Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Academic Practice Accelerator · 2026-10-10

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 illustrates the pupils weekdays in UK, Japan, Germany.

Overall, it is clear that studying show the highest figures in all countries, while sleeping has average proportion and relaxing in all week fluctuating, whereas relaxing is decrease as compared to others.

In UK sleeping has increased with 8.5, but studying decline of 8 and also relaxing is more drop of 7, similarly Japan has climbed in studying of 13, but sleeping fall of 7 of the students, while relaxing show dramatically decrease.

In Germany there is no big change in sleeping and studying, while sleeping has decline of 8 in contrast of UK, but studying drop of 9 and relaxing has rise of 7. So studying is the highest one in Japan and also fall in relaxing. Furthermore, Uk is the convinent and drop with step by step.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify studying as a prominent feature and include figures for all three countries, but the overview is inaccurate: studying is not highest in every country, since sleeping (8.5 hours) exceeds studying (8) in the UK. Several comparisons are also unclear or incorrect, such as saying UK sleeping “has increased” and Japan sleeping “fall” without a time sequence; the chart compares categories, not changes over time. The statement that relaxing decreases “as compared to others” does not clearly report the values, and the final UK comparison is difficult to interpret. The response is also 10 words below the required minimum. To improve, give a precise overview of the country differences and compare the actual figures directly.

Coherence and Cohesion: Band 4.5

The response has a basic structure, moving from an introduction and overview to country-specific details, and linking words such as “while,” “similarly” and “Furthermore” show an attempt to connect ideas. However, there is no clear progression in the comparisons: the second paragraph mixes UK and Japan, while the final paragraph returns to Germany and then makes an unclear reference to the UK. Some linking expressions do not show the intended relationship, and repeated contrasts make the account harder to follow. Organise the body by a consistent comparison—for example, compare each activity across the three countries—and use transitions only where they accurately signal contrast or similarity.

Lexical Resource: Band 5.0

You use some task-related vocabulary, including “bar chart,” “figures,” “studying,” “sleeping” and “relaxing,” so the topic is generally recognisable. However, the range is limited and several word choices or collocations make the meaning unclear: “relaxing in all week fluctuating,” “more drop,” and “convinent and drop with step by step” are not natural descriptions of the data. “Increased,” “decline” and “climbed” also suggest change over time, which this chart does not show. Aim for precise comparison language and accurate forms, such as “spent,” “higher than,” “the lowest figure,” and “accounted for.” Check spelling and word forms before submitting.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including clauses joined with “while” and “whereas,” but control is inconsistent. Errors in agreement and verb forms appear in “studying show” and “relaxing is decrease,” while missing or incorrect articles and prepositions affect phrases such as “in UK” and “in contrast of UK.” Several sentences are difficult to parse because clauses are joined without a clear grammatical structure, particularly the final sentence. Punctuation and capitalisation are also inconsistent. Use a reliable pattern such as “In the UK, students spend 8.5 hours sleeping, compared with 8 hours studying,” and check subject–verb agreement and sentence boundaries.

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