Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · IELTS Academic Practice Accelerator · 2026-09-25
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 5.0)
The bar chart illustrates the typical weekend for students in three different countries that is UK Japan and Germany.
To begin with, bar chart demonastrates the three different weekends activities which consists sleeping, studying and relaxing. the maximum doing activities is studying then sleeping and after that relaxing. however, looking at the bars the UK consists 8.5 percent in sleeping , 8 percent in studying and 7 percent in relaxing. Likewise, in japan people spend 7 percent in sleeping, 13 percent in studying and 4 percent in relaxing. In germany individuals spend 8 percent in sleeping , 9 percent in studying and 7 percent in relaxing.
Furthermore, comparing to three countries the highest time spend by japan was in studying and UK spend maximum time in sleeping in contrast, Germany spends maximum time in studying too.
Overall,the bar chart demonstrates the maximum time spend by three countries in weekends that is UK, Japan and Germany.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.5 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 4.5
The student attempts to address the task by summarizing the provided bar chart, covering the three main categories (sleeping, studying, and relaxing) across the UK, Japan, and Germany. However, there are significant comprehension issues, notably the student referring to the data as 'weekend' activities when the prompt specifies 'weekday'. Furthermore, the student repeatedly misinterprets the unit of measurement, incorrectly labelling the figures as percentages (e.g., '8.5 percent in sleeping') rather than hours. While the main features are partially reported, the persistent inaccuracies in data interpretation prevent a higher score. Overall, the response addresses the prompt minimally with underdeveloped comparisons.
Coherence and Cohesion: Band 5.0
The text is organized into short paragraphs, including an introduction, body paragraphs, and a brief conclusion. However, the logical progression is hindered by repetitive phrasing and weak cohesive devices. Phrases like 'To begin with', 'Furthermore', and 'Overall' are used, but their mechanical application does not smoothly connect the ideas. Referencing is sometimes unclear, such as in the sentence 'comparing to three countries the highest time spend by japan was in studying and UK spend maximum time in sleeping'. Paragraphing is attempted, but the overall structure feels disjointed due to abrupt transitions and lack of cohesive flow.
Lexical Resource: Band 5.0
The lexical range is limited and repetitive. The student frequently reuses basic vocabulary such as 'spend', 'time', 'maximum', and 'activities'. There are noticeable spelling and word formation errors, such as 'demonastrates' instead of demonstrates, and incorrect lexical choices like 'doing activities' instead of activities. The misuse of the word 'percent' for hours also demonstrates a lack of precision in vocabulary related to data reporting. While the vocabulary is minimally adequate to convey basic points, frequent errors in word choice restrict the lexical score.
Grammatical Range and Accuracy: Band 4.5
The response exhibits a very limited range of grammatical structures, relying heavily on simple sentences and basic subject-verb-object patterns. There are frequent grammatical errors throughout the text, including tense inconsistencies and preposition errors, such as 'highest time spend by japan' instead of 'time spent by Japan', and 'UK spend maximum time' instead of 'the UK spent'. Punctuation is also problematic, with missing capitalisation at the beginning of sentences and missing commas. These errors cause occasional difficulty for the reader and reflect a weak control over basic sentence construction.
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