Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Complete Catalyst · 2026-10-15

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 5.5)

The bar graphs depicts the proportion of best things and worse things which is mesured by the people living in london whereas the line graphs shows the major problems faced by prople of london city.

Overall, the percentage of range of shops was the highest among all category of best things. The worse things described as cost of living and traffic congestion , followed by crime in year one, which decresed in third year. The line graphs shows that litter is the major problem.

The bar graph illustrate that proportion of range of shops was 45% in first year which gradually dropped in year 3. The proportion of mixture of people at same level in year 1 and 2 around 39% whereas job opportunities was another best thing almost 35 percent in 1 year. The cost of living and traffic congestion was higher among all category around 55%, followed by crime in worse list.

The line charts, in first yearl itter was 70% whereas 65% in air quality. The litter problem was the highest in all three years.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main positive feature—shops—and recognise litter as the leading problem in the line graph, so the report includes a relevant overview. However, coverage is partial and several comparisons are inaccurate or unclear. For example, the mixture-of-people figures are about 36% in both Years 1 and 2, not around 39%, and the response does not report the Year 3 value. It also says cost of living and traffic were both around 55% without noting that cost of living fell substantially after Year 1, while traffic was highest in Year 2. The line-chart discussion gives only Year 1 figures and omits the later trend. Select key comparisons across all three years and report them accurately.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction, an overview, and separate paragraphs for the bar charts and line graph. This helps the reader identify the broad topics. However, progression within the body paragraphs is limited, and the final paragraph is very brief compared with the earlier discussion. Connections between details are sometimes unclear; for instance, “The proportion of mixture of people at same level in year 1 and 2 around 39% whereas job opportunities…” does not clearly explain the comparison. The overview also combines several points in a crowded sentence. Organise the bar-chart details into clear comparisons, use linking phrases to show changes and contrasts, and develop the line-chart paragraph with the Year 2 and Year 3 patterns.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “proportion,” “percentage,” “traffic congestion,” and “air quality,” and the reader can generally understand the intended categories. However, the range is limited and several word choices or forms are inaccurate, such as “worse things” for negative features and “line graphs” when referring to the single line graph. Spelling errors including “mesured,” “prople,” “decresed,” and “itter” are noticeable and reduce precision. Some phrases are also awkward, such as “among all category” and “at same level.” Build a more accurate set of chart-reporting expressions and check spelling and collocations so that comparisons are expressed naturally.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple statements and longer comparisons, but the range of sentence structures is limited and errors occur frequently. Subject–verb agreement is inconsistent: “The bar graphs depicts” and “The line graphs shows” should use plural agreement or a singular subject. Articles and plurals are also problematic in phrases such as “among all category” and “in first year.” The sentence beginning “The line charts, in first year…” is a fragment rather than a complete sentence, and punctuation around the overview’s list is uneven. These errors sometimes make relationships between figures difficult to follow. Practise accurate sentence patterns for describing values and trends, then check agreement, articles, and sentence boundaries.

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