Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 21 · 2026-09-10

IELTS Writing Task 1 question

Student answer (Band 5.0)

I AM WRITING A LETTER TO COMPLAINT REGARDING THE SCHOOL RESPONSIBILITIES.

HELLO PRINCIPAL SIR

EVEN THOUGH ONE MY CHILD RAMESH IS LEARNING IN YOUR SCHOOL. RECENTLY A EXAM HAS BEEN CONTUCTED BY SCHOOL PRINCIPAL MEANS YOU. IT WAS GOOD BUT, MY CHILD PASSED WITH GOOD MARKS. BUT ONE DAY I ASKED TO MY SON THAT HOW IS GOING YOUR TEST. THEN HE SAID TO ME THAT IT ONGOING FASCINATING BUT SOMETIME SCHOOL TEACHER WAS HELPING TO STUDENTS WHOM THEY KNOW ALREADY DURING THE TEST.

ALL LITTRATED PEOPLE KNOW THAT CHEATTING IS NOT FAIR ITS BAD LESSON FOR STUDENTS. MOREOVER I PERSONALLY VISIT IN YOUR SCHOOL AND I NOTICED THAT IT IS TRUTH WHAT WAS MY SON SAYING TO ME.

SO I REQUESTED TO YOU THAT PLEASE ABBOND THAT'S CHEATING. AND YOU TAKE STRICT TEST OF STUDENT.

I WOULD LIKE TO SAY YOU THAT PLEASE CONDUCT A EXAM AGAIN. AS FAR AS I'M CONCERNED THAT THAT EXAM WILL BE DONE WITH FAIRFUL.

THANK YOU

YOUR FAITHFULL

(NIPPU)

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The letter addresses the purpose of complaining about unfair examination practices, but the tone is inconsistent and often inappropriate for a formal letter to a principal. While the main points are covered, the development is limited by the informal and sometimes aggressive language used (e.g., 'I AM WRITING A LETTER TO COMPLAINT'). The request for a re-examination is clear, but the overall structure lacks the professional conventions expected in a formal complaint letter. The tone shifts between being accusatory and informal, which impacts the effectiveness of the communication.

Coherence and Cohesion — Band 5.0

The letter is divided into short, disjointed paragraphs. There is a lack of logical progression between ideas, and the use of cohesive devices is very limited and often mechanical. For example, the transition 'BUT ONE DAY I ASKED' is abrupt and lacks formal linking. The referencing is sometimes unclear, such as 'IT ONGOING FASCINATING', which makes the sequence of events difficult to follow. The overall structure is quite basic, and the lack of appropriate formal sign-offs and salutations further disrupts the coherence of the piece.

Lexical Resource — Band 5.0

The vocabulary is limited and contains several errors in word choice and spelling that occasionally impede clarity. Examples include 'LITTRATED' (literate), 'ABBOND' (abandon), and 'FAIRFUL' (fair). The student relies on simple, repetitive language and struggles with collocations, such as 'take strict test' instead of 'implement stricter examination protocols'. While the meaning is generally conveyed, the lack of precision and the presence of non-standard word forms prevent the response from reaching a higher band.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that affect readability. There are issues with subject-verb agreement ('SCHOOL TEACHER WAS HELPING'), tense consistency ('HOW IS GOING YOUR TEST'), and sentence structure (e.g., 'I AM WRITING A LETTER TO COMPLAINT'). Punctuation is also problematic, with excessive use of capital letters and missing commas. While some simple sentences are clear, the attempt at more complex structures often results in errors that cause difficulty for the reader. The control of basic grammar is inconsistent.

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