Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Academic Practice Accelerator · 2026-08-03

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)

In Europe, the average hours spent on the internet by European people of different age categories are demonstrated in the tabular data shown below.

From the presented data in the table, we can observe that the average hours spent on the internet is at the peak in the category of 16-20 aged people with 19 for male and 18 for female. Furthermore, individuals who cross 51 aged category seems to have minimal hours on the internet. Moreover, the adolescence aged groups have 8 hours and 6 hours screen time on internet for male and female. Additionally, public of European above 20 and below 26 have higher screen hours in male whereas in female its reasonable. Surprisingly, the person in the category of 26-30 aged screen time over the internet appear to be levelled out for both male and female consisting of 4 hours.

At last, I want to conclude that people in the Europe have variation in average hours spend on the internet and relievedly highest among in teenager

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response covers the main features of the data, such as the peak usage in the 16-20 age group and the decline in older categories. However, the report is somewhat disorganized and lacks a clear overview of the trends. Some data points are described in a fragmented way, such as the mention of 'adolescence aged groups' without clearly linking them to the table's specific categories. To reach a higher band, you should provide a more cohesive summary of the overall trends rather than listing individual data points in isolation. The conclusion is also slightly informal and does not effectively synthesize the main findings.

Coherence and Cohesion — Band 5.0

The essay uses some cohesive devices like 'Furthermore', 'Moreover', and 'Additionally', but these are often used mechanically. The paragraphing is weak; the response is essentially one long paragraph followed by a very brief concluding sentence. The logical progression of ideas is hindered by awkward phrasing, such as 'public of European above 20 and below 26', which makes the relationship between the data points difficult to follow. Improving the structure by grouping related age categories and using more sophisticated transition signals would significantly enhance the flow and coherence of your writing.

Lexical Resource — Band 5.0

The vocabulary is somewhat limited and repetitive. Phrases like 'aged category', 'screen time', and 'average hours' are used frequently. There are also issues with word choice and collocation, such as 'public of European' instead of 'European population' and 'relievedly highest' which is an incorrect usage. While the vocabulary is sufficient to convey the basic meaning, it lacks the precision and variety required for a higher band. You should focus on using more academic collocations and avoiding informal or non-standard phrasing to improve your lexical range.

Grammatical Range and Accuracy — Band 5.0

The response contains a mix of simple and some attempted complex structures, but there are frequent grammatical errors. Examples include 'individuals who cross 51 aged category seems' (subject-verb agreement error), 'adolescence aged groups' (incorrect adjective form), and 'its reasonable' (missing apostrophe for 'it is'). These errors are noticeable and occasionally distract the reader, though they do not completely impede communication. To improve, you need to focus on subject-verb agreement, correct use of articles, and ensuring that complex sentences are constructed accurately without missing auxiliary verbs or prepositions.

See this exact question answered at other band scores — the same prompt compared across bands.

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