Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Summit Mastery · 2026-10-31

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)

The graph illustrates the perecntages of those people who holds full driving licences in Great Britain by varous age and sex.

overall, The men who lies in 50-59 age category accounted with highest percentage value in and those who exist in 17-20 category accounted with less percentage value in 2006.Meanwhile, the women who lie in 40-49 category are in highest numbers and 17-20 are in lowest in same year.However, the data of 1975/76 shows that man of 17-20 age still were in lowest number but the age group of 30-39 was slightly higher than the rest of values.In contrast to that , the women who comes in 70 and above category were in lowest numbers and 30-39 in the highest perecntage.

The men group shows that in 1975/76 the man of age 30-39 were above 80% and those in 70 and over are below 40%.In 2006, the variation occur in 40-49 age group where people were in

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify several relevant patterns, including the very low proportion of women aged 70 and over in 1975/76 and the higher figures for women aged 30–39. However, the response only partially summarises the chart: the overview is unclear in places, and the final sentence stops before reporting the 2006 figure for men aged 40–49. Some comparisons are also inaccurate or imprecise. For example, men aged 17–20 were not the lowest group in 2006; men aged 21–29 had a lower figure. In 1975/76, men aged 30–39 were about 77%, not above 80%, and the lowest male figure was for those aged 70 and over, not 17–20. Select the main trends accurately and support them with clear comparisons.

Coherence and Cohesion: Band 4.5

There is an attempt to separate an overview from details, and linking expressions such as “Meanwhile” and “In contrast” show an effort to connect comparisons. However, the progression is difficult to follow because the overview combines several claims without clearly organising them by year or sex. The second paragraph begins a male comparison but ends mid-sentence, leaving the account incomplete. Some transitions do not clarify the relationship between ideas, and punctuation around them is inconsistent. A clearer structure would be: an introduction, an overview of the broad changes, then one paragraph comparing men and another comparing women, with each paragraph moving systematically between the two years.

Lexical Resource: Band 5.0

The response uses some task-relevant vocabulary, including “percentages,” “age category,” and “in contrast,” so the topic is generally recognisable. However, the range is limited and several word choices or collocations make the description awkward, such as “accounted with highest percentage value,” “exist in” an age category, and “lowest numbers” for percentages. Spelling errors, including “perecntages” and “varous,” also reduce accuracy. Use standard chart language consistently: people “held” licences, a group “recorded” or “had” a percentage, and a figure was “higher” or “lower.” This would make comparisons more precise and easier to understand.

Grammatical Range and Accuracy: Band 5.0

You attempt longer sentences with subordinate clauses and contrast, for example, “However, the data of 1975/76 shows that…,” but complex constructions are often faulty. Subject–verb agreement is inconsistent in “people who holds” and “men who lies,” while tense and number also vary in “the women who comes.” Several sentences lack a complete or well-formed ending, most notably the final sentence, which stops after “where people were in.” Capitalisation and punctuation are also unreliable, as in “overall, The men…” and the run-together sentence after “2006.” Practise accurate simple comparisons first, then add clauses while checking agreement, verb forms, and sentence boundaries.

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