Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Summit Mastery · 2026-10-06

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 given bar graphs illustrate the comparitive data of individual keeping full driver licences in Great Britain by age and sex

Overall, men participint was high then the femal. and all aged men able to drive a car. percantage of men holding full car driving licence increased regularly, while the percentage of women also rose up. but it sharpely decline

To commence with, in 1975/76 the percentage of 17-20 aged men was accounted at 38%, in 2006 it slightly increase at 39%. and the 21-29 age men was at 78% in 1975/76,but it decline at 70% in 2006, Furthrtmore the 30-39 age man was at 85% in 1975/76 and it slightly increased 87% in 2006

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

The response identifies the topic and makes an attempt to compare the two years, including the fall in the 21–29 male figure from 78% to 70%. However, it covers only a small part of the chart: most age groups and nearly all figures for women are omitted, and there is no clear, accurate overview of the main patterns. The claim that men’s licence holding “increased regularly” is not supported, since the male rate for ages 21–29 fell and the youngest group changed very little. The statement that women’s rate “sharpely decline” is also unsupported; the chart shows increases for women in every age group. The response is 107 words, below the required 150, which further limits its coverage. Include a concise overview and representative comparisons across both sexes and age groups.

Coherence and Cohesion: Band 4.5

There is a basic attempt to organise the response into an introduction, an overview and a detail paragraph, and phrases such as “Overall” and “To commence with” signal the intended stages. However, progression is difficult to follow because the overview contains unclear or contradictory claims, and the final paragraph stops after discussing only three male age groups. Several sentences are joined with full stops or commas in ways that interrupt the flow, while “Furthrtmore” does not clearly connect the comparison that follows. The response would be easier to follow if it grouped information by sex or by year, used clear topic sentences, and completed each comparison before moving on. A fuller, logically ordered account would also prevent the abrupt ending.

Lexical Resource: Band 5.0

The response uses some task-relevant vocabulary, including “percentage,” “holding full car driving licence,” and “decline,” so the subject is generally recognisable. However, the range is limited and several word choices, forms and spellings are inaccurate or awkward: “comparitive data,” “individual keeping,” “participint,” “femal,” and “sharpely.” Phrases such as “men participint was high” and “the percentage … rose up” are not natural ways to describe chart data. These errors sometimes make the intended meaning difficult to interpret, particularly in the overview. Use standard chart language consistently, such as “the proportion of men holding a full licence,” “rose,” “fell,” and “remained broadly stable.” Check spelling and choose precise terms for trends and comparisons.

Grammatical Range and Accuracy: Band 4.5

The response attempts both simple statements and longer comparisons, for example, “in 1975/76 …, in 2006 …,” but control of sentence structure is uneven. Several clauses are incomplete or joined incorrectly, as in “Overall, men participint was high then the femal. and all aged men able to drive a car.” Verb forms and agreement are also problematic: “it slightly increase” and “the percentage … increased regularly, while … rose up. but it sharpely decline.” Articles and sentence boundaries are often missing or misplaced, and capitalisation after full stops is inconsistent. These errors make some relationships between ideas unclear. Build accurate short sentences first, then practise joining comparisons with “whereas” or “while,” checking subject–verb agreement and past-tense forms.

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