Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Summit Mastery · 2026-10-14

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 graphs represents the percentage of individuals having full driving licences in the Great Britian by age and gender . the graph shows the ages of people from teenagers to people at third quater of thier age . we can see the large amount of licence holders fall between the ages of 30 to 70 in both men and women and if we talk about having greater number of licences men have more driving licences than women. starting from teenagers and people in thier twenties we have almost 60 percent of lincence holders in both genders while the rate of women are a little bit low .Talking about the next stage means the complete adult idividulas we have almost 80 percent of licence holders while the people 10 years ahead from these are also 80 percent of licence holders becoming the largest comunity of women by age having licences and like this increasing ages the percentage of licence holders increases while decreases in women and at the very last age given in the graph which is 70 percentage of women drivers is very low while men are still at above 60 percent.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify the broad comparison that men generally had higher licence-holding rates than women, and you refer to age groups and both periods. However, the response only minimally reports the chart’s key information: it gives no clear comparison between 1975/76 and 2006 and does not accurately describe the age patterns. For example, the claim that rates increase with age is not true across all groups; in 2006, men’s figures peak among those aged 50–59, then fall, while women’s peak at 40–49 before declining. The statement about teenagers and people in their twenties having “almost 60 percent” is also unclear and inaccurate. Include a concise overview and select a few accurate, contrasting figures to support it.

Coherence and Cohesion: Band 4.0

There is an attempt to move through age groups, using phrases such as “starting from teenagers” and “Talking about the next stage.” This gives the response some sense of sequence. However, the information is not arranged coherently: the response is one long paragraph, and the progression between age groups and comparisons is difficult to follow. Several links, including “and like this increasing ages,” do not clearly show how one point relates to the next. The reader also cannot easily distinguish an overview from supporting details. Organise the response into an introduction, an overview, and one or two paragraphs comparing the age groups or years; use clear references such as “By contrast” and “In 2006” to guide the reader.

Lexical Resource: Band 5.0

You use some relevant vocabulary, including “percentage,” “licence holders,” “age,” and “increases,” so the topic is generally recognisable. However, the range is limited and several word choices or collocations make the meaning unclear, such as “complete adult idividulas,” “largest comunity of women by age,” and “third quater of thier age.” Spelling errors such as “Britian,” “lincence,” and “comunity” are also noticeable. Aim for precise, chart-appropriate language rather than vague descriptions: name the age bands and describe figures as proportions or percentages. Check spelling carefully, and avoid expressions that do not convey a clear comparison.

Grammatical Range and Accuracy: Band 5.0

The response attempts to combine ideas in longer sentences, for example with “while” and “if we talk about,” but these structures are often faulty or difficult to follow. The opening, “The graphs represents,” has subject–verb disagreement, and the sentence beginning “Talking about the next stage” lacks a clear grammatical structure. Punctuation is also weak: the response is largely a run-on sequence, with inconsistent capitalisation and spacing around full stops. These errors sometimes make the intended comparisons hard to understand. Practise writing shorter, complete sentences with a clear subject and verb, then add controlled comparisons, such as “The proportion for women rose, whereas the figure for men fell.”

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