Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Academic Practice Accelerator · 2026-10-08

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 number of visitors who visited Caryl Island for first time and also show the number of returning visitors between 2000 to 2008.

In 2000 the number of first time visitors were 8000 which decreases continue with the time till 2002 in these two years the number of visitors fall from 8000 to 4000.However on the other hand the number of people who return to visit the Island rise rapidly.In 2000 the returning visitors were just between 4000 and 2000 but people love the island so much that they return again over the years the numbers of returning visitors did not stop and in 2006 the number of returning visitors were 16000 but after reaching the highest number the craze of island start decreasing and the number of returning visitors become less in just two years.While the number of first time visitors were still increasing after 2002 and reach near 12000.

To sum up, the number of returning visitors increases until 2006 and on the other hand the number of first time visitor continue increasing after the fall in 2002.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the two visitor groups and describe their main directions: first-time visits fall to 4,000 in 2002 before rising, while returning visits climb to a peak in 2006. The overview also captures these broad patterns. However, some figures and details are inaccurate or unclear: returning visitors were about 3,000 in 2000, not “between 4,000 and 2,000,” and the peak was approximately 15,200 rather than 16,000. You also say the returning figure decreases “in just two years” without giving its 2008 level, and omit useful comparisons such as the first-time total reaching about 11,800 by 2008. Report the key endpoints and the final decline more precisely to make the coverage more complete.

Coherence and Cohesion: Band 5.5

The response has a basic overall structure, moving from an introduction to the trends and then a brief summary. The contrast between the two groups is relevant, and phrases such as “on the other hand” help signal comparison. However, the main body is largely one long paragraph containing several shifts in time and topic, so the progression is difficult to follow. Some linking is also repetitive or awkward, particularly the repeated use of “on the other hand,” and the final summary repeats earlier points rather than adding a clear synthesis. Organise the body into separate descriptions of the two series or use shorter, clearly sequenced sentences, with time markers such as “by 2006” and “thereafter.”

Lexical Resource: Band 5.0

You use some relevant vocabulary for describing trends, including “decreases,” “rise rapidly,” “highest number,” and “increasing.” This gives the reader a general sense of movement. However, the range is limited and several choices are imprecise or conversational for an academic report. For example, “people love the island so much” and “the craze of island” introduce unsupported interpretation rather than describing the graph, while “the numbers … did not stop” is vague. There are also awkward combinations such as “first time visitors” and “return to visit.” Choose concise, neutral trend language and use it consistently to describe the data rather than speculate about visitors’ motives.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including a contrast between the visitor groups and a concluding summary. However, errors in sentence structure and basic forms are frequent enough to make some passages difficult to read. For example, “The line graph illustrate” needs subject–verb agreement, and “the number … were” should use a singular verb. The phrase “decreases continue with the time” also has an incorrect verb form, while several clauses run together without appropriate punctuation, as in the long sentence beginning “However on the other hand.” Practise accurate past-tense reporting, agreement, articles and sentence boundaries. Breaking long sentences into shorter units will help you show your ideas more clearly.

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