Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Academic Practice Accelerator · 2026-10-17

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 shows the average number of European people of different ages spend on the internet, divided into males and females.

Overall, the teen-aged European people used internet of high amount. These hours of the use of the internet was very high. After that age, it decreased over the age and time.

11 to 15 years old European male used internet for 8 hours and the female for 6 hours. In the second age group, there was a dramatic change in the use of the internet. It increased to 19 hours and 18 hours for male and female respectively. By the age 21-25, the hours dip slightly to 7 and 4.

Male and female of age group of 26-30 used internet for 4 hours. These hours were samed for both genders. In the age of 31 to 50, the hours for the use of the internet was remained same for the females. While it decresed to 3 hours of the men. At the last age group, 51+ males of Europe used internet only for 2 hours. Whereas, females of this age group used internet for 3 hours.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main pattern: internet use peaks among 16–20-year-olds and is lower in the older groups, and you report several figures accurately, including 8 and 6 hours for ages 11–15 and 19 and 18 for ages 16–20. However, the overview is repetitive (“high amount” and “very high”) and does not clearly summarise the gender pattern or the overall range. There is also a data error: for ages 21–25, the figures are 7 hours for males and 5 for females, not 4 for females. The description of ages 31–50 is unclear about which figure stayed the same. Select the key comparisons and state them precisely to make the summary more complete and clear.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure, moving from an introduction and overview to age-group details, and the figures are generally presented in a sensible order. Paragraphing helps separate the broad trend from the data. However, progression is weakened by repetition in the overview (“high amount” followed by “very high”) and by some awkward links, such as “While it decreased…” after a sentence about females. “After that age, it decreased over the age and time” is also unclear about the trend being described. Use linking phrases to make comparisons explicit, and group related age bands so the reader can follow the changes without having to infer which gender or figure each sentence refers to.

Lexical Resource: Band 5.0

You use relevant vocabulary for describing data, including “average,” “increased,” “decreased,” and “dramatic change,” so the reader can understand the general subject and trend. However, the range is limited and several expressions are unnatural or imprecise, such as “used internet of high amount,” “hours of the use of the internet,” and “the hours dip slightly.” Repetition of “hours” and “use of the internet” also makes the report less fluent. Aim for concise, conventional data-reporting language and choose verbs that accurately describe the figures. Check spelling as well: “decresed” is incorrect. More precise vocabulary would help communicate comparisons clearly.

Grammatical Range and Accuracy: Band 5.0

You attempt a mixture of simple sentences and more complex forms, including “While…” and “Whereas…” clauses, and the main figures are usually understandable. However, errors occur frequently in sentence construction and verb forms. For example, “the average number … spend” lacks a suitable relative clause or passive construction, while “the hours for the use of the internet was remained same” combines incompatible verb forms. Agreement is also inconsistent in “These hours … was very high,” and articles and prepositions are often missing or awkward. Build accuracy first with clear patterns such as “males spent…” and “the figure fell to…”, then add subordinate clauses once those basic structures are secure.

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