Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Complete Catalyst · 2026-10-16

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)

WE HAVE HERE IN THIS PHOTO SOME INFORMATIONS ABOUT THE FAMOUS CITY IN THE WORD LONDON, THE INFORMATIONS DESCRIB FOR AS HOW PEOPLE THINK ABOUT THIS CITY AND WHAT IS THE BEST AND THE WORST THING IN LONDON, AND THE PROBLEMS ARE THE PEOPLE LIVING IN THIS CITY . WE SEE IN THE BAR CHART THE MOST WORST THINGS ABOUT LIVING IN LONDON IS TRAFFIC CONGESTION AND CRIMES SPICELLY IN THE THIRD YEAR OF LIVING IN LONDON AND THE MAJOR PROBLEM IN LONDON IS THE LITTER I THINK ITS VERY FREEZY IN THIS CITY. FOR THE LAST THING WHEN WE LOOK IN THE GOOD SIDE AND THE BEST THINGS WE SEE A LOT OF THING THAT HELP A PERSON TO LIVE LIKE JOB OPPORTUNITIES AND RANGE OF SHOPS AND MIXTURE OF PEOPLE , ALL OF THIS THING IS THE BEST THINS IN LONDON IN THE FIRST THREE YEARS OF LIVING THERE .

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

The response identifies some relevant chart themes, including traffic congestion and crime as drawbacks, litter as a major problem, and job opportunities, shops and the mix of people as positive features. However, it only responds minimally to the task: it gives no clear overview of the main patterns across the three years and provides almost no accurate comparisons or figures. The claim that traffic congestion and crime are especially prominent in Year 3 is not supported; both are higher in Year 1, and congestion falls by Year 3. The response also does not describe the trends in the problem ratings. To improve, summarise the strongest overall patterns first, then compare selected categories and years using accurate data.

Coherence and Cohesion: Band 4.0

There is a basic sequence from an introduction to negative features and then positive features, and phrases such as “for the last thing” signal a move between topics. However, the response is presented as one long block, so the different chart sections are not clearly separated. Ideas are also loosely connected: the opening repeats “informations” and combines several points, while “the problems are the people living in this city” is unclear and does not establish a logical link. The final sentence groups several positive categories without explaining their relative importance. Use separate paragraphs for the overview, positive features, negative features and major problems, and connect comparisons explicitly with phrases such as “by contrast” and “while.”

Lexical Resource: Band 4.5

The response uses a small set of task-related terms, including “traffic congestion,” “job opportunities,” “range of shops” and “mixture of people,” so the reader can recognise some chart categories. However, vocabulary is basic and repetitive, with frequent spelling and word-form errors that strain understanding: “informations,” “spicelly,” “thins” and “freezy.” Some expressions are also unsuitable or unclear for a formal report, such as “I think its very freezy” and “a lot of thing that help a person to live.” Build a more precise range for describing data, using terms such as “percentage,” “category,” “highest,” “declined” and “remained stable.” Check spelling and use the chart’s labels accurately.

Grammatical Range and Accuracy: Band 4.5

The response attempts some longer sentence structures, for example, “when we look in the good side and the best things we see…,” but most of the writing relies on loosely joined clauses, and grammatical errors are frequent enough to make parts difficult to follow. Examples include “the most worst things … is,” where the superlative and subject–verb agreement are faulty, and “all of this thing is,” which has number-agreement errors. Articles and sentence boundaries are also poorly controlled, as in the opening sentence, which runs several ideas together. Practise writing short, complete sentences with a clear subject and verb, then add controlled comparisons using “while” or “whereas.” Review agreement, plurals, articles and punctuation.

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