Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Summit Mastery · 2026-10-30

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)

The tables illustrates how different types of household changes in Great Britian in between 1971 and 2007.It comprises one person and one family system

Overall,one person and one family system specificly no children and lone parent increased significantly over entire period,while categories including dependent and non children had showed slight downfall.

One person type accounted for marginal rise in percentages from 1971 to 2007,followed by 6 to 8,whereas one family households category showed fluctuation in four different types including no children,lone parent,dependent and non dependent children.

Parents having no children moved just 6 points over these four and half decade with 25% in 2007,while children dependent on parent decreades

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the period and several relevant categories, and your overview correctly notes that one-person and lone-parent households increased while households with dependent children declined. However, the response only partially reports the table: it gives no clear figures for the dependent-children trend, and the statement that one-person households rose “from 6 to 8” stops at 1981 rather than describing the full period, when the figure reached 12%. The claim that no-children households moved “6 points” is also inaccurate; they rose from 19% to 25%, a six-point increase, but the starting value is omitted. The response is 109 words, below the required 150, which contributes to the limited coverage and underdevelopment. Include a fuller overview and accurate start-and-end comparisons.

Coherence and Cohesion: Band 5.5

There is a basic attempt to organise the response, with an opening, an overview beginning “Overall,” and a later paragraph containing comparisons. This gives the reader some sense of the intended structure. However, progression is limited: the final sentence ends abruptly at “decreades,” leaving the dependent-children comparison incomplete, and the discussion shifts between categories without a clear sequence. Linking is also sparse, while “whereas” introduces a contrast that is not fully developed. Use separate, complete paragraphs for the overview and key data, and group related trends together—for example, rising household types followed by declining or stable ones. Clearer transitions and complete sentences would make the information easier to follow.

Lexical Resource: Band 5.5

You use some task-relevant vocabulary, including “percentages,” “dependent,” “lone parent,” and “fluctuation,” and the reader can generally identify the household categories being discussed. However, the range is limited and several choices are inaccurate or unnatural, which makes parts of the report unclear. “One family system” is not a suitable label for the table’s one-family households, and “marginal rise” does not describe the increase from 6% to 12% particularly well. There are also spelling errors such as “Britian,” “specificly,” and “decreades.” Aim for precise chart language such as “household type,” “rose steadily,” and “declined,” and check spelling and collocations before finishing.

Grammatical Range and Accuracy: Band 5.0

The response attempts a few longer structures, including the contrast beginning “Overall” and the sentence using “whereas,” but control is inconsistent. The opening has subject–verb disagreement (“The tables illustrates”), and several sentences lack clear grammatical structure or punctuation, such as “It comprises one person and one family system” and the unfinished final clause. Tense and verb forms are also problematic in “had showed” and “moved,” while missing spaces after full stops and commas make sentence boundaries harder to recognise. These errors sometimes impede understanding, consistent with limited control. Practise accurate simple comparisons first, then combine them with clauses using “while” or “whereas”; proofread agreement, verb forms, and sentence endings.

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