Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Summit Mastery · 2026-10-27

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)

There are two graphs that shows the percentage of people holding full driving licences in Great Britain by age and sex.

Overall, Male amd females both are having driving licences in Great Britain and there is a little difference in both genders males are having more but in the age over 70 men are having round about 80 percent but the women are just having less than 40 percent in 2006

and in the year 1975 and 76 it shows a big differnece too.

In the year 2006, the age between 17 to 59 has not a huge difference men are having a little bit more number of percentage than the females. But, in 61-69 age group there is more difference moreover, over 70 its a huge differnce.

In 1975-76, Ladies have shorter number of percentage than the gents.The age between 17-20 have little differnce but onwards from this there is a difference little by little and over 70 its huge differnce which is considerable.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the chart’s subject and make relevant comparisons between the sexes and years, including the large gap among people aged 70 and over. However, the overview is unclear and partly inaccurate: saying there is “a little difference” between genders does not capture the substantial gaps in several age groups, especially in 1975/76. Some details are also imprecise or misread: the chart’s group is 60–69, not 61–69, and in 2006 the male figure for ages 21–29 is higher than the female figure by only about seven points, while the 17–20 figures are also close. The response selects few specific figures and leaves key trends underdeveloped. State the main overall patterns clearly, then support them with accurate comparisons across age groups and years.

Coherence and Cohesion: Band 5.0

The response has separate paragraphs for an introduction, an overview, and comparisons by year, so there is some basic organisation. However, progression is not consistently clear: the overview combines several points in a long, loosely connected sentence, and the later paragraphs repeat the general idea that men have higher figures without developing a clear comparison pattern. Linking expressions such as “But” and “moreover” are used, but the relationships between the points are sometimes unclear. For example, “in 61-69 age group there is more difference” does not specify which figures are being compared. Organise the body around a consistent structure, such as comparing the two years or grouping age ranges, and use clear references and transitions to guide the reader.

Lexical Resource: Band 5.0

You use relevant basic terms such as “percentage,” “age group,” “difference,” and “considerable,” and the reader can generally understand the topic. However, the vocabulary range is limited and several phrases are unnatural or imprecise, including “having driving licences,” “shorter number of percentage,” and “little by little.” Repetition of “difference” and “more” also makes the comparisons less precise. Spelling errors such as “differnece” and “differnce” are noticeable, while “Ladies” and “gents” are too informal for an academic report. Use standard chart language and precise comparison verbs, for example, “the proportion of licence holders,” “exceeded,” and “rose substantially.”

Grammatical Range and Accuracy: Band 5.0

The response attempts some longer sentences, but control is limited and errors occur frequently. The opening, “There are two graphs that shows,” has subject–verb disagreement and misidentifies the visual as two graphs. Other examples include “Male amd females both are having,” “the age between 17 to 59 has not a huge difference,” and “Ladies have shorter number of percentage.” These show problems with agreement, word order, articles, and sentence construction. Punctuation also does not reliably separate ideas; the overview runs across several clauses and a line break without a clear sentence boundary. Use shorter, complete sentences first, checking subject–verb agreement and standard comparison patterns, then add controlled complex structures such as “Although men had higher figures, the gap varied by age.”

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