Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

The bar chart compare the typical weekday for students in three different countries.

Overall, in this graph japan students have stronger prefrences in study while, the other categories have weak interests. Furthermore, Japan students have low relaxing compare with UK and Japan students.

In Uk mostly students have most attracted to sleeping which is accounted is 8.5 subsequently the study has moderate is 8 and the last one relaxing is accounted 7. Furthermore, Germany compared their three catogaries is mostly youth of Germany has attracted to studing which is recorded 9 with compared to other two categories sleeping is 8 relaxing is 7.

In contrast, the japan students have very advance over the whole period in study these country younge generation has focus on achieving their goals to aviod relaxing. The students of japan have abundent diverse in study and relax with comapred to other countries recorded the highest figures which is 13 and relaxing is just 4 while the sleeping is accounted 7.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main contrast: Japanese students spend the most time studying and the least time relaxing, while the UK and Germany have more balanced figures. You also report all nine values accurately, including UK sleeping at 8.5 hours and Japanese studying at 13. However, the overview is partly unclear and includes an inaccurate comparison: “Japan students have low relaxing compare with UK and Japan students” repeats Japan rather than comparing it with Germany. The claim that Japanese students focus on goals or avoid relaxing is speculation, not information shown by the chart. Keep the summary focused on the figures and make the key comparisons explicit; this would make the response more complete and clearly grounded in the visual.

Coherence and Cohesion: Band 4.5

The response has an introduction, an overview and country-based paragraphs, so there is some organisation, and the reader can generally follow the sequence from the UK to Germany and Japan. However, progression is weakened by unclear links and repetitive phrasing such as “Furthermore” and “In contrast.” Some references are difficult to interpret, particularly “these country” and “the other categories,” while the overview’s comparison of Japan with “UK and Japan” disrupts the logic. The final paragraph also shifts from reporting data to an unsupported explanation about students’ goals. Use a clear overview followed by grouped comparisons, and connect each sentence with precise references to countries and categories.

Lexical Resource: Band 5.0

You attempt a range of vocabulary, including “accounted,” “recorded,” “categories” and “in contrast,” and the intended meaning is often recoverable. However, word choice and collocation are frequently inaccurate, as in “stronger preferences in study,” “most attracted to sleeping,” and “have very advance over the whole period.” Several spelling errors—“prefrences,” “catogaries,” “studing,” “aviod” and “comapred”—also make the writing less clear. Some expressions are unnecessarily elaborate when straightforward chart language would be more precise. Build a reliable set of terms for describing quantities and comparisons, such as “spent,” “stood at,” “higher than” and “the lowest figure,” and check spelling before submitting.

Grammatical Range and Accuracy: Band 4.5

There are attempts to form longer sentences and use comparison structures, but control is inconsistent, and errors sometimes make relationships difficult to understand. For example, “The bar chart compare” has subject–verb disagreement, while “which is accounted is 8.5” and “the study has moderate is 8” contain faulty verb patterns. Articles, plurals and sentence construction are also problematic in phrases such as “the japan students” and “compared their three categories.” Most sentences rely on similar basic patterns, and the longer sentences often become difficult to follow. Practise accurate simple reporting sentences first, then combine them with controlled clauses—for example, “In the UK, students slept for 8.5 hours, compared with 8 hours of study.”

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