Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Academic Practice Accelerator · 2026-10-12

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 5.5)

The table showes data of average time spent on internate by European citizens of various age group from 11 year to 51+ years.

Overall, highest time was spent by people between 16 year to 20 year old and least time was spend by more than 51 year old people. also male are usesing internet more than female.

In detail, lowest internet user age group in male is old age peoples with 2 hours and highest used by adult between 16 to 20 years with 19 hours followed by adolsunts of 11 to 15 years with 8 hours than people between 21 to 25 years with 7 hours and lastly people between 31 to 50 year of age with 3 hours.

similerly, lowest internet user age group in female is old age peoples with 3 hours and highest used by adult between 16 to 20 years with 18 hours followed by adolsunts of 11 to 15 years with 6 hours than people between 21 to 25 years with 5 hours and lastly people between 31 to 50 year of age with 4 hours and people between age of 26 to 30 years use internate for same duration in male and feamle both which is 4 hours.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the main pattern: internet use peaks among 16–20-year-olds and is lowest among people aged 51+, and you report several figures accurately. The overview also notes the general male–female difference, although this is not true for every age group: women spend slightly longer in the 31–50 and 51+ groups, while the sexes are equal at 26–30. Some details are omitted or unclear: for example, the 26–30 group is not included in the male sequence, and the female figures are not presented in a complete, easy-to-compare account. A more precise overview and balanced coverage of all age groups would make the key comparisons clearer.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure, with an introduction, an overview and separate paragraphs for male and female figures. This gives the reader a basic route through the information. However, progression within the detail paragraphs is weakened by long, repetitive lists linked mainly with “followed by,” “than” and “lastly.” The male paragraph omits the 26–30 figure, while the female paragraph adds that comparison at the end, so related information is not grouped consistently. The overview’s broad comparison is also not qualified before the details. Organise the data by age bands or by shared patterns, and use clearer links to show contrasts and exceptions.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “average time spent,” “highest,” “lowest” and “duration,” so the topic is generally understandable. However, the range is limited and several word-choice, collocation and spelling problems make the report less precise: “internet user age group” is awkward, “highest used by adult” does not naturally describe hours, and “adolsunts,” “similerly” and “internate” are misspelled. Repeating “people” and “age group” also makes the detail monotonous. Use standard terms such as “hours online,” “age group” and “spent,” and choose precise comparison language rather than describing people as users when reporting time.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple statements and longer sentences, and the main message can usually be followed. However, control is inconsistent, particularly in sentence structure and agreement. For example, “The table showes data” needs a singular verb, while “male are usesing internet more than female” has problems with agreement and sentence construction. The detail sentences beginning “lowest internet user age group…” are also incomplete or awkwardly formed, and the long final sentence joins several comparisons without clear grammatical boundaries. Use complete subject–verb sentences, check singular and plural forms, and divide lists into shorter sentences. More accurate control of these patterns would make the comparisons easier to read.

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