Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · 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 4.0)

In the given graph it shows that their were massive amount of students in different countries who were do study in weekday.

in the following graph first country is United kingdom in which 8.5% students were sleeping on a weekday and approx 8% students who were do study in the weekday and 7% students who do only relax on the week day like playing games using mobile phones and etc.

so it can be negative affect their studies because they did not do proper concentration on their study on a weekday

Now the other country is japan in which there are huge number of children"s who do study in the week day so this the major comparison between other countries japan is always on top because their country student put hard work on their studies and their are less amount of students who do relax or sleeping on the weekday as compare to other countries

now the other country is germany in which 9% students who do study on a week day after japan germany is on 2nd position but the amonut of students who sleep is approximately equal to uk

AI examiner evaluation

Task Achievement / Task Response — Band 4.0

The response attempts to summarise the data but fails to provide a clear overview or a logical structure. While it identifies some figures, it includes subjective commentary (e.g., 'it can be negative affect their studies') which is inappropriate for an Academic Task 1 report. The data interpretation is inconsistent, and the comparison between countries is poorly developed. The response lacks a clear introduction and fails to highlight the key trends or significant differences effectively. To improve, focus on presenting the data objectively without adding personal opinions and ensure all key features of the chart are clearly described.

Coherence and Cohesion — Band 4.0

The essay lacks paragraphing, which makes it difficult to follow. The progression of ideas is disjointed, and the use of cohesive devices is very limited and often misused (e.g., 'so it can be', 'now the other country'). There is no clear logical flow between the description of the three countries. The lack of punctuation and the run-on nature of the sentences further hinder the coherence of the text. To improve, use clear paragraph breaks for each country or category and employ a wider range of linking words such as 'In contrast', 'Furthermore', or 'Similarly' to connect ideas.

Lexical Resource — Band 4.0

The vocabulary is very limited and repetitive. There are frequent errors in word choice and collocation, such as 'do study' instead of 'study', 'massive amount of students' instead of 'a large proportion of students', and 'put hard work' instead of 'dedicate time'. The spelling of 'amonut' is incorrect. The range of vocabulary is insufficient to convey the information with precision. To improve, focus on learning collocations related to data description, such as 'a significant proportion', 'the majority of', and 'a notable difference'.

Grammatical Range and Accuracy — Band 4.0

The response contains frequent grammatical errors that impede communication. There are consistent issues with subject-verb agreement (e.g., 'their were massive amount'), incorrect verb forms (e.g., 'who were do study'), and missing articles. Sentence structure is often fragmented or run-on, lacking proper punctuation. There is no evidence of complex sentence structures, and the basic sentences used are frequently inaccurate. To improve, focus on mastering basic sentence construction, specifically subject-verb agreement and the correct use of auxiliary verbs. Practice writing clear, simple sentences before attempting more complex structures.

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

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