Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · IELTS Academic Practice Accelerator · 2026-10-05
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 different kind of weekday for students in three country short as UK, Japan and Germany.
overall Japan was highest proportions in starting all over 3 content while relaxing was lowest proportions. in UK and Germany have significantly climbed all type of weekday.
on one hand starting weekend for student in Japan has dramatically reach a peak at 30% while relaxing was lowest around at 4%. followed by the sleeping weekday for student has near by 7%.
on others had you can Germany have so similar for all typical call weekday. sleeping at 8.5% in UK where's 8% in Germany only 0.5% different in both country. Germany has rapidly reached at 9% in starting and UK had 8% there are also one person different between both country. for relaxing 7% in both country respectively. watch country United Kingdom and Germany have a equal with day over the period.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 4.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.0
The response addresses the task only partially. While the student attempts to summarise the bar chart regarding the typical weekday for students in three countries, the overview and data reporting contain significant inaccuracies and confusion, such as converting hours into percentages (e.g., '30%' and '7%') and misinterpreting data points. Key features are presented with limited development, and the comparison between the UK and Germany is confused by inaccurate figures and awkward phrasing. To move to a higher level, the student needs to accurately report the figures provided in the prompt without inventing percentages, and provide a clearer overview of the main trends without getting bogged down in minor, inaccurate numerical comparisons.
Coherence and Cohesion: Band 4.5
There is some organisation attempted through transitional phrases like 'on one hand' and 'on others had', but the response lacks a clear overall progression. Paragraphing is poorly handled, resulting in a single block of ideas that feels disjointed rather than logically sequenced. Cohesive devices are used mechanically and often inaccurately, while referencing between sentences and ideas is frequently unclear, making it difficult for the reader to follow the intended comparisons. Achieving better cohesion requires grouping related information logically into distinct paragraphs and using appropriate linking words to show clear relationships between data points.
Lexical Resource: Band 5.0
The vocabulary used is limited and barely adequate for the task. The student relies on repetitive and basic terms, while attempts to use less common vocabulary result in noticeable errors, such as 'different kind of weekday' and 'country short as'. There are also issues with word choice and collocation, including 'starting weekend' instead of studying hours, and confusing percentages with hours. These lexical limitations cause some difficulty for the reader in understanding the precise meaning of the data being reported. A wider and more precise range of vocabulary related to data trends and academic topics is needed to improve this criterion.
Grammatical Range and Accuracy: Band 4.5
The response displays a very limited range of sentence structures, and attempts at complex sentences are frequently faulty. There are frequent grammatical errors throughout the text, including issues with subject-verb agreement (e.g., 'overall Japan was highest proportions'), incorrect prepositions, missing articles, and awkward phrasing that distorts meaning (e.g., 'you can Germany have so similar'). Punctuation is also weak, with run-on sentences and a lack of proper sentence boundaries. These frequent errors cause considerable difficulty for the reader. To improve, the writer must focus on basic sentence construction, correct verb forms, and reducing the density of grammatical errors.
See this exact question answered at other band scores. The same prompt compared across bands.
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