Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Summit Mastery · 2026-10-02

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 graph illustrate the proportion of individuals holding full driving licences in the great britain by age and sex

overall,full car driving holder in the age of 40 to 49 women was highest proportion of 80 percentile in the great britain whereas, men in the age 50 years old lowest percentage near about 28%in great britain.

To begn with,the highest proportion 80% of men in the age of 50 years who have full licence whereas its remain constant in 60 years old while 30 to 40 age of men moreover having similar ratio about 80 however it slightly decreased in the age of 70 years 60% of lincence holders in the age of 17 men lincence holderswas the least 39 percentile

moving to the further details,women who holds the lincence in the age of 30 and 40 was about 80%however, from 21 to 17 years women holders was gradually decreasing 61 percentile which is below

ratio about 25% while women age from 50 years to 70 years holding the full lincence gradually decreasing from70 ratio to fall 25 percentage in the great britain

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

The response makes an attempt to address the prompt, but it fails to provide a clear or accurate overview and contains significant inaccuracies in the reported data. For instance, the student states that women aged 40 to 49 reached an 80 percentile in Great Britain, while men at age 50 were the lowest percentage near 28%, both of which misinterpret the actual figures from the charts. The description of trends is fragmented and lacks proper development, only partially covering the task requirements. To move to a higher level, the writer would need to select key features accurately, provide a clear, data-backed overview without listing excessive isolated numbers, and ensure that all comparisons between age groups and sexes are factually correct based on the visual data provided.

Coherence and Cohesion: Band 4.5

The writing shows some basic organizational structure with introductory and body paragraphs, but there is no clear overall progression of ideas. Cohesive devices are used awkwardly or inaccurately, such as starting sentences with 'To begn with' and 'moving to the further details', which creates a mechanical feel. Additionally, referencing is frequently unclear, making it difficult to follow which data points correspond to which demographic. Paragraphing is attempted, but internal cohesion within sentences is weak, disrupting the flow of the response. To improve in this area, the student should use cohesive devices more naturally, ensure clear logical sequencing between sentences, and group related information into distinct, well-structured paragraphs.

Lexical Resource: Band 5.0

The vocabulary used is quite basic and repetitive, relying on terms like 'proportion', 'percentage', and 'highest' without much variation. There are numerous spelling and word-choice errors throughout the text, including 'illustrate' instead of 'illustrates', 'lincence' instead of 'licence', and 'percentile' instead of 'percentage'. These lexical slips and inaccuracies restrict the range of vocabulary and occasionally strain the reader's comprehension. To achieve a higher band, the writer needs to incorporate a wider range of appropriate vocabulary for describing statistical data, such as verbs and adjectives denoting trends, while paying closer attention to correct word forms and standard spelling conventions.

Grammatical Range and Accuracy: Band 4.5

The response demonstrates a very limited range of sentence structures, consisting mostly of simple or faulty complex attempts. There are frequent, noticeable grammatical errors throughout the text, such as subject-verb agreement issues ('The graph illustrate'), missing articles ('in the great britain'), and incorrect prepositions ('in the age of'). Punctuation is also problematic, with run-on clauses and missing full stops at the end of sentences. These frequent errors cause difficulty for the reader and reflect a weak control of basic grammatical structures. To improve, the writer must focus on foundational grammar rules, including correct tense usage, article placement, subject-verb agreement, and accurate punctuation to construct clearer, error-free sentences.

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