Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Summit Mastery · 2026-09-09

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 4.5)

The objective of this communication is that two bar graphs demonstrate full driving licences have being kept by residents of great britain at their particular age and gender in the years of 1975/76 and 2006.

Overall, it is clearly observed that individuals who lived in Britain in twenty century were more aware compare to the ninteenth century. Specifically male gender.

Firstly male category in 1975/76 at the age between 21 to 29, third quater of male who had licence approximatly. Whereas below teen aged boys and between 30 to 49 aged people had same kind of ratio in both year. aprat from thaT, Although in 1975 elder male had not,2006 beyond that aged elder male cummulative eighty percent had licence.

Meanwhile, women in 1975/76 were least encorage to drive car. Further because of evolution by time passing, female became active in car driving. In 2006 Age beteern 30-59 roughly 80% female got car licence. After-that female whose age were above 60 their ratio fall for licence.

AI examiner evaluation

Task Achievement / Task Response — Band 4.0

The response attempts to summarize the data but fails to clearly identify the main trends or make meaningful comparisons. The description of the data is often inaccurate or confusing, such as the claim that 'below teen aged boys' had the same ratio in both years, which is not supported by the graph. The overview is vague and contains factual errors regarding the time periods (referencing the 'nineteenth century'). Key features, such as the significant increase in female licence holders over time, are mentioned but lack precise data support. The response struggles to provide a clear, accurate summary of the information presented in the graphs.

Coherence and Cohesion — Band 5.0

The essay is organized into paragraphs, but the logical progression is weak. The use of cohesive devices is often mechanical or incorrect, such as 'aprat from thaT' and 'After-that'. Referencing is frequently unclear, making it difficult for the reader to follow the comparison between the two years. The transition between ideas is abrupt, and the lack of clear signposting makes the overall structure feel disjointed. While there is an attempt at paragraphing, the internal flow of information within those paragraphs is often confusing and lacks coherence.

Lexical Resource — Band 4.5

The vocabulary is limited and often inaccurate. There are frequent spelling errors (e.g., 'ninteenth', 'aprat', 'thaT', 'encorage', 'beteern') and word choice issues (e.g., 'male category', 'evolution by time passing'). The range of vocabulary is insufficient to describe trends precisely, relying on repetitive and basic phrasing. The student struggles to use appropriate terminology for describing data, such as 'ratio' or 'cumulative', which are used incorrectly in context. These errors occasionally impede the reader's understanding of the intended meaning.

Grammatical Range and Accuracy — Band 4.0

The response contains frequent grammatical errors that significantly affect readability. There are issues with subject-verb agreement, article usage, and sentence structure (e.g., 'The objective of this communication is that two bar graphs demonstrate...'). Many sentences are fragmented or lack necessary components, such as 'Specifically male gender.' The use of complex structures is attempted but consistently results in errors, such as 'Although in 1975 elder male had not,2006 beyond that aged elder male cummulative eighty percent had licence.' The high frequency of errors makes the text difficult to process.

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