Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-10-01

IELTS Writing Task 1 question

The bar charts and line graph below show the results of a survey conducted over a three-year period to discover what people who live in London think of the city.

Write a report for a university lecturer describing the information below.

What are the best things about living in London?

Student answer (Band 5.0)

Thet grafs illustrate that Who was The life in London?Include best things,worst thing and major problems.

Overall, Thir is three graphs are thir Tho bar and one line graph.Frist one is show the best thing in london, seconed one illustrate the worst things in london and line graph giving information about major problams. That can be clearly notiseable they have lots of benefeets and good things to live in london.

In tjhe good thing graph the range of shop is extramly high in 3 year. most less thing is transport. the job opportunities, mixture of people museume & art galleries is very similer withe each other. night life is also good in london. Talk about the most worst thing about london is cost of living, traffic congestion exetra. also one thing is clearly seen the crime reshio in london is very high in london but in the 2 and 3 year they whre highly decrease. Cost of housing and Transport its also need to improve acording to this survey.

And the last graph who illustrate the mejor problam in london is mostly litter, air qualirty and noise.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response attempts to address the visual data showing survey results about living in London, but it only does so partially. While it mentions the best and worst aspects and major problems, the information is presented in a very generalised and disjointed manner. Key features are not adequately highlighted, and some points are inaccurate or poorly described, such as claiming that the range of shops is 'extramly high in 3 year' or that crime sharply decreased in years two and three without clear referencing. The overview is rudimentary and lacks a comprehensive summary of the main trends. To reach a higher level, the writer needs to select and clearly report key features with accurate supporting data, providing a coherent overview that synthesises the overall trends shown across all the charts.

Coherence and Cohesion: Band 5.0

There is some basic organisation attempted through paragraphing, as the student separates the overall impression and the different charts into rough blocks. However, there is no clear overall progression or logical flow throughout the report. Cohesive devices are either missing, inadequate, or repetitive, making transitions between sentences and ideas mechanical and awkward (for example, starting sentences abruptly with phrases like 'In tjhe good thing graph' or 'And the last graph who illustrate'). Paragraphing is also disrupted by very short, fragmented sentences. To improve cohesion, the writer should use a wider variety of appropriate linking words to sequence information logically and ensure that each paragraph has a clear central topic supported by related details.

Lexical Resource: Band 4.5

The vocabulary used is very limited and basic, restricting the ability to discuss the data with precision. The response contains numerous spelling and word-form errors that strain the reader's comprehension, such as 'grafs' for graphs, 'benefeets' for benefits, 'extramly' for extremely, 'museume' for museum, 'withe' for with, 'reshio' for ratio, 'acording' for according, and 'mejor problam' for major problem. Words are often chosen inappropriately for an academic context, such as 'most less thing' or 'most worst thing'. To progress to a higher band, the writer must expand their vocabulary range, learn correct spelling for common terms, and use precise lexical items suited to describing statistical data and trends.

Grammatical Range and Accuracy: Band 4.5

The grammatical structures used are very limited, and attempts at more complex sentences are consistently faulty. There are frequent errors in verb forms, tenses, subject-verb agreement, and articles throughout the text, such as 'Thet grafs illustrate that Who was The life in London?', 'Thir is three graphs are thir Tho bar and one line graph', 'Frist one is show', and 'they whre highly decrease'. Punctuation and sentence boundaries are also weak, leading to fragmented or run-on structures that make the text difficult to follow. To achieve a higher score, the writer needs to demonstrate a greater variety of sentence structures with control over grammatical agreements, tense consistency, and basic sentence construction.

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