Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Academic Practice Accelerator · 2026-11-02

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 beginner visitors and coming back visitors who reached to Caryl Island between 2000 to 2008.

Overall, the number of first visitors starts from moderate level while, returning visitor begin with low level compares to first time visitors.Moreover, the returning rise at high level than the first time visitors in the end of the year which is 2008.

The first time visitors started from 8000 visitors in 2000.Moreover, in 2002 it decreased at the level to 4000 and from 2002 it slightly went to the high level.Furthermore, in 2008 it reached to the total of 12000 visitors which was slightly down from returning visitors.

Lastly, if we show the changes between the first time visitors with returning visitors. In 2000 it started from only 3000 due to they love that area which lower than the first time visitors. while, in 2006 at reached to its potential high level up to 15000 visitors while in the end in 2008 it stayed to 14000.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover both visitor groups and identify the main contrast: first-time visitors fall before rising, while returning visitors increase to a higher level and remain ahead at the end. The figures you give are broadly consistent with the graph, including 8,000 and 4,000 for first-time visitors and about 15,000 for returning visitors in 2006. However, the overview is not fully clear: “the number of first visitors starts from moderate level” does not state the overall pattern precisely, and the final figures are described as “stayed to 14000” rather than noting the decline from the 2006 peak. The explanation “due to they love that area” is unsupported and should be omitted. A sharper overview and more complete comparison of the trends would strengthen the report.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure, moving from an introduction and overview to separate descriptions of the two visitor groups. This helps the reader follow the broad subject. However, progression within paragraphs is uneven, and several linking expressions are repetitive or awkward, including “Moreover,” “Furthermore,” and “Lastly.” The final paragraph begins with “if we show the changes,” but then gives only selected figures rather than a clear comparison across the period. Some references are also unclear, such as “it reached to its potential high level,” where the subject and meaning are difficult to follow. Organise the body around the two series or compare them at each stage, and use linking words only where they clarify the relationship between ideas.

Lexical Resource: Band 5.0

You use some relevant vocabulary for describing trends, including “decreased,” “reached,” and “high level,” so the reader can understand the general movement. However, the range is limited and several choices are inaccurate or unnatural for a graph report. “Beginner visitors” and “coming back visitors” are imprecise substitutes for the chart’s categories, while “reached to,” “went to the high level,” and “stayed to 14000” show weak collocation. “Potential high level” is also not an appropriate way to describe a peak. Aim for precise terms such as “first-time visitors,” “returning visitors,” “rose,” “peaked at,” and “fell to.” This will make the account clearer and more suitably formal.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more extended sentences, and the overall meaning is usually recoverable. However, errors in sentence formation, agreement, articles, and punctuation are frequent enough to make some passages difficult to read. For example, “The line graph illustrate” has subject–verb disagreement, and “returning visitor begin” has the same problem. The sentence “in 2006 at reached to its potential high level” is structurally faulty, while “due to they love that area” does not form a correct clause. Commas also interrupt sentences in places, as in “The line graph illustrate, the number…” Practise building accurate sentences with a clear subject and verb, and check agreement and punctuation before adding longer clauses.

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