Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Academic Practice Accelerator · 2026-10-13

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 line graph illustrates the figure of visitors who visited first time and also the number of returning visitors who visited Cary Island fron year 2000 to 2008 Overall, the number of returning visitors remain maximum

in year 2008 while, the figure of first time visitors was maximum in 2000 In detail,in 2002 the proportion of intial time visitors was 8000 then it suddenly drop approximately about 4000 in 2002 However,then gain it steeply increase about 6000 in the year 2004 ,In addition it rose up about 12000 On the other hand,the number of returning visitors was minimum in 2000 about 2500 Furthermore, it increases from 2500 to 10000 in year 2002 Morever,it again rose upto 15000 from year 2004 to 2006 whille in 2008 it decrease upto 13000 but the number of returning visitors remain maximum in the year 2008 as compared to the number of first time visitors in contrast, the number of first time visitors was maximum in the year 2000 as compared number of returning visitors

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify both visitor groups and report several important movements, including the fall in first-time visitors to about 4,000 in 2002 and the rise in returning visitors to around 15,000 in 2006. However, the overview contains a major reversal: first-time visitors peaked in 2008, not 2000, while returning visitors peaked in 2006 and then declined. The claim that returning visitors were at their maximum in 2008 is also inaccurate. Some figures and periods are unclear—for example, “it rose up about 12000” does not specify the year, and the first-time figure for 2006 is omitted. A more accurate overview and clearer selection of key comparisons would make the report more complete and precise.

Coherence and Cohesion: Band 4.0

The response includes an overall statement followed by details about both visitor groups, so there is an attempt to organise the information. However, ideas are not arranged coherently: the overview is contradicted by the final comparison, and the account moves between series without clear paragraphing or a consistent sequence. Linking expressions such as “However,” “In addition,” and “On the other hand” are used, but several do not clearly show the relationship between the figures. The long run-on passage makes it difficult to follow which year or visitor group each statement refers to. Separate the overview from the details, then describe each series in chronological order and use clear sentence boundaries and purposeful transitions.

Lexical Resource: Band 5.0

You use some relevant vocabulary for describing trends, including “drop,” “increase,” “rose,” and “decrease,” and the reader can generally recognise the topic. However, the range is limited and several choices or collocations are inaccurate or repetitive, such as “the figure of visitors who visited first time,” “proportion of intial time visitors,” and “rose upto.” Spelling errors including “fron,” “Morever,” and “whille” also reduce accuracy. Use standard chart language consistently and distinguish a number of visitors from a proportion, since the graph reports numbers. More precise verbs and phrases would help you describe rises, falls, peaks, and comparisons without repeating the same basic wording.

Grammatical Range and Accuracy: Band 4.5

There are attempts to combine ideas using subordinate clauses and contrast markers, but sentence structures are often faulty, and punctuation makes several statements run together. For example, “the number of returning visitors remain maximum” has a subject–verb agreement error, while “it suddenly drop” and “it decrease” use incorrect verb forms. The opening sentence also lacks clear grammatical structure, and missing full stops make the relationships between clauses difficult to interpret. These errors sometimes impede understanding, particularly when the subject of “it” is unclear. Practise writing shorter, complete sentences with a clear subject and verb, then check agreement, past-tense forms, articles, and punctuation.

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