Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Academic Practice Accelerator · 2026-10-27

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 illustrate about typical hours that many European individuals groups spent on the internet.

Overall,we can see that the teeengers aged 16 to 20 spent a lot of time on the web.However the lowest people use it is the old persons +51.

To begin the male gender use a lot the ineternt start from the young adults men spent 7 hours while the women spent about 5 hours.Moving to the 26-30 age group the tow genders spent the sime hours wich is 4hours at the end we can see that the old people dont use the inetnet a lot

On the other side we can also see the kids that thier age about 11-15 use the internet 8 hours wich is harmful while the famale use it 6hours.However the Teeniger between16-20 spent the highest time for both gen

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the main peak correctly: people aged 16–20 spend the most time online, at 19 hours for males and 18 for females, and you note that the 51+ group is lowest. You also include some accurate comparisons, such as 8 versus 6 hours for ages 11–15 and equal figures of 4 for ages 26–30. However, the response covers the table only partially: it omits the 21–25 and 31–50 figures, and the overview does not summarise the broader pattern across age groups. The claim that internet use is “harmful” is an unsupported opinion, not a feature of the data. The response is also below the required 150 words. Include the missing age groups and describe the overall rise to a peak followed by a decline.

Coherence and Cohesion: Band 5.0

There is some basic organisation: an opening statement and overview are followed by paragraphs comparing age groups, and phrases such as “To begin” and “On the other side” signal movement between points. However, the progression is not consistently clear. The discussion jumps from young adults to ages 26–30 and then to older people, before returning to the youngest groups and the peak age group. Several ideas are left unfinished, particularly the final phrase “spent the highest time for both gen.” Linking expressions are sometimes mechanical or inaccurately chosen, and punctuation spacing makes boundaries between sentences difficult to follow. Group the figures in a clear order, such as from youngest to oldest, and use complete sentences with clear references.

Lexical Resource: Band 5.0

The response uses a limited but relevant set of terms, including “age group,” “spent,” “hours,” and “highest,” so the general topic is usually understandable. However, vocabulary is repetitive and several word choices or spellings make the meaning less clear: “typical hours,” “use a lot the internet,” “young adults” for the 16–20 group, and “old persons” are imprecise or unnatural in this context. There are also frequent spelling errors, including “teeengers,” “ineternt,” “sime,” and “famale.” The phrase “which is harmful” introduces an unsupported judgement rather than describing the table. Use accurate age-group labels and standard data-reporting collocations, such as “spent an average of” and “recorded the highest figure.”

Grammatical Range and Accuracy: Band 5.0

You attempt some longer sentences and comparisons, for example, “Moving to the 26-30 age group the tow genders spent the sime hours,” but control is limited and errors occur frequently. The opening has subject–verb disagreement (“The table illustrate”), while “the lowest people use it is the old persons” has an unclear grammatical structure. Articles and sentence boundaries are also problematic, as in “use a lot the internet start from,” and several clauses run together without appropriate punctuation. The final sentence is incomplete, so the comparison is not fully expressed. These errors sometimes make the reader work to understand the intended meaning. Practise accurate simple comparison sentences first, then combine them using controlled clauses and consistent punctuation.

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