Band 4.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.0 · Cambridge IELTS 21 · 2026-08-19
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 4.0)
This chart show the the library user result. Academic stop use library for work in 7% . The distance between the learning course is 8%. The part time post graduate user use 16% library for our work . Whenever the postgraduate use library for work 25% . By the end undergraduate student use library 44% . More library use undergraduate student. Library opening hours is not well no one is satisfied. The helpfulness staff is also not satisfied the library opening hours . But books available in library everyone is satisfied 10% to read books own needed. The library also fill up journals book to students use every time not fear to missing . However this book use everyone not just for students. Students satisfied for this books 19%. The library wifi is available 19% to use every student to completed his work easily every one satisfied 19% to use wifi
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 4.0 |
| Lexical Resource | 4.0 |
| Grammatical Range and Accuracy | 4.0 |
| Overall | 4.0 |
Task Achievement / Task Response — Band 4.0
The response attempts to address the task by summarizing the provided data, but it fails to present a clear overview or identify the most significant trends. The information is presented in a fragmented manner, and the data points are often inaccurate or confusingly stated (e.g., 'Academic stop use library for work in 7%'). The report lacks a logical structure to compare the categories effectively. While it touches on the user categories and satisfaction levels, the lack of clarity and the failure to synthesize the information mean that the main features are not well-highlighted. The response reads more like a list of disconnected observations rather than a cohesive summary of the provided chart and table.
Coherence and Cohesion — Band 4.0
The response lacks a clear paragraph structure, consisting of a single block of text that makes it difficult to follow the progression of ideas. There is a lack of cohesive devices to link sentences, and the transition between the user categories and the satisfaction survey results is abrupt. The referencing is often unclear, such as the use of 'this' or 'the library' without specific context. The overall arrangement is mechanical and lacks logical flow, which significantly hinders the reader's ability to understand the relationship between the different data points presented in the prompt.
Lexical Resource — Band 4.0
The vocabulary is very basic and repetitive, relying heavily on simple verbs like 'use' and 'satisfied'. There are frequent errors in word choice and collocation, such as 'Academic stop use library' and 'helpfulness staff'. The student struggles to use academic terminology appropriate for a data summary, often resulting in awkward phrasing that obscures the intended meaning. The range of vocabulary is insufficient to describe trends or comparisons effectively, and the misuse of terms like 'fill up journals book' indicates a limited command of English for this type of academic task.
Grammatical Range and Accuracy — Band 4.0
The response contains frequent grammatical errors that often impede communication. There are consistent issues with subject-verb agreement (e.g., 'This chart show', 'postgraduate use library'), missing articles, and incorrect sentence construction. The text relies almost entirely on simple sentence structures, and attempts at more complex ideas result in fragmented or ungrammatical clauses. Punctuation is also inconsistent, with many sentences lacking proper structure. The high frequency of errors throughout the text makes it difficult to read and demonstrates a very limited control over English grammar and syntax.
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