Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 21 · 2026-10-06

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 4.0)

we started the survey of people who use library and manage this

main part of the chart is ussually used by undergradate students and the least part of the chart is used by acadmic staff

our main goal is to find the numbers of people who use library for there acadmic or general perspective least usage of library is managing team which is 7%more than this the fundaments is by all kind of subject students exactly which is 8%more than that postgraduates students uses library whichis almost 16% thaen the percentages increases by 25% forfull time postgraduatesyhben we can see a boom increas in % by 44%which is occured by full time under graduates

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

You identify two relevant features: full-time undergraduates form the largest user group, while academic staff are the smallest. However, the response does not summarise the satisfaction table at all, so a major part of the visual information is missing. Several category figures are also misreported or unclear: 8% refers to distance learners, not “all kind of subject students,” and the 16% and 25% groups are not explained accurately. The opening comments about the survey’s “main goal” are not supported by the chart. The response is also 114 words, below the required 150, which leaves the overview and comparisons substantially underdeveloped. To improve, give a clear overview of both visuals and select accurate comparisons, such as the high satisfaction with staff helpfulness and the lower ratings for journals and wi-fi.

Coherence and Cohesion: Band 3.5

There is a basic attempt to move from a general comment about the largest and smallest groups to figures for individual categories. This gives the response some direction, but the ideas are not organised into clear paragraphs, and the long second section combines several points without a clear structure. Linking phrases such as “more than that” and “then” do not reliably show how the categories compare, while the sequence of percentages is difficult to follow. The satisfaction table is omitted, so the response has no progression across both parts of the task. Use a short introduction, an overview, and separate paragraphs for user categories and satisfaction results. Group related figures and use precise links such as “by comparison” or “whereas.”

Lexical Resource: Band 4.5

The response includes some task-related vocabulary, including “undergraduate students,” “postgraduates,” “percentages,” and “full time,” so the reader can recognise the general subject. However, the range is limited and several choices are inaccurate or unnatural: “main part of the chart” is vague, “least part” is not an appropriate way to describe a proportion, and “boom increas” is unsuitable for a neutral data summary. Spelling errors such as “ussually,” “acadmic,” and “fundaments” also reduce clarity. Aim for precise chart language and check spelling carefully. Terms such as “largest user group,” “accounted for,” and “share” would help you describe proportions more naturally and accurately.

Grammatical Range and Accuracy: Band 4.5

You attempt to connect ideas in longer sentences, for example when listing the user categories and their percentages, and some basic meaning can be understood. However, sentence boundaries and grammatical patterns are often unclear. The opening, “we started the survey of people who use library and manage this,” does not form a clear, accurate sentence. In the longer sentence beginning “our main goal is to find the numbers,” clauses run together, and the relationships between them are difficult to follow. Articles and possessives are also missing or incorrect, as in “use library” and “there acadmic.” Use complete, shorter sentences with a clear subject and verb, and check articles, plural forms, and punctuation before combining ideas.

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