Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Summit Mastery · 2026-08-01

IELTS Writing Task 1 question

The graphs below show the percentage of people holding full driving licences in Great Britain by age and sex.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Full car driving licence holders: by sex and age

Student answer (Band 5.5)

These graphs are indicating percentage of men and women having driving licences in 1975 and 2006,here there are two type of bar lines at one specific point of age solid dark line is showing information of survey done in 2006,on the other hand light row is expressing quaintity of licences holders in 1975.

In childhood at the age of 20 years number of liceness holders were approximately same in 2006 and 1975 in section of men graph,on the other hand it moved abruptly from 40 to 80 at their age gap of 21 to 29 but it remained stable in the age of 30 to 39.After then licences holders in 2006 were more than in 1975 and these were decreasing countineusly till to the number of 25 at the age of 75.

In the section of women graph number of men and women were same in beging but gap was increasing as perportional to age.women remained 5 at the age of 75 but men were doubled a

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response attempts to summarise the main features of the graphs, but it fails to provide a clear overview or highlight the most significant trends effectively. The description of the data is often confusing, such as referring to 'bar lines' and 'light row', which makes it difficult for the reader to follow the comparison between 1975 and 2006. Furthermore, the response is incomplete, ending abruptly mid-sentence, which prevents a full summary of the data. Key comparisons, such as the overall increase in licence holders over the decades, are not clearly articulated, and the analysis of the age groups is somewhat disjointed and lacks precision.

Coherence and Cohesion — Band 5.5

The essay lacks a logical structure. While there is an attempt at paragraphing, the progression of ideas is unclear. Cohesive devices are used in a very mechanical and sometimes inaccurate way, such as the repetitive use of 'on the other hand' and 'in the section of'. The referencing is often ambiguous, making it difficult to determine which data point is being discussed. The lack of a clear introduction or conclusion, combined with the abrupt ending, significantly disrupts the flow of the text, making it difficult for the reader to follow the intended comparison.

Lexical Resource — Band 5.5

The vocabulary is limited and often inaccurate. There are frequent errors in word choice, such as 'quaintity' (quantity), 'beging' (beginning), and 'perportional' (proportional). The student struggles to use precise terminology to describe the data, relying on vague descriptions like 'bar lines' and 'light row' instead of standard academic terms like 'bars', 'columns', or 'data points'. The range of vocabulary is insufficient to convey the information with the necessary precision required for an Academic Task 1 response, and spelling errors are frequent enough to occasionally impede communication.

Grammatical Range and Accuracy — Band 5.5

The response contains a high frequency of grammatical errors, including issues with subject-verb agreement, article usage, and sentence structure. For example, 'these graphs are indicating' should be 'these graphs indicate', and 'number of liceness holders were' should be 'the number of licence holders was'. Punctuation is also problematic, with missing spaces after commas and periods. The sentence structures are mostly simple or contain errors when attempting more complex constructions. These frequent errors, combined with the incomplete final sentence, make the text difficult to read and demonstrate a lack of control over basic grammatical rules.

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