Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-10-20

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 assigned pie chart and table graph show the proportion of different categories of library users and satisfaction.

Overall, it is clear that high percentage of user are full-time undergrdauate students.while, only small amount of distance learning students use library.

At the first glance, it noticed that there is only a 1% difference between distance learning and academic staff.the percentage of part time postgraduste is 16% however, full time undergraduate is 44%.

further scrutinising the table chart, 65% of students are very satisfied with library opening hours while only 35% of students are fairly satisfied. moreover, 20% students are not satisfied with the availability of journals.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the main user group correctly: full-time undergraduates account for 44%, and you note that distance learners and academic staff are the smallest groups, with a 1% difference. You also report the opening-hours figures accurately and identify dissatisfaction with journals. However, the response covers the table only selectively: it omits the strong satisfaction with staff helpfulness and gives no overview of the other satisfaction results, including books and wi-fi. The overview is also limited, and the claim that “65% of students” are very satisfied should refer specifically to library opening hours. The response is below the required 150 words, so the task is only partially addressed. Add a fuller overview and compare the most notable results across both visuals.

Coherence and Cohesion: Band 5.5

The response has a basic, recognisable structure: an introduction, an overview, and separate comments on the chart and table. This helps the reader distinguish the two sources of information. However, progression is limited because the chart discussion is brief and the table discussion includes only two findings, without a clear comparison of the satisfaction categories. Linking words such as “Overall,” “At the first glance,” and “moreover” show an attempt to connect ideas, but some are awkward or do not create a strong logical relationship. Improve cohesion by grouping related figures and using clearer transitions, for example, moving from the user profile to the overall satisfaction pattern, then highlighting the highest and lowest results.

Lexical Resource: Band 5.5

You use some relevant task vocabulary, including “proportion,” “categories,” “satisfaction,” and “availability,” and the reader can generally understand the intended comparisons. However, the range is limited, with repeated reliance on “percentage” and “satisfied,” and several word-choice or spelling errors reduce precision. Examples include “table graph,” “small amount” for a percentage, and misspellings such as “undergrdauate” and “postgraduste.” “High percentage of user” is also an imprecise expression for describing a group. Aim for accurate chart language such as “accounted for,” “represented,” and “the largest share,” and check spelling and collocations carefully. This would make the report more precise and natural.

Grammatical Range and Accuracy: Band 5.0

You attempt a few different sentence patterns, including an overview sentence and a contrast introduced by “while.” However, the range remains limited, and errors in sentence boundaries, articles, agreement, and punctuation are frequent enough to make the writing less controlled. For example, “Overall, it is clear that high percentage of user are…” needs an article and plural agreement, while “students.while” incorrectly joins sentences without proper spacing or capitalisation. The fragment-like construction “At the first glance, it noticed that…” also lacks a clear grammatical subject. Practise building accurate simple sentences first, then combine them with controlled clauses such as “whereas” or “while.” Proofread for sentence starts, full stops, and agreement.

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