Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

The pie chart and table provides the information related to the library users in university and their satisfaction with the different aspects of library

overall full time undergraduate students were the largest group of students which are often visiting the library and after that there is an fulltime postgraduate students that are came to library for study and then the third largest group which came to library is part time graduate students that visits the university part time graduates means which are working with studies and fourth group that visited university library is distance learning ( all courses ) students and then there is 7 % of staff were present in university library that were working in library handling books entries and other sweepers technician staff

if i talk about the table which are about performance table of staff was 65 students were satisfied with library opening hours and 35 % fairly satisfied

and about helpfulness of staff 9t students are very satisfied and 5 are fairly satisfied and then there is an availability of books this was alarming that 50 % are fully satisfied and 40 % experience was just normal and 10 % experince was not good availability of journals 45 % satisfied with that 20 was not satisfied and reliability of wi-fi 81 satisfied with wi-fi in library and 19 % is not satisfied with wi-fi speed

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response provides a basic overview of the data, but it fails to effectively highlight the main features or make meaningful comparisons. The description of the user categories is repetitive and lacks analytical depth, simply listing groups rather than synthesizing the data. In the second paragraph, the reporting of the table data is disorganized and lacks a clear structure. The student fails to group related information or identify significant trends, such as the high satisfaction with Wi-Fi versus the lower satisfaction with journal availability. The response lacks a clear overview or summary statement, which is essential for a Band 6 or higher. The information is presented in a fragmented, list-like manner rather than a cohesive report.

Coherence and Cohesion — Band 5.0

The response lacks logical paragraphing and effective use of cohesive devices. The transition between the pie chart data and the table data is abrupt, marked by the informal phrase 'if i talk about the table'. There is a lack of linking words or logical progression between sentences, making the text feel like a series of disjointed points. Referencing is often unclear, and the overall structure is mechanical. The lack of a clear introduction and the absence of a concluding summary further hinder the flow of information. To improve, the student should use clear topic sentences and a wider range of cohesive devices to connect ideas.

Lexical Resource — Band 5.0

The vocabulary is limited and repetitive, relying heavily on basic terms like 'students', 'library', and 'satisfied'. There is little attempt to use academic or precise language to describe data trends. Phrases such as 'this was alarming' are subjective and inappropriate for an academic report. There are also errors in word choice and collocation, such as 'performance table of staff' and '9t students', which appear to be typos or misinterpretations of the data. The range of vocabulary is insufficient to convey the information with the necessary precision required for higher bands.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that occasionally impede clarity. There are persistent issues with subject-verb agreement (e.g., 'The pie chart and table provides', '7 % of staff were present'), missing articles, and run-on sentences. The sentence structures are predominantly simple or poorly constructed complex sentences. Punctuation is largely absent, which makes the text difficult to read. For example, the lack of full stops and the use of lowercase 'i' demonstrate a lack of control over basic sentence mechanics. A greater variety of complex structures and improved accuracy in basic grammar are needed to reach a higher band.

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