Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Academic Practice Accelerator · 2026-10-26

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 graph shown represents the number of visitor who visited first time and the returning visitors. Here, the blue line represents the first time visitor and red line represents returning visitors. In year 2000 their are almost 8000 visitor how visited Caryl Island as compared to the visitors who returned their are almost 2500 visitors who returned and In 2002 visitor who visited Caryl Island is less compared to year 2000 and the visitors who returned are more compared to past year By seeing graph of other year's of first time visitors and returning visitors It is clear that the returning visitors are more compared to the first time visitors. In year 2006 their are more visitors who returned to the caryl Island. It seems that the Island is such a beautifull place so that the visitors are returned back for the holidays to this Island and as well their are many how visited Island for the first time

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify both visitor groups and report some relevant comparisons, including the fall in first-time visitors in 2002 and the rise in returning visitors. However, the account only partially covers the graph: it gives few precise figures after 2000 and does not clearly summarise the overall pattern. The claim that returning visitors were generally more numerous is not accurate for 2000, when first-time visitors were higher, and the 2008 figures are omitted. The comment that the island is beautiful and attracts holidaymakers is speculation rather than information shown by the graph. To improve, give a concise overview of the contrasting trends and support it with key figures, including the peak and final values.

Coherence and Cohesion: Band 4.5

The response follows a basic sequence from introducing the graph to describing years and making a concluding comment, so the reader can identify the general topic. However, it is presented as one long, loosely connected paragraph, with little clear progression from an overview to selected details. Linking phrases such as “and” and “compared to” are repeated, while the long sentence beginning “In year 2000” combines several points without clear boundaries. References such as “other year’s” are also vague. Organise the response into an introduction, an overview, and a paragraph of key comparisons; use clear sentence breaks and linking expressions to show changes over time.

Lexical Resource: Band 5.0

The vocabulary is sufficient to communicate the basic subject, using terms such as “first time visitors,” “returning visitors,” “represents,” and “compared to.” However, the range is limited and several phrases are repetitive or imprecise, including repeated use of “visitors” and “more compared to.” Some word choices and spelling errors make the description less clear, such as “how visited” and “beautifull.” The speculative phrase “returned back for the holidays” is also not suitable for a factual graph summary. Build a more precise range for describing data, such as “rose,” “fell,” “reached a peak,” and “outnumbered,” and check spelling and collocations.

Grammatical Range and Accuracy: Band 5.0

You attempt to connect several ideas in longer sentences, but the response relies heavily on simple structures and the longer sentences are often difficult to follow. Errors occur in agreement and verb forms, for example “their are” and “visitor who visited … is less,” as well as in articles and plurals in “the number of visitor.” Sentence boundaries and punctuation are frequently missing, particularly in the opening description and the account of 2000 and 2002, which makes relationships between ideas unclear. Use shorter, complete sentences and check subject–verb agreement, past-tense forms, articles, and punctuation. A wider range of accurately controlled sentence patterns would make the comparisons easier to understand.

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