Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 17 · 2026-08-30
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 graph illustrates the number of shops in one country from 2011 to 2018
The number of shops that opened were 8500 in 2011 then stops at 4000 by reducing the number of opening in 2012. Before getting fall it rise up in 2012 to 2014. After a fall in 2015 it get in a constant number. Then again dropped in 2018.
Overall the number of opening falls from 2011 to 2018 by the numbers of 8500 to 3000. On the other hand The closing number starts from 6250 in 2011. It rises in 2013 around 7000 and dropped badly in 2015 at 500.
in contrast The opening shops jumped at 5000 within year and then remains steady at 5000 till 2018.
Overall totall closing starts at 6250 and ended at 5125 in between 2011 to 2018 with a great fall. While the number of opening starts from 8500 and ends at 3000 in 2018
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response attempts to cover the main features of the graph, but the information is often inaccurate or confusing. For example, the description of the trends is contradictory, such as stating that openings fell from 8500 to 3000, while later claiming they remained steady at 5000. The data points cited are frequently inconsistent with the provided graph. Furthermore, the overview is not clearly distinguished from the body paragraphs, and the overall summary lacks a clear synthesis of the trends. To improve, ensure that data points are accurately transcribed and that the overview highlights the most significant trends rather than just listing isolated figures.
Coherence and Cohesion — Band 5.0
The response is divided into paragraphs, but the logical progression of ideas is weak. The transition between sentences is often abrupt, and the use of cohesive devices is limited and sometimes misused, such as the repetitive use of 'overall' and 'in contrast'. The referencing is occasionally unclear, making it difficult for the reader to follow the comparison between shop openings and closures. To improve, use a wider variety of linking words (e.g., 'meanwhile', 'subsequently', 'in comparison') and ensure that each paragraph has a clear focus, such as grouping trends by category or time period.
Lexical Resource — Band 5.0
The vocabulary is somewhat limited and repetitive. Phrases like 'dropped badly', 'get in a constant number', and 'jumped at' are imprecise or unnatural in an academic context. There are also issues with word choice, such as 'totall' (spelling) and 'reducing the number of opening'. The range of vocabulary is insufficient to convey the trends with precision. To improve, incorporate more specific academic vocabulary related to data description, such as 'fluctuated', 'stabilised', 'a significant decline', or 'a marginal increase', and ensure accurate spelling throughout the text.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that occasionally impede clarity. There are issues with subject-verb agreement (e.g., 'the number of shops that opened were'), tense consistency (e.g., 'it rise up'), and sentence structure (e.g., 'Before getting fall it rise up'). The range of structures is limited, consisting mostly of simple sentences with some errors in basic syntax. To improve, focus on mastering subject-verb agreement and consistent tense usage when describing past data. Additionally, try to combine simple sentences into more complex ones using subordinating conjunctions to improve the flow and sophistication of your writing.
See this exact question answered at other band scores — the same prompt compared across bands.
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