Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 13 · 2026-08-10

IELTS Writing Task 1 question

The chart below shows the percentage of households in owned and rented accommodation in England and Wales between 1918 and 2011.

Summarize the information by selecting and reporting the main features and make comparisons where relevant.

Student answer (Band 5.5)

The given vertical bar graph represents the data of household in owned and rented accommodation in England and Wales between 1981 and 2011 . The data has been calibrated in the percentage form .

Overall , it is crystal and clear that the ratio of rented accommodation declining continuously while percentage of owned accommodation was inclining in the given period of time .

At a fleeting glance , in the year 1918 rented accommodation was at their peek rate near about 80 percent whereas owned accommodation was at their lowest rate around 20 percent . It`s followed by in 1939 their was slightly increase in owned accommodation and gradually decrease in rented accommodation . Their was no change has been shown in 1953 . Their was 20 percent difference in owned and rented accommodation during 1961 .

Moreover , their was shown that their was an balanced among both owned and rented accommodation of 50 % in a year 1971 . From the year 1981 to 2011 in owed accommodation their was continuous increase between 60% and 70% while in rented accommodation their was continuous decline between 35 % to 40% .

AI examiner evaluation

CriterionBand
Task Achievement / Task Response5.5
Coherence and Cohesion5.5
Lexical Resource5.0
Grammatical Range and Accuracy5.0
Overall5.5

Task Achievement / Task Response — Band 5.5

The response covers the main features of the graph, including the overall trends and specific data points. However, the analysis is somewhat superficial. For instance, the description of the period from 1981 to 2011 is inaccurate, as the data shows fluctuations rather than a simple continuous increase or decline. Additionally, the dates mentioned in the introduction (1981–2011) contradict the prompt (1918–2011). While the main trends are identified, the lack of precision in reporting the data and the error in the timeframe prevent a higher score.

Coherence and Cohesion — Band 5.5

The response is organised into paragraphs, which helps the reader follow the structure. However, the use of cohesive devices is often mechanical or misused. Phrases like 'At a fleeting glance' are not standard for academic reports. There is also a reliance on repetitive sentence structures, such as 'Their was...', which makes the flow feel somewhat disjointed. While the progression of ideas is generally logical, the lack of sophisticated linking words and the repetitive nature of the transitions limit the coherence of the essay.

Lexical Resource — Band 5.0

The vocabulary is limited and repetitive. There are frequent errors in word choice and spelling, such as 'peek' instead of 'peak', 'inclining' instead of 'increasing', and the repeated misuse of 'their' instead of 'there'. The range of vocabulary is basic and lacks the precision required for describing statistical data. To improve, you should focus on using more varied verbs for trends (e.g., 'fluctuated', 'remained stable', 'surpassed') and ensure correct spelling and word usage to avoid impeding the reader's understanding.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that affect the clarity of the writing. The most persistent issue is the misuse of 'their' for 'there' and 'their' for 'its' (e.g., 'at their peek rate'). There are also errors in subject-verb agreement and article usage (e.g., 'an balanced', 'in a year 1971'). While the writer attempts some complex sentences, they are often marred by these persistent errors. The control of basic grammar is inconsistent, and the frequent errors in sentence construction prevent the text from reaching a higher band.

See this exact question answered at other band scores — the same prompt compared across bands.

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