Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Summit Mastery · 2026-10-05

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 4.5)

The table graph show us information about britian people's household types in 1971 to 2007.there has 5 different types of house hold where includes one person,one family households,couple,no children, dependent children,non dependent children,and lone parent.in this table different kind of household describes through the percentage in year 1971 to year 2007.

in year 1971 to 2007 one person household demand was 6 percent ,next 8,11,12 and 12 .in the one decade time period 1971 to 1981 the demand rate is grow up different of 2 percent.next continue jump up 3 percent and then 1 percentage however 2001 to 2007 there has no change the rate is stable .one family and couple household type is there no any demands .

no children is continually increased the rate.

although the household depends in children is continuously down fall because nowadays everyone one doesn't like children .non dependent children is also has a low rate demands this is normal there has slight increase but its normal.look back to the previous day the lone parent work was not hgh demanding but nowadays this work is slightly growing the demanding rates.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

The response addresses the task only minimally, providing a very basic overview of some figures from the table without clearly summarising the main features or making accurate, well-supported comparisons. For instance, the writer lists numbers for one-person households (6, 8, 11, 12, 12) rather than selecting key trends or presenting a cohesive summary. Furthermore, some interpretations stray into inaccurate or irrelevant personal commentary, such as stating that 'nowadays everyone one doesn't like children' to explain the drop in couple households with dependent children, and referring to lone-parent households as 'this work'. To move to a higher level, the response needs to select and clearly report the overall trends across the categories, group the data logically, and avoid personal opinions or inappropriate descriptions.

Coherence and Cohesion: Band 4.0

Information and ideas are not arranged coherently in this response. The text lacks proper paragraphing, with most sentences lumped together in a disorganised block or awkwardly separated without clear logical progression. Cohesive devices are either missing or misused, relying on repetitive and mechanical listing ('next 8, 11, 12 and 12') rather than transitional phrases that connect ideas smoothly. Reference words are frequently unclear, making it difficult for the reader to follow which category or trend is being discussed. To improve, the writer must structure the response into a clear introduction, overview, and body paragraphs, using appropriate cohesive markers to guide the reader through the comparisons.

Lexical Resource: Band 4.5

The vocabulary used is basic and repetitive, frequently straining the reader's understanding. The student relies on elementary words and phrases like 'demand rate is grow up', 'jump up', and 'down fall', and incorrectly uses terms like 'work' to describe demographic categories ('the lone parent work was not hgh demanding'). There are also noticeable spelling and word-form errors, such as 'britian', 'house hold', 'hgh', and 'demanding rates' used inappropriately. To achieve a higher score, the writer needs to incorporate a wider and more precise range of vocabulary suitable for describing statistical data, such as nouns and verbs of change ('increase', 'decline', 'fluctuate', 'proportion', 'percentage').

Grammatical Range and Accuracy: Band 4.5

The grammar demonstrates a very limited range of structures, relying on simple sentences that are frequently faulty. There are frequent errors in verb forms, tenses, subject-verb agreement, and basic punctuation, such as 'The table graph show us', 'there has 5 different types', and lowercase letters at the beginnings of sentences. Complex sentence attempts are absent or distorted, and missing prepositions and articles further disrupt the flow. To progress, the student must work on foundational grammatical accuracy, ensuring correct verb tenses for past data, proper sentence boundaries, and appropriate use of articles and plurals.

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