Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-10-29

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)

The provided two bar graph and one line graph illustrates the data of a survey to know over a three-year period to discover what individual who live in London think of the city.

Overall, the people think that best things about living in London were range of shops and job opportunities and worst think that individual things about living in London was traffic congestion over a three-year period. While, the line graph show that major effect in London has litter.

Firstly, living in London best things was range of shops in all year which accounted for 45%, 42% and 43% and job opportunities was second good thing London was accounted in first year around 40% , in second year and third year it was 35% . However the least best things was transport which accounted for around 30%, 20% and 24% all over the three-year. Whereas, the most worst thing about living in London are cost of living which accounted just around 60%, 49% and 50% .

The line graph show the major cause in london was litter which strated from 70% and increased to around 80% in second year at last it was fall over 65%. Air quality was accounted for 65% which fluctuated all over the period and the noise was accounted for around 60% which was stable all over the three-year.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the main positive feature, the range of shops, and recognise litter as the leading problem in the separate line graph. However, the report covers the charts only partially: it gives little information about the other negative features, and several key comparisons are missing. Some details are inaccurate: transport is not the least-cited positive feature in Year 1 (nightlife and transport are both about 22%, while the unlabeled category is lower), and litter rose to about 75% in Year 2, not 80%. The overview also says traffic congestion was the worst feature throughout, although cost of living and crime were slightly higher in Year 1. Include a clearer overview and select accurate comparisons across all three visuals.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction, an overview and two detail paragraphs, with the positive and negative features followed by the line graph. This gives the reader some organisation. However, progression within the paragraphs is uneven, and the second paragraph moves from positive features to cost of living without clearly signalling the change in focus. Linking words such as “However” and “Whereas” are sometimes used where the relationship between ideas is unclear. The final paragraph reports the line graph but does not connect it clearly to the earlier overview. Group the information by chart or by positive and negative findings, and use transitions that accurately show contrast or addition.

Lexical Resource: Band 5.0

You use relevant chart vocabulary, including “accounted for,” “fluctuated,” and “over the period,” and the reader can generally identify the features being discussed. However, the range is limited and several word choices or collocations are inaccurate, sometimes making the meaning unclear. For example, “the most worst thing” is not a natural form, and “major cause” does not accurately describe a survey response about a problem. Repeated use of “accounted for” also makes the report sound repetitive. There are spelling errors such as “strated,” and inconsistent capitalisation of “London.” Build a more precise range for describing proportions and trends, and check spelling and natural word combinations.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, including clauses introduced by “which” and “while,” but control is inconsistent. Errors in agreement and verb forms occur frequently, as in “The line graph show” and “the people think that best things … were.” Articles and sentence construction are also problematic: “what individual who live in London think” and “the most worst thing … are cost of living” make the reader work to understand the intended meaning. Some sentences communicate the figures despite these errors, but complex attempts are often faulty. Practise accurate subject–verb agreement, articles, and past-tense reporting, then use shorter, well-controlled sentences before combining ideas with subordinate clauses.

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