Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 17 · 2026-10-04

IELTS Writing Task 1 question

The chart below gives information about how families in one country spent their weekly income in 1968 and in 2018.

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

1968 and 2018: average weekly spending by families

Student answer (Band 5.0)

The line graph illustrates about how families in one country spent their weekly income in 1968 and in 2018.

overall, a lot of population spent huge money on food while others things are ratio according to food is relatively.

To begin with, the food ratio was 1968 was very significant and was up to 35% spent found in food while in 2018 the ratio shows decreasing trend only up to 17% per week. Moreover,housing & clothing and footware was domanstrate still constant at one point and that point was up to 10% per week. Furthermore, transport and leisure ratio was almost same at the ratio of these item in 1968 up to 8% and 9 percant while same ratio was in 2018 up to 14% gave on weekly but rise after some years and reach upto a 22%. Additionally, personal goods was ratio in 1968 up to 7 % spent but in 2018 personal goods shows decreasing trend and was ratio was upto only 4%. In addition, fuel and power was ratio in 1986 up to 6 % while in 2018 the ratio was only 4percant spent weekly in income.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response attempts to address the prompt by comparing the data for 1968 and 2018, meeting the minimum length requirement once task prompt words are excluded. However, the selection of data is incomplete and contains several inaccuracies. For example, the student misidentifies the chart type in the opening sentence ('line graph' instead of a bar chart) and misreads figures such as personal goods in 1968 ('7%' instead of 8%) and clothing and footwear. Furthermore, the overview is extremely confusing, grammatically obscured, and lacks clarity regarding the main trends. Ideas are limited and under-developed, with awkward phrasing like 'others things are ratio according to food is relatively' which prevents a clear overview from emerging.

Coherence and Cohesion: Band 4.5

The text lacks clear overall progression and logical organisation. The body of the text is presented as a single, dense block of text following a brief, poorly structured introduction, resulting in an absence of adequate paragraphing. While the student attempts to use transition markers such as 'To begin with', 'Moreover', and 'Furthermore', cohesive devices are frequently mechanical, inaccurate, or repetitive. Referencing is often unclear, and sentences do not flow logically from one to the next, making it difficult for the reader to follow the comparison of data across the two years.

Lexical Resource: Band 5.0

The vocabulary used is limited and minimally adequate for the task, demonstrating frequent word choice, word form, and spelling errors. Examples of awkward lexical choices and errors include 'domanstrate' (demonstrate), 'percant' (percent), and describing housing and clothing as being 'constant at one point' when housing rose significantly. The student attempts less common vocabulary such as 'significant', 'decreasing trend', and 'proportion', but inaccuracies in collocation and word form—such as 'fuel and power was ratio in 1986'—impede communication and create strain for the reader throughout the response.

Grammatical Range and Accuracy: Band 4.5

The response exhibits a very limited range of sentence structures, relying heavily on simple or faultily constructed complex sentences. There are frequent grammatical errors involving subject-verb agreement, verb forms, prepositions, and article usage. Examples include 'The line graph illustrates about how...', 'personal goods was ratio', and 'the food ratio was 1968 was very significant and was up to 35% spent found in food'. Punctuation is also weak, and these frequent errors cause noticeable difficulty for the reader in understanding the intended meaning of the sentences.

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