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 provided bar graph illustrates how students from three diferent countries (United Kingdom, Japan, and Germany) normally spend time on weakend. Overall, a large proportion of students spend most of their time on reading and academic materials, except British students, where the record of sleeping is higher in UK. While the least permorming activity is sleeping in all.

To commence, Japan and Germany has shown simillar partern. the signifiant proportion of students doing academic work during weekend of rate of 13 and 9 respectively. followed by the students who spend thier weekday in sleep. but here the rate of German students are slightly higher of a rate of 7 than Japanese student which is a rate of 7. while the lowest in Japan a small proportion of students doing relaxation activities of a rate of 4, while in Germany a rate of 7

Going into the depth, regardin British students, the highest portion of students spend their time in sleeping at a rate of 8.5, followed by the students who are studying on weekend of a rate of 8. However the least proportion is taken by the students who playing different games to relax their mind.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to summarise the bar chart showing the typical weekday for students in three countries, but misinterprets the data type in the introduction by referring to 'weakend'. Furthermore, there are notable misreadings of the data values and categories throughout the text, such as stating that the least performing activity is sleeping in all countries, which contradicts the visual data where sleeping is actually the highest for the UK (8.5 hours). While an overview is attempted, the confusion between weekdays and weekends, alongside inaccurate data reporting, places this response at Band 5.

Coherence and Cohesion — Band 5.0

The essay is divided into paragraphs, showing some structural organisation. However, the progression of ideas is frequently hindered by awkward transitions, referencing issues, and unclear phrasing (e.g., 'To commence, Japan and Germany has shown simillar partern'). Cohesive devices are often inaccurate or misused, creating mechanical and disjointed links between sentences. Paragraphing is attempted, but the grouping of information within the body paragraphs lacks logical flow, making it occasionally difficult to follow the comparisons being made.

Lexical Resource — Band 5.0

The vocabulary range is limited and repetitive. The student uses basic terms like 'rate' repeatedly to describe numerical values instead of varying expressions like 'hours' or 'time spent'. There are several spelling and word-choice errors, such as 'diferent', 'weakend', 'simillar', 'partern', 'signifiant', and 'regardin'. These errors, combined with unnatural collocations (e.g., 'least performing activity'), restrict the lexical score to a Band 5, as they cause some difficulty for the reader.

Grammatical Range and Accuracy — Band 5.0

The writing exhibits a limited range of grammatical structures, with frequent errors in basic sentence construction, subject-verb agreement, and prepositions. Examples include 'Japan and Germany has shown', 'the signifiant proportion of students doing academic work', and 'the rate of German students are slightly higher'. Attempts at complex sentences often result in incomplete or grammatically flawed structures. These frequent errors cause noticeable strain and difficulty for the reader.

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