Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Academic Practice Accelerator · 2026-07-24

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 6.0)

THE BAR GRAPH ELUCIDATES THE INFORMATION REGARDING THREE DIFFERENT COUNTRY STUDENTS SPEND THEIR WEEKDAYS IN VARIOUS KIND OF ACTIVITIES.

CONSIDERING FROM AN OVERALL PERSPECTIVE, IN ALL COUNTRIES STUDY RATIO SEEN TO BE HIGH ,HOWEVER THE RELAXING RATIO SEEN TO BE LOW. NOTABLY, MINIMAL FIDDERENCE SHOW IN SLEEPING RATIO.

TO BEGIN WITH,THEREARE 8.5 STUDENT IS PREFERING SLEEPING IN UK WERE AS QUITE LESS BY 0.5 IN JAPAN AND AGAIN ROSE BY 1 IN GERMANY. APART FROM THIS, STUDYING RATIO KEPT ON FLUCTUATING THROUGHOUT THE THREE COUNTRY WHERE THERE IS 8 PERSON ACCOUNTED FOR STUDY IN UK HOWEVER IT ROSE AND REACH 13 PERSONS SELECTED STUDY FOR WEEKDAYS IN JAPAN , WERE AGAIN IT DECLINE AND REACH 9 IN GERMANY.

FURTHERMORE, THE LOWEST STUDENT CHOOSE THEIR TIME TO SPEND IN RELAXING IN ALL THREE COUNTRIES. WHERE THE RATIO OF STUDENT IS SAME IN UK AND GERMANY BUT LESS IN JAPAN, WERE THE FORMAR COUNTRIES WITHNESSE 7 PERSONS ANDLATTER COUNTRY LESS WHICH IS 4 IN NUMBERS.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers the main features of the bar chart, including sleeping, studying, and relaxing activities across the three countries. However, the analysis is hampered by significant inaccuracies in data reporting. For example, you state that 8.5 students prefer sleeping in the UK, but the chart likely uses different units or scales, and your interpretation of the figures is inconsistent. While you attempt to make comparisons, the lack of clarity regarding the data units and the imprecise reporting of the figures mean that the information is not fully or accurately conveyed. To improve, focus on accurately transcribing the data points and ensuring your comparisons are based on clear, logical groupings of the information provided.

Coherence and Cohesion — Band 6.0

The essay is organised into paragraphs, which helps the reader follow the structure. However, the use of cohesive devices is often mechanical or inaccurate, such as the repetitive use of 'where' and 'were' (as a misspelling of 'where'). The transition between ideas is sometimes abrupt, and the logical flow is hindered by the confusing presentation of the data. While there is an attempt at an overview, it is not well-integrated into the body paragraphs. Improving the use of linking words like 'consequently', 'in contrast', or 'similarly' would help create a smoother progression of ideas.

Lexical Resource — Band 5.5

The vocabulary is somewhat limited and repetitive. You frequently use the word 'ratio' where 'proportion' or 'number' would be more appropriate. There are also several spelling errors, such as 'fidderence' (difference), 'formar' (former), and 'latter' (latter). The phrasing is often awkward, such as 'study ratio seen to be high'. To reach a higher band, you should aim to use a wider range of vocabulary related to data description, such as 'fluctuate', 'account for', 'proportion', and 'significant', while ensuring correct spelling and word choice.

Grammatical Range and Accuracy — Band 5.5

The response contains frequent grammatical errors that occasionally impede readability. There are issues with subject-verb agreement (e.g., '8.5 student is prefering'), incorrect verb tenses, and sentence structure errors (e.g., 'where again it decline'). Punctuation is also inconsistent, with missing spaces after commas and periods. The range of structures is limited, relying mostly on simple sentences. To improve, focus on mastering basic sentence construction, ensuring subject-verb agreement, and using correct verb tenses when describing data. Proofreading for common errors like 'were' versus 'where' will also significantly improve the quality of your writing.

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