Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Academic Practice Accelerator · 2026-10-12

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)

The bar chart illustrates the typical weekday schedule of students in countries like United Kingdom, Japan and Germany, tracing the information of activities done majorly by students like sleeping, studying and relaxing.

Overall, majority of students in Japan are more inclined towards studying in contrast to other two nations and Germany shows a same level in all three activities, same with the United Kingdom

In Japan maximum students (13) are studying in their weekday and lowest number of students spent their time sleeping and relaxing in contrast to other nations.

On the other side in Germany the maximum is interested in studying (9) and minimum in relaxing activity showing a equivalent balance in all three activities.

Remaining UK have the same number of students relaxing as of Germany (7) and there is slight change in studying and sleeping students approximately point five. We can notice that Japan kids tends to show more intelligence because of their schedule.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the chart’s main contrast: Japanese students spend the most time studying, while their sleeping and relaxing figures are lower than those in the other countries. You also include several relevant figures, such as 13 hours of study in Japan and 9 in Germany. However, the overview is partly inaccurate: Germany and the UK do not show the same level across all three activities, since studying is higher in both. The comparison that Japan’s sleeping and relaxing figures are the lowest is also imprecise; sleeping is lowest in Japan, but relaxing is 4 hours there versus 7 in the UK and Germany. The final claim about Japanese students showing “more intelligence” is unsupported and inappropriate for describing chart data. Select and compare the figures more precisely, and keep the report objective.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure, moving from an introduction and overview to country-by-country details. This gives the reader a coherent overall arrangement, and phrases such as “On the other side” and “Remaining UK” attempt to signal transitions. However, progression is weakened by unclear or awkward links, and the country-by-country sequence does not consistently make the comparisons easy to follow. The overview sentence also combines several claims without clearly separating them, while “same with the United Kingdom” is difficult to interpret. Grouping the figures by activity or making direct comparisons between countries would create a clearer line of development. Use linking expressions selectively and ensure each paragraph has a distinct purpose.

Lexical Resource: Band 5.5

You use some task-relevant vocabulary, including “illustrates,” “schedule,” “studying,” and “relaxing,” so the reader can generally understand the subject. However, the range is limited and several word choices or collocations are noticeably inaccurate: “tracing the information,” “maximum students,” and “interested in studying” do not describe the chart’s time figures naturally. “More intelligence” is an unsupported interpretation rather than suitable reporting vocabulary. Aim for precise expressions such as “spend the most time studying,” “the figure for sleeping,” and “compared with.” Repeating the activity labels is acceptable, but a few accurate alternatives such as “hours devoted to” or “time spent on” would add flexibility without sacrificing clarity.

Grammatical Range and Accuracy: Band 5.0

You attempt a range of sentence forms, including an overview with a comparison and longer sentences beginning “In Japan” and “On the other side.” However, control is inconsistent, and errors sometimes make relationships between ideas difficult to follow. For example, “Overall, majority of students” is missing an article, while “Germany shows a same level” has an incorrect article and an unclear grammatical construction. In “Remaining UK have,” the subject and verb do not agree, and “Japan kids tends” also has agreement and article problems. Some sentences are fragments or lack clear punctuation, particularly the overview. Practise building accurate comparisons with a clear subject and verb, and check articles, agreement, and sentence boundaries before finishing.

See this exact question answered at other band scores. The same prompt compared across bands.

Browse more IELTS Writing model answers or get your own writing scored by the same AI examiner.