Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 17 · 2026-11-12

IELTS Writing Task 1 question

The graph below shows the number of shops that closed and the number of new shops that opened in one country between 2011 and 2018.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Number of shop closures and openings 2011– 2018

Student answer (Band 5.0)

The gragh illustrate the number shops that closed and the number of new shops that opened in one country between 2011 and 2018.

Overall, the graph show the number of shops closures and opening 2011 to 2018,

there are two lines in gragh dotted line and solid line show the different shops those are open and close between 2011 and 2018, begining with the dotted line that strat from the 9,400 and the lower point is 3000, and solid line start from the 6,200 and its mid point is around 500 which is very lower point but in the end solid line hit aproximately 5,000 which is not equal with the starting point but there are not too many differance between starting and ending point.

Body paragragh1,dotted line start from the 9,400 and then hit direct to 4000 after it is increase and hit 5,000 or around 6,000 but in the end it is between 4000 and 3000.

Solid line, solid line show approximately 6,200 to 7,000 shops between in these years but in middle point solid line hit very lowest point which is around 500 and in the end hit the 5000 which is not equal with the starting point but it is also stable point.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the two series and attempt to describe their overall movement, including the sharp fall in closures and the lower ending figure for openings. However, several key figures are inaccurate: openings begin at about 8,500, not 9,400, and closures begin at about 6,400, not 6,200. The closures’ low point is around 600 in 2015, rather than 500, while openings fluctuate after their initial fall. The overview is also unclear and does not accurately summarise the main contrast: closures finish above openings, and openings end at their lowest level. The response therefore covers the task only partially, with relevant but limited and under-developed reporting. Focus on accurate key values and a clear overview of the main trends.

Coherence and Cohesion: Band 4.5

There is some organisation: you begin with an introduction and an overview, then attempt to discuss the dotted and solid lines separately. This gives the reader a basic sense of the response’s structure. However, progression is weak because the overview repeats details that are then repeated in the body, such as the lines’ starting and ending points. The phrase “Body paragragh1” is not an appropriate transition, and the repeated “solid line” at the start of the final paragraph makes the sequence feel mechanical. Several long sentences combine multiple trends without clear links, while commas and full stops do not consistently mark the relationships between ideas. Group the main trends into clear paragraphs and use concise comparisons rather than repeating the same figures.

Lexical Resource: Band 5.0

You use some relevant task vocabulary, including “dotted line,” “solid line,” “increase,” and “lowest point,” so the reader can generally identify what you are describing. However, the range is limited and several choices are inaccurate or unnatural, such as “shops closures and opening,” “hit direct,” and “stable point.” Repetition of “start,” “hit,” and “point” also makes the account less precise. Spelling errors such as “gragh,” “begining,” “strat,” and “differance” are noticeable and can distract the reader. Build a more accurate set of verbs for graph trends, such as “rose,” “fell sharply,” “fluctuated,” and “ended at,” and check spelling and word forms carefully.

Grammatical Range and Accuracy: Band 4.5

The response attempts some longer sentences and uses basic linking words such as “and,” “but,” and “after,” but sentence structures are limited and frequently faulty. For example, “Overall, the graph show” has subject–verb disagreement, while “solid line show approximately 6,200 to 7,000 shops between in these years” lacks a clear grammatical structure. Articles and plurals are often missing or inconsistent, as in “number shops” and “shops closures.” Punctuation also creates run-on sentences, particularly in the overview, where several ideas are joined mainly by commas. These errors sometimes make the intended relationships difficult to follow. Practise accurate simple sentences first, then combine them with controlled clauses using “while,” “whereas,” and “although.”

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