Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Academic Practice Accelerator · 2026-10-06

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)

This bar chart illustrates about the students weekday activities in three different countries which are UK(UNITED KINGDOM),Japan and Germany.The activite are divide into three parts like sleeping,studing,relaxing.

Overall, Japan has the highest rate in studies which is approx 13%.and comparatively higher than from other countires.However, Germany was on second number in education.but not as like Japan.Germany recorded 9% in studing and 1% higher than Uk, as UK is only on 8%.

On the other hand,the other 2 activities were same in both countires UK,GERMANY.However, Japna recorded 4% in relaxing which is significant lower than others.Relaxing were same in both Uk and Germany around 7%. sleeping was almost same in UK and Germany but Uk is 0.5 percent is higher than Germany.Japan is 7% in sleeping.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses the main features of the prompt by summarizing the data for sleeping, studying, and relaxing across the three countries. However, it does not meet the minimum length requirement of 150 words, coming in at only 125 words, which restricts the extent to which the data can be fully developed. While an overview is attempted, the details are somewhat repetitive and confusingly expressed, such as referring to percentages rather than hours. To reach a higher level, the response must meet the word count requirement and present a more fully extended and precise overview of the data without misinterpreting the units of measurement.

Coherence and Cohesion: Band 5.5

There is a basic attempt to organize the response into logical paragraphs, starting with an introduction and followed by body paragraphs detailing the categories. However, the overall progression is somewhat disjointed and mechanical. Cohesive devices are used, but they are occasionally repetitive or awkwardly deployed, such as overusing 'However' to link contrasting points. Referencing is also at times unclear, which disrupts the smooth flow of information. To improve, the writer needs to ensure that sentences and paragraphs flow more naturally into one another with a wider and more accurate range of transitional phrases.

Lexical Resource: Band 5.0

The vocabulary used is relatively limited and minimally adequate for the task. There are noticeable lexical inaccuracies and issues with word choice, such as writing 'activite are divide' and referring to data points using percentage signs ('13%.and') instead of hours. Spelling and word form errors, such as 'studing' and 'Japna', occur throughout the text and cause some distraction for the reader. To achieve a higher band, the student should expand their lexical range with more precise academic vocabulary and eliminate basic spelling and word formation mistakes.

Grammatical Range and Accuracy: Band 5.0

The writer demonstrates a limited range of sentence structures, relying heavily on simple or awkwardly constructed complex sentences. There are frequent grammatical errors throughout the text, including subject-verb agreement issues ('the activite are divide', 'Relaxing were same'), missing articles, and incorrect prepositions ('higher than from other countires'). Punctuation and spacing errors are also prevalent, such as missing spaces after periods and commas. To progress, the writer needs to increase the variety of error-free complex structures and exercise much greater control over basic grammatical patterns.

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