Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Academic Practice Accelerator · 2026-10-11

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)

Chart illustrate the typical weekday for student in the three different country Uk, Japan and Germany and the activity is Sleeping, Studying and Relaxing.

Overall, Students in japan shows important in study in their daily routines and the time is more balance by uk and germany.

Looking first at uk student spend equal time with all the three activity from 7 to 8.5 hours in uk they sleep more time its 8.5 hours.looking second at germany spend more time in study its 9 hours and take sleep for 8 hours its good for body. Both country spend similar time in there activity.

In the higher position student of japan spend most of the time spend in study around 13 hours and and only releax for 4 hours only and sleeping for 7 hours . relaxing only for 4 hours is soo lowest figure. japan student are very Discipline and mature . They do there work so perfect .

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the chart’s three activities and make relevant comparisons, especially that Japanese students study the most and relax the least. You also report the main figures for each country accurately: for example, UK sleeping is 8.5 hours, German studying is 9, and Japanese studying is 13. The overview that UK and Germany are more balanced than Japan is a useful main feature, although “more balance” is not clearly explained and the UK activities are not equal. Some commentary, such as saying Japanese students are “very Discipline and mature” and that studying is “good for body,” is unsupported by the chart and does not help summarise it. Focus on describing the data and make the overview more precise by comparing study time and relaxation across all three countries.

Coherence and Cohesion: Band 5.5

The response has a basic overall structure: an introduction, an overview, and paragraphs describing the countries. This gives the reader a general route through the information. However, progression within the body is sometimes unclear, and transitions such as “Looking first,” “looking second,” and “In the higher position” sound mechanical or do not accurately signal the comparison. Several ideas are joined together without clear sentence boundaries, particularly in the UK and Japan descriptions, while repeated wording such as “spend” makes the account less smooth. Grouping the figures more deliberately—for example, comparing study hours across countries, then sleep and relaxation—would create clearer progression. Use linking phrases sparingly and ensure each sentence develops one comparison.

Lexical Resource: Band 5.0

You use some relevant chart vocabulary, including “activity,” “hours,” “study,” “sleep,” and “relax,” so the main topic is generally understandable. However, the range is limited and several word choices or forms are inaccurate, sometimes making the meaning awkward: “shows important in study,” “the time is more balance,” and “in the higher position” do not express the intended comparisons naturally. Spelling and word-form errors such as “releax,” “Discipline,” and “there” also reduce precision. Aim for standard reporting expressions and accurate forms, such as “spend time studying,” “more balanced,” and “the highest figure.” Avoid evaluative descriptions of students’ character, which are not supported by the chart.

Grammatical Range and Accuracy: Band 4.5

You attempt both simple statements and longer sentences, and the reader can usually identify the countries and figures being discussed. However, control of basic sentence structure is inconsistent. For example, “Chart illustrate” lacks an article and correct subject–verb agreement, while “Overall, Students in japan shows” has agreement and capitalisation problems. The sentence beginning “Looking first at uk student spend” is also missing a clear subject structure, and several clauses run together without appropriate punctuation. These errors sometimes make relationships between ideas difficult to follow. Practise forming complete sentences with a clear subject and verb, checking singular and plural agreement, and separating independent clauses with full stops. More accurate simple sentences would improve clarity before you attempt longer structures.

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