Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Academic Practice Accelerator · 2026-10-31

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 chart provide the information about the average hours spent on the internet by european people of different age groups.

Overall it is lucid that in the age of 16-20 both male and female spent too much time on internet while other spent minimum.

Fetiching intp details 16-20 ages spent too much time on internet accounted at 19 by male and 18 by women followed by 11-15 male spent 8 while female 6. moving to the age 21-25 in this age the male again much time as compare to women accounted at 7 by male and 5 by female.

consediring the remaining details the 16-20 age spent to much time on internet followed by in the age 26-30 spent same time on internet accounted at 4 by female and 4 by male. and in the age 31-50 male spent less time as compare to female male spent hours 3 an female spent 4 on internet and in the age 51+ iin this asge male spent again lessw time as compare to female.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main peak accurately: the 16–20 group records the highest figures for both sexes, at 19 hours for males and 18 for females. You also compare several other age groups, including 11–15 and 21–25, and provide an overall statement. However, the overview is imprecise: “other spent minimum” does not identify that the lowest figures are for people aged 51+, and the response omits those figures (2 hours for males and 3 for females). The 26–30 and 31–50 comparisons are included, but the final 51+ comparison gives no numbers. To develop the report further, state the overall age-related pattern clearly and support each key comparison with accurate data.

Coherence and Cohesion: Band 5.0

The response has an opening, an overview, and attempts to group details, so there is some organisation. The reader can generally follow the age groups being discussed. However, progression is weakened by repeated claims that the 16–20 group spent the most time, including in the final paragraph, and by long, loosely connected sentences that combine several comparisons. Linking phrases such as “followed by” and “moving to” are used, but they do not always make the relationships between points clear. Paragraphing also does not consistently separate the overview from the detailed comparisons. Organise the figures in a clear sequence, avoid repeating the same feature, and use shorter sentences with precise links between comparisons.

Lexical Resource: Band 4.5

You use some task-relevant vocabulary, including “average hours,” “age groups,” and “followed by,” and the reader can understand the general subject. However, the range is limited and several word choices or collocations are inaccurate or repetitive. For example, “spent too much time” sounds like a judgement rather than a neutral description of the figures; “spent the most time” or “recorded the highest average” would be more suitable. There are also conspicuous spelling errors, such as “Fetiching,” “consediring,” and “iin,” which reduce clarity and control. Aim for precise reporting language and check spelling carefully. Avoid repeating “spent time on internet” when a concise phrase such as “recorded” can express the comparison.

Grammatical Range and Accuracy: Band 4.5

The response attempts some longer sentence forms, including comparisons introduced by “while” and “followed by,” but these are often difficult to control. Errors in sentence structure and agreement appear in examples such as “The table chart provide” and “both male and female spent,” while missing or incorrect articles and prepositions occur in phrases such as “on internet.” Punctuation and capitalisation are also inconsistent, and several sentences run together, making relationships between clauses unclear. These problems sometimes make the reader work to interpret the comparisons. Practise writing one complete sentence for each comparison, checking subject–verb agreement, articles, and punctuation, before attempting longer linked structures.

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