Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Summit Mastery · 2026-10-03

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 provided graph depicts information about the proportion of individuals of different age and sex having full driving licenses in Great Britain.

Overall, the largest number of car driving licences is hold by peoples over 29, whereas least by people of age group between 17 to 20.

Only about 40 percentage of men and women of age upto 20 holds full car driving licences which is nearly half as of people of age 21 to 29. Nearly 80 percentages of women of age between 30 to 49 holds the full car driving licence, which is 90 percentage for men of same age group.

More than 80 percentages of men of age upto 69 holds full car driving licence which is higher as compared to women of same age group. Men over 70 observed to be more interested towards driving as compared to women of same age group with approximately 80 percentage and 30 percentage, respectively.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response attempts to summarize the visual data, but it only partially addresses the task requirements. While it touches upon general trends and provides some figures, it fails to present a clear overview of the data and confuses several key features. For example, the student states that the largest number of car driving licences is held by people over 29 and mentions 1975/76 and 2006 data confusingly without clear distinction. Furthermore, some data points are inaccurate or inadequately reported, such as claiming that 'nearly 80 percentages of women of age between 30 to 49 holds the full car driving licence', which mixes years and age groups. To improve, the student must carefully read the graphs to extract accurate data, provide a distinct and accurate overview, and ensure all comparisons are grounded strictly in the visual evidence provided.

Coherence and Cohesion: Band 5.5

The response demonstrates some organization, utilizing a basic four-paragraph structure with an introduction, body sentences, and an overall attempt at summarizing. However, there is no clear overall progression or logical sequencing of ideas, making the flow somewhat disjointed. Cohesive devices are used minimally and repetitively, with frequent reliance on phrases like 'as compared to' and 'which is'. Additionally, referencing is occasionally unclear, particularly when jumping between different age brackets and genders without clear signposting. To reach a higher level, the writer needs to employ a wider range of cohesive devices more naturally and structure the paragraphs so that data is grouped logically, such as comparing years or demographic groups systematically.

Lexical Resource: Band 5.5

The vocabulary used is limited but minimally adequate for describing statistical information, employing terms such as 'proportion', 'individuals', and 'age group'. However, there are noticeable lexical errors, awkward word choices, and morphological mistakes throughout the text. Examples include 'hold by peoples' instead of 'held by people', 'upto' instead of 'up to', and the incorrect use of plural percentages like '40 percentage' and '80 percentages'. Spelling and word-formation errors occasionally cause strain for the reader. To improve, the writer should focus on correct word forms, accurate collocations regarding statistics, and precise vocabulary such as utilizing verbs like 'account for' or 'comprise' instead of repetitive basic structures.

Grammatical Range and Accuracy: Band 5.0

The text displays a very limited range of grammatical structures, relying heavily on basic subject-verb constructions with frequent attempts at relative clauses that turn out faulty. There are persistent grammatical errors throughout, particularly in subject-verb agreement and preposition usage within grammatical patterns. Examples include 'licences is hold', 'people of age group', and missing articles or incorrect number agreements. These frequent errors cause noticeable difficulty for the reader and reflect a weak command of complex sentence forms. To achieve a better standard, the writer must work on basic grammatical accuracy, ensure correct verb forms in the passive voice, and practice forming error-free complex sentences.

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