Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · IELTS Academic Practice Accelerator · 2026-10-01
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)
The line graph illustrate the first time visitor and rerurning visitor who visited cary island over a eight-yesr period.
Overall, strating from returing visitors who increase dramatically throughtout the period ,while first time vistors downword treand at strating but increase after that and reach its peak value.
Looking at the line graph in detail,first time vistors stood at 8000 in 2000.This number decrease to 4000 in 2002, which is half of strating number and then rose significant and reach again 8000 in 2005.The upward trend continous in 2006 with the climbing to about 10000 individuls,by 2008 it had rise further to 12000 the higest level reach during 8-year period.
On the other hand,returing visitors strat at just 2200, which is significantlly rise and reach at 10000 in just 2-year duration, the rose trend continous and reach apporximately 15000 in 2006,which its on peak number of returning visitor before seen dip to about 13000 in 2008.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.0 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 6.0
The response addresses all parts of the task by selecting and reporting the main features of the line graph regarding visitors to Caryl Island between 2000 and 2008. An overview is attempted in the second sentence, noting the overall trajectory of both visitor types. However, some ideas are more fully developed than others, and there are occasional inaccuracies in reporting the data, such as misreading the starting point for returning visitors and the peak values. These minor omissions and data discrepancies place the response at this level, as key features are presented but lack the fully polished precision required for higher bands.
Coherence and Cohesion: Band 6.0
The text presents a coherent overall arrangement with a clear attempt to structure the response into an introduction with an overview, followed by detailed body paragraphs. However, cohesion is sometimes faulty or mechanical, and referencing is not always completely clear. Paragraphing is present, but the logical progression between sentences is occasionally hindered by abrupt transitions and a lack of smooth cohesive devices. While the information flows reasonably well from start to finish, the mechanical nature of the cohesive links and minor structural awkwardness prevent the text from achieving a higher level of cohesion.
Lexical Resource: Band 5.0
The student uses an adequate range of vocabulary for the task, attempting some less common words and phrases such as 'dramatically', 'upward trend', and 'individuls'. However, there are noticeable spelling errors ('rerurning', 'cary', 'strating', 'throughtout', 'downword', 'treand', 'continous', 'higest', 'apporximately') and word choice issues. While these lexical slips and spelling mistakes do not heavily impede communication, their frequency and the somewhat limited flexibility in vocabulary prevent the response from reaching a higher band.
Grammatical Range and Accuracy: Band 5.0
The writing demonstrates a mix of simple and complex sentence forms, attempting structures like 'which is half of starting number' and 'by 2008 it had rise further'. However, there are several grammatical errors regarding verb forms and tense consistency, such as 'The line graph illustrate', 'which is significantlly rise', 'seen dip', and subject-verb agreement issues. Punctuation is also problematic in places, with missing spaces after commas and periods. These errors persist throughout the text, though they rarely impede overall communication, placing the grammatical control squarely at this level.
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