Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Summit Mastery · 2026-10-25

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 5.5)

The Bar chart demonstartes the ratio of public mantaining full driving licences in Great Brtian that jugge by their age and gender. Overall, There are a big number of difference between male and female licences holder at 1975/76 but in 2006 these number is changed, almost both of genders near to each other.

In the age of 17-20 mens are in 2006 and 1975/76 booth are parallel to each other with near to 40% but famle in past with 20% then in 2006 this number riseup near to 35%, from 21 to 49 women ratio in 1975/75 some time it more than 40 and some time its near to 40% but in 2006 all of these ages near to 80% and that patteren also follow in above ages as well.

On otherhand, males all ages are excipt above 60 years reaming all are parallel to each other in both years but in above 60 years at 1975/76 these numbers are low but in 2006 that all are equall to other age group.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the chart’s subject and make an attempt at an overview by contrasting the larger male–female gap in 1975/76 with the later pattern. You also include relevant age comparisons, such as women’s figures rising from about 20% among 17–20-year-olds and the higher proportions among middle-aged women in 2006. However, the overview is unclear and partly inaccurate: the sexes do not become “almost…near to each other” overall, since men still exceed women in most age groups in 2006. Some details are also vague, such as “from 21 to 49” and “above 60 years,” and the claim that older men’s figures become equal to other age groups overstates the data. State the main trends precisely and support them with a few accurate comparisons.

Coherence and Cohesion: Band 5.5

The response has a basic overall structure: an opening and overview are followed by paragraphs discussing younger and older age groups. This gives the reader some sense of how the information is organised. However, progression within the paragraphs is difficult to follow because several age groups and years are compressed into long, loosely connected sentences. For example, the sentence beginning “from 21 to 49 women ratio” shifts between past and 2006 without clearly identifying each comparison. Linking phrases such as “On otherhand” and “but” are used, but they do not always clarify the relationship between ideas. Use separate sentences for distinct age ranges, and organise comparisons consistently by year or by sex, with clear references to the relevant groups.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “full driving licences,” “age,” “gender,” “ratio,” and “parallel,” and you attempt to describe change with “riseup.” However, the range is limited and several word choices or collocations make the meaning unclear. “The ratio of public maintaining full driving licences” does not naturally describe the percentage of licence holders, while “these number is changed” and “all are equall” are imprecise. Spelling errors such as “demonstartes,” “Brtian,” “famle,” and “patteren” are also noticeable. Build a small set of accurate chart-description phrases, such as “the proportion of licence holders,” “increased to,” and “remained broadly similar,” and check spelling before submitting.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more extended sentences, including a contrast between the two years and clauses introduced by “but.” However, control of sentence structure is inconsistent, and errors sometimes make comparisons hard to interpret. For example, “these number is changed” has a number–verb agreement problem, while “in the age of 17-20 mens are in 2006 and 1975/76 booth are parallel” is not formed clearly enough to show the intended comparison. Articles, plurals, and tense choices also need attention, as in “a big number of difference” and “these numbers are low.” Practise writing short, complete comparison sentences first, then combine them with accurate conjunctions and consistent past-tense forms.

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