Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 17 · 2026-10-20

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)

The provided line graph illustrating the information regarding the shops which were closed and about stores which opened during 2011 to 2018.

Overall, it can be evident from the given data that majority of the stores open and shutdown in the initial year. However, less number of shops made and closed during 2015.

As per the given data, in 2011 most of the new shops were built and shutdown. Then in the next year these numbers were showing downward tread and noted at 6000,4000, respectively. Likewise, after that both were shifting upward and reached at peak but suddenly during mid time bot were rapidly falls down and noted at their lowest point , which was near about 1 to 3 thousand.

As per the remaining data,then one line of dhops was become constant at same point till three years , on the the other side on line was going upward and reached at 5000 in 2018 and other store line was noted at 3000 during last given year.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify both shop openings and closures and attempt an overview, but the main features are not reported accurately enough. The claim that most shops opened and closed in 2011 is only partly supported: openings peaked then, but closures peaked in 2013. The sharp fall in closures in 2015—to about 600—is an important feature, yet your overview says both figures were lower without making this exceptional drop clear. Later details are also confused: the lines do not remain constant for three years, and closures were about 5,200 in 2018, not simply a line rising to 5,000. Select the key peaks, troughs and overall contrast, then describe each series separately and accurately.

Coherence and Cohesion: Band 5.0

The response has an opening, an overview and two detail paragraphs, so there is some basic organisation. However, the progression is difficult to follow because the account moves between the two lines without consistently identifying which figure is being described. Phrases such as “both were shifting upward” and “one line” leave the reader to infer the series, while “As per the remaining data” does not clearly signal a new comparison. Linking expressions such as “Then,” “Likewise” and “on the other side” are attempted, but some are repetitive or do not accurately express the relationship. Organise the body by series or by time period, and use explicit references such as “closures” and “openings” throughout.

Lexical Resource: Band 5.0

You use some task-related vocabulary, including “line graph,” “peak,” “downward” and “lowest point,” which helps communicate the general subject. However, the range is limited and several word choices or collocations make the data difficult to interpret: “shops were built” is not a natural way to describe openings, and “stores open and shutdown” is imprecise. There are also spelling errors, including “tread,” “bot” and “dhops,” and awkward phrases such as “less number of shops made.” Use precise reporting language and vary verbs appropriately—for example, “opened,” “closed,” “rose,” “fell” and “remained stable.” Check spelling and collocations during revision.

Grammatical Range and Accuracy: Band 5.0

You attempt longer sentences and use time clauses, as in “Then in the next year…” and “after that…,” but the range is limited and these structures are often inaccurate. The opening is a sentence fragment (“The provided line graph illustrating…”), while “it can be evident” and “both were rapidly falls down” show problems with clause construction and verb forms. Agreement and articles are also inconsistent, as in “majority of the stores open and shutdown” and “one line … was become constant.” Punctuation and spacing errors further interrupt reading, particularly around commas. Build clearer sentences with a subject and finite verb, and practise past-tense forms such as “fell,” “rose” and “remained.”

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