Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Summit Mastery · 2026-10-07

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 bar chart depicts the percentage of Full car driving licence holders in the properities of Men, Women and Age from 1976 to 2006. Overall, the percentage for men wintness steady upward trends over the shown time period. While for the women experience a opposite trend. By contrast, trends for women hold full driving license fluctuated in 2006 by the age 70. In 2006, Men's percentage between the age of 40 holding full car driving license rose by just over 80% which was far the highest percentage in 2006. Over this period of these years, the percentage by women holding full car driving license is lesser than men. On the other hand, women had the lowest value holding full driving license after age of 50 with only 20 percentage, but that percentage remains steady to reach 80 percentage between the age of 30 to 50, representing the highest percentage by women.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the chart’s subject and attempt an overview, but the main trends are not reported accurately enough. Men’s figures did not rise steadily across every age group: in 2006, the rate was lower among 21–29-year-olds than in 1975/76, and the youngest group changed little. Women’s rates generally increased over time, rather than showing an “opposite trend”; in 2006 they peaked among people aged 40–49, then fell in older and younger groups. Some figures are also misinterpreted: women’s 20% figure applies to ages 17–20 in 1975/76, not to women over 50, and the chart does not show a steady rise to 80% from ages 30 to 50. Select and compare the clearest age-group patterns more precisely.

Coherence and Cohesion: Band 4.5

The response has an opening, an attempted overview and some comparisons, so there is a basic sense of organisation. However, ideas do not progress clearly: the overview says women show an “opposite trend,” then the next sentence refers to fluctuation, without explaining how these claims relate. The final comparison combines several age groups and figures in a way that is difficult to follow. Linking phrases such as “Overall” and “On the other hand” are present, but some are used mechanically or introduce a contrast that is not clear. Group the information into a concise overview followed by comparisons of the main age patterns, and use clear references to the year and age group in each sentence.

Lexical Resource: Band 5.0

You use relevant chart vocabulary, including “percentage,” “highest,” “lowest,” and “holding full car driving license,” and you attempt to describe change with “rose” and “fluctuated.” However, the range is limited and several word choices or collocations make the meaning unclear. “Properities of Men, Women and Age” is not an appropriate way to describe the chart’s categories, while “the percentage for men wintness steady upward trends” is difficult to interpret. There are also spelling errors such as “wintness,” and repeated use of “percentage” and “holding full driving license.” Use precise terms such as “licence-holder rate,” “increased,” “declined,” and “age group,” checking spelling and natural phrasing.

Grammatical Range and Accuracy: Band 5.0

You attempt some complex sentence forms, including “While for the women experience a opposite trend” and “which was far the highest percentage,” but these structures are often faulty. Errors in articles, agreement and sentence construction occur throughout: “a opposite trend” needs an appropriate article, and “the percentage … is lesser” does not fit the past-time comparison. The opening sentence also lacks a clear grammatical relationship between “Men, Women and Age.” Although the reader can identify the general topic, these frequent errors sometimes make the intended comparisons hard to understand. Practise building accurate simple comparison sentences first, then combine them with clauses using “while” or “whereas,” ensuring each clause has a clear subject and verb.

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