Band 4.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.0 · Cambridge IELTS 15 · 2026-10-06
IELTS Writing Task 1 question
The graph below shows the number of tourists visiting a particular Caribbean island between 2010 and 2017.
Summarize the information by selecting and reporting the main features and make comparisons where relevant.
Student answer (Band 4.0)
The line graph illustrates the comparison of tourists visting Caribbean island between 2010 and 2017. Overall, the survey of the vistors is counted accorinding to their stay on the curise and on the island.
In 2010, the numbers tourist visting the island had to stay, among them living on cruise was 0.3 millions,on the island was 0.7 millions and total numbers started with 1 millions. As the visitors increased their stay on cruise, on island, and total raised by 3% in 2011. Their was some variations in the stay peoples on the curise increased by 1.2 millions on the other hand a drop in stay at the island. Whereas, the total number of tourists was
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 3.0 |
| Coherence and Cohesion | 4.0 |
| Lexical Resource | 4.5 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 4.0 |
Task Achievement / Task Response: Band 3.0
The response fails to meet the minimum word count requirement of 150 words, stopping abruptly at only 115 words. Furthermore, the writing is incomplete and tails off mid-sentence at the end. While the student attempts to summarise the line graph by mentioning figures for 2010 and 2011, the reporting of data is inaccurate and confused (for instance, stating that cruise visitors were 0.3 million when the chart shows 0.25, and incorrectly calculating percentages). The overview is also very weak, only mentioning how the survey is counted rather than outlining the main overall trends. To improve, you must complete the task fully, write at least 150 words, and carefully select and accurately report the key data points and overall trends from the chart.
Coherence and Cohesion: Band 4.0
The response has significant issues with coherence and cohesion. While the student attempts an introductory sentence and some sequencing words like 'In 2010' and 'Whereas', the overall organisation breaks down completely. The text lacks logical progression because the sentences are disjointed, and the response cuts off mid-paragraph before the main body and conclusion can be properly developed. Paragraphing is not used effectively to separate the overview from the details. To reach a higher level, you need to group related information logically, use clear paragraph breaks, and ensure cohesive devices connect your sentences smoothly without abrupt endings.
Lexical Resource: Band 4.5
The vocabulary used is very basic and repetitive, with noticeable errors in word choice and spelling that affect readability. Examples include misspelling 'visiting' as 'visting', 'survey' instead of 'data' or 'figures', 'accorinding' instead of 'according', and 'curise' instead of 'cruise'. Furthermore, phrases like 'the numbers tourist visting' and 'the stay peoples' show a very limited control of lexical items and collocations. To improve your lexical resource, you should learn and practice precise vocabulary related to graphs, such as verbs of change and nouns for categories, and carefully check your spelling before finishing.
Grammatical Range and Accuracy: Band 4.5
The grammar is characterised by a very limited range of structures and frequent errors that occasionally obscure the meaning. The student attempts basic past and present references, but sentence structures are frequently faulty, such as 'the numbers tourist visting the island had to stay' and 'Their was some variations'. There are also persistent issues with subject-verb agreement, missing articles, and awkward prepositional phrases. Because the text is incomplete and cuts off, complex grammatical structures are missing or poorly formed. To improve, focus on mastering basic sentence construction, accurate use of verb tenses for data description, and correct article usage.
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