Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-10-13

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 5.0)

The given pie chart depicts the conclusion of surveys of total proportion of library users at a university, while the other table describes the satisfaction of library users.

As is observerd, the graph describes the following categories of library users at the university such as full-time undergraduate, Academic staff, distance learning, part-time postgraduate and full-time postgraduate also full-time undergraduate shows the highest ratio. The corrosponding table illustrates the satisfaction on the different categorize such as openning hours, helpfull staff, books availability, journals availability and wi-fi reliability after that, the helpfull staff shows the highest values.

Fisrtly, the pie chart shows relatively five users in which full-time undergraduate users displays the highest ratio reaching 44%. Subsequently, the full-time postgraduate shows the second highest ratio in the pie chart about 25%. However, the academic staff shows the lowest figure in it which is 7%. Additionally, distance learning which is about 8%.

On the other hand, the users satisfa

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response identifies the two visuals and reports some accurate key figures: undergraduates are the largest user group at 44%, full-time postgraduates are second at 25%, and academic staff are lowest at 7%. It also notes that staff helpfulness receives the strongest satisfaction. However, the summary is only partial: it omits the 16% part-time postgraduate figure and gives little or no usable account of the satisfaction results. The final sentence begins to address satisfaction but is cut off, so the table’s main comparisons—such as 95% very satisfied with staff helpfulness and 20% not satisfied with journal availability—are not reported. The overview is also repetitive rather than a clear summary of the main patterns.

Coherence and Cohesion: Band 4.5

There is an attempt to organise the response into an introduction, an overview, and separate discussion of the chart and table, with transitions such as “Firstly” and “On the other hand.” This gives the reader some indication of the intended structure. However, progression is weak: the overview repeats information already stated, and the final paragraph stops after “the users satisfa,” leaving the table discussion incomplete and disrupting the flow. Some linking is mechanical, while phrases such as “Additionally, distance learning which is about 8%” do not form a complete, clearly connected sentence. To improve, use a concise overview, group related figures together, and ensure each paragraph develops a complete point.

Lexical Resource: Band 5.0

The response uses some task-relevant vocabulary, including “proportion,” “categories,” “satisfaction,” and “highest ratio,” and it attempts to paraphrase the chart and table rather than simply copying their labels. However, the range is limited and several word choices or collocations are inaccurate, which sometimes makes the meaning less clear. For example, “conclusion of surveys” is not an appropriate description of the chart, and “five users” suggests a count rather than five categories. There are also noticeable spelling errors, including “observerd,” “corrosponding,” “openning,” and “helpfull.” Aim for precise chart language such as “share,” “category,” and “satisfaction rating,” and check spelling carefully.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple and more extended sentence forms, including clauses introduced by “while,” “such as,” and “which.” Some basic meaning is understandable, but grammatical control is inconsistent. For instance, “the full-time undergraduate users displays” has a subject–verb agreement error, while “Additionally, distance learning which is about 8%” is a fragment without a main clause. The overview sentence beginning “As is observerd” also becomes difficult to follow because several categories are joined without a clear grammatical structure. The final sentence is incomplete, further limiting accuracy. Practise writing complete sentences with a clear subject and verb, and use shorter structures when listing comparisons.

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