Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

THE BAR CHART IS ABOUT THE HOURS SPEND BY STUDENTS IN DIFFERENT COUNTRIES.

AT FIRST, WE HAVE UK, IN WHICH STUDENTS SPEND 8.5 HOURS ON SLEEPING, 8 HOURS ON STUDYING, AND 7 HOURS ON RELAXING. IN MY OPINION IT IS THE BALANCED TIMETABLE OF A STUDENT'S LIFE.

AT NUMBER TWO, WE HAVE JAPAN, IN WHICH STUDENTS SPEND 7 HOURS ON SLEEPING, 13 HOURS ON STUDYING, AND 4 HOURS ON RELAXING. ON WHICH I HAVE A VERY DIFFERENT AND OBJECTIONAL THOUGHT, I THINK IT IS A BAD SCHEDULE BECAUSE I DON'T THINK ANY STUDENT OR A PERSON SHOULD SLEEP LESS THAN 8 HOURS, STUDYING FOR 13 HOURS IS ACCEPTABLE BUT NOT THE SLEEPING HOURS, BECAUSE NO MATTER WHAT A NORMAL PERSON MUST TAKE THEIR SLEEP HOURS SERIOUSLY AND TAKE THE NEEDED REST.

AT LAST, WE HAVE GERMANY, IN WHICH STUDENT SPEND 8 HOURS ON SLEEPING, 9 HOURS ON STUDYING, AND 7 HOURS ON RELAXING. IN MY OPINION, THIS IS THE BEST AND PERFECT SCHEDULE FOR ANY STUDENT AND I PERSONALLY THINK EVERY STUDENT SHOULD FOLLOW THIS ROUTINE, IT HAS PERFECT SLEEPING HOURS AND PERFECT STUDY HOURS.

IN CONCLUSION, I WOULD BE SAYING THAT GERMAN STUDENTS HAS THE PERFECT SCHEDULE IT HAS ACCEPTABLE DIVISION OF THIER TIME, AND I THINK THIS IS ONE OF THE BEST SCHEDULE EVERY STUDENT SHOULD HAVE. BUT THE JAPANESE STUDENTS SCHEDULE, I WOULD NOT PREFER IT BECAUSE NO MATTER WHAR EVERONE SHOULD HAVE THEIR ENOUGH SLEEPING TIME, IF YOU DON'T HAVE YOUR PERFECT SLEEPING AND RELAXING TIME HOW COULD YOU BE STUDYING. IN MY OPINION NO ONE CAN DO ANYTHING IF THEY DO NOT REST PROPERLY OR HAD ENOUGH OF THE SLEEP.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You report the chart’s nine figures accurately, including Japan’s 13 hours of study and 4 hours of relaxation, and you compare the countries through comments on their routines. However, the response only partly fulfils the summary task because it focuses heavily on whether schedules are good or bad rather than objectively describing the main features. The overview is also not sufficiently chart-based: the key pattern is that studying takes the most time in Japan and Germany, while the UK’s three activities are relatively balanced; Japan has the lowest relaxation figure. Your claims that Germany has a “perfect” schedule and that students should follow it are personal opinions, not information shown by the chart. Prioritise a concise, neutral overview and relevant comparisons.

Coherence and Cohesion: Band 5.5

The response has a recognisable sequence: it discusses the UK, Japan and Germany in turn, then gives a conclusion. This country-by-country structure helps readers locate the figures, and phrases such as “At last” signal movement between sections. However, progression is weakened by repeated personal judgements and a conclusion that largely repeats earlier opinions instead of synthesising the chart’s main comparisons. Linking phrases such as “At number two” are mechanical, while the long Japan and conclusion sentences combine several points without clear control. Use separate paragraphs for an overview and grouped comparisons, and connect ideas by their relationship—for example, contrasting Japan’s study hours with its relaxation time—rather than relying on repeated sequencing phrases.

Lexical Resource: Band 5.0

You use enough basic vocabulary to identify the activities and report the figures, including “sleeping,” “studying” and “relaxing.” Some wording also attempts to express evaluation, such as “balanced timetable.” However, the vocabulary is repetitive and often unsuitable for an objective chart summary: “perfect schedule” and “bad schedule” present personal judgements, while “objectional thought” is an inaccurate choice. Several phrases are awkward or imprecise, including “hours spend” and “take their sleep hours seriously,” which can make the intended meaning less natural. Build a more precise range for describing data, such as “accounted for,” “spent,” “highest,” “lowest” and “compared with,” and avoid evaluative language that the chart itself does not support.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple statements and longer sentences with clauses, and most of the figures remain understandable. However, control is inconsistent, particularly in longer sentences, which often run together and contain several grammatical problems. For example, “German students has” has subject–verb disagreement, and “in which student spend” lacks correct agreement and number. The opening “hours spend by students” also uses an incorrect verb form. Punctuation does not reliably separate complete ideas: the final paragraph contains several clauses joined by commas, making the relationships difficult to follow. Practise accurate subject–verb agreement and verb forms, and divide complex thoughts into shorter sentences with clear punctuation.

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