Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 13 · 2026-09-03
IELTS Writing Task 1 question
The bar chart below shows the top ten countries for the production and consumption of electricity in 2014.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
Student answer (Band 5.0)
The supplied bar chart illustrate the peak ten states for the manufacturing and usage of electricity in 2014.
Overall, there are many countries produce and consume electric current but in which china is the top ranking country because its consumption and making escalate day by day While, on the other hand, usage and development of electricity in Korea diminish dramatically.
In 2014, demand of electricity in china rise on daily basses china produce 5,398 billion KWh but its intake is least less than its consumption 5,322 billion KWh. In United States usage of electricity is almost 3,866 billion KWh, and its making 4,099 billion KWh.
In 2014, requirement in Korea reduce daily bases its production rate 485.1 billion KWh and its expending rate 449.5 billion Kwh. India manufacture 871 billion KWh in 2014 and their intake rate is 698.8. There are many states in this chart but its spending rate less than its fabrication rate
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response identifies the main features of the chart, such as China's leading position and the comparison between production and consumption. However, the analysis is hampered by significant inaccuracies in interpreting the data. For instance, the claim that consumption in Korea 'diminish[es] dramatically' is not supported by a single-year snapshot, and the statement that China's demand rises on 'daily bases' is an inappropriate interpretation of annual data. Furthermore, the report lacks a clear overview, as the second paragraph focuses on subjective trends rather than summarizing the key data points. The comparison between countries is present but lacks the precision required for a higher band.
Coherence and Cohesion — Band 5.5
The essay is organized into paragraphs, which helps the reader follow the structure. However, the use of cohesive devices is often mechanical or inaccurate, such as the awkward transition 'While, on the other hand,' which does not logically connect the preceding ideas. The progression of information is somewhat disjointed, particularly in the final paragraph where the mention of 'many states' is vague and lacks a clear link to the provided data. Referencing is occasionally unclear, and the flow between sentences is frequently interrupted by grammatical errors, making the overall progression feel somewhat forced.
Lexical Resource — Band 5.0
The vocabulary is limited and often inappropriate for an academic report. The student uses non-standard terms like 'manufacturing' and 'making' instead of 'production,' and 'intake' or 'expending rate' instead of 'consumption.' There is also a reliance on repetitive phrasing, such as 'daily bases,' which is used incorrectly to describe annual data. While the meaning is generally conveyed, the lack of precise, topic-specific vocabulary (e.g., 'generation' for electricity) and the frequent word-choice errors prevent the response from reaching a higher band.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that occasionally impede clarity. Subject-verb agreement is a recurring issue, such as 'The supplied bar chart illustrate' and 'there are many countries produce.' Punctuation is also problematic, with several run-on sentences and missing commas. The range of structures is limited, consisting mostly of simple sentences with some attempts at complex ones that are often faulty (e.g., 'its intake is least less than its consumption'). These errors are frequent and noticeable throughout the text.
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