Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Summit Mastery · 2026-10-08

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 line graph illustrete the porportion of people full car driving licences holders in great britian age and sex between 1957 to 2006

overall, it is clear that 40-49 ages group both has the highest by 80% of the given period, and also 17-20 ages group is lower than other ages

in 2006, age groups of men 30-69 have driving licenses which is almost 80% cross, and also age 17-20 2006 and 1975 have almost same which is around 40% and the lowest than other. age group of 70 and over which is 75% in 2006 and 38% in 1975.

on the other hand, age grops of girls who have car driving licenses 30-49 groups both have 80% in 2006 and in 1975 one is 45% and another one is 40% and 50-59 ages group have third highest in 2006 which is 75% also in 1975 which is 20%.at the lowest pertage of age group which is 70 and over and another one is 17-20 age group.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify relevant broad patterns, including the rise in licence-holding among older people by 2006 and the particularly low figures for women aged 70 and over in 1975/76. However, the overview is not fully accurate: the 40–49 group is not consistently the highest, and the youngest group is not always lower than every other group. Some comparisons also misreport the chart: men aged 17–20 were about 36–37% in both years, not around 40% as the lowest overall, while women aged 30–49 in 2006 were about 78–79%, rather than both 80%. To strengthen the response, give a clearer overview of the main contrasts between sexes and years, and select accurate figures to support it.

Coherence and Cohesion: Band 5.0

The response has a basic structure: an introduction, an overview, and separate discussion of men and women. This gives the reader some sense of how the information is grouped. However, progression within the paragraphs is difficult to follow because several comparisons are joined together without clear relationships, as in the long sentence beginning “on the other hand” and moving from women aged 30–49 to 50–59 and then the lowest groups. Linking phrases such as “overall” and “on the other hand” are present, but they do not always signal the comparison accurately. Use shorter, clearly organised sentences and group figures by a consistent principle, such as comparing each age group across the two years.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “percentage,” “age group,” “highest,” and “lowest,” so the general subject is understandable. However, the range is limited and several word choices or forms make the report less precise: “girls” is unsuitable for adult women, “cross” does not clearly describe a percentage level, and “pertage” is difficult to recognise. Spelling errors such as “illustrete,” “porportion,” “great britian,” and “grops” are also noticeable. Aim for accurate chart language and vary basic terms with expressions such as “licence holders,” “accounted for,” and “rose to.” Check spelling and use “women” consistently when describing the female data.

Grammatical Range and Accuracy: Band 4.5

The response attempts both simple statements and longer comparisons, but the longer structures are often difficult to control. For example, “40-49 ages group both has the highest” has problems with number agreement and sentence construction, while “age groups of men 30-69 have driving licenses which is almost 80% cross” does not form a clear grammatical relationship between the figures and the clause. Articles, plurals, and punctuation are also inconsistent, as in “at the lowest pertage of age group.” These errors sometimes make the intended comparison hard to understand. Build accuracy with complete subject–verb sentences, then add one comparison at a time; check agreement, articles, and sentence boundaries before combining clauses.

See this exact question answered at other band scores. The same prompt compared across bands.

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