Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Academic Practice Accelerator · 2026-10-04

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 presented bar chart depicts the usual activities of scholars druing weekdays in three various countries named United kingdom, Japan and Germany

overall, it can observed that the common trend in japan and Germny is study which acquired most hours of a day. However for UK the most preferable thing is sleeping

To begin with, deep analysis of the graph shows that in United Kingdom, students allocated 8.5 hours to sleeping, which were highest among all shores. While study came next as 8 hours were devoted to it from the typical day routein. Furthermore realxing was at least preference which accounted only 7 hours . In adittion to this japan's pupil gave huge importance to studies giving away 13 hours to it, which was highest amongst all the countries.But only 4 houres were utilized by students in relaxing.

Secondly, Germany studying number's were less then japan, with allocating 9 hourse to academics from normal day routein. However, learners in this country spent 8 hours in sleeping which were almost same for all countries. Eventually

relaxing obtained 7 hours which was least for this nation students.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response successfully covers all three countries and the three main categories presented in the bar chart, satisfying the core requirements of Task 1. The overview correctly highlights the primary trend that studying dominated in Japan and Germany, while sleeping took precedence in the UK. However, the report suffers from some underdeveloped details and minor inaccuracies in data reporting. For instance, the student states that relaxing accounted for 7 hours in the UK, but then contradicts or misrepresents proportions elsewhere, and the breakdown of details lacks full extension. While the main features are successfully identified, some comparisons remain superficial, placing the response firmly at this level where parts of the prompt are addressed adequately but lack consistent depth and precision.

Coherence and Cohesion: Band 5.5

The text demonstrates a coherent overall arrangement with a clear attempt to structure the response into an introduction, an overview, and separate body paragraphs for different countries. Progression is generally maintained through sequencing words such as "To begin with", "Furthermore", and "Secondly". However, cohesion feels somewhat mechanical and repetitive at times, and referencing is occasionally unclear, such as the abrupt transition when discussing Germany. Paragraphing is attempted, but the internal flow within paragraphs could be improved to ensure smoother logical links between ideas. Cohesive devices are used, but their mechanical nature and occasional awkwardness prevent the response from achieving a higher level of cohesion.

Lexical Resource: Band 5.0

The student uses an adequate range of vocabulary suitable for the task, successfully incorporating terms such as "depicts", "activities", "allocated", and "academics". However, there are notable spelling errors and word-choice inaccuracies throughout the text, including "druing" instead of "during", "Germny", "routein", "realxing", and "adittion". Less common lexical items are attempted, but they are frequently accompanied by spelling or collocation slips that reflect a limited control of word forms. Although these errors do not completely impede communication, they restrict the vocabulary score, as precision and correct spelling are necessary for higher bands.

Grammatical Range and Accuracy: Band 5.5

The response features a mix of simple and complex sentence forms, attempting structures like relative clauses and introductory prepositional phrases. There are, however, several grammatical and punctuation errors present, such as missing articles ("in japan and Germny", "in UK"), subject-verb agreement issues ("studying number's were"), and incorrect prepositional usage. Punctuation is also weak, marked by run-on sentences and missing terminal punctuation in places. Despite these errors, the meaning remains mostly clear and communication is rarely impeded, representing a typical profile where simple sentences are handled with reasonable success while complex structures introduce frequent minor slips.

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