Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-10-04
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 illustrate the diffrent categories of library,while the table shows the levels of satisfaction among library users reagrdings five different aspects of the library.
overall, full- time undergraduates students made up the largest proportion of library users. wheres,acadamic staff represent the smallest group. in terms of satiusfaction, the helpfullness of staff received the highest level of satisfaction, while the availabilty of journals had the lowest percentage of very satisfied users.
full time undergraduates accounted for 44% of all library users, making them by far the largest group. they were followed by full time postgraduates madeup a further 16%, while distance-learning students constituted the smallest catagory, at just 7%.
looking at satisfactions levels,95% of users were very satisfied with the helpfullness of staff, and only 5% of fairly satisfied.Regarding the availiblity of books, 50% were very satisfied , while 40% were fairly satisfied and 10% were not satisfied.
the figures for journalsand wifi were compartively lower. only 45% were very satisfied with availiblity of journals
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 addresses the task partially by presenting some key features of both the pie chart and the table, but there are noticeable inaccuracies in the data reporting. For instance, the student states that full-time postgraduates made up 16%, whereas the chart clearly shows they accounted for 25% (while 16% belonged to part-time postgraduates), and distance learning was 8% rather than 7%. Furthermore, the overview is rather basic, and the body paragraphs fail to fully report all the relevant categories and satisfaction levels, leaving the description incomplete as the text trails off abruptly at the end.
Coherence and Cohesion: Band 6.0
The text demonstrates a coherent overall arrangement with a clear attempt to structure the response into an introduction, an overview, and body paragraphs. However, cohesion is sometimes faulty or mechanical. While basic linkers like 'overall', 'in terms of', and 'looking at' are used to guide the reader, referencing and transitions between sentences lack smoothness. Paragraphing is also somewhat disrupted, and the lack of a proper conclusion due to the abrupt ending detracts from the overall progression of ideas.
Lexical Resource: Band 5.5
The vocabulary used is adequate for the task, but range is limited and frequent errors in spelling, word choice, and word formation are present. Examples of lexical slips include spelling errors such as 'diffrent', 'reagrdings', 'acadamic', 'satiusfaction', 'helpfullness', 'availabilty', 'catagory', and 'compartively'. The student attempts some less common vocabulary related to data reporting, but these persistent spelling mistakes and inaccurate word forms prevent the vocabulary from achieving a higher level.
Grammatical Range and Accuracy: Band 5.5
The response relies on a limited range of sentence structures, mostly simple sentences and basic complex forms, many of which contain grammatical errors. Punctuation and capitalization are frequently neglected, as seen in the failure to capitalize the pronoun 'I' or the beginnings of sentences, and missing spaces after commas and periods. There are also errors in verb forms and agreement, such as 'the pie chart illustrate' instead of 'illustrates', and incomplete clauses like 'while full time postgraduates madeup a further 16%', which cause some difficulty for the reader.
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