Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Recent IELTS Exams (Canada & India) · 2026-10-16

IELTS Writing Task 1 question

The pie charts below show how working adults in a particular country spent their time in 1958 and 2008.

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

* Note: these aren’t the original diagrams given in the test, they were recreated for the purpose of demonstration.

Student answer (Band 5.0)

The pie charts illustrates how working adults in a particular country spent their time in 1958 and 2008.

Overall, there are elven activities from both pie chart. Different activities has dissimilar of section. From first chart, second chart has one more activity that is playing sports. It starts with working and ends in going out with friends and family.

Firstly, in 1989, working has the highest working percentage of adults that is 33%.

The lowest is 2% of travelling to work and one activity is not mentioned, which will be available for future. Following sleeping has 32% and going out with friends and family was 19%.

In 2008, similar to 1958, this year also has the highest in working which is increased by 9% that is 42%. And in the blank section playing sports has added that has 7% activity. And sleeping hours was decreased as compared to 1958, which was only 25%. Following relxing at home and going out with friends and family has decreased which was 13% and 7%. But travelling to work has rose by 5% which has increased among in 2008,

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify several relevant features, including the rise in working time from 33% to 42%, the fall in sleeping from 32% to 25%, and the addition of sports in 2008. However, the response only partially summarises the charts: the overview is unclear, and the claim that there are “eleven activities from both pie chart” is inaccurate—the charts show five activities in 1958 and six in 2008. There are also factual errors: the first year is 1958, not 1989, and going out with friends and family fell to 6%, not 7%. The statement that an activity is “not mentioned” and “available for future” is unsupported. Give a clear overview of the main changes and report the figures accurately.

Coherence and Cohesion: Band 4.5

The response has a basic sequence: an introduction, a general comment, and separate discussion of the two years. This gives the reader some sense of how the information is organised. However, progression is difficult to follow because the overview includes unclear statements such as “It starts with working and ends in going out,” and the phrase “in the blank section” does not clearly refer to the sports category. Linking words such as “Firstly,” “Following,” and “But” are used, but some connections are mechanical or do not show the relationship between the figures precisely. Improve paragraph focus by grouping the main comparisons—for example, increases together and decreases together—and use clear references to each year and activity.

Lexical Resource: Band 5.0

You use relevant chart vocabulary such as “percentage,” “increased,” “decreased,” and “highest,” so the reader can recognise the intended comparisons. However, the range is limited and several word choices or collocations make the meaning unclear, including “dissimilar of section,” “highest working percentage,” and “in the blank section.” There are also spelling errors, such as “elven” and “relxing,” and “working” is repeated where a more precise description of the share or proportion would help. Choose standard expressions for describing charts, such as “accounted for,” “rose to,” and “fell to,” and check spelling and word forms. More precise vocabulary would make the comparisons easier to understand.

Grammatical Range and Accuracy: Band 4.5

The response attempts both simple and longer sentences, including comparisons between the years, but control is inconsistent and errors often make the relationships harder to follow. Examples include “The pie charts illustrates,” where the plural subject needs a plural verb, and “Different activities has,” which also has subject–verb disagreement. In “sleeping hours was decreased,” the noun phrase and verb form are not well controlled; “sleeping fell” would be clearer. Some sentence boundaries and clause connections are also awkward, particularly in the final sentence, which ends without a complete comparison. Practise accurate subject–verb agreement, past-tense reporting, and complete sentence structures before adding more complex clauses.

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