Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Summit Mastery · 2026-11-02

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 proportion of licence holders across Great Britain categorized by age group and gender are measured is these bar graphs. The data is measured in percentage.

Overall, licence ownership rose in almost all age groups in 2006 while men had higher rates than women, the increase was more dramatic for women, particuarly in the older age brackets.

for men, the proportion of licence holders was relatively high in both years. For those aged 21-29, the figure fell slightly from about 77percent to 68 percent in 2006 .however for the older age group the trend was upward. For women, the increase was far remarkable. In 1975/76, licence holding was quite low, especially among older women

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the chart’s subject and give a relevant overview: ownership generally increased by 2006, men had higher rates, and women made larger gains, particularly in older groups. You also report a meaningful exception for men aged 21–29, whose figure declined. However, the response addresses the data only partially: it gives almost no specific figures beyond that one comparison, and the discussion of women stops before explaining the age-group pattern or the 2006 levels. The claim that men’s rates were “relatively high in both years” is too broad, especially for younger and older groups in 1975/76. The response is also 36 words below the required minimum. Add several accurate comparisons across age groups and years, supported by approximate percentages.

Coherence and Cohesion: Band 5.5

The response has a basic, sensible structure: an introduction, an overview, and separate comments on men and women. This helps the reader follow the main direction of the comparison. However, the final paragraph ends abruptly after noting that licence holding was low among older women, so the progression is incomplete and the women’s data are not developed. Connections between points are also limited; for example, “however” introduces the men’s age pattern, but the contrast with women is not fully explained. Capitalisation and spacing after full stops are inconsistent, such as “.however,” which interrupts the flow. Develop the paragraphs to cover the main age-group patterns and use clear transitions to connect the overview with the supporting comparisons.

Lexical Resource: Band 5.5

You use relevant chart vocabulary, including “proportion,” “licence holders,” “age group,” “rates,” and “older age brackets,” and the meaning is generally understandable. There are also attempts at more descriptive phrasing, such as “the increase was more dramatic.” However, some word choices and collocations are inaccurate or awkward: “the increase was far remarkable” and “licence holding was quite low” do not sound natural in this context. “Gender” is understandable, though “sex” or “men and women” would match the chart more directly. Spelling and presentation also need attention, including “particuarly” and “77percent.” Aim for precise, natural expressions such as “rose substantially,” “the proportion of women holding licences,” and “77%.”

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and more complex sentences, including a contrast with “while” and a subordinate clause beginning “For those aged 21–29.” The main trends can usually be understood, but grammatical errors are noticeable. The opening sentence has faulty structure and agreement: “The proportion … are measured is these bar graphs.” The overview also joins two independent ideas with a comma, and “the increase was more dramatic for women” is followed by a comma splice. Other issues include inconsistent sentence-initial capitalisation and punctuation, as in “.however,” and missing sentence completion at the end. Use a clear subject and verb in the introduction, separate complete ideas with full stops or suitable conjunctions, and proofread sentence boundaries.

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