Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 17 · 2026-10-07

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 4.5)

the information in graph is about the amount of shop closed, and the number of new shops that opensed in one country. Comparison has been made via two lines. The solid line starts at a lower number than the dotted line, however, a huge dip is observed in the dotted line by the second point, similarly, the solid line faces a huge dip in the later part of the graph as well, and by the end of the graph they are stable but lower than where they started from. In start the dotted line is highier than the solid line at around 8500 shops and dips down to 4000 shops by the time we reach second point. Around the same time, solid ine starts from around 6300 shops and 3 dots later dips down to 500 shops, dotted line ends the graph at 3000 shops and solid line is at 5200 shops.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify both series and include some relevant comparisons, such as openings starting higher and closures ending above openings. However, the account is incomplete and contains a major data error: closures fall to about 600 in 2015, not 500, and this is the solid line, while the “huge dip” in the second point belongs to openings. The overview is vague (“stable but lower”) and does not accurately summarise the contrasting fluctuations or the overall pattern. Several years and key movements are omitted, and the response is 144 words, below the required 150. Add a clear overview and accurately describe the main peaks, falls and end values.

Coherence and Cohesion: Band 4.0

The response has a basic sequence, moving from an introduction to broad comparisons and then selected figures, and linking phrases such as “however” and “similarly” show an attempt to connect ideas. Nevertheless, it is presented as one continuous paragraph, with no clear separation between overview and details. Some references are difficult to follow: “the second point” and “3 dots later” require the reader to work out which year and line are meant. The repeated use of “line” and “graph” also makes progression feel limited. Organise the response into a short introduction, a distinct overview, and a paragraph comparing the key figures by year.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “solid line,” “dotted line,” “dip,” and “stable,” so the basic subject is understandable. However, the range is limited and several choices are inaccurate or awkward, including “the amount of shop closed,” “opensed,” “highier,” and “faces a huge dip.” Repetition of “line,” “shops,” and “graph” also restricts precision. Use standard chart language and distinguish the two measures consistently—for example, “shop closures” and “shop openings,” with verbs such as “fell,” “rose,” and “fluctuated.” Careful spelling and more natural collocations would make the comparisons clearer and more appropriate for an academic report.

Grammatical Range and Accuracy: Band 5.0

You attempt some longer sentence forms, including a contrast with “however” and a time clause beginning “by the time we reach…”. However, the range is limited, and errors recur in basic sentence construction. For example, “the information in graph” is missing an article, while “the amount of shop closed” has an unclear grammatical structure. “In start” and “solid ine starts” also show problems with articles and sentence formation. The response shifts between present forms (“starts,” “dips”) and past reporting without a consistent pattern. Use the present simple consistently for chart descriptions, check articles and plural forms, and divide long sentences so each comparison is grammatically controlled.

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