 2026-11-05

IELTS Writing Task 1 question

The table gives information about the average hours spent on the Internet by European people of different age groups.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Student answer (Band 5.0)

The information about the average hours spent on the internet by European people is depicted by tabular chart.

It can be vividly seen that the maximum hours spent by the age group of 16-20 includes both male and female which was 19 and 18 respectively. follwed by the age group of 11-15 who spent most hours on internet. the third maximum hours spent by age group 21-25 which was 7 and 5 by male and female .

probing ahead,the age group 26-30 of male and female showed same hours spent on internet . 1 hours difference was shown in male and female of age group 31 -50. age group 50 and above showed 2 and 3 hours spent by male and female .

overall, the maximum hours was spent by male and female of age group 16-20 but age group more 50 showed less interest in internet and spent less as compared to all.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the main peak accurately: people aged 16–20 spend the most time online, at 19 hours for males and 18 for females, and you note that the oldest group has the lowest figures. You also report several other age-group comparisons. However, the response is only 142 words, below the 150-word minimum, and the overview is limited: it does not clearly summarise the overall decline after ages 16–20 or the general pattern of male and female figures. Some descriptions are unclear, such as “the third maximum hours,” and the claim that older people “showed less interest” interprets the data rather than simply describing it. Include a fuller overview and report the key patterns more clearly.

Coherence and Cohesion: Band 5.5

The response has a basic sequence: it introduces the table, describes the highest figures, moves through the remaining age groups, and ends with an overall statement. This gives the reader some organisation. However, progression is not consistently clear, and the paragraphing does not distinguish the overview from the detailed comparisons. Connectors such as “follwed by” and “probing ahead” are either inaccurate or awkward, while the repeated structure “age group … spent” makes the account feel list-like. Use a clear introduction and overview, then group the figures into meaningful comparisons—for example, the peak age group and the subsequent decline—and use linking phrases that accurately show sequence or contrast.

Lexical Resource: Band 5.0

You use relevant topic vocabulary, including “average hours,” “age group,” and “spent on the internet,” so the subject is generally understandable. However, the range is limited and several choices are unnatural or imprecise, such as “tabular chart,” “maximum hours spent … includes,” and “showed less interest.” These phrases make some comparisons harder to follow and sometimes imply attitudes that the table does not measure. There are also spelling errors, including “follwed,” and inconsistent forms such as “internet” and “Internet.” Aim for precise reporting language and accurate collocations, such as “recorded,” “the highest figure,” and “declined with age,” while avoiding claims about interest.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple statements and longer comparisons, and the reader can usually identify the figures being discussed. However, the range of sentence structures is limited, and errors occur frequently enough to affect clarity. For example, “The information … is depicted by tabular chart” is missing an article, while “the maximum hours … includes both male and female” has faulty agreement and sentence construction. The sentence beginning “1 hours difference was shown” also has problems with number and article use. Capitalisation and punctuation are inconsistent, particularly after full stops. Practise forming complete, controlled sentences with accurate articles, subject–verb agreement, and punctuation before attempting more complex structures.

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