Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Summit Mastery · 2026-08-19

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)

The graphs illustrate the percentage of individuals for driving licences in Britain by age and sex.

Overall, at the age of 50-59 having 90% maximum men having their licences in 2006. Furthermore, at 30-39 age group have approximately equal perxentage is 82% males holding full licences. For women, initially very few of them having their driving licenses beacuse driving is not common at that time. In 2006, 40-49 age group of females having 80% full licences for driving.

Firstly, At very beggining only 38% of 17-20 age men have driving licence in 1975/76. Then instant increase in licences have been seen. At age 50-59 maximum males have licence and then gruadually decreases to 78% at the end of 70 and over age factor.

Finally, for women, in start only 20% of 17-20 age group female have their licences then gradually increased and reached to maximum of 50% at the age of 30-39. After that gradually decreases the value of licences and reached to the least 2% at 70 and over age in 1975/76. But in 2006, initially 35% females having licence then trend increases and reached on the top at 80% of 40-49 age group ang then decreases gradually and ends at 30% of 70 plus age group.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response covers the main features of the graphs, such as the peak age groups and the general trends for both sexes. However, the presentation is somewhat disjointed, and the data points are occasionally confusing or inaccurate (e.g., mentioning 1975/76 when the graph labels are 1975-76 and 2006). The summary lacks a clear, cohesive overview of the significant differences between the two years. While the key trends are identified, the lack of precision in reporting data and the somewhat repetitive structure limit the development of the response.

Coherence and Cohesion — Band 5.5

The essay is organised into paragraphs, but the logical flow between sentences is often weak. The use of cohesive devices is mechanical and sometimes misused, such as starting sentences with 'Furthermore' or 'Finally' without a clear logical connection to the previous point. Referencing is occasionally unclear, making it difficult for the reader to follow the comparison between the two time periods. The progression of ideas is not always smooth, and the paragraphing could be more effectively used to separate the different age groups or time periods.

Lexical Resource — Band 5.0

The vocabulary is somewhat limited and repetitive, relying on basic structures like 'having' or 'reached'. There are several spelling errors, such as 'perxentage', 'beacuse', 'beggining', and 'gruadually'. The student attempts to use some topic-specific vocabulary, but the range is not sufficient to demonstrate flexibility or precision. The phrasing is often awkward, which occasionally impacts the clarity of the information being presented.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors, particularly with verb tenses and sentence construction. Many sentences lack a main verb or use incorrect forms, such as 'at the age of 50-59 having 90% maximum men'. There is a lack of complex sentence structures, and the simple sentences used often contain errors in subject-verb agreement and preposition usage. These errors are frequent and sometimes make the meaning difficult to grasp, although the overall message remains understandable.

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