Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-10-06

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)

This illusions gives us the information about a survey conducted in three years to discover what people thinks about London while living in it.

The first chart show us the information of the best things about living in London. It is clearly visible that the range of shopping is very much popular among people as well as the job opportunties are also high in those years, beside this London provides people a good measums art galleries, night life and transport system.

The second and third chart clearly shows us the negative side of living in London. The cost of living, traffic congestions and crimes are very high in first year. These things are high in second and third year as comapred to other things like cost of housing and transportations cost. In third chart people agree with the major problems like litter air quality and noise. The trend of litter is going up from year one to two but goes down after year tow almost 70 percent agree with this problem. The air quality and noise is getting better in people eyes and we see a cleary decline in both of these.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task only partially, as the information from the charts and graph is handled in a limited way. While the writer attempts to describe the best and worst things about living in London alongside the survey results on major problems, some of the data is inaccurately reported or generalised. For example, the statement that 'almost 70 percent agree with this problem' regarding litter is imprecise or misread from the line graph trends, and key figures or comparative movements are largely omitted. The overview is weak, opening with 'This illusions gives us the information', and ideas remain under-developed without adequate extension. To achieve a higher band, the writer must ensure all charts are accurately interpreted, select key features systematically, and present a clear overview without factual errors or vague generalizations.

Coherence and Cohesion: Band 5.5

There is some basic organisation in the response, with a traditional paragraph structure dividing the introduction and the individual charts. However, there is no clear overall progression; the transition between sentences feels disjointed, and cohesive devices are inadequate, inaccurate, or repetitive. Phrases like 'beside this' and 'In third chart' are used clumsily to link ideas. Furthermore, referencing is not always clear, making it difficult for the reader to follow the logical development of the comparisons. To improve, the writer should use a wider variety of appropriate cohesive markers, ensure each paragraph flows naturally into the next with a clear thematic focus, and improve the logical sequencing of data points.

Lexical Resource: Band 5.0

The vocabulary used is limited and minimally adequate for the task. The writer attempts some less common vocabulary, such as 'opportunties' and 'congestion', but noticeable errors in word choice, word form, and spelling cause difficulty for the reader at times. Examples include 'illusions' instead of 'illustrations' or 'charts', 'measums' instead of 'museums', 'transportations cost', and 'cleary'. Collocations are also weak, such as 'range of shopping' instead of 'range of shops'. To reach a higher level, the writer needs to expand their lexical repertoire, pay closer attention to spelling and word forms, and use precise academic terms related to data reporting with greater accuracy.

Grammatical Range and Accuracy: Band 5.0

The response displays a very limited range of sentence structures, relying mostly on simple sentences alongside poorly constructed complex attempts. There are frequent grammatical errors that can cause difficulty for the reader, including subject-verb agreement issues ('what people thinks' instead of 'think', 'The first chart show' instead of 'shows'), article omissions and misuse ('in first year', 'in third chart'), and prepositions inside grammatical patterns. Punctuation is also sparse or misused in places. To improve, the writer needs to demonstrate a greater variety of grammatical structures, ensure correct verb tenses and agreements throughout, and eliminate frequent basic errors to improve overall readability and grammatical control.

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