Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

The given table shows, the change in some household types in Great Britain from 1971 to 2007.

Overall, the table demonstrates, the people in households by type of household and family types like one person, one-family households, couple, no children in different time zone.

Dependent children are the highest percentage with 52% in over the year 1971 to 2007. Likwise in 1971 lone parent are the lowest percentage 4% of household. Moreover, In 1981 dependent childern shightly declined 5 % as compare to 1971 and lone parent gradually increased as compare to previous year.

Furthermore, In 1991, 2001 and 2007 the number of dependent children gradually declined in rate from 41% to 39% to 36% by the year 2007, where lone parent shightly increased in rate 6%, 10%, 12% and remain constant in the year 2001 to 2007. Likewise, no children also increased and remain constant between 2001 to 2007. However, one person slightly rose and remain constant by the year 2001 to 2007 with 12%.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response sits at this band because it only partially addresses the task requirements. Importantly, the word count requirement is not met, as the response contains only 143 words, falling short of the 150-word minimum. While the student attempts to report some main features and comparisons, such as identifying that dependent children had the highest percentage and lone parents the lowest in 1971, the selection of data is somewhat limited and poorly integrated. Furthermore, there are inaccuracies in data reporting; for instance, the student states that dependent children 'shightly declined 5 % as compare to 1971' in 1981, whereas the actual drop was from 52% to 47%, which is 5 percentage points, but the phrasing lacks clarity. To move higher, the response must meet the minimum word count, avoid inaccuracies, and present a more thorough, well-supported overview of all key trends across the table.

Coherence and Cohesion: Band 5.0

Coherence is limited by some structural and mechanical issues. The overall progression is disjointed, and the essay is structured into poorly managed paragraphs that rely heavily on repetitive sentence openings like 'Furthermore, In 1991, 2001 and 2007'. Cohesive devices are used awkwardly or inaccurately, such as 'Likwise' and 'Moreover', which do not always establish appropriate logical links between sentences. Paragraphing is not used sufficiently to separate distinct trends or time periods logically. To reach a higher band, the writer needs to ensure a clear overall progression throughout the text, employ cohesive devices more naturally, and organise ideas into distinct, well-structured paragraphs that separate the overview from the detailed body points.

Lexical Resource: Band 5.0

The lexical range is limited and minimally adequate for the task. The student relies on basic vocabulary and attempts some less common terms, but this is accompanied by noticeable errors in word choice, spelling, and word form. Examples include spelling errors like 'shightly' (instead of slightly) and 'Likwise' (instead of Likewise), as well as awkward phrasing such as 'different time zone' instead of 'time period'. Repetition of words like 'percentage', 'rate', and 'increased' restricts the variety of language. To improve lexical resource, the student should expand their vocabulary related to data trends and fluctuations (e.g., verbs and adjectives for describing changes) and carefully check spelling and word forms to prevent miscommunication.

Grammatical Range and Accuracy: Band 5.0

The grammatical range is restricted, showing a limited variety of sentence structures. When the student attempts complex sentences, they are often faulty, and there are frequent errors in punctuation, articles, and prepositions. For example, unnecessary commas disrupt sentence flow, as seen in 'The given table shows, the change...' and 'Overall, the table demonstrates, the people...'. There are also awkward phrasing patterns and missing prepositions, such as 'lone parent are the lowest percentage 4% of household'. Errors frequently occur throughout the response, which can cause some difficulty for the reader. To achieve a higher band, the writer must demonstrate better control over basic and complex grammatical structures, improve punctuation accuracy by eliminating intrusive commas, and ensure correct subject-verb agreement.

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