Band 4.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.5 · Cambridge IELTS 21 · 2026-11-12
IELTS Writing Task 1 question
The chart and table below show the results of a survey of library users at a university.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Categories of library users
Student answer (Band 4.5)
The chart and table illustrate information of a survey of individuals who use university library.The map shows the categories of users and map shows the percentage of their satisfication.
Overall it is clear that chart shows the 44% of full time undergraduate students and and table shows the satisfacation level of user.
The chart illsutrate the users depending upon their mode of study. Acedemic staff are fewer 7% and dsitance learning are 8% and part time are at 16%.
The table shows the satisfication of indevidual who use the library.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 3.5 |
| Coherence and Cohesion | 4.5 |
| Lexical Resource | 4.5 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 4.5 |
Task Achievement / Task Response: Band 3.5
The response identifies the topic and reports several user-category figures accurately: full-time undergraduates are 44%, academic staff 7%, distance learners 8%, and part-time postgraduates 16%. However, it does not summarise the satisfaction table: no satisfaction percentages or comparisons are given, and the overview merely says that the table shows satisfaction levels. The claim that the chart shows users “depending upon their mode of study” is also too broad, since academic staff are included. The response is substantially under the required 150 words, leaving the main features and comparisons largely undeveloped. To improve, give an overview of the largest user group and the strongest and weakest satisfaction results, then support it with selected figures from both visuals.
Coherence and Cohesion: Band 4.5
There is a basic attempt to organise the response: an opening, an overview beginning “Overall,” and brief comments on the chart and table. This gives the reader a simple sequence, but the progression is limited because the table is mentioned without any supporting information, and the final sentence repeats that it shows satisfaction. Connections between ideas are also weak; for example, the category figures are listed without explaining how they compare. The repeated use of “the chart” and “the table” does not create a developed account. A clearer structure would use one paragraph for the user categories and another for satisfaction, with comparisons linking the key figures.
Lexical Resource: Band 4.5
The response uses a small set of relevant terms, including “categories,” “full time undergraduate,” “academic staff,” and “distance learning,” so the topic is generally recognisable. However, vocabulary is repetitive and several spelling or word-form errors reduce accuracy, such as “satisfication,” “illsutrate,” “Acedemic,” and “dsitance.” The phrase “information of a survey” is also an awkward collocation, while “map” is not an appropriate label for either visual. Use precise chart language and check spelling carefully. A broader range of terms such as “accounted for,” “proportion,” and “satisfaction rating” would help describe the data more clearly and avoid repeating “shows.”
Grammatical Range and Accuracy: Band 4.5
The response mainly uses short, simple statements, with a limited attempt at a more complex opening: “The chart and table illustrate information…” Meaning is usually recoverable, but errors occur in sentence construction and punctuation. For example, “university library.The map” lacks a space after the full stop, and “and and table” contains an unnecessary repeated conjunction. The sentence “Overall it is clear that chart shows the 44%…” is awkwardly formed, and articles are missing in phrases such as “that chart” and “the satisfaction level of user.” There is little variety in sentence patterns. Practise accurate article use, sentence boundaries, and combining comparisons into controlled complex sentences.
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