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 bar graph illustrates the percentage of people who are having full car driving licences according to the age and gender in Great Britain.According to the graph it is representing the percentage of people holding the licence in the year 2006 and 1975/76.

Comparatively women was havong less percentage than men whose age is 70 and over which is having the huge difference related to remaining age groups.

Women who are holding licence in 1975/76 was very less in all the age groups compared to men.Coming to the year 2006 it was almost similar percentage of men and women who know's to drive .

Almost 80% of women from age 30 to 59 know how to drive by the year 2006 where more than 80% of men also do have licence.

while comming to the least percent which is also less than 40% in both gender is at the age of 17 to 20 years.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the chart’s subject and compare the two years, and you include relevant features such as women’s lower licence rates in 1975/76 and the rise among women by 2006. The figures for women aged 30–59 in 2006 are broadly accurate, as is the low rate among 17–20-year-olds. However, the overview is limited and some comparisons are unclear or inaccurate: saying that men and women had “almost similar” percentages in 2006 overlooks substantial gaps in several age groups, such as 60–69 (91% for men versus 63% for women). The claim that 17–20 is the least-percentage group for both sexes is also not true for women in 1975/76, whose lowest rate was among those aged 70 and over. Select the main overall patterns more precisely and support them with clearer comparisons.

Coherence and Cohesion: Band 5.5

The response has a basic sequence: an introduction, comparisons between the years, and comments on particular age groups. This gives the reader some sense of the chart’s subject and the points you want to make. However, the progression is not consistently clear. The second paragraph’s reference to the “huge difference” does not specify which figures are being compared, and “Coming to the year 2006” shifts topic without clearly linking to the previous point. The final sentence begins with “while” but does not connect smoothly to a complete preceding contrast. Paragraphing and linking phrases are present, but some are repetitive or imprecise. Group the information by the main trends—changes over time and differences by age or sex—and use explicit comparisons to guide the reader.

Lexical Resource: Band 5.0

You use some relevant chart vocabulary, including “percentage,” “age groups,” “licence,” and “difference,” so the topic is generally understandable. However, the range is limited and several word choices or collocations are inaccurate or awkward, such as “people who are having full car driving licences,” “know’s to drive,” and “least percent.” Repetition of “percentage” and “licence” also makes the description less flexible. Spelling errors such as “havong” and “comming” further reduce accuracy. Aim for concise, conventional expressions used in data reporting, such as “held a full driving licence,” “the proportion of licence holders,” and “the lowest figure.” More precise vocabulary would also help distinguish a rise in a rate from a comparison between groups.

Grammatical Range and Accuracy: Band 5.0

The response attempts some longer sentence forms, for example, “Almost 80% of women from age 30 to 59 … by the year 2006 where more than 80% of men also do have licence.” However, complex constructions are often faulty, and many sentences contain errors in agreement, tense, articles, or punctuation. Examples include “women was,” “women … was very less,” and “men also do have licence.” The opening also runs two sentences together after “Great Britain,” while the final sentence begins with a lower-case “while” and is not smoothly connected to the previous idea. These errors sometimes make relationships between ideas difficult to follow. Practise accurate simple comparisons first, then combine them using controlled clauses and consistent past-tense reporting.

See this exact question answered at other band scores. The same prompt compared across bands.

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