Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 16 · 2026-10-02

IELTS Writing Task 1 question

The charts below show the changes in ownership of electrical appliances and amount of time spent doing housework in households in one country between 1920 and 2019.

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

Percentage of households with electrical appliances (1920-2019)

Student answer (Band 5.0)

The line graph provide information about percentage of households with electrical appliances in 1920 to 2019 and number of hours of housework per week, per household in 99 years.

Overall is shows that percentage of households in increased in refrigerator percent were low but it suddenly increased in 1960. And then housework was fell down in 1920 to 2019.

To begin with, the first graph shows about first washing machine it was start from 1920 when it was only 40 percent then it grew 60 percent in year 1940 it was not fast then others. So then we came on vacuum cleaner it was grew in high speed it was 30 percent uses only in 1920 but in 1960 it were 70 percent at the end was near to 100 percent uses.

Number of housework fell down in 99 years it was 50 per week but then it was fell down in 1960 it were 20 then. In 1920 it was near about 10 per week.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task only partially. While the student attempts to report on both charts showing appliance ownership and housework hours, the overview is extremely weak, consisting of fragmented and unclear statements ("Overall is shows that percentage of households in increased..."). Key trends are touched upon, but the selection of data is erratic, and some figures are misread or poorly explained, such as the confusion over the starting points and values in the graph. The ideas are limited and lack full development, presenting a disjointed summary of the main features without clear overall comparisons.

Coherence and Cohesion: Band 5.0

There is some basic organisation with attempts at paragraphing, but the response lacks clear overall progression. Cohesive devices are either inadequate, inaccurate, or repetitive, relying on awkward transitional phrases like "To begin with" and "So then we came on". Paragraphing is haphazard, and referencing between sentences is frequently unclear, making it difficult for the reader to follow the logical development of ideas from one sentence to the next.

Lexical Resource: Band 4.5

The vocabulary used is limited and repetitive, reflecting a basic range suitable for the task. There are noticeable lexical errors and awkward word choices, such as writing "was fell down" instead of decreased, or "uses only" instead of ownership rates. Word formation and collocation errors, such as "grew in high speed", are frequent and occasionally cause some difficulty for the reader in grasping the precise meaning of the data reported.

Grammatical Range and Accuracy: Band 4.5

The student uses a very limited range of structures, relying mostly on simple sentences with frequent attempts at complex structures that turn out faulty. There are persistent grammatical errors throughout the text, including subject-verb agreement issues ("the line graph provide"), incorrect verb tenses and forms ("it was start", "it were 70 percent"), and missing articles or prepositions. These frequent errors cause considerable strain and difficulty for the reader.

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