Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-08-15
IELTS Writing Task 1 question
The table below shows the numbers of visitors to Ashdown Museum during the year before and the year after it was refurbished. The charts show the result of surveys asking visitors how satisfied they were with their visit, during the same two periods.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Student answer (Band 5.0)
the table shows the number of visitor to Ashdown Museum the year before and the year after it was refurbished and the result of surveys asking visitors how satisfied.
first of all, total number of visitors to Ashdown Museum during the year before refurbishment is 74,000 and the year after refurbishment 92,000. moreover, the result of surveys of visitor satisfaction in year before refurbishment. 40% people are dissatisfied that, 5% visitors are no response for it, 10% tourist are very dissatisfied, 30% people are satisfied for their visit, and 15% visitors are very satisfied their visit. mostly visitor are dissatisfied for the visit. and some people are not response for their visit. also some visitor satisfied their visit. for example, in my experience to visit the museum it was very satisfied experience for me. I like the picture in museum and paintings. and also, it is useful for our general knowledge.
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AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response addresses the task by identifying the visitor numbers and survey results. However, it fails to provide a comprehensive overview or make meaningful comparisons between the two periods. The data for the year after refurbishment is completely missing from the survey analysis, which is a significant omission. Furthermore, the inclusion of personal experience ('in my experience to visit the museum') is inappropriate for an Academic Task 1 report, which requires an objective summary of the provided data. The response lacks a clear summary of the main trends, such as the increase in visitor numbers following the refurbishment.
Coherence and Cohesion — Band 5.0
The response is organised into two short paragraphs, but the flow of information is disjointed. The use of cohesive devices is mechanical and repetitive, such as the frequent use of 'and' and 'also'. There is no clear progression of ideas; the transition between the table data and the survey data is abrupt. Paragraphing is present but ineffective, as the second paragraph shifts into irrelevant personal commentary rather than continuing the analysis of the data. Referencing is sometimes unclear, making it difficult for the reader to follow the comparison between the two years.
Lexical Resource — Band 5.0
The vocabulary is limited and repetitive, relying heavily on basic terms like 'number', 'people', and 'visitors'. There are several errors in word choice and collocation, such as 'no response for it' instead of 'no response' or 'did not respond'. The student struggles to use precise terminology to describe the data, such as 'percentage' or 'proportion'. While the meaning is generally conveyed, the range of vocabulary is insufficient to demonstrate the flexibility required for higher bands, and the tone is overly informal due to the inclusion of personal anecdotes.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that occasionally impede clarity. There are issues with subject-verb agreement ('mostly visitor are dissatisfied'), missing articles ('the number of visitor'), and incorrect sentence structures ('40% people are dissatisfied that'). The range of structures is very limited, consisting mostly of simple sentences. There is a lack of complex sentence forms, and punctuation is inconsistent. These errors are persistent and occur throughout the text, indicating a lack of control over basic grammatical structures.
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