Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Academic Practice Accelerator · 2026-08-16

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 5.0)

The line graph shows the number of first time visitors and returning visitors who visited CaryI Island from 2000 to 2008

First of all , we discuss about the amount of people who first time visit CaryI Island. In 2000 , 8000 people who visit CaryI Island . It’s a huge number of people who visit CaryI Island. But then the number decrease in 2001 and 2002 and goes to 6000 and then more decrease to 4000. Then we talk about 2003 and 2004 , the number of people little bit increase and goes to 5000 and then 6000. Let me tell you clearly this is not exact amount it is approximately numbers . And last but not least we talk about 2006 to 2008 , the number of people who visit CaryI Island are increased 9000 to 12000.

And now we discuss about returning visitors who returned to their country in these years. In 2000 to 2006 huge amount of people who returned back . Its gradually increase every year . But in 2007 and 2008 , it little bit decreased from 15000 to 13000.

This is overall chart that describes the first time visitors and returning visitors at CaryI Island.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response covers the main features of the graph, but the approach is overly descriptive and lacks a clear overview. The student lists data points year-by-year rather than identifying significant trends or making meaningful comparisons between the two categories. The inclusion of personal commentary, such as 'Let me tell you clearly this is not exact amount', is inappropriate for an academic report. To improve, the student should focus on grouping data into trends (e.g., periods of growth or decline) and provide a concise summary of the main differences between first-time and returning visitors in the introduction or conclusion.

Coherence and Cohesion — Band 5.0

The essay is divided into paragraphs, but the logical progression is weak. The use of cohesive devices is mechanical and repetitive, relying heavily on phrases like 'First of all' and 'And now we discuss'. The referencing is sometimes unclear, and the transition between ideas feels disjointed. The final sentence attempts to provide a summary but is too brief to effectively tie the information together. Improving the use of linking words (e.g., 'conversely', 'meanwhile', 'subsequently') would help create a more fluid and professional structure.

Lexical Resource — Band 5.0

The vocabulary is limited and repetitive, often relying on basic verbs like 'visit', 'increase', and 'decrease'. There is a lack of variety in reporting verbs and nouns. The student also uses informal, conversational language ('Let me tell you clearly', 'little bit') which is unsuitable for an Academic Task 1 response. To reach a higher band, the student should incorporate more precise vocabulary related to data trends, such as 'fluctuated', 'peaked', 'remained stable', or 'a significant rise'.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors, particularly with verb tenses and subject-verb agreement (e.g., 'the number decrease', 'people who visit'). Sentence structures are mostly simple, and there is a lack of complex sentence forms. Punctuation is also inconsistent, with unnecessary spaces before commas. While the meaning is generally clear, the high frequency of errors in basic sentence construction limits the score. The student should focus on mastering tense consistency and reducing basic errors in sentence structure.

See this exact question answered at other band scores — the same prompt compared across bands.

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