Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Academic Practice Accelerator · 2026-10-25

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 below illustrates the number of European male and female of of different age groups varies from 11 to 51 plus who spent their average time on the usage of Internet.

Overall, it can be seen that 16 to 20 age bracket has highest number of users while elder people of 51 plus has least number of hours spent.

Let's start with first age group of 11 to 15, which includes only 8 males and 6 females. Second group consits of 16 to 20 age people with 19 males and 18 females which become this group on top with highest number of users. Third one, is 21 to 25 age people with just 7 males and 5 females.

On other hand, 26 to 30 age braket has same number of males and females respectively. Moveforward, to age group of 31 to 50 only 3 males and 4 females have interset. Last, but not the least people age more then 51 has a shown least usage with only 2 male and 3 females.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the main peak in the 16–20 group and the lowest figures among people aged 51+, and most of the individual values you report match the table. However, the response only partially fulfils the summarising task: the overview says the youngest group “includes only 8 males and 6 females,” which is a detail rather than a key overall feature, and the overview does not clearly describe the broad pattern of internet hours across age groups. The table gives average hours, but you repeatedly describe the figures as a “number of users,” which misrepresents what is measured. Develop a clearer overview and compare the rise to the 16–20 peak with the subsequent decline, while noting the small differences between sexes.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction, an overview, and a body that moves through the age groups in order. This makes the figures relatively easy to locate. However, the progression is mostly a list of groups rather than a synthesis of the main comparisons, and some linking phrases feel mechanical or unclear, such as “Let's start with” and “On other hand.” The final paragraph also shifts abruptly from the 26–30 group to older groups. To improve, organise the body around meaningful patterns—for example, the peak and decline, then the smaller differences between males and females—and use linking expressions only where they clarify the relationship between points.

Lexical Resource: Band 5.0

You use some relevant vocabulary, including “age bracket,” “highest,” “least,” and “usage,” so the reader can generally understand the comparisons. However, the range is limited and several word choices or collocations are inaccurate: “number of users” does not describe a table of average hours, while “have interest” is not a natural way to report the figures. There are also noticeable spelling and word-form errors, including “consits,” “braket,” “Moveforward,” and “interset.” Choose precise terms such as “average hours spent online” and “recorded,” and check spelling carefully. Avoid decorative phrases such as “Last, but not the least,” which are less suitable for a concise data report.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more extended sentence forms, and the main figures are usually understandable. However, errors occur frequently enough to make some sentences awkward or unclear. The opening sentence has a faulty structure (“the number … varies”) and a duplicated “of”; the overview also has agreement and article problems in “16 to 20 age bracket has highest number.” Other examples include “which become this group on top” and “people age more then 51 has a shown least usage,” where verb forms, sentence construction, and agreement are not controlled. Practise building clear subject–verb sentences, using articles with singular nouns, and checking plural agreement. A simpler, accurate structure is preferable to a complex sentence that obscures the comparison.

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