Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Complete Catalyst · 2026-10-19

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 4.0)

According to the provided graph indicates the both sides of london as it is the land of oppurtunities where different peoples from different race lives togather and work under one roof understanding the values of eachother for example if a person traveles for the to the city for the first time he will be experiancing different things as there are alot of shops where he can buy many things as groceries or any gadgets he lives with different peoples where he learns thier culture understands thier traditions as far of learning there are different mueseums and art galleries where he can understand about the history and what was the reason or the thought behind a masterpeice laying in the gallery as night life can make him more adjustble with the colleague or with his fellow students where he can go partying with them using different modes of transport while it also have some negitive impacts on your pockets as the cost of living is very high than the average living cost of a person living in pakistan the crime rate is high due to mixture of different races living togather people prefer to walk or use bicycle due to traffic congestion.

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

The response refers to several relevant features, including shops, job opportunities, cultural diversity, museums, nightlife, living costs, crime and traffic. However, it does not report the survey results in a clear, data-based way: there are no percentages, year-by-year comparisons, or overview of the main patterns. For example, the charts show shops as the leading positive feature, while litter is the most widely identified problem in the separate problem chart, but neither trend is described. Instead, much of the response imagines what a newcomer might experience and adds claims about Pakistan, crime and cycling that are not supported by the charts. To address the task more fully, summarise the overall findings and select accurate comparisons from the three years.

Coherence and Cohesion: Band 3.5

Some ideas are connected through a broad contrast between London’s attractions and its disadvantages, and phrases such as “while” signal a shift. However, the response is presented as one long, largely unpunctuated sentence, so the reader has difficulty identifying where one point ends and another begins. The sequence moves from shops to culture, museums, nightlife, transport and then problems without clear grouping or progression. The repeated use of “where” also creates awkward links rather than clear relationships between ideas. Organise the report into paragraphs—for example, an overview followed by positive features and problems—and use short, clearly linked sentences to make comparisons easier to follow.

Lexical Resource: Band 5.0

The response shows some relevant vocabulary for the topic, including “job opportunities,” “mixture of different races,” “museums and art galleries,” “cost of living” and “traffic congestion.” These phrases demonstrate a basic ability to discuss the chart’s subject matter. However, vocabulary is often imprecise or informal for an academic report: “land of opportunities,” “under one roof,” and “partying” sound more like personal commentary than neutral data description. There are also frequent spelling errors, such as “oppurtunities,” “togather,” “mueseums” and “negitive,” which reduce accuracy. Build a more precise reporting vocabulary, such as “percentage,” “proportion,” “increased” and “declined,” and check spelling and collocations carefully.

Grammatical Range and Accuracy: Band 4.5

The response attempts to connect ideas using subordinate clauses and linking words, including “as,” “where,” and “while,” but these structures are not controlled consistently. The opening, “According to the provided graph indicates,” combines two incompatible sentence patterns, and the long sentence that follows contains many clauses without full stops, making grammatical relationships unclear. There are also problems with articles and agreement, as in “the both sides” and “it also have.” Punctuation is largely absent, which further obscures sentence boundaries. Practise writing shorter complete sentences first, then combine selected ideas with accurate clauses; check subject–verb agreement, articles and sentence punctuation during revision.

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