Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 17 · 2026-08-21
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 line graph illustrate the number of shops closed and the number of new shops that opened in one country between 2011 and 2018.
Overall, opening and closing shops started from approximately same number([redacted phone]) where, after some year number of closing shops falls dramatically however both ended wisely.
In 2011, there were approximately 8500 new opening compared to around 65,00 closures, indicating a net increase in shop. However openings declined rapidly the following year to about35,00, whereas closure fell modestly to 5500. Both figure rose for two years reach 6000 in 2014.
Moreover, closing shops falls dramatically at the year of 2015 meanwhile opening decline few of them. In a contrary closing shops reached top again in 2016 and opening was remain same for upcoming two years. IN contrast, openings contributed to decline gradually to just under 2,000 in 2018. As a result, closures exceed openings in the final three years.
In summary, the data show a shift from a period of net growth in retail outlets early to the outlets.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response provides a clear overview and identifies key trends, such as the initial net growth and the subsequent shift where closures exceeded openings. However, the data reporting is inconsistent and occasionally inaccurate. For instance, the description of the 2011 figures as '65,00' is confusing, and the claim that both figures reached 6000 in 2014 is not supported by the visual data. While the main features are highlighted, the lack of precision in describing the data points prevents a higher score. The summary is also somewhat abrupt and lacks a clear conclusion regarding the overall trend.
Coherence and Cohesion — Band 5.5
The essay is organised into logical paragraphs, which helps the reader follow the progression of the report. Cohesive devices such as 'However', 'Moreover', and 'In contrast' are used to link ideas, though some transitions feel slightly mechanical or are used incorrectly, such as 'In a contrary'. The referencing is generally clear, but the flow between sentences is occasionally hindered by awkward phrasing. Overall, the structure is sufficient to guide the reader through the information, but the use of cohesive devices could be more sophisticated and natural to achieve a higher band.
Lexical Resource — Band 5.0
The vocabulary is adequate for the task, but there are frequent errors in word choice and numerical formatting. Phrases like 'ended wisely' are inappropriate in this context, and the numerical errors (e.g., '65,00' instead of 6,500) detract from the professional tone required for an Academic Task 1 report. While the student attempts to use topic-specific vocabulary like 'retail outlets' and 'net growth', the overall range is limited, and the errors in basic numerical representation and collocation suggest a need for more careful proofreading and vocabulary development.
Grammatical Range and Accuracy — Band 5.0
The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors throughout. Subject-verb agreement issues are common, such as 'The line graph illustrate' and 'opening was remain same'. Punctuation is also inconsistent, particularly with the placement of commas and the formatting of numbers. While the meaning is generally understandable, the frequency of these errors is noticeable and occasionally impedes the flow of the text. To improve, the student should focus on basic subject-verb agreement and consistent tense usage.
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