Band 4.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.0 · IELTS Summit Mastery · 2026-08-26
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 4.0)
the graph belows shows the numbers of peoples of diff age and sex holding driver lisense from 1975-6 to 2006.
in these past years womens driver of all age remain low in numbers as compare to the men in all ages the least womens holding driver license are in the age of 17-20 and over the ag4e of 70 and on the other hands men are always dominent in all the ages for driver license in all the years because driving for men is essentail for all the mens, the least amout of m,ens are o=nly in the ag4e of 17-20 there are the mostly youner boys which become eligible for driving license, the large number of people in both man and women both are most likekly in the age of 40-59,
in conlusion more men have driving license in all ages and year than the womens men have larger number of lisenses issed by thegovt then the womne sin biot5gh [redacted phone] and 2006
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 4.0 |
| Lexical Resource | 4.0 |
| Grammatical Range and Accuracy | 4.0 |
| Overall | 4.0 |
Task Achievement / Task Response — Band 4.0
The response attempts to summarise the data but fails to provide a clear overview or highlight key trends effectively. While it mentions that men are more likely to hold licenses than women, the description of the data is fragmented and lacks precision. The student fails to use specific data points from the graph to support the generalisations made. Furthermore, the inclusion of subjective commentary, such as 'driving for men is essential', is inappropriate for an Academic Task 1 report, which requires objective analysis of the provided information. The response lacks a clear structure to compare the two years (1975-76 and 2006) effectively.
Coherence and Cohesion — Band 4.0
The response is poorly organised and lacks logical progression. There is a lack of paragraphing, and the text is essentially one long, run-on block of information. Cohesive devices are either missing or used incorrectly, such as the repetitive use of 'in all ages' and 'in all the years'. The lack of punctuation makes it difficult for the reader to follow the flow of ideas, and the transition between the description of the graph and the conclusion is abrupt and unclear.
Lexical Resource — Band 4.0
The vocabulary is very limited and repetitive. There are frequent spelling errors throughout the text, such as 'lisense', 'womens', 'ag4e', 'dominent', 'essentail', 'amout', 'm,ens', 'likekly', 'conlusion', and 'biot5gh'. These errors, combined with the misuse of basic terms, significantly impede communication. The student relies on a very narrow range of vocabulary, failing to use appropriate terminology for describing trends or comparing data, such as 'increase', 'decline', 'proportion', or 'significant'.
Grammatical Range and Accuracy — Band 4.0
The grammatical control is weak, with frequent errors in sentence structure, punctuation, and subject-verb agreement. Almost every sentence contains significant errors, such as 'the graph belows shows' and 'womens driver of all age remain low'. There is a complete absence of complex sentence structures, and the lack of proper punctuation (capital letters and full stops) makes the text very difficult to read. The errors are pervasive and frequently cause confusion for the reader.
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