Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 17 · 2026-11-02

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 line graph displays the different number of shops which were closed and openings in one country between 2011 and 2018.

Overall, there are two types of shops in this graph, which are showing the number of shops. The numbers of dashed line in 2011 which were highest. After the period the numbers decreased, while solid line was lowest than dash line. In the beginning, the numbers of solid line were approximately 6500 that were lowest than dash line.

In 2011, the numbers of dashed line were 8,700 after the period the number decreased and reached 4,000 in 2012. After that once again numbers increased in 2014, then declined in 2015 after that the number of shops kept straight for a moment and then declined in 2018.

In the beginning, the numbers of solid line were 6,300 and then the numbers fall in 2015 , once again the numbers increased in 2016 then numbers moved straight and reached 5,000 in 2018.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify both series and cover the full period, with some relevant figures, such as about 8,700 openings in 2011 and roughly 6,300 closures at the start. However, the overview is unclear and does not accurately capture the main pattern: closures did not remain below openings throughout, and the sharp fall in closures to about 600 in 2015 is a key feature that needs emphasis. Several details are also inaccurate or vague: openings fell to about 3,900 in 2012, rose to around 6,200 in 2014, and then generally declined; closures recovered after their 2015 low and ended near 5,200, not 5,000. Select the most striking changes and report them precisely to develop the summary more fully.

Coherence and Cohesion: Band 5.5

The response has a basic paragraph structure: an introduction, an overview, and separate descriptions of openings and closures. This gives the reader some sense of organisation. However, progression is weakened by repeated information: the closures are introduced in the overview and then described again with nearly the same starting figure. Linking phrases such as “after that” and “once again” are used repeatedly, sometimes without making the sequence or comparison clear. For example, “the number of shops kept straight for a moment” is difficult to connect to the data. Organise the body around clear time periods or contrasting trends, and use more precise references such as “the openings figure” and “the closures figure” to make relationships easier to follow.

Lexical Resource: Band 5.0

You use some relevant task vocabulary, including “line graph,” “decreased,” “increased,” and “declined,” so the reader can generally identify the trends you intend to describe. However, the range is limited and several phrases are unnatural or imprecise, such as “numbers of dashed line,” “lowest than dash line,” and “kept straight for a moment.” These choices make parts of the report difficult to interpret and do not consistently distinguish shop openings from closures. Use the data categories directly and choose standard trend language, for example, “the number of shops opening” and “remained stable.” Avoid repeating “numbers” when a more specific noun such as “figure” or “total” would be clearer.

Grammatical Range and Accuracy: Band 5.0

You attempt some longer sentences to describe changes over time, but the range is limited and complex sentences are often faulty. For example, “Overall, there are two types of shops in this graph, which are showing the number of shops” has an unclear clause structure, while “The numbers of dashed line in 2011 which were highest” is not a complete sentence. There are also recurring problems with agreement and verb forms, as in “the numbers fall in 2015” and “the numbers of solid line were.” These errors sometimes make the intended meaning harder to follow. Practise forming complete sentences with a clear subject and verb, and use consistent past-tense forms when reporting the historical data.

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