Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-10-17
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 pie chart illustrates the proportions of categories of members and the table highlights the student satisfaction percentages for various aspects mentioned in a survey.
Overall, it is evident that the univeristy library is mostly visited by the full-time undergraduate students followed by the regular postgraduate learners, and then reduced-hours postgraduate students, and a relativley small number of remote students and faculty of the campus.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 4.0
The response identifies the main user group correctly: full-time undergraduates account for the largest share, at 44%, and it also notes that postgraduate groups are smaller. However, it does not report any figures and omits the table’s satisfaction results entirely, so the task is addressed only minimally. The overview also mischaracterises the data: “regular postgraduate learners” is not a single category, and the chart does not show how often people visit, only their categories as library users. The response is substantially below the required length, leaving both visuals without meaningful comparison or detail. To improve, summarise the user-category percentages and highlight key satisfaction contrasts, such as staff helpfulness being rated very highly and no dissatisfaction with opening hours.
Coherence and Cohesion: Band 5.5
There is a basic, recognisable structure: an introductory sentence identifies the two visuals, followed by an overview beginning with “Overall”. This gives the reader a simple starting point, and the ideas within the overview move from the largest user group to smaller groups. However, the response ends after this overview, so there is no progression into specific data or a separate discussion of the table. The long sequence of groups joined by “followed by”, “and then” and “and” also makes the overview feel list-like rather than clearly organised. Develop the response into paragraphs that first summarise user categories and then compare satisfaction results, using clear links between the main features.
Lexical Resource: Band 5.5
The response uses some appropriate task vocabulary, including “proportions”, “categories” and “satisfaction percentages”, and “remote students” is an understandable paraphrase of distance learners. However, the range is limited by the very short response, and several choices are imprecise or unnatural. “Members” is less suitable than “users” for the chart, while “regular postgraduate learners” and “reduced-hours postgraduate students” do not accurately name the two postgraduate categories. “Mostly visited” also suggests frequency of visits, which the chart does not measure. There are noticeable spelling errors in “univeristy” and “relativley”. Use the chart’s category labels accurately and choose neutral reporting language such as “accounted for” or “represented”.
Grammatical Range and Accuracy: Band 5.5
The two sentences are generally understandable, and the writer attempts a complex sentence with “Overall, it is evident that…”, followed by a sequence of comparisons. The opening sentence also uses two clauses to distinguish the chart from the table. However, the grammatical range is narrow, with no developed sentences describing data or making detailed comparisons. In the overview, the list beginning “followed by” becomes awkward because the groups are not expressed in parallel forms, and the final coordination with “and” is cumbersome. The sentence would be clearer if divided or structured around a main comparison. Practise varied comparative constructions and ensure that each list item has a consistent grammatical form.
See this exact question answered at other band scores. The same prompt compared across bands.
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