Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-09-02
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 5.5)
The pie chart and table illustrate the outcome of a survey of library users at a university.
Overall, the library users have four categories with their opinions about library facilities where, full-time undergraduate users represented almost half quarter while, the small proportion has accounted by academic staff users. Regard to the table, majority of the students are very satisfied by helpfulness of staff. In contrast, mostly learners are not satisfied with the availability of journals by the rest.
In chart diagram, full-time undergraduate and full-time postgraduate students accounted for 44% and 25% of the total respectively.while, part-time postgraduate represented 16% and the smallest share of distance learning to 8% and academic staff made up a relatively small proportion to 7%.
Looking at the table, most students are very satisfied in library opening hours and helpfulness of staff represented to 65% and 95% respectively.while, 50% students are very satisfied by availability of books and 10% are not satisfied. majority of students are not satisfied by availability of journals to 20% by rest.
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AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response covers the main features of the data, including the categories of library users and the satisfaction levels. However, the reporting is sometimes inaccurate or confusing. For example, the phrase 'almost half quarter' is mathematically unclear, and the summary of the table data lacks precision, particularly regarding the 'rest' category which is not clearly defined in the source. While the main trends are identified, the lack of clarity in data presentation prevents a higher score. The overview is present but could be more effectively integrated to highlight the most significant differences between the groups.
Coherence and Cohesion — Band 5.5
The response is organised into paragraphs, but the flow is often disrupted by awkward phrasing and mechanical transitions. The use of cohesive devices is sometimes forced or incorrect, such as the repetitive use of 'while' and 'represented to'. Paragraphing is present, but the logical progression between sentences is occasionally hindered by grammatical errors, making the relationship between ideas less clear than it should be. The referencing is sometimes ambiguous, particularly when discussing the table data.
Lexical Resource — Band 5.5
The range of vocabulary is limited and often repetitive. There are several instances of awkward word choice and collocation errors, such as 'outcome of a survey' instead of 'results', and 'mostly learners' instead of 'the majority of students'. The phrase 'accounted by' is grammatically incorrect in this context. While the meaning is generally conveyed, the lack of precision and the reliance on basic vocabulary restrict the score. More variety in reporting verbs and descriptive adjectives would improve the quality of the response.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors, including issues with prepositions ('satisfied by' instead of 'satisfied with'), article usage, and sentence structure. Many sentences are fragmented or poorly constructed, such as 'the small proportion has accounted by academic staff users'. There is a limited range of complex structures, and those that are attempted often contain errors. Punctuation is also inconsistent, particularly with the misuse of full stops and commas. These errors occasionally impede the reader's understanding of the data.
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