Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · IELTS Summit Mastery · 2026-08-25
IELTS Writing Task 1 question
The table below shows the change in some household types in Great Britain from 1971 to 2007.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
PEOPLE IN HOUSEHOLDS BY TYPE OF HOUSEHOLD AND FAMILY
Student answer (Band 5.5)
Information regarding the precentam of individuals in households by different type of household and family is depicted by table.
In an overview,it is clearly seen that the percentage of dependant children was the highest in first year, whereas the proportion of lone parent was the lowest in initial year.
According to table,in 1971 the precentam of one person was 6%, which was increased by 11%inb1991 and it was similar in both year and recorded at 12%in 2001and 2002.in the case of no children proportion was 19% which was continuously increase till the last year and noticed at 25%.After that, the percentage of dependant children was 52%inv1971, which was more than 47%and 41% in 1981and 1991.A 3% of difference could be seen in the precentam of dependant children was 39%and 36% in last two years.
Moving further, 10% of proportion was notice in non-dependant children in 1971, which was remained same in next year after that it decreased by 9%in last year .The proportion of lone parent was 4% in 1971, which was less than 6% and 10% in 1981and 1991.The precentam of lone parent was constant in last two years (2001,20002).
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response covers the main features of the data, such as the trends for lone parents and dependant children. However, the analysis is somewhat mechanical and lacks a clear, cohesive overview of the most significant trends. While the prompt asks for comparisons, the student primarily lists figures chronologically rather than synthesizing the information to highlight key differences between categories. Some data points are presented in a way that is difficult to follow, such as the confusing description of the one-person household trend. To improve, focus on grouping related data and highlighting the most striking changes rather than listing every figure.
Coherence and Cohesion — Band 5.5
The essay is organized into paragraphs, but the logical flow is hindered by repetitive sentence structures and a lack of varied cohesive devices. Transitions like 'Moving further' are used, but the connection between sentences is often weak. The referencing is sometimes unclear, particularly when discussing multiple years in a single sentence. The punctuation is inconsistent, with several instances of missing spaces after commas and periods (e.g., 'overview,it', '1991and'). Improving the use of linking words and ensuring consistent paragraph structure would significantly enhance the readability and logical progression of the response.
Lexical Resource — Band 5.0
The vocabulary is limited and repetitive. The word 'precentam' is used repeatedly as a misspelling of 'percentage', and 'proportion' is used frequently without variation. There are also issues with word choice, such as 'noticed at' or 'remained same in next year', which sound unnatural. The range of vocabulary is sufficient to convey basic information, but it lacks the precision and flexibility required for higher bands. To improve, focus on learning synonyms for 'increase' (e.g., 'rose', 'climbed') and 'decrease' (e.g., 'fell', 'declined') and ensure correct spelling of key terms.
Grammatical Range and Accuracy — Band 5.0
The response contains a mix of simple and some attempted complex structures, but there are frequent grammatical errors. Issues include incorrect verb tenses ('was remained'), missing articles, and subject-verb agreement errors. Punctuation is also a significant issue, with many missing spaces after punctuation marks, which makes the text difficult to read. While the meaning is generally clear, the high frequency of errors in basic grammar and punctuation limits the score. Focusing on sentence construction and proofreading for basic mechanical errors would be a beneficial next step.
See this exact question answered at other band scores — the same prompt compared across bands.
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