Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-09-16
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 given represnets the the total summarisation of the data when a survey of library users at a university.
Overall, the chart illustrates a maximum contribution of the people were in the full time graduates. The academic staff contribute the least percent in the survey.
The distance learners are slightly more in the number when compared to academic staff, which is by 1%. The part time postgraduates and the full time graduates did not even cross the full time graduates combinely. They combinely consists of 41%, whereas the undergraduate contribute 44%.
The helpfulness of staff had its position in the very satisfied level of 95%. The lack of wifi made many people regret their decision of visiting the library. Journal availability took many people to their dissatisfactory period.The satisfactory percent is approxiamately similar for availability of books, journals and wifi.
The opening hours and staff helpfulness made no person to dissapoint their visit to library.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response attempts to cover both the pie chart and the table, providing a brief overview and some specific data points. However, there are significant issues with data accuracy and interpretation. For example, the student writes that 'the part time postgraduates and the full time graduates did not even cross the full time graduates combinely' (which appears to be a confused comparison) and misinterprets the survey results by stating that 'the lack of wifi made many people regret their decision'. Furthermore, the overview is rather vague, focusing only on the highest and lowest categories. While the main features are touched upon, the lack of precision and somewhat flawed comparisons prevent this from reaching Band 6.0.
Coherence and Cohesion — Band 5.0
The response is organised into multiple paragraphs, but the logical progression and flow are frequently disrupted. Sentences often feel disconnected, and cohesive devices are either misused or absent. For instance, transitional phrases like 'The distance learners are slightly more in the number when compared to academic staff, which is by 1%' are awkward. Additionally, the paragraphing is somewhat arbitrary, grouping unrelated table statistics together. Referencing is occasionally unclear, making it difficult for the reader to follow the argument smoothly. Overall organisation is present, but cohesion is mechanical and faulty.
Lexical Resource — Band 5.0
The lexical range is limited and repetitive. The student relies heavily on basic vocabulary and phrases such as 'maximum contribution', 'least percent', and 'satisfactory percent'. There are noticeable word choice and collocation errors, such as 'represnets the the total summarisation', 'distance learners are slightly more in the number', and 'dissatisfactory period'. Spelling and typographical errors are also present, including 'represnets', 'combinely', 'dissapoint', and 'approxiamately'. These errors occasionally cause strain for the reader, aligning with the Band 5 descriptors.
Grammatical Range and Accuracy — Band 5.0
The writer attempts a mix of simple and complex sentence forms, but control over grammar is weak. There are frequent grammatical errors, such as missing prepositions, incorrect subject-verb agreement ('the people were in the full time graduates', 'the undergraduate contribute'), and awkward phrasing ('made no person to dissapoint their visit'). Punctuation and sentence structures are often faulty, leading to frequent errors that require the reader to re-read to grasp the intended meaning. The range of structures remains limited and frequently flawed.
See this exact question answered at other band scores — the same prompt compared across bands.
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