Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Academic Practice Accelerator · 2026-10-16

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

Firstly, in age group of 11-15 years the male are spent 8 hours into the internets and the female are spent then for the age group of the 16-20 the males are spent 19 hours on internet and the females are spent 18 hours on internet then after in the age group of the 21-25 the males are spent the 7 hours into internet and the females are spent the 5 hours on internet then in the age group of 26-30 the males and females both are spent equal time on internet is 4 hours thwn in the age group of 31-35 the male are spent the 3 hours into internet and the females are spent 4 hours into the internet and lastly the age group af 51+ the males are spent the 2 hours into the internet and the females are spent the 3 hours into the internet.

Overall, in conclusion in the age group of 16-20 the males and the females are using the high hours into internet and the age group of 51+ are using very less time into internet.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main peak and low point: the 16–20 group records the highest figures, while people aged 51+ record the lowest. Most figures are reported accurately, and you include both sexes. However, the overview is brief and does not capture the broader pattern that internet use rises to a peak among 16–20-year-olds and then generally declines with age. There is also a factual error: the table’s 31–50 group is described as 31–35. The opening age group’s female figure is omitted, and the response mainly lists values rather than selecting and comparing the most important features. A clearer overview and more accurate, selective comparisons would strengthen the report.

Coherence and Cohesion: Band 4.5

The response has a basic structure, with an introductory sentence, a paragraph covering the age groups, and a concluding overview. The age groups are presented in table order, so the reader can follow the sequence. However, the main paragraph is largely one long sentence joined repeatedly by “then,” which makes the progression mechanical and difficult to follow. The conclusion also repeats the highest and lowest groups rather than adding a distinct summary of the overall pattern. Use separate sentences or group related age ranges, and use a small range of clear links such as “by contrast” and “after this peak” to make comparisons easier to track.

Lexical Resource: Band 4.5

The vocabulary is sufficient to communicate the basic subject and comparisons, using terms such as “age group,” “males,” “females,” and “high hours.” However, the range is limited and several phrases are repeated, especially “spent … hours into the internet” and “age group.” Some word choices and collocations are unnatural, which can make the report harder to read; for example, “using the high hours into internet” is not an idiomatic way to describe the figures. Spelling errors such as “thwn” and “af” also reduce accuracy. Aim for concise, standard report language, including “spent online,” “recorded,” and “the highest average.”

Grammatical Range and Accuracy: Band 4.5

The response attempts to report several comparisons, but it relies mainly on a repeated, extended sentence pattern, and many clauses contain grammatical errors. For example, “the male are spent 8 hours” has incorrect agreement and verb form, while “the females are spent then” is incomplete and unclear. Articles and prepositions are also often missing or misplaced, as in “in age group of 11-15 years” and “on internet.” The final sentence beginning “Overall, in conclusion” is repetitive in structure. These errors sometimes make relationships between figures difficult to understand. Build control with short, complete sentences first, then add accurate comparison clauses such as “whereas” or “compared with.”

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