Band 4.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.0 · Cambridge IELTS 21 · 2026-10-22
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)
The given chart illustrates categories of library users where all the results of the university are discussed . there is a huge comparision between the academic staff full time undergraduate ,full time post graduate, part time post graduate , distance learning , and the table illustrates the library user satisfaction in percentages where the contents are measured in terms of very satisfied fairly satisfied and not satisfied
firstly, to begin with lets look at the chart where academic staff is represents in percenhemdistance learning is 1 percentage higher than academic staff and t
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 3.0 |
| Coherence and Cohesion | 3.5 |
| Lexical Resource | 4.5 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 4.0 |
Task Achievement / Task Response: Band 3.0
The response identifies that the visuals concern library-user categories and satisfaction, and it begins to compare academic staff with distance learners. However, it does not provide a meaningful overview or report the main features of either visual. The comparison is also inaccurate: distance learners account for 8%, only one percentage point more than academic staff at 7%, but the sentence is cut off before this is clearly explained. Most importantly, the response omits the largest user group (full-time undergraduates, 44%) and all satisfaction results. It is also substantially below the required 150 words, leaving the task only minimally addressed. To improve, give an overview of the dominant user group and the strongest satisfaction results, then support it with accurate comparisons from both the chart and table.
Coherence and Cohesion: Band 3.5
There is a basic attempt to organise the response: an opening sentence introduces the visuals, followed by a transition to the chart with “firstly, to begin with.” This gives the reader a general sense of the intended topic. However, the response has no developed paragraph structure or clear progression from the user categories to the satisfaction table. The repeated introductory wording is mechanical, and the final sentence breaks off at “and t,” so the ideas are left incomplete. Some links between information are also unclear. Use separate paragraphs for the chart and table, add a concise overview, and connect comparisons in a logical order rather than relying on repeated sequencing phrases.
Lexical Resource: Band 4.5
The response uses some relevant task vocabulary, including “categories,” “academic staff,” “distance learning,” “percentages,” and “satisfaction.” These terms show awareness of the subject and allow the reader to recognise the broad topic. However, the range is narrow and several choices or forms are inaccurate, such as “huge comparision” and “the contents are measured,” which do not express the chart information precisely. Spelling errors, including “comparision,” further reduce control. Build a more precise range for describing proportions and survey results, such as “accounted for,” “represented,” and “respondents were satisfied.” Check spelling and choose wording that describes data rather than referring vaguely to “contents.”
Grammatical Range and Accuracy: Band 4.5
The response attempts a longer sentence to introduce both visuals, and it uses a relative clause in “where the contents are measured,” showing some effort to combine ideas. However, sentence control is inconsistent. The opening has faulty structure and punctuation, while “academic staff is represents” contains an incorrect verb construction. The phrase beginning “firstly, to begin with” leads into a sentence that is incomplete, ending with “and t.” Capitalisation and sentence boundaries are also poorly controlled. These errors make parts of the response difficult to follow. Practise accurate simple sentences for reporting figures, then add controlled comparisons using forms such as “X accounted for…” and “This was higher than…”
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