Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Academic Practice Accelerator · 2026-10-21

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 comprises three columns of pepole of different age group ,male and femal.It show their connection with the internet relative to their gender whether they are male and female.As i start from the childern having age group of 11 to 15 mostly males use internet as compaered to female .When we talk about youngsters the both are compratively equil as the number of 19 nad 18 respectively.Furthermore as we talk about adults of the age of 21 to 25 theirnumber reduced to 7 and five for male and female .The next nymber shows that their prefernces diminshing gradually as they become old.At the age of 26 to 30 their trending become low but match the value of both same male and female . when the man and women reached at the age of 31 to 50 the man lost their interest but women persistent to use.But thistendency decreased whenthey reached at the age og 51 and more.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the broad pattern that Internet use is highest among younger people and falls in the older age groups, and you include several relevant figures, such as 19 and 18 for ages 16–20 and 7 and 5 for ages 21–25. However, the response only partially summarises the table: it has no clear, concise overview of the main comparisons, and some descriptions are vague or inaccurate. For example, saying that use “diminshing gradually” overlooks the sharp peak at 16–20, while “the man lost their interest” is not a precise account of the small difference between men and women aged 31–50. To strengthen the report, state the peak and overall decline clearly, then compare the sexes accurately across the age groups.

Coherence and Cohesion: Band 5.0

The response follows the age groups in table order, which gives it a basic sequence, and phrases such as “Furthermore” and “when we talk about” attempt to connect points. However, there is no clear paragraph structure or distinct overview, so the reader has to infer the main message from a chain of comparisons. Several transitions are repetitive, and the long run-on passage makes relationships between ideas difficult to follow—for example, the shift from ages 26–30 to 31–50 is not clearly separated. Organise the report into an introduction, an overview, and one or two comparison paragraphs. Use linking words selectively and make each sentence focus on a clear age-group comparison.

Lexical Resource: Band 5.0

You use some relevant vocabulary, including “age group,” “interest,” “reduced,” and “gradually,” and the reader can generally identify the topic and intended comparisons. However, the range is limited and several word choices or collocations are inaccurate, sometimes making the meaning unclear. For instance, “their trending become low” and “women persistent to use” do not express the data naturally, while “lost their interest” overstates the small differences shown. Spelling errors such as “pepole,” “femal,” and “diminshing” are also frequent and distract from the report. Practise precise terms for describing figures and trends, and proofread spelling before submitting.

Grammatical Range and Accuracy: Band 5.0

You attempt some longer sentences and use comparison patterns, such as “as compared to female” and “when we talk about youngsters,” but the structures are often faulty. Errors in sentence boundaries, agreement, articles, and verb forms occur throughout: “It show” lacks subject–verb agreement, “the both are” has an incorrect construction, and “women persistent to use” is missing a suitable verb form. Punctuation is also inconsistent, with missing spaces after full stops and commas and several sentences joined without clear boundaries. These errors can make the reader work to understand your meaning. Build accuracy with shorter complete sentences first, then add controlled complex clauses and check each sentence for a clear subject and verb.

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