Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Academic Practice Accelerator · 2026-10-09

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 bar chart is reflecting the weekday for students from three different countries:UK, Japan and Germany; each day is divided among three different catagories blue for sleeping, red for studying and green for relaxing.The height of bar is reflecting number of hours in day.The graph clearly depicts that there is a huge difference among the sleeping, studying and relaxing patterns of the students. In the case of studying, the student of Japan is takes the lead by giving it13 hours of a day, student of Germany ranks second with 9 hours for study and lastly UK student gives 8 hours to it. For sleep, student student of UK spends 8.5 hours sleeping while the student of Japan spends 7 hours in this activity,student of Germany spends a mean time of other two by sleeping for 8 hours. For UK and Germany the time allocated for relaxing by students is same 7 hours by each, on the other hand, student of japan spends 3 hours less than them by giving it 4 hours; the student of japan utilises the spare time in studying. The student of Japan might get exhausted by this routinue cause there is less time for sleep and studying 13 hours a day is a hectic task. The best balance among three is being is being maintained by the student of Germany by dividing the whole day into three cunks of appropriate proportion.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You report the main comparisons accurately: Japan has the highest study figure at 13 hours, while the UK and Germany spend 7 hours relaxing, compared with Japan’s 4. You also include the sleeping figures and identify Germany’s relatively even allocation. This covers the chart’s key categories, but the overview is not fully clear: “a huge difference” is too broad, since some figures are close, and the claim that Germany has the “best balance” is an interpretation rather than a chart feature. The final comments about exhaustion and a “hectic task” are speculative and do not help summarise the data. To strengthen the response, give a concise, objective overview of the main contrasts and avoid conclusions about students’ wellbeing.

Coherence and Cohesion: Band 5.0

The response is organised around studying, sleeping and relaxing, so the reader can follow the comparisons, and linking phrases such as “on the other hand” help signal contrast. However, the opening combines several functions, and the body reads largely as one continuous block rather than clearly separated stages. Some connections are awkward or repetitive, particularly “For UK and Germany…” followed by “on the other hand,” and the final shift from reporting figures to judging students’ routines weakens progression. Use a brief introduction and overview, then group the comparisons into focused paragraphs. More precise referencing and fewer repeated “student of…” constructions would also make the relationships between figures clearer.

Lexical Resource: Band 6.0

You use a reasonable range of task-related vocabulary, including “allocated,” “ranks second,” “spends,” and “dividing,” and the categories are generally easy to understand. Some less common choices are not natural in context: “gives it 13 hours” and “a mean time of other two” are awkward ways to describe the figures, while “huge difference” overstates the overall pattern. There are also spelling errors such as “catagories” and “routinue,” and “cunks” is an inaccurate spelling. Aim for precise chart language such as “spends,” “records,” and “accounts for,” and check spelling and collocations. Avoid informal or speculative wording when describing data.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including comparisons joined with “while” and “on the other hand,” and the intended meaning is usually recoverable. However, some errors affect clarity and control. For example, “the student of Japan is takes the lead” combines incompatible verb forms, and “The height of bar is reflecting” has problems with the article and verb construction. There are also repeated sentence-boundary and punctuation issues, such as missing spaces after commas and a long sequence of clauses joined by commas. Practise accurate present-simple descriptions (“Japanese students spend…”) and divide long comparisons into complete sentences. These changes would make your varied structures more reliable.

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