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 demonstrates and give knowledge about the average hours spent by European people on internet of male and female.

Overall, 16 to 20 age groups mens and womens spent allot of time on internet as compared to others age groups. On the other hand, Male and female over 51 plus age spents less time on internet this can be due to age factor or other reasons.

Firstly, 11 to 15 age group boys and girls are the second highest on the table who uses internet mostly boys use in that age group. However, boys and girls in age group of 16 to 20 European men and women mostly uses internet. Moreover, age group of 26 to 30 men and women are same proportion who uses internet.

Older men and women above 51 use less internet as compared to others this can be due to various reasons and it is the lowest in the table.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main pattern accurately: the 16–20 group records the highest figures for both sexes, while the 51+ group records the lowest. You also note the equal figures for men and women aged 26–30. However, the summary is only partly developed: it omits useful comparisons such as the 21–25 figures (7 and 5) and the slight female lead among 31–50-year-olds (4 versus 3). The claim that 11–15-year-olds are the “second highest” is not precise, since this is true only when comparing the age groups overall and the response does not explain the figures. Focus on reporting the data and avoid unsupported speculation such as attributing low use to age or “other reasons.”

Coherence and Cohesion: Band 5.0

The response has a recognisable structure, with an opening, an overview and two detail paragraphs. This gives the reader some organisation, and transitions such as “Overall,” “Firstly” and “Moreover” signal movement between points. However, progression is limited: the final paragraph repeats the point that the oldest group uses the internet least, already stated in the overview, while several age groups receive little or no comparison. Some linking is mechanical, and “However” does not clearly express a contrast in the sentence about the 16–20 group. Group the figures into a clear sequence—for example, highest-use groups followed by the decline across older groups—and use links that show the exact relationship between the data.

Lexical Resource: Band 5.0

You use some relevant task vocabulary, including “average hours,” “age groups,” “proportion” and “lowest,” so the topic is generally clear. However, the range is limited and several choices are inaccurate or unnatural, which makes parts of the report harder to interpret. “Demonstrates and give knowledge” is not a natural way to introduce a table, and “spent allot of time” is informal and imprecise. The repeated use of “use internet” also limits variety. Choose precise reporting language and describe the figures as hours rather than as a “proportion.” Check spelling and word forms, including “a lot” and “spend/spent,” and avoid adding speculative explanations that are not shown in the table.

Grammatical Range and Accuracy: Band 5.0

The response attempts a few longer sentences, including “On the other hand, Male and female over 51 plus age spents less time on internet this can be due to age factor or other reasons,” but these attempts are often faulty and can make relationships between ideas unclear. There are recurring problems with subject–verb agreement (“the table demonstrates and give”; “men and women … uses”), plurals (“age groups mens and womens”), articles and sentence boundaries. For example, the sentence about people over 51 joins two complete ideas without suitable punctuation or a conjunction. Most sentences follow simple patterns, with limited accurate variety. Build shorter, controlled sentences first, then add complex structures using correct agreement and punctuation.

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