Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Momentum Workout · 2026-10-05

IELTS Writing Task 1 question

The line graph below shows past and current overweight rates, as well as a projected future overweight rate in nine selected countries.

Summarise the infonnation by selecting and reporting the main features, and make comparisons where relevant.

Past and projected future overweight rates in selected OECD countries

Student answer (Band 4.5)

In the given line graph it shows the past and projected future overweight rates in selected OECD countries. There are total 9 countries in the given graph, x-axis represents years which starts from 1970 to 2020. y-axis represents proprtion overweight which started from 20% and go up to the 80%.

firstly we talked about USA it start from 45% and go up to the 75% then england which also start from nearly to USA and go up to the 69% canada is begain from 49% and go around 55%. spain starts from around 43% and have a small decline in 2000's and the rise again and close in 2020 to around 65% austria start in 1982 whit 38% and over in 2020 and gain 46% italy start in 1950 with 36% and gain a boost in 2010 and reached around 45% and close same in 2020 australia started in 1988 with 33% and close in 2020 with the heights of 65% france started in 1990 with 31% and close in 2020 with 45% and last korea startes in 1998 with 25% and gain 35%.

USA get 35 % growth and after USA the second country which get more growth rate was australia around 32%. and the lowest growth countries are korea, and italy. usa and australia both countries have a straight line moving to up side but USA get fistly decline of around 3 % and then only rise.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response attempts to address the task by mentioning several countries and some of their starting and ending points, such as stating that the USA starts from 45% and goes up to 75%. However, the overview of main trends is missing, and the data is reported mechanically country by country without a clear comparison of the broader picture. Several figures contain inaccuracies or lack precision when compared against the visual data, and the selection of features tends to focus on random details rather than the most significant global trends. The response remains at a lower band level due to the partial handling of the prompt requirements and lack of a synthesized summary.

Coherence and Cohesion: Band 4.5

The organization of the text is hindered by poor paragraphing and a lack of clear overall progression. The response is divided into a brief introduction followed by a dense block of text listing individual countries, and a concluding paragraph that mixes growth comparisons. Cohesive devices are minimal, and referencing is weak, with sentences linked haphazardly using basic conjunctions or run-on structures like 'firstly we talked about USA it start from 45%...'. There is no logical sequencing guiding the reader smoothly through the comparative data, resulting in a disjointed structure throughout the essay.

Lexical Resource: Band 5.0

The vocabulary used is basic and repetitive, relying heavily on simple verbs and functional phrases such as 'start from', 'go up to', and 'close in 2020'. There are several word choice and spelling errors, including 'proprtion' for proportion, 'begain' for began, 'whit' for with, and 'heights' for height or peak. While the vocabulary is adequate to convey basic numerical information, the range is limited and lacks the precise terminology required for describing graphical data effectively. These lexical limitations cause occasional strain for the reader.

Grammatical Range and Accuracy: Band 4.5

The response demonstrates a very limited range of sentence structures, consisting mostly of simple clauses strung together without proper punctuation. Frequent grammatical errors are present, including widespread run-on sentences, missing capitalization at the beginning of sentences, incorrect subject-verb agreement such as 'USA get 35 % growth', and faulty tense usage ('start' instead of 'started'). Punctuation is largely neglected, with periods missing between distinct thoughts. These persistent errors create noticeable difficulty and require the reader to slow down to comprehend the intended meaning.

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