Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Academic Practice Accelerator · 2026-11-14

IELTS Writing Task 1 question

The bar chart shows the typical weekday for students in three different countries.

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

Student answer (Band 5.5)

The bar chart illustrates Students typical weekday in UK, Japan and Germany.

In Japan the study times of students is above than the 12 and this is the highest with comparison to other countries and also the rest level of people in Japan is low comparison to other.

In Germany the bar charts illustrate shows us relaxing, Studying and Sleeping is likely sems to be same with a minor change ration of 7, 8 and 9. In UK the sleeping bar is approximately 8.5 and relaxing is less from them is 7. From there i analyze in UK, students have Balanced structure of their life and also in Germany.

But in Japan the bar chart illustrates the highest level of 13 of studying so there I'm going to analyze one thing that is, in Japan the students more efficient in studying and more hardworking in studying so that's why the students and not much more sleeping and relaxing.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main standout feature: Japanese students spend the most time studying, at 13 hours, and you note that their sleeping and relaxing figures are lower. You also include relevant comparisons for Germany and the UK. However, the report does not give a clear, accurate overview of the full pattern: for example, Germany’s figures are 8 hours sleeping, 9 studying and 7 relaxing, rather than the stated sequence of 7, 8 and 9. The UK’s 8.5 hours of sleep and 7 hours of relaxation are reported, but its 8 hours of study is omitted. Claims that Japanese students are “more efficient” or “more hardworking” are not supported by the chart. Select the key comparisons accurately and avoid explanations the data cannot establish.

Coherence and Cohesion: Band 5.5

The response has some organisation: it begins with an introduction and then discusses Japan, Germany and the UK, so the reader can identify the countries being compared. However, the progression is not consistently clear, and the paragraphs do not build a concise overview before moving to details. Linking phrases such as “In Japan,” “In Germany” and “But in Japan” are repetitive, while “From there i analyze” and “so that's why” make the connections between chart data and conclusions difficult to follow. The final paragraph also repeats Japan’s high study figure rather than adding a new comparison. Grouping the main overview first, then comparing the countries in a logical order, would make the report easier to follow.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “bar chart,” “study times,” “sleeping” and “relaxing,” and you attempt to describe comparisons with phrases such as “the highest.” However, the range is limited and several word choices or combinations are unnatural or unclear, including “rest level of people,” “minor change ration” and “Balanced structure of their life.” “Students typical weekday” also does not express the chart’s categories precisely. These choices sometimes make the intended meaning difficult to understand. Use straightforward, accurate terms for the activities and comparisons rather than trying to infer qualities such as efficiency or hard work. Building a small set of precise reporting phrases will improve clarity and control.

Grammatical Range and Accuracy: Band 5.0

The response attempts longer sentences and uses basic comparison structures, but the range is limited and errors occur frequently enough to make some sentences difficult to interpret. For example, “the study times of students is above than the 12” has subject–verb agreement and comparison-pattern problems, while “relaxing, Studying and Sleeping is likely sems to be same” has agreement and sentence-structure errors. In “the students more efficient in studying,” the sentence is missing a verb. Capitalisation and punctuation are also inconsistent, as in “i analyze” and the long final sentence. Practise forming accurate simple sentences first, then combine them with controlled clauses such as “whereas” or “compared with.”

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