Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

The given chart shows the usual weekend for the students in three different countries. That is, Japan United Kingdom and Germany as well. The blue one indicates the relaxing weekdays, on the other hand the red one is indicating studying weekends and the green bar is representing the relaxing weekdays.

First of all, i would take a start wilth United kingdom the student in the United Kingdom seem to be overwhelmed by working more so the sleeping basr of UK is 8.5. The studying students are less than the sleeper ones and the relaxing ones are of a small number then all.

However, the Japanese is toattly differ thern the United Kindom the Sleepping weekdays are less then the UK, The studying weekdays is far more better than the Uk and the relaxing is reduced by three points than than UK.

At last, the discussion comes to Germany the sleeping weekdays are lower by 0.5 then the UK. However, the styding weekends are mooderate according to the other two countries and the relaxing weekdays bar is increased by 3 points as related to Japan.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the three countries and discuss sleeping, studying and relaxing, so the response is related to the chart. However, the task is only partially addressed: there is no clear overview of the main pattern, and several descriptions are inaccurate or unclear. For example, Japan’s studying figure is 13 hours, compared with 8 in the UK and 9 in Germany, but “far more better” does not state the comparison precisely. The claim that UK students study less than they sleep is also incorrect: studying is 8 hours and sleeping is 8.5. You do correctly note that Japan relaxes three hours less than the UK and that Germany’s relaxing figure is three hours above Japan’s. Add a concise overview and report the key figures accurately.

Coherence and Cohesion: Band 6.0

The response has a recognisable sequence: it introduces the chart, then discusses the UK, Japan and Germany in separate stages. Connectors such as “First of all,” “However” and “At last” help signal this progression, and the country-by-country approach gives the reader a basic framework. However, cohesion is sometimes mechanical, and the opening does not clearly establish what the chart compares. Some references are difficult to follow, particularly “the relaxing ones are of a small number then all” and “the discussion comes to Germany.” The repeated use of “weekdays” and “weekends” also makes the relationships between ideas confusing. Use clearer topic sentences and direct comparisons between countries, with pronouns and linking phrases that refer unambiguously to the data.

Lexical Resource: Band 5.0

You use some relevant chart vocabulary, including “indicates,” “representing,” “reduced” and “increased,” and you attempt to describe comparisons rather than simply list categories. However, the range is limited and several word choices or collocations make the meaning difficult to understand. Phrases such as “overwhelmed by working more,” “far more better,” and “the relaxing ones are of a small number then all” are not suitable descriptions of the figures. There are also noticeable spelling errors, including “Sleepping,” “toattly” and “styding.” Choose precise, neutral language for data reporting, such as “spent,” “recorded,” “higher than” and “lower than,” and check spelling carefully.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple statements and longer sentences with contrast, for example, “However, the Japanese is…” and “At last, the discussion comes to Germany…”. This shows some effort to vary sentence structure, but control is inconsistent, and errors can make comparisons hard to interpret. Examples include “the student in the United Kingdom seem,” where the subject and verb do not agree, and “The studying students are less than the sleeper ones,” where the comparison is not formed clearly. Several sentences also run together or use punctuation inconsistently, such as the long opening description of the chart. Practise accurate comparative structures (“the figure for Japan was higher than the UK’s”) and check agreement, articles and sentence boundaries when editing.

See this exact question answered at other band scores. The same prompt compared across bands.

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