Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · 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 6.5)

The bar chart compares the weekly schudele of the students from three different countries namely, UK, Japan, and Germany .

Overall, the students from UK and Germany have more balanced approach betweem sleeping, studying, and relaxing whereas Japanese students spend most of their week time in studying and least in relaxing.

In detail, the students from United Kingdom sleep for 8.5 hours during weekends, allocating 8 hours for studying and 7 hours for relaxing. In contrast, German pupils have identical figures. They spend 8 hours in sleeping, 9 hours for academic learnin and 7 hours to be relaxed.

Japan, on the other hand have significantly different numbers. The studying category in japan have highest numbers which accounts at 13 hours. Sleeping at the second place with 7 hours into this purpose and least time for the relaxing purpose, which accounts to 4 hours only, the lowest among all the countries.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You identify the main contrast accurately: the UK and Germany have relatively balanced figures, while Japan records the most study time and the least relaxation. The reported values for all three countries match the chart. This gives the response a clear overview and relevant supporting detail. However, some information is less fully handled: the opening calls this a “weekly” schedule, and the UK figures are described as occurring “during weekends,” although the chart is about a typical weekday. The overview could also compare the highest and lowest figures across the chart more explicitly. To strengthen the response, describe the time period accurately and make the key comparisons more precise and consistently grounded in the chart.

Coherence and Cohesion: Band 6.5

The response has a clear overall arrangement: an introduction, an overview, and separate details for the UK and Germany followed by Japan. Linking phrases such as “Overall,” “In contrast,” and “On the other hand” help signal the comparisons, and the reader can follow the main points. Some connections are less smooth, however. “In detail” introduces two countries together, while Japan is then treated in a separate paragraph without a clear transition from the preceding figures. The final sentence also strings together several comparisons in a way that feels compressed. Grouping the countries more deliberately and using clearer sentence boundaries would make the progression more flexible and less dependent on formulaic linking phrases.

Lexical Resource: Band 6.0

You use a reasonable range of task-related vocabulary, including “allocating,” “identical figures,” “significantly different,” and “accounts for,” so the comparisons are generally understandable. However, several spelling and word-choice problems reduce precision: “schudele,” “betweem,” and “learnin” are misspelled, while “academic learning” and “time into this purpose” are unnatural in this context. “Weekly schedule” is also an inaccurate description of the chart’s weekday data. These issues do not prevent the reader from understanding your main message, but they show uneven control of collocation and spelling. Aim for accurate, natural chart language such as “hours spent studying” and “the figure for relaxation.”

Grammatical Range and Accuracy: Band 6.0

You attempt a mix of simple and more complex forms, including the contrastive clauses “whereas Japanese students…” and “In contrast, German pupils…”. Most of the information remains understandable, but some grammatical errors are noticeable. For example, “Japan, on the other hand have” has subject–verb disagreement, and “The studying category in japan have highest numbers” has problems with agreement and article use. The final sentence is also an incomplete construction: “Sleeping at the second place…” lacks a main verb. Punctuation around the country list and spaces before full stops are inconsistent. Check agreement, articles, and sentence completeness, and revise long comparisons into complete, controlled sentences.

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