Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 17 · 2026-09-28

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)

Task - 1

The line graph illustrates the variety of supermarket that closed and the new shops that opened in a particular nation from 2011 and 2018.

Overall, it can be clearly seen that the majority of shops were opened in the initial year. Conversely, in the end of the year the large number shops were closed.

Analysing the line graph, in 2011 just lower 6,000 retail outlets were closed, and in the same year the maximum shops were constructed which was around 9,000. Furthermore, in 2012 the line was showed the flunctuated between 2012 and 2014 the number of shops opened. Moreover, in 2012 the num shops were closed which was 6,000 and the percentage was increased steadily reacheat above 7,000.

Moving towards the rest of information, in 2013 the least frequency of shops were opened at accounted for 5,000.

Another important thing is that in 2014 the retail stores were showed the same frequency.

In 2015 the maximum number of shops were closed and the percentage was increased steadily in the end of year which was above the 5,000.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The student attempts to summarise the data by identifying some general trends and specific figures, but there are numerous factual inaccuracies and misreadings of the graph. For example, the student states that in 2015 the maximum number of shops were closed, whereas the visual data shows that 2013 experienced the highest closures (around 7,200), while 2015 actually saw a sharp drop to 600 closures. Furthermore, some trends are confused, such as referencing percentages instead of absolute numbers. While there is an attempt at an overview, the lack of accurate data reporting and flawed comparisons mean the response falls short of fully addressing the task requirements.

Coherence and Cohesion: Band 5.0

The response is organised into multiple paragraphs, including an introduction and an overview. However, the logical progression is frequently disrupted by confusing transitions like 'Moving towards the rest of information' and 'Another important thing is that'. Cohesive devices are often used awkwardly or inaccurately, and the referencing is sometimes unclear, making it difficult to follow the relationships between ideas. Paragraphing is attempted, but the internal flow of information lacks clarity.

Lexical Resource: Band 5.0

The student demonstrates an adequate vocabulary range to communicate basic concepts related to the task, using words such as 'retail outlets', 'frequency', and 'fluctuated'. However, there are notable lexical errors and inappropriate word choices, such as 'variety of supermarket' instead of 'number of shops', 'line was showed the flunctuated', and confusing 'number' with 'percentage'. Less common vocabulary is attempted but frequently misapplied, leading to strain on the reader.

Grammatical Range and Accuracy: Band 5.0

The writing includes a mix of simple and attempted complex sentence structures, but control over grammar is weak. There are frequent grammatical errors, such as passive voice misuse ('were opened', 'were closed', 'shops were constructed') and awkward phrasing ('just lower 6,000', 'the num shops', 'reacheat above'). Punctuation and verb tense consistency are also problematic. These frequent errors occasionally cause difficulty for the reader.

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