Band 4.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.5 · Cambridge IELTS 21 · 2026-09-20
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 bar graph and table chart illustrate the end of moment of a examine of resource center at a college.
Overview, In bar graph decribe categories of libaray users and In table chart show library user stisfaction and all details in percentage. In first graph mostly user are full-time undergraduate. And in second chart highly satisfied is helpfulness of staff.
In initial graph is describe was type of use library. highly users are full-time undergraduate at 44%. Whereas less user is academic staff at 7%. In addition disatance learning user are less at 8%. Part-time postgraduate utilise by 16%. Moreover full-time gratuduate usage one forth part of that graph.
In Subsequent table decribe satisfaction of user. mostly satisfied are helpfulness of staff by 95% and they fairly satisfied only 5% and nothing satisfied. As well as library opening hours not satisfied. Availability are satisfied at harf ratio, fairly by 40% too 10% not satisfied. And other availability journals very satisfied by 45% and fairly 35% and not satisfied by 20%.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 4.5 |
| Lexical Resource | 4.5 |
| Grammatical Range and Accuracy | 4.0 |
| Overall | 4.5 |
Task Achievement / Task Response — Band 5.0
The response attempts to cover both the bar chart and the table, identifying some key features such as full-time undergraduates being the largest user group at 44% and academic staff being the lowest at 7%. It also touches upon the satisfaction data, noting the high satisfaction for staff helpfulness at 95%. However, the overview is extremely weak, lacking a coherent summary of the main trends. Furthermore, there are several inaccurate readings of the data, such as claiming library opening hours are 'not satisfied' when the chart explicitly shows 0% dissatisfaction, and confusing phrasing regarding percentages. Because some data points are misread or poorly articulated, the task is only partially addressed.
Coherence and Cohesion — Band 4.5
The response is divided into paragraphs, but the logical flow and progression are heavily disrupted by severe structural issues and non-standard introductory framing (e.g., 'Overview, In bar graph decribe...'). Cohesive devices are used awkwardly or incorrectly, such as 'In first graph', 'In initial graph', and 'In Subsequent table', which feel mechanical and repetitive rather than functioning as smooth transitions. Paragraphing is attempted, but the internal cohesion within sentences and paragraphs breaks down frequently, making the overall organization difficult to follow.
Lexical Resource — Band 4.5
The lexical range is very limited and repetitive, relying heavily on basic terms and frequent spelling and word-choice errors. Examples of awkward vocabulary and non-standard collocations include 'end of moment of a examine', 'table chart', 'disatance learning', 'gratuduate', and 'harf ratio'. The student struggles with basic academic vocabulary and accurate word formation (e.g., 'satisfied' used where nouns or adverbs are required). These lexical limitations and errors frequently impede communication and strain the reader.
Grammatical Range and Accuracy — Band 4.0
Grammatical control is weak throughout the text, featuring a high frequency of basic errors in tense, subject-verb agreement, and sentence structure. Examples include 'bar graph decribe', 'mostly user are', 'is describe was type', and 'Availability are satisfied at harf ratio'. There is a lack of accurate complex structures, and simple sentences often contain fundamental flaws. Punctuation is also erratic. These persistent errors cause significant difficulty for the reader and prevent the response from reaching a higher band.
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