Band 5.5 IELTS Writing Task 1 Model Answer

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

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 bar graph illustrates the data of the number of first time visitors and returning visitors who visited Caryl Island from 2000 to 2008.

Overall it is noticeable that number of returning visitors were low in the begnning but gradually it skyrocket. However the number of visitors who had visited for the first time was higher in the starting but suddenly there was drop in the number of the turist was noticeable.

A close look at the chart represents that in 2000 there were 8000 visitors who had visited Caryl Island for the first time that was dropped by 4000 tourist in 2002. Then after gradually the number of the visitors were increasing and in 2004 it reached to 6000 visitors. By 2008 the number of the visitors were growen up to 12000 visitors.

Further glance at the graph discribes that in 2000 only 2500 visitors were returning visitors and it had the lowest number in compare to the first time visitors. However drastic hike was noticeable in 2002 that was 10000 returning visitors. furthermore in 2004 there was 12000 returning visitors.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify both visitor groups and report several relevant figures, including the first-time total falling from 8,000 to 4,000 before rising, and returning visitors reaching 12,000 in 2004. However, the overview is not fully accurate: returning visitors were not low at the beginning and then gradually rose; they started at about 3,000, then climbed sharply to 10,000 by 2002. The first-time figure was higher only in 2000, not throughout the starting period. The account also stops before describing the important 2006 and 2008 figures for returning visitors, including the peak and subsequent decline. A more precise overview and coverage of both series across the period would make the summary more complete.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure, with an introduction, an overview and separate paragraphs describing each visitor group. This helps the reader follow the basic comparison. However, progression is uneven: the first-time series is described through 2008, while the returning-visitors paragraph ends in 2004, leaving the later years unreported. Linking expressions such as “However,” “Then after” and “Furthermore” are used, but some connections are mechanical or do not clearly express the relationship between the figures. The overview also combines contrasting trends without stating them precisely. Organise the details in a consistent chronological pattern and use clear comparisons between the two lines to improve the flow.

Lexical Resource: Band 5.0

You use some relevant vocabulary for describing trends, including “drop,” “increasing,” “drastic hike” and “lowest number,” so the main ideas are generally understandable. However, word choice and collocation are often inaccurate or repetitive: “the data of the number” is awkward, and “the number … skyrocket” does not fit the sentence naturally. There are also spelling errors such as “begnning,” “turist,” “growen” and “discribes,” which reduce control. Use a more consistent set of precise chart terms, such as “rose,” “fell,” “peaked” and “declined,” and check spelling and word forms before submitting. This would make the description clearer and more appropriate to an academic report.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple and more extended sentence forms, for example, “However the number of visitors who had visited for the first time was higher in the starting but suddenly there was drop…” These attempts show some variety, but control is inconsistent and errors recur. Examples include subject–verb agreement in “number … were,” missing articles in “there was drop,” and awkward tense and clause construction in “that was dropped by 4000 tourist.” Several sentences also join ideas without clear grammatical structure. Practise accurate comparisons using patterns such as “the figure fell from … to …” and “it then rose to …,” while checking agreement, articles and past-tense forms. Greater accuracy in these basic patterns would make the trends easier to understand.

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