Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Complete Catalyst · 2026-10-10

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 4.5)

The bar chart shown information about best things living in London. There are compression between years like year 1 year 2 and year 3.

The range of shops in year 1 is 46 percent and year 2 is little bit down 43 percent now another interesting point is job opportunities year 1 is 38 percent year 2 and year 3 is same 38 percent.

Now we can talk about major problem in London, year 1 is litter 70 air quality is 65 and noise is 60, year 2 litter is up to 75 air quality is down to 63 and noise is also 58.

Now we can taking of cost of living year 1 is 58 percent year 2 48 percent and year 3 is 52 percent, now we move to traffic congestion, year 1 is same like cost of living 58 percent also same year 2 58 percent and year 3 is down 48 percent.

Overall, information about year 1, year, and year 3, cost of living traffic congestion.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

The report includes some relevant figures from the charts, such as shops at about 46% in Year 1 and litter at 70% in that year, and it attempts to compare results across years. However, it addresses the task only partially: it focuses on a few categories and omits most of the positive features and several major problems. Some figures are inaccurate, including job opportunities, which were about 38% in Year 1 but 35% in Years 2 and 3, and traffic congestion, which was roughly 56%, 56% and 49%. The final overview does not identify the main patterns; it merely repeats category names. Select the most important highs, lows and changes, report them accurately, and summarise the overall picture.

Coherence and Cohesion: Band 4.5

There is a basic attempt to organise the response by moving from positive features to problems, and phrases such as “Now we can talk about” signal a change of topic. However, the progression is difficult to follow because the report jumps between chart sections and does not clearly group related comparisons. The opening is vague, while the final sentence (“Overall, information about year 1, year, and year 3, cost of living traffic congestion”) does not function as a clear summary. Linking phrases such as “now” are repeated and sometimes make the writing sound like spoken commentary. Use a clear introduction, a concise overview, and separate paragraphs for the main chart groups, with comparisons linked directly.

Lexical Resource: Band 5.0

The vocabulary is sufficient to identify several chart categories and make basic comparisons, using terms such as “range of shops,” “job opportunities,” “air quality” and “traffic congestion.” However, the range is limited and some expressions are inaccurate or awkward, including “There are compression between years” and “we can taking of cost of living.” Repeated wording such as “now” and “same” also limits precision. Choose standard report language for describing data, such as “comparison,” “rose,” “fell,” “remained stable” and “accounted for.” More precise vocabulary would help distinguish a small fluctuation from a substantial change and make the report sound appropriately formal.

Grammatical Range and Accuracy: Band 4.5

The response mainly uses short, simple statements and attempts a few longer comparisons, but grammatical control is inconsistent. Errors include the missing article and verb agreement in “The bar chart shown information,” the incomplete construction “year 2 is little bit down,” and the faulty form “Now we can taking.” Several sentences run together without clear punctuation, particularly the comparisons beginning “Now we can talk about major problem” and “now we move to traffic congestion.” These problems sometimes make relationships between figures unclear. Practise accurate past-tense reporting and complete comparison structures, for example, “The figure fell from 46% in Year 1 to 42% in Year 2,” and use full stops to separate distinct points.

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