Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 17 · 2026-07-31
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 5.5)
This graph showes the number of the shopes that closed and make comparisions wher relevent. Overall this is edict the difference from the opening and closing shops since seven years. Basically it is compareson between the opening and closing of the shopes.At inital stage the graph is dip slightly. Then at second step it is rosed . Moreover at third step there isa little fluctuation . Along at 6000 it is going to down like made up deep slop of weakness which is 1000. Although it is decresing but at this point it is incresing sharply. Further more the graph is steadly. There is no any kind of fluctutaion over there.Subsequently lets have a look at scond graph. Froms begnng the graph is decresing then it rose up. At 6000 it is its peakpoint fromwhereit is rising.At that time it is became low till 4000. Afterwordit is going to down. from 3000 to onwardlast years.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response attempts to address the task but fails to provide a clear overview or accurately report the main features of the graph. The description of the data is vague and confusing, using non-standard terminology like 'deep slop of weakness' and 'peakpoint'. The student struggles to identify the key trends, such as the overall decline in shop closures or the intersection of the two lines. The information provided is largely inaccurate in relation to the visual data, and the lack of specific data points (years or numbers) makes the report ineffective. To improve, focus on identifying the starting and ending points, the highest and lowest values, and the general trend for each category.
Coherence and Cohesion — Band 5.5
The response lacks logical organization and progression. There is no clear paragraph structure, and the sentences are linked in a disjointed manner. Cohesive devices are either missing or used incorrectly, such as 'Moreover', 'Along at', and 'Subsequently', which do not effectively connect the ideas. The reference to 'scond graph' is confusing as the prompt provides a single graph with two lines. The lack of clear transitions makes it difficult for the reader to follow the intended meaning. To improve, use clear paragraphing (introduction, overview, and body paragraphs) and ensure that each sentence logically follows the previous one.
Lexical Resource — Band 5.5
The vocabulary is very limited and often inaccurate, which frequently impedes communication. There are numerous spelling errors (e.g., 'showes', 'shopes', 'comparisions', 'wher', 'relevent', 'inital', 'decresing', 'steadly', 'fluctutaion'). The student relies on basic, repetitive language and struggles to use appropriate terminology for describing graphs (e.g., 'made up deep slop of weakness'). The range of vocabulary is insufficient to convey the information accurately. To improve, learn and practice specific vocabulary for describing trends, such as 'fluctuate', 'decline', 'peak', 'gradual', and 'sharp'.
Grammatical Range and Accuracy — Band 5.5
The response contains frequent grammatical errors that distort meaning. There are significant issues with sentence structure, subject-verb agreement, and word order (e.g., 'This graph showes the number of the shopes', 'Basically it is compareson between the opening and closing of the shopes'). The use of complex structures is attempted but is consistently faulty, leading to confusion. Punctuation is also inconsistent, with many missing spaces after periods. The lack of control over basic sentence construction makes the text difficult to read. To improve, focus on mastering simple sentence structures before attempting more complex ones, and pay close attention to basic verb forms and articles.
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