Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 17 · 2026-09-23
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)
The line graph illustrates changes in the number of shop closures and openings in a particular country over the given period from 2011 to 2018.
Overall, it is evident that the figures followed varying trends over the given period, with some figures increasing, while others declined or fluctuated. Shop closures fluctuated significantly, whereas Shop openings fluctuated slightly over the given period.
Looking at the details, shop openings stood at approximately 8,700 in 2011 and decreased sharply to roughly 3,900 in 2012. Thereafter, it increased gradually to around 6,100 in 2014 and then fell before reaching approximately 4,000 in 2015. Subsequently, it remained comparatively stable to nearly 5,100 between 2015 and 2017 and then decreased steadily at roughly 3,000 by the end of the period.
In 2011, closures started at around 6,500 shops and then fluctuated considerably to approximately 6,500 in 2014, after which it dropped to roughly 5,00 throughout the given period. However, in 2016 it remained relatively steady at until the end of the period.
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 student provides a general overview of the trends and attempts to report key features from the graph. However, there are notable inaccuracies and confusions in the data reporting. For instance, the student states that closures 'dropped to roughly 5,00 throughout the given period' (presumably meaning 5,000) and writes that closures in 2011 started at 6,500 and fluctuated to 6,500 in 2014. Additionally, the description of the trends in the final paragraph becomes confused and contains broken syntax ('at until the end of the period'). While the main features are touched upon, the lack of precision and inaccurate reporting of specific data points pull the task achievement score down.
Coherence and Cohesion: Band 5.5
The response is organized into four paragraphs, following a logical layout with an introduction, an overview, and separate body paragraphs for openings and closures. Cohesive devices are used, such as 'Overall', 'Looking at the details', and 'Subsequently'. However, referencing is sometimes unclear, particularly with the pronoun 'it' referring inconsistently to plural nouns like 'shop openings' or singular concepts. Furthermore, paragraphing at the end is slightly disjointed, and the logical progression becomes somewhat strained due to grammatical awkwardness in the final sentences.
Lexical Resource: Band 5.5
The student uses an adequate range of vocabulary suitable for describing graph trends, including words like 'fluctuated', 'decreased sharply', and 'comparatively stable'. However, there are noticeable limitations and occasional inaccuracies, such as omitting digits in 'roughly 5,00' and using phrasing that lacks precision. While the vocabulary is sufficient to convey the general topic, it lacks the flexibility and precision required for higher bands, and some expressions feel slightly repetitive or unnatural.
Grammatical Range and Accuracy: Band 5.5
The student attempts a mix of simple and complex sentence structures, such as using subordinate clauses with 'whereas' and 'after which'. However, there are frequent grammatical errors and awkward phrasings that disrupt the flow. Examples include pronoun agreement issues ('shop openings... decreased... and then it increased'), missing numbers ('roughly 5,00'), and an incomplete clause at the end ('remained relatively steady at until the end of the period'). These errors occasionally cause difficulty for the reader.
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