Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · IELTS Summit Mastery · 2026-09-07
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 5.0)
the tubulure row chart depicts the information about proportion of individuals holding full driving licences in britain between age and sex.
overall,in both genders men has highest percentile of driving licence during both period whereas, women had least holding licence throughout the years.
in 1975/ 76 ,approximately 90 % of man under 30-39 has largest access of licence while,17 to 70 older man had shown least have licence .whereas,this propertion escalated by 80% in 2000 .by 2000 about 100% man were interested full time car licence which illustrates low amount in 1975-76 who had access of licence.one major thing that 21 to 70 year man have large amount of licence.
furthermore, chart provide data obout women which was contain least percentile of driving licence.in 1975-76 old women who come to age 60to 70over has only 20 % of full time access whilst under 21 to 50 year women has around 40%.in contrast ,17 to 70 women still have low intrusted however,under 21 to 69 yera women had 80% of full dri
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response attempts to summarise the data but fails to provide a clear or accurate overview. The information presented is often confusing and contradictory, such as the claim that '100% of men were interested in full-time car licences' in 2000, which is not supported by the data. The description of the trends is imprecise, and the response ends abruptly mid-sentence, leaving the analysis incomplete. While the main features are identified, the lack of clarity and the inclusion of inaccurate data points significantly hinder the task achievement. To improve, focus on accurately reporting the figures shown in the graph and ensuring the overview highlights the most significant trends rather than listing isolated, incorrect statistics.
Coherence and Cohesion — Band 5.0
The essay is organised into paragraphs, but the logical progression is weak. The use of cohesive devices is often mechanical or misused, such as the repetitive use of 'whereas' and 'furthermore' which do not always connect ideas logically. Referencing is frequently unclear, making it difficult to follow which age groups or years are being discussed. The abrupt ending of the final paragraph further disrupts the coherence of the response. To improve, use a wider variety of linking words and ensure that each paragraph has a clear, singular focus that follows a logical sequence from the introduction to the conclusion.
Lexical Resource — Band 5.0
The range of vocabulary is limited and often inaccurate. There are frequent errors in word choice and collocation, such as 'tubulure row chart' instead of 'bar chart', 'highest percentile' instead of 'highest percentage', and 'low intrusted' instead of 'low interest'. Spelling errors are also prevalent, such as 'propertion', 'obout', and 'yera'. These errors occasionally impede communication, as the reader must struggle to interpret the intended meaning. To improve, focus on learning the correct terminology for describing graphs and trends, and proofread your work to eliminate basic spelling mistakes.
Grammatical Range and Accuracy — Band 5.0
The response relies on a limited range of sentence structures, and there are frequent grammatical errors throughout. Issues include subject-verb agreement ('men has'), incorrect article usage, and fragmented sentence construction. Punctuation is also inconsistent, with missing spaces after commas and periods. The attempt at complex sentences often results in errors that make the text difficult to read. To improve, focus on mastering basic sentence construction, ensuring that subjects and verbs agree, and using punctuation correctly to separate distinct ideas. Practising the use of simple, error-free sentences before attempting more complex structures will help improve your overall accuracy.
See this exact question answered at other band scores — the same prompt compared across bands.
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