Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Summit Mastery · 2026-10-15

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)

As this is a graph that interprets that how many people were having full license in 2006 as compared to 1975/76. We can say that people of age from 17 to 20 were having approximately equal amount of full license in 2006 and 1975.Both men and women were having almost equal amount of full license in 2006 and 1975.But with the passage of time it increased and decreased as the new generation became irresponsible .In 1975, men of age 21-29 were having a little bit more full car driving license as compared to men in 2006 where as, women in 2006 were having pretty much more full license as compared to women in 1975.After that from age group of 30-60 the graph shows that the men were having almost equal amount of full license but on the other hands in this time period the women's ratio was totally different.Women in 2006 were having a big amount of full license from age 21-60.From age group of 60 to 70 above the men and women having full licenses was too much more in 2006 as compared to people in 1975 both men and women.

I think that people may got education and may become responsible .

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify some relevant comparisons, including the rise in licence-holding among older women and the higher figures for men in many age groups. However, the response does not give a clear, accurate overview of the main pattern. The claim that 17–20-year-olds had “approximately equal” figures is only true for men; women rose from about 20% to 33%. Likewise, men aged 30–60 did not remain almost equal: their figures generally increased, especially among those aged 60–69. The explanation that people became “irresponsible” or “got education” is unsupported by the chart and should be omitted. Select the largest overall trends and support them with accurate comparisons across both sexes and years.

Coherence and Cohesion: Band 4.5

The response moves through several age groups and uses basic linking phrases such as “After that” and “From age group,” so the reader can recognise an attempt to organise the comparisons. However, the ideas are presented in one long paragraph, with no distinct overview, and the progression is difficult to follow. Some links are unclear or contradictory: the opening says both sexes had almost equal figures across the years, then later describes substantial differences. Group the information into an introduction and overview, followed by comparisons of men and women or younger and older groups. Use linking words to show precise relationships rather than relying repeatedly on “after that” and “but.”

Lexical Resource: Band 5.0

You use some task-related vocabulary, including “full car driving license,” “age group,” “ratio,” and “increased and decreased,” which helps communicate the subject. However, the range is limited and several phrases are repeated or imprecise, such as “having full license” and “a big amount of full license.” “Ratio” is not the best term for percentages, and “irresponsible” introduces an unsupported judgement rather than describing the data. Aim for accurate chart language such as “the proportion holding a licence,” “rose,” “fell,” and “was higher than.” More precise vocabulary would make the comparisons clearer and more appropriately formal.

Grammatical Range and Accuracy: Band 5.0

You attempt some longer sentences using contrast and time expressions, for example, “where as” and “After that,” but complex sentences are often difficult to control. The opening, “As this is a graph that interprets that how many people…,” is not a complete, natural sentence, and “the men and women having full licenses was” has a subject–verb agreement problem. There are also recurring issues with articles, plurals, and verb forms, as in “people may got education.” Sentence boundaries and punctuation are inconsistent, making some comparisons hard to read. Practise writing shorter, complete sentences first, then combine them with accurate clauses such as “while” and “whereas.”

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

Browse more IELTS Writing model answers or get your own writing scored by the same AI examiner.