Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-10-10

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 illustrates the different categories of library u5sers while table depicts data on the level of statisifaction to the library services.

Overall, undergrads were the ones frequenting the reading roonm whereas academic faculty and distance learning were the lowest. Readers were most staisified with the helpfulness of staff.

The various users visiting library were mostly full-time graduates making 44% whereas, postgraduates be it full-time or half time altogether, were still less then undergrads with 25% and 16%, respectively. The other proportion was occupied by acedamic staff and distance learning students from all courses together summed upto 15%, more then one tenth.

Moreover, almost 95% were very staisified with the staff help. Opening hours fairly staisified 35% although a fair percentage of 65% was highly contempt. Availablity of books and journals was major factor with;very staisifies almost 47%, fairly staisified 37% and more than one tenth were dis-satisified.Another factor was reliability of wifi with 48% very satisified while less than a quarter was not staisified.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the main user group and a key satisfaction result, and your overview correctly notes that full-time undergraduates form the largest category and staff helpfulness receives the strongest rating. You also report several relevant figures, including 44%, 25%, 16%, and 95%. However, some comparisons are unclear or inaccurate: the two smaller groups are not “together summed up to 15%” (7% and 8% do total 15%, but the wording makes their relationship to the other groups difficult to follow), and the satisfaction figures for books and journals are combined rather than reported separately. The claim that opening hours were “highly” satisfying is also imprecise. To develop the response further, distinguish the two services and highlight that no respondents were dissatisfied with opening hours or staff helpfulness.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction, an overview, a paragraph on user categories, and a paragraph on satisfaction. This gives the reader a coherent overall route through the information. Linking expressions such as “Overall” and “Moreover” help signal shifts, but some connections are mechanical or unclear. For example, “Another factor” does not clearly explain how wi-fi relates to the preceding service comparisons, while “Availability of books and journals was major factor with” leads into a confusing, combined set of figures. The overview also moves from user categories to satisfaction without clearly separating the two main findings. Use clearer topic sentences and report each service in a consistent order to make comparisons easier to follow.

Lexical Resource: Band 5.0

You attempt a range of task-related vocabulary, including “proportion,” “reliability,” “helpfulness,” and “dissatisfied,” and terms such as “full-time” and “postgraduates” are relevant. However, noticeable spelling errors and inaccurate word choices reduce precision: “staisifaction,” “availablity,” and “acedamic” make key information harder to read, while “highly contempt” is not an appropriate way to describe satisfaction. Some phrases are also awkward or informal, such as “be it full-time or half time” and “staff help.” Aim for accurate, conventional chart language and check spelling carefully. More precise terms such as “accounted for,” “rated,” and “satisfied with” would help you describe proportions and survey responses clearly.

Grammatical Range and Accuracy: Band 5.0

You use both simple statements and some longer structures, including “whereas” and “although,” so there is an attempt to vary sentence forms. However, errors in sentence construction and punctuation are noticeable and sometimes make relationships between ideas difficult to follow. For example, “whereas, postgraduates … were still less then undergrads” has an awkward clause structure, and “Availability of books and journals was major factor with;” is not a complete, well-formed construction. The opening sentence also needs a clearer article and coordinated structure: “the table depicts data on the level of satisfaction.” Improve control by using shorter, complete sentences when presenting figures, and check articles, clause links, and punctuation around semicolons.

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