Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-10-27

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 show the results of a survey of library users at a university and the categories of library users which are from different qualification students who can read the books from library.

Overall, full-time undergraduate students can used more library rather than others academic students. They used 44% that is more widely than the other people which are using the library. Because they came from the intermediate and they can fluctuate in their studies. Full-time postgraduate students can use the library 25% percent according to their needs becuase they spent some of their free time in libraries to take some knowledge. Part-time postgraudate students can't use library for whole time they spend a specific time. Just 16% percent of students attend library. Some of them which are least using library like distance learning only 8% percent and the academic staff which spend the more less time than others.Moreover, the chart shows the library users which are satisfied with library rules and regulations. Students are more likely to the staff becuase they can provide the help. The other types are too lower like library opening hours,books availability,journals, reliability of wi-fi

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the largest user group, full-time undergraduates (44%), and include the other user categories, so the response contains some relevant information from the chart. However, the satisfaction table is only mentioned in broad terms: “Students are more likely to the staff” is unclear, and saying the other types are “too lower” does not report or compare the results. Important features such as the 95% very satisfied with staff helpfulness, the 65% for opening hours, and the higher dissatisfaction with journals are omitted. The explanation about students’ qualifications, study habits and free time is not supported by the visuals. A clearer overview and accurate comparisons drawn from both displays would make the summary more complete.

Coherence and Cohesion: Band 5.0

There is an attempt to organise the response, beginning with an introduction and using “Overall” and “Moreover” to signal a summary and a shift to satisfaction. However, the main discussion is largely one long paragraph, and the sequence of user categories is mixed with unsupported explanations, making the progression difficult to follow. Several links between ideas are unclear, particularly “Students are more likely to the staff,” and the final list of satisfaction topics is not developed into comparisons. Use separate paragraphs for the user profile and satisfaction results, then group related figures and connect them with precise comparisons such as “by contrast” or “while.” This would give the information a clearer overall progression.

Lexical Resource: Band 5.0

The response uses some task-related vocabulary, including “full-time undergraduate,” “part-time postgraduate,” “satisfied,” and “reliability of wi-fi.” However, the range is limited and several word choices or collocations make the meaning difficult to understand. For example, “used more library,” “came from the intermediate,” and “spend some of their free time in libraries to take some knowledge” do not express the chart information naturally. “More less” is also an inaccurate expression, while “too lower” is imprecise. Aim for concise reporting language such as “accounted for,” “the largest proportion,” and “very satisfied,” and avoid adding speculative descriptions that the chart does not support. Check spelling of “because” and “postgraduate” as well.

Grammatical Range and Accuracy: Band 5.0

The response attempts longer sentences and uses some linking clauses, but grammatical control is inconsistent, and errors frequently affect clarity. For example, “The pie chart show” has subject–verb disagreement, while “students can used” combines a modal with an incorrect verb form. The sentence beginning “Overall” shifts between “they used” and “they can fluctuate,” making the meaning hard to follow. Articles and sentence boundaries are also problematic, as in “Just 16% percent of students attend library” and the run-on ending “than others.Moreover.” Build more accurate simple sentences first, then add controlled comparisons using structures such as “while” and “whereas.” Check agreement, verb forms, articles, and punctuation during revision.

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