Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Academic Practice Accelerator · 2026-09-21

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 bar chart delineates the typical weekday for students in three different countries, including Uk, Japan and Germany.

Oveall, Japan displayed an upward trend in studing. Following this Uk showed low rating in studing but Germany represented a moderate percentage in all spendings.

intiailly, In study, Japan showed high rating and achieve highest score. Although, Germany and UK have a slight difference in there achievement. The difference is about 1%. However, In relaxing, Uk and Germany both showed equal rating but Japan accounted for modest rating about 4%.It showed that students of Japan spend lot of time in studying and they do not spend time on relaxing.

After that, In sleeping, UK stood at 8.5% which considered highest rating in sleeping. Therefore, students showed slight difference in sleeping between Japan and Germany. Germany stood at 8% and Japan accounted at 7%.

However, Uk showed a small difference in all typical weekday for students.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to cover all three categories presented in the bar chart (sleeping, studying, and relaxing) across the three countries (UK, Japan, and Germany). However, the student misinterprets the data type as percentages ('percentage', '%') rather than hours, which detracts from accurate reporting. Furthermore, the overview is weak, stating that Japan displayed an 'upward trend' in studying, which is inaccurate since a bar chart shows static comparative data rather than a chronological trend over time. Key features, such as Japan's exceptionally high studying hours (13 hours) and the UK's high sleeping hours (8.5 hours), are mentioned, but the overall development is limited and occasionally confused. Therefore, the response fulfills the basic requirements of addressing the task, but contains significant flaws in data interpretation.

Coherence and Cohesion — Band 5.0

The essay is organized into a short introduction and several body paragraphs, but the paragraphing lacks clear logical progression. Cohesive devices are used awkwardly or inaccurately, such as 'Oveall', 'intiailly', and 'After that', which feel mechanical and disrupt the flow of information. Referencing is sometimes unclear, particularly with ambiguous pronoun use and abrupt transitions between categories. While there is an overall attempt to structure the response, the lack of smooth links and the presence of spelling mistakes in transition words ('Oveall', 'intiailly') pull the coherence down.

Lexical Resource — Band 5.0

The student uses a limited range of vocabulary, frequently repeating words such as 'rating', 'highest', 'score', and 'difference'. There are also numerous spelling and typographical errors, including 'Uk', 'Oveall', 'studing', 'intiailly', and 'achieve' instead of 'achieved'. Word choice is frequently unnatural or imprecise, such as referring to data points as 'ratings' or 'percentages' instead of hours or time spent. The lexical range is minimally adequate to convey basic points, but frequent errors in spelling and word choice cause some difficulty for the reader.

Grammatical Range and Accuracy — Band 5.0

The response demonstrates a very limited range of grammatical structures. Simple sentences dominate, and attempts at more complex structures are often faulty or awkward, such as 'Germany stood at 8% and Japan accounted at 7%.' There are consistent punctuation and capitalization errors throughout the text, including lowercase country names like 'Uk' and missing commas. Grammatical errors, such as subject-verb agreement issues ('Germany and UK have') and preposition misuse ('accounted at' instead of 'accounted for'), are frequent and occasionally cause strain for the reader.

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