Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · IELTS Academic Practice Accelerator · 2026-10-03
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 illustration gives information about the number of first-time and returning visitors who visited Caryl Island from 2000 to 2008
Overall, the ratio of first-time visitors at the start of 2000 is much higher than the ratio of returning visitors in the latter half of 2000. Despite this, eventually and gradually, the ratio begins to rise over the years.
It is quite evident that the first-time visitors ratio is about 8000 and, compared to the returning visitors ratio, is only about 3000 in 2000, almost half of the other. Despite this, the first-time visitors ratio suddenly fluctuated over the next almost 2 years, but then slightly backed up to a good ratio of first-time visitors, and it rose to 10000 visitors in 2008.
Furthermore, the returning visitors started with a very slow ratio of visitors to Caryl Island, about only almost 3000 in the year 2000, but it rose up with a very great ratio of about almost 15000 visitors in 2006. Moreover, then slightly fluctuated and came to 13000 visitors in 2008
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.5
The response addresses the task partially, as it presents some of the key features of the line graph but contains several inaccuracies in reporting the data. For instance, the overview incorrectly states that the ratio of first-time visitors in 2000 was higher than returning visitors, and the body paragraphs misreport final figures, such as stating that first-time visitors rose to 10000 in 2008 when the visual data shows approximately 11800. Additionally, the student frequently misuses the word 'ratio' instead of 'number' or 'amount'. While some main trends are identified, the lack of precision and underdeveloped comparisons prevent the response from achieving a higher band.
Coherence and Cohesion: Band 5.0
The response shows some organization with an introductory sentence and body paragraphs, but there is a lack of clear overall progression. Paragraphing is poorly handled, with ideas running together without a distinct overview structure. Cohesive devices are used mechanically and repetitively, notably the over-reliance on phrases like 'Despite this' to link sentences. Referencing is also occasionally unclear, such as the pronoun use in phrases like 'almost half of the other', which weakens the logical flow between ideas.
Lexical Resource: Band 5.0
The lexical range is limited and minimally adequate for the task. The student attempts some less common vocabulary and trend-related terms such as 'fluctuated', 'gradually', and 'evident', but these are often accompanied by awkward word choice and collocation issues, such as 'returning visitors started with a very slow ratio of visitors' and 'backed up to a good ratio'. Furthermore, the persistent misuse of the term 'ratio' instead of 'number' or 'figure' noticeably impacts lexical precision.
Grammatical Range and Accuracy: Band 5.0
The response uses a very limited range of sentence structures, relying heavily on simple sentences and repetitive clause structures. Attempts at complex sentences are often faulty, featuring awkward phrasing and missing punctuation, such as the lack of a full stop at the end of the introductory sentence. Frequent errors in prepositions and modifiers, including phrases like 'over the next almost 2 years' and 'about only almost 3000', cause some difficulty for the reader and demonstrate weak control over grammatical patterns.
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