Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · IELTS Academic Practice Accelerator · 2026-08-01
IELTS Writing Task 1 question
The line graph shows the number of first time visitors and returning visitors who visited Caryl Island from 2000 to 2008.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
The line graph shows the number of first time visitors and returning visitors who visited Caryl Island from 2000 to 2008.
Student answer (Band 5.5)
overall, the graph line the number of first time visitors who visited Caryl Island from 2000 to 2008 to about more the 8000 to less then 12000 people are visit them the Caryl Island.
Mostly, peoples visit the island for vacation in our holidays of the school, colleges and off in the offices. some business man that visit the island for enjoyment. peoples visit the island for enjoy our holiday and spent some with family. some friends to decide for trip from the island for visit them and enjoy our life after ling time work in offices. for example: some friend spent our free time after holidays in office to visit the island to enjoy themselves our time togather.
the conclusion of this graph more people visit the island due to spent our time with family, relatives, and friends to enjoy our free time themselves.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response fails to address the core requirements of an Academic Task 1 report. Instead of summarizing the data presented in the line graph, the text provides irrelevant personal opinions and generalizations about why people visit islands. There is no mention of the specific trends, peaks, or comparisons between the two categories (first-time vs. returning visitors) required by the prompt. Furthermore, the response is under the 150-word minimum length requirement. To improve, you must focus exclusively on describing the data shown in the graph, such as the starting and ending points, the overall trend for each line, and any notable points of intersection or divergence.
Coherence and Cohesion — Band 5.5
The text lacks logical organization and progression. While there is an attempt at paragraphing, the content within these paragraphs does not follow a coherent structure. There is a lack of cohesive devices to link ideas, and the transition between the introduction and the body is non-existent. The writing feels disjointed, and the ideas are repetitive rather than building upon one another. To improve, you should use clear topic sentences for each paragraph and employ linking words such as 'however,' 'in contrast,' or 'subsequently' to guide the reader through the data analysis.
Lexical Resource — Band 5.5
The vocabulary is very limited and repetitive, relying on basic words like 'visit,' 'people,' and 'enjoy.' There are frequent errors in word choice and form, such as 'business man that visit' instead of 'business people who visit' and 'ling time' instead of 'long time.' The range of vocabulary is insufficient to describe trends or data points effectively. To improve, you should learn specific vocabulary for describing graphs, such as 'fluctuated,' 'remained steady,' 'reached a peak,' or 'showed a downward trend,' and focus on using more precise nouns and verbs to describe the information.
Grammatical Range and Accuracy — Band 5.5
The response contains frequent grammatical errors that often impede communication. There are significant issues with subject-verb agreement (e.g., 'people visit... are visit'), sentence structure (e.g., 'the graph line the number of'), and punctuation. The text consists mostly of simple, fragmented, or poorly constructed sentences. There is no evidence of complex sentence structures. To improve, focus on mastering basic sentence construction, ensuring that every sentence has a clear subject and verb, and practicing the correct use of tenses, particularly the past tense, as the data covers the period from 2000 to 2008.
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