Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · IELTS Academic Practice Accelerator · 2026-08-31
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)
As we can see in the graph and identify the number of visiters who visited Caryl Islands for the first time in 2000,s was around 8000 and the returning visiters were significantly around 3000 which less than the visiters who visited first time.
In 2002 as we can see the number of first time visiters are something around 4000 and the number of returning visiters were 10,000 which is higher as compare to first time visiters.
The returning of the visiters in 2004 to 2006 is constantly higher which is between 12,000 to 15,000 in 2006 the visiters who returned is the most highest and after 2006 to 2008 we can se a little fall in the number of visiters who returned it was upto 13,000.
The graph shows that number of visiters who visited caryl island for the first time in 2004 was around 6000 after that till 2008 we can see a constant increase in first time visiters which was upto 12,000 something but still lower than the visiters who returned.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response covers the main features of the graph, such as the trends for first-time and returning visitors. However, the overview is missing; a summary should highlight the most significant trends, such as the overall increase in returning visitors compared to the fluctuations in first-time visitors. The report is somewhat mechanical, listing data points rather than synthesising information. While the key features are identified, the lack of a clear overview and the tendency to focus on individual years rather than trends limits the score. To improve, ensure you provide a clear summary of the main trends in the introduction or conclusion.
Coherence and Cohesion — Band 5.5
The response is organised into paragraphs, which helps the reader follow the information. However, the use of cohesive devices is very limited and repetitive. Phrases like 'as we can see' are used excessively, which makes the writing feel informal and mechanical. There is a lack of logical progression between sentences; the text reads more like a list of observations than a cohesive report. To improve, use a wider variety of linking words and transition phrases (e.g., 'in contrast', 'subsequently', 'meanwhile') to connect ideas more fluidly and improve the overall flow of the text.
Lexical Resource — Band 5.0
The vocabulary is adequate for the task but lacks variety and precision. There is significant repetition of basic terms like 'visitors', 'visited', and 'number of'. The student also uses informal phrasing such as 'something around' and '12,000 something', which is not appropriate for an academic report. Spelling errors, such as 'visiters' instead of 'visitors', occur consistently throughout the text. To reach a higher band, focus on using more precise academic vocabulary and synonyms to avoid repetition, and ensure accurate spelling of key terms related to the task.
Grammatical Range and Accuracy — Band 5.0
The response relies heavily on simple sentence structures. There are frequent grammatical errors, particularly with verb tense consistency and subject-verb agreement (e.g., 'the number of returning visiters were 10,000'). Punctuation is also problematic, with run-on sentences and missing commas that make the text difficult to parse. While the meaning is generally clear, the lack of complex structures and the high frequency of basic grammatical errors prevent a higher score. To improve, practice using complex sentences with subordinating conjunctions and focus on subject-verb agreement and consistent tense usage.
See this exact question answered at other band scores — the same prompt compared across bands.
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