Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · IELTS Academic Practice Accelerator · 2026-09-03
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 compares the three different countries students perform weekday activities in terms of sleeping, studying and relaxing.
Overall, Japanese students spend 13 hours on studing and give only 4 hours for relaxing.
Furthermore, the students of UK and Germany's give 8.5 and 8 hours to sleeping while Japanese student gives only 7 hours to sleep in the typical weekday. In addition, Japenese students remained first in this bar chart on the base of study purpose. They give 13 hours in a week to study. But UK and Germany's students give attention to study 8 hours and 9 hours. Relaxing period is also same for UK and Germany students almost 7 hours, whereas Japanese students take less relaxing as compared to other countries. It takes only 4 hours to relax.
In short, Japense students focus more to the education and take less sleep and relaxing as compared to other countries.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response addresses the prompt by identifying the main features of the bar chart, such as the high study hours for Japanese students and the sleep/relaxing patterns for the UK and Germany. However, the report lacks a clear overview of the data trends and fails to provide a structured comparison. The information is presented in a somewhat disjointed manner, and the analysis of the data is basic. To improve, you should ensure that the overview clearly highlights the most significant differences and similarities across all three categories rather than listing individual data points. The inclusion of specific figures is good, but the overall synthesis of the information needs more development to reach a higher band.
Coherence and Cohesion — Band 6.0
The essay is organized into short paragraphs, which is a positive start. However, the logical flow between sentences is often mechanical. For example, the transition 'Furthermore' and 'In addition' are used, but the connection between the ideas remains somewhat repetitive. The referencing is occasionally unclear, such as 'the students of UK and Germany's give', which is grammatically awkward and disrupts the flow. To improve, focus on using a wider variety of cohesive devices to link sentences more naturally and ensure that each paragraph has a clear, unified focus. The progression of ideas is present but lacks the sophistication required for higher bands.
Lexical Resource — Band 5.5
The vocabulary is adequate for the task but remains quite limited and repetitive. You frequently use basic verbs like 'give' and 'take' to describe time allocation, which lacks the precision expected in an academic report. There are also several spelling errors, such as 'Japenese' and 'Japense', and minor word choice inaccuracies like 'on the base of study purpose'. To improve, try to incorporate more precise academic vocabulary related to data reporting, such as 'allocate', 'devote', 'proportion', or 'figures'. Expanding your range of synonyms will help you avoid repeating the same phrases throughout the text.
Grammatical Range and Accuracy — Band 5.5
The response contains a mix of simple and some attempted complex structures. However, there are frequent grammatical errors that occasionally impede clarity, such as 'the students of UK and Germany's give' and 'Japanese students remained first in this bar chart on the base of study purpose'. Subject-verb agreement and possessive forms need careful attention. While the meaning is generally clear, the high frequency of errors in basic sentence construction prevents the response from reaching a higher band. Focus on proofreading for subject-verb agreement and ensuring that your sentence structures are grammatically sound before attempting more complex forms.
See this exact question answered at other band scores — the same prompt compared across bands.
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