Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Academic Practice Accelerator · 2026-09-22

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 graph illustrates the hours spending of students of three different countries named U.K., Japan and Germany. There are three bars in this graph which are blue, red and green indicates sleeping, studying and relaxing hours respectively.

Overall, Japan's students spent more hours in studying meanwhile U.K. 's student spent less. Japan' students relaxing least in compare to U.K.'s and Germany's students.

The U.K.'s students spend 8.5 hours for sleeping which is higher then Japan and Germany's student they spend 7 and 8 hours for sleeping respectively. Japan's students spent more then half day in study which is greatest among U.K. and Germany's student. Germany's student spent 9 hours and U.K.'s student 8 hours for study.

Japan's students spent smallest portion of their day for relaxing which is 4 hours. Germany and U.K.'s students spent same hours for relaxing that is 7 hours. As per the graph Japan's student studies more and relaxing less while Germany's and U.K.'s student have balancing hours for study, sleep and relaxing.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The student attempts to address all parts of the visual data by reporting figures for sleeping, studying, and relaxing across the three countries. An overview is provided at the beginning of the second paragraph, highlighting that Japanese students spend the most time studying and least time relaxing. However, the data reporting contains several inaccuracies. For instance, the student states that the U.K. students spend 8.5 hours sleeping while Japan and Germany spend 7 and 8 hours respectively; while the sleep figures are accurate, the comparisons and phrasing are repetitive and clumsy. Furthermore, the analysis is superficial and relies entirely on listing numbers rather than drawing meaningful, synthesized comparisons. Consequently, the task achievement demonstrates limitations in extending and supporting ideas.

Coherence and Cohesion — Band 5.0

The response is organized into four paragraphs, including a brief introduction, an overview, and body paragraphs dedicated to different activities. However, the logical progression is hindered by repetitive sentence structures and a lack of sophisticated cohesive devices. Referencing is occasionally awkward, such as 'Japan' students relaxing least in compare to U.K.'s and Germany's students.' Paragraphing is attempted, but the internal flow of ideas within paragraphs feels mechanical and disjointed. Cohesive devices are minimal, and transitions between sentences rely heavily on basic juxtaposition rather than smooth logical connectors.

Lexical Resource — Band 5.0

The vocabulary used is basic and repetitive, frequently reusing terms such as 'spent', 'students', 'relaxing', and 'studying' multiple times within short sentences. There are notable lexical and prepositional errors, such as 'hours spending', 'in studying', 'in compare to', and 'for study'. Less common vocabulary is virtually absent, and word choices lack precision or awareness of collocation. While the vocabulary is sufficient to convey the general topic of the chart, the range is limited and noticeable errors restrict the score to a Band 5.0.

Grammatical Range and Accuracy — Band 5.0

The student attempts a mix of simple and complex sentence forms, but control over grammar is weak. There are frequent grammatical errors, particularly with verb forms, tense consistency, and prepositions, such as 'Japan' students relaxing least', 'which is higher then Japan', and 'student they spend'. Punctuation is also problematic in places, including missing apostrophes for possessives ('Japan students' instead of 'Japan's students'). Complex structures are often faulty, and errors frequently cause minor difficulties for the reader, aligning closely with the Band 5 descriptors.

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

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