Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Summit Mastery · 2026-10-23

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 graph illustrates the percentage of people holding full driving licences in great britian by age and sex. I will discuss it in this graph.

Overall the mens are the highest and the womens are the lowest percentages in great britian.

To begin with, in 2006 the mens are high in the age of 59 years to 49 years. In the age of 39 and above 70 were relevent percentages of car driving licence holders by sex and age. In 1975/76 the 30-39 and 40-49 were relevent. In 50-59 age in 1975/76 approximately same to 21-29 years.

The womens driving licence in 2006 the 40-49 age group and 30 to 39 age was same. The 60 to 69 years old and 50 to 59 years old was apparently same. In 1975/76 the 30 to 39 years old and 21 to 29 years old were same licence holders.

In conclusion, the mens in all the year were high than all the womens in every year.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify the chart’s subject and make a broad comparison between men and women, and you refer to both years. However, the overview is too general to capture the main patterns: men were not simply highest in every age group, since in 2006 women slightly exceeded men among 30–39-year-olds, while the youngest groups had much lower figures. Several comparisons are unclear or inaccurate, such as saying the 60–69 and 50–59 female figures in 2006 were “apparently same”; they were about 63% and 74%. The response also contains only 146 words, below the required 150. Add a clear overview and select accurate, representative comparisons across age groups and years.

Coherence and Cohesion: Band 5.0

The response has a basic paragraph structure: an introduction, an overview, two paragraphs about the data, and a conclusion. This gives the reader some organisation, and phrases such as “To begin with” and “In conclusion” signal stages of the response. However, there is no clear progression through the chart, and the age-group comparisons are difficult to follow. For example, “In the age of 39 and above 70 were relevent percentages” does not make clear which figures or groups are being compared. The conclusion repeats the overview rather than synthesising the main trends. Organise the details consistently by sex or by year, and use clear links between comparisons.

Lexical Resource: Band 4.5

You use relevant basic terms such as “percentage,” “age group,” and “licence holders,” so the topic is generally recognisable. However, vocabulary is limited and repetitive, and several word choices or collocations make the data difficult to interpret. “The mens are high” and “the womens are the lowest percentages” are not natural ways to describe chart values; use “men’s figures were higher” and “women had lower proportions.” “Relevent” is also misspelled, and “apparently same” is an imprecise description of values that differ. Build a more accurate range for describing comparisons, increases, and proportions, and check spelling and word forms.

Grammatical Range and Accuracy: Band 4.5

You attempt several sentence forms, including comparisons and time references, but control is inconsistent and errors frequently affect clarity. Examples include “the mens are the highest,” where the subject and possessive form are incorrect, and “The 60 to 69 years old and 50 to 59 years old was apparently same,” which has faulty agreement and an incomplete comparison structure. The phrase “In 2006 the mens are high in the age of 59 years to 49 years” also has an unclear age range and awkward sentence construction. Most sentences rely on simple patterns, with little accurate complex structure. Practise forming complete comparison sentences, using past-tense verbs for the chart, and checking subject–verb agreement and articles.

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