Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Academic Practice Accelerator · 2026-08-25

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 given bar chart illustrates the information about student activities in different three countries for weekdays.

In an overview, it can be seen on the given data that, pupils of Japan are more focusing on study in whole week rather than relaxing and sleeping while UK score second in sleeping activity and in terms of relaxing Germany and UK spend equal timings in a whole week.

Furthermore, 13 hours spend by Japan's student in studying where UK and Germany's scholars spend 8 to 9 hours in a whole week. For British students, they are managing all the tasks almost equally as they spend maximum hours to sleep and then 8 hours for study and 7 hours for relaxing. Japanese students are more focusing to doing study as the are spend 13 hours in a week for study where they are less active for relaxing. Similarly, German students are also managing their schedule almost equally as 9 hours for study, 8 hours for sleep and 7 hours for relaxing contributed by them.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers the main features of the bar chart, identifying the key differences in time allocation between the three countries. However, the analysis is somewhat repetitive and lacks precision in data reporting. For instance, the phrase 'managing all the tasks almost equally' is vague and does not accurately reflect the data provided. While the main trends are identified, the comparison could be more sophisticated by grouping the data more effectively rather than listing country by country. To reach a higher band, ensure that all comparisons are supported by accurate data points and avoid generalizations that do not align with the visual information.

Coherence and Cohesion — Band 6.0

The essay is organized into an introduction, an overview, and a body paragraph. While there is a logical progression, the use of cohesive devices is somewhat mechanical. Phrases like 'Furthermore' and 'Similarly' are used, but the flow between sentences is occasionally disjointed. The paragraphing is appropriate, but the internal structure of the body paragraph could be improved by grouping information more logically—perhaps by activity rather than by country—to enhance the clarity of the comparisons. Referencing is generally clear, but the overall structure feels slightly repetitive in its delivery.

Lexical Resource — Band 5.5

The vocabulary is adequate for the task but lacks the range and precision required for a higher band. There is some repetition of basic terms like 'spend' and 'hours'. Phrases such as 'scholars' to describe students are slightly misused in this context, as 'students' is more appropriate for the data provided. There are also minor errors in word choice, such as 'more focusing on study' instead of 'focusing more on studying'. To improve, try to incorporate a wider variety of verbs and nouns related to data description, such as 'allocate', 'devote', 'proportion', or 'figures'.

Grammatical Range and Accuracy — Band 5.5

The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors that occasionally hinder the flow. Examples include 'the are spend 13 hours' and '13 hours spend by Japan's student', which show issues with passive voice construction and verb tense. There are also errors in article usage and subject-verb agreement, such as 'in different three countries'. While the meaning is generally clear, the frequency of these errors prevents the response from reaching a higher band. Focusing on basic sentence construction and proofreading for subject-verb agreement would be beneficial.

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

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