Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 17 · 2026-10-05
IELTS Writing Task 1 question
below shows the value of one country’s exports in various categories during 2015 and 2016. The table shows the percentage change in each category of exports in 2016 compared with 2015.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Student answer (Band 5.5)
This graph illustrates the export earnings in five different categories, which are agriculture, textile, petroleum, engine and gems of a random country between the year 2015 and 2016.
Overall, the earnings are slightly higher in 2016 in most of the sector as comparitive to 2015, whereas agriculture had almost similar earning and gems, also had few percentage higher in 2015 as comarison to 2016.
Petroleium, had the graph at peak in both 2015 adn 2016, at 68%and 70% respectively, followed by the engine, at 65% in the year 2015, increasing to almsot 70% by 2016.
Agriculture had smiliar income at 40% in both years, without and rise or fall.
In contrast the textile industry, had the lowest earning, at 38% in the year 2015 with marginal rise of roughly 4% by 2016.
If we look at the gems, it is the only sector, where the earnings are on higher side with 53% in the year 2015, adn dropped to 50% by 2016.
In conclusin, overall, 2016 had the better financial income, realtively in the year 2015.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 5.0
The response attempts to address the task by summarising the export earnings and percentage changes, but it suffers from significant data inaccuracies. For instance, the student states that petroleum peaked at 68% and 70%, and agriculture remained at 40%, which does not accurately reflect the billions of dollars and percentage changes presented in the visual data. While an overview is provided at the beginning, the main features are only partially covered and contain unclear or incorrect data points. To reach a higher level, the writer must ensure that the figures reported are faithful to the source chart and that the overview clearly highlights the most significant trends without factual errors.
Coherence and Cohesion: Band 6.0
The response demonstrates a coherent overall arrangement with a clear paragraph structure, including an introduction, body paragraphs addressing different categories, and a concluding remark. Cohesive devices are used to signal shifts between categories, such as 'Overall', 'In contrast', and 'If we look at the gems'. However, referencing and progression are sometimes mechanical or faulty, as seen in the slightly disjointed transitions between paragraphs. To improve coherence and progress to the next band, the writer should ensure smoother links between sentences and maintain a more logical and consistent progression of ideas throughout the text.
Lexical Resource: Band 5.0
The vocabulary used is minimally adequate for the task, with simple terms like 'export earnings', 'categories', and 'industry'. However, there are noticeable spelling and word choice errors throughout the response, such as 'Petroleium', 'adn', 'smiliar', 'realtively', and 'conclusin'. The student attempts some less common vocabulary, but these lexical errors and awkward phrasings cause some distraction for the reader. To achieve a higher score, the writer needs to broaden their lexical range, use more precise terminology related to data reporting, and eliminate basic spelling mistakes through careful proofreading.
Grammatical Range and Accuracy: Band 5.0
The response displays a limited range of sentence structures, with frequent errors in grammar and punctuation that can occasionally cause difficulty for the reader. There are issues with punctuation (such as unnecessary commas in 'Petroleium, had the graph...' and 'In contrast the textile industry, had...'), awkward preposition use, and incorrect comparative forms like 'as comparitive to' and 'as comarison to'. While the writer attempts some complex sentence forms, these are frequently faulty. To improve in this area, the student should focus on mastering basic sentence structures, improving punctuation accuracy, and reducing frequent grammatical errors.
See this exact question answered at other band scores. The same prompt compared across bands.
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