Band 8.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 8.5 · Cambridge IELTS 17 · 2026-09-19

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 8.5)

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

Overall, shop openings were highest at the very start of the period but declined overall by 2018, while shop closures, despite an overall slight decline, remained generally higher than openings for most of the period. The most striking feature is the sharp, temporary collapse in closures in 2015, when the number fell to just 600, briefly dropping below openings before rebounding strongly.

In 2011, the number of new shops opened stood at 8,500, the highest figure in the entire chart, before falling sharply to 4,000 in 2012. It then rose gradually to 5,000 in 2013 and 6,200 in 2014, before dipping slightly to 4,000 in 2015. Openings remained broadly stable through 2016 and 2017, at around 4,000 and 4,200 respectively, before declining again to 3,000 by 2018, the lowest figure for openings across the period.

Shop closures followed a very different trajectory. Starting at 6,400 in 2011, below the number of openings that year, closures dipped slightly to 5,900 in 2012 before rising to a peak of 7,200 in 2013 and remaining high at around 6,500 in 2014. In 2015, however, closures collapsed dramatically to just 600, the lowest point in the entire chart, temporarily falling below openings. This was followed by a sharp recovery to 5,200 in 2016, after which closures remained relatively stable, ending at 5,200 in 2018 still higher than the number of shops opened that year.

AI examiner evaluation

Task Achievement / Task Response — Band 8.5

The candidate has fully and accurately addressed all parts of the task. The main features and trends of both shop openings and closures between 2011 and 2018 are clearly identified, reported, and compared. The overview paragraph accurately highlights the broader trajectory of both series and successfully captures the striking anomaly of 2015. Specific data points, such as the peak opening of 8,500 in 2011 and the dramatic collapse in closures to 600 in 2015, are cited correctly and grounded completely in the visual data. There is no irrelevant information, and the response is exceptionally well-developed for Task 1.

Coherence and Cohesion — Band 8.5

The response is exceptionally well-organized, with a clear logical progression from the introduction to the overview, followed by well-structured body paragraphs dedicated to individual trends. Cohesive devices are managed with absolute skill and never feel mechanical or overused ('Overall', 'In 2011', 'It then rose', 'Shop closures followed a very different trajectory', 'In 2015, however'). Paragraphing is used appropriately, with each paragraph serving a distinct and clear function in presenting the data.

Lexical Resource — Band 8.0

The student demonstrates a wide, flexible, and natural lexical resource suited to an Academic Task 1 response. Less common vocabulary items and collocation are used with a high degree of precision and style, such as 'sharp, temporary collapse', 'rebounding strongly', 'different trajectory', and 'dramatically'. Word choices are consistently appropriate, and there are no noticeable spelling or word-choice errors that impede communication, reflecting a very high level of lexical control.

Grammatical Range and Accuracy — Band 8.5

The writer employs a wide range of complex sentence structures with full flexibility and accuracy throughout the response. Punctuation and tense control are handled impeccably, particularly when narrating past temporal data ('stood at', 'had fallen', 'remained broadly stable'). The majority of sentences are completely error-free, and any complex structures used are executed without awkward phrasing or grammatical slips. Control over grammar is exceptionally strong.

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