Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 17 · 2026-10-19

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 4.0)

The given line graph shows information about the number of shops that closed and the number of new shops that opened in one country between 2011 and 2018. The line graph compares different categories and present the number of shops closures and openings 2011- 2018. To begin with, the categories in 2011 and 2018 is different among the highest category 8600 shops close, while 3000 is the lowist. In conclusion, the categories in 2011 and 2018 is different among the higest category is 6500 shops open, while 800 is the lowest.

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

The opening sentence identifies the graph’s subject and time period, but the response does not adequately summarise the data. It gives no reliable account of the main trends across 2011–2018, and the comparisons between only 2011 and 2018 are unclear and inaccurate: for example, 8,600 closures is not the highest figure (the graph shows about 7,200 in 2013), and 800 is not the lowest figure for openings (about 3,000 in 2018). The statement that 6,500 shops opened also misreports the 2018 figure. The response contains 70 words, 80 short of the 150-word minimum; 21 words copied from the prompt were not counted. Include a clear overview and select accurate key figures and changes.

Coherence and Cohesion: Band 3.5

There is a basic attempt to organise the response: it begins by introducing the graph and uses “To begin with” and “In conclusion” to signal stages. However, these markers do not create a clear progression, and the two later sentences repeat the same comparison of 2011 and 2018 rather than developing a summary of the period. The references to “categories” are also unclear, making it difficult to understand what is being compared. A short overview followed by logically grouped details—for example, closures first and openings second—would make the information easier to follow. Use linking phrases to show actual contrasts or changes, rather than relying on formulaic transitions.

Lexical Resource: Band 5.0

The response uses a small set of relevant terms, including “line graph,” “shops,” “closed,” “opened,” and “number,” so the topic is generally recognisable. However, the vocabulary is repetitive and some choices are imprecise: “categories” does not clearly describe the two data series, while “highest category” and “lowist” are unsuitable for describing figures. There are also spelling errors in “lowist” and “higest,” and the phrase “shops closures” is not natural. Use precise chart language such as “shop closures,” “shop openings,” “figure,” “peak,” and “fell,” and vary verbs to describe the trends. More accurate vocabulary would help communicate comparisons clearly.

Grammatical Range and Accuracy: Band 4.5

The response attempts several sentence forms, including an introductory clause and sentences beginning with “To begin with” and “In conclusion.” However, grammatical control is inconsistent. In “the categories in 2011 and 2018 is different,” the plural subject requires “are,” and the construction “among the highest category 8600 shops close” is incomplete and difficult to interpret. The sentence about 2018 also lacks a clear grammatical structure around “the higest category is.” Most sentences are simple or awkwardly joined, with little accurate variety. Build clear subject–verb sentences, for example, “Closures peaked at about 7,200 in 2013,” and check agreement, sentence completeness, and punctuation.

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