Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-10-01
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 demostrates the survey of library users and satisfaction at a university.
Overall, full-time undergraduate used the library more than other students and majority of library users were satisfied from the helpfulness of staff.
To begin with, the percentage of full-time undergraduates was 44% who used the library whereas, full-time postgraduates were under a quarter. The proportion of part-time undergraduates was double from the distance learners and academic staff which constituted only 7%.
Moving towards table, the percentum of library users who was very satisfied from helpfulness of staff was maximum with 95% while, in terms of availability of journals, it was minimum.The percentage of fairly satisfied library users were almost similar. while the proportion of not satisfed users were under 20%.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 5.5
The response satisfies only part of the task requirements. First, it fails to meet the minimum length requirement, falling significantly short of the 150-word threshold at only 126 words. While the candidate attempts to cover both the pie chart and the table by mentioning user categories and satisfaction ratings, the overview is limited, and some data points are misreported or generalized inaccurately. For instance, the statement that availability of journals was minimum in terms of satisfaction is insufficiently detailed, and key comparisons across the categories are underdeveloped. To improve, the writer must ensure the full word count is achieved and provide a more comprehensive, accurate overview of all main features presented in the visual data.
Coherence and Cohesion: Band 6.0
The response demonstrates an overall coherent arrangement, employing basic cohesive devices and transitional phrases such as 'To begin with' and 'Moving towards table' to structure the information. Paragraphing is attempted, with separate sections for the chart and the table, which aids readability. However, cohesion is at times mechanical or faulty, as seen in missing articles and awkward transitions (e.g., 'Moving towards table'). Referencing is occasionally unclear, and logical progression between sentences lacks smoothness. To reach the next level, the writer needs to use a wider variety of cohesive devices more naturally and ensure that the links between sentences and paragraphs establish a clearer, more seamless flow of information throughout the essay.
Lexical Resource: Band 5.5
The vocabulary used is adequate for the task, allowing the writer to convey basic numerical data and categories. There are several spelling and word-choice errors, such as 'demostrates' instead of 'demonstrates', 'percentum' instead of 'percentage', and 'satisfed' instead of 'satisfied', although these do not completely impede communication. The range of vocabulary is somewhat limited and repetitive, relying heavily on basic terms without demonstrating a strong grasp of less common lexical items or collocations appropriate for academic writing. To enhance the lexical score, the student should incorporate a broader range of precise vocabulary and academic collocations, while carefully proofreading the text to eliminate spelling slips and word-formation errors.
Grammatical Range and Accuracy: Band 5.5
The text displays a limited range of sentence structures, relying primarily on simple forms alongside a few basic complex attempts. There are frequent grammatical errors, including preposition misuse ('satisfied from' instead of 'satisfied with'), missing articles ('towards table' instead of 'towards the table'), and awkward comparative structures (e.g., 'double from' instead of 'double that of'). Punctuation also shows occasional flaws, such as missing commas and spacing errors after full stops. While these errors rarely completely obscure the meaning, their frequency prevents the writing from achieving a higher band. To improve, the student must practice constructing more complex sentences accurately and focus on mastering subject-verb agreement, prepositions, and article usage.
See this exact question answered at other band scores. The same prompt compared across bands.
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