Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Academic Practice Accelerator · 2026-10-15

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 weekdays for students in three different countries, such as, United Kingdom (UK), Japan and Germany. Number of students were enrolled in this survey to investigate their time spent on the weekdays. In Japan, most students were accounted for studying. Furthermore, the bar chart showed almost the same feature in Germany, showing 9 students studying and 7 relaxing or taking their time off from work, which results quite similar to the UK. In comparision with Japan and Germany, the students in UK had spend their weekday more in sleeping, which are around 8 students. Aside from that, the number of students in Japan, were found less in terms of relaxing. These key features demonstartes that the Japan is raising the bar in this survey, presenting highest number in studying, which are 13 students, and lowest number in relaxing, which are only 4 students, in their weekday.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify several important comparisons, especially Japan’s high study figure (13) and low relaxation figure (4), and you note that Germany and the UK have similar relaxation totals. However, the response does not consistently report the chart’s actual measure: these figures represent hours, not numbers of students, so phrases such as “9 students studying” misstate the data. The overview is also incomplete: it should clearly summarise the main pattern across all three activities, including that studying is highest in Japan and relaxation is lowest there, while sleeping varies little between countries. Some comparisons are missing or unclear, such as Japan’s seven hours of sleep and the UK’s eight hours of study. More accurate, systematic reporting would make the response more fully address the task.

Coherence and Cohesion: Band 5.0

The response has a recognisable sequence: it introduces the chart, discusses studying and relaxation, and ends by highlighting Japan’s extremes. Linking expressions such as “Furthermore,” “In comparison,” and “Aside from that” show an attempt to connect ideas. However, the progression is not consistently clear because several comparisons are compressed into long sentences, and the relationship between the UK and Germany is not explained precisely. The response is also presented as one paragraph, so the overview and supporting details are not clearly separated. Some transitions feel mechanical rather than guiding the reader through the data. Organise the report into a brief introduction, a clear overview, and one or two detail paragraphs, using comparisons to create a more logical progression.

Lexical Resource: Band 5.5

You use some relevant vocabulary for describing the chart, including “highest,” “lowest,” “studying,” and “relaxing,” and the reader can generally understand the comparisons you intend. However, several choices are inaccurate or unnatural for a data report. “Students were accounted for studying” does not clearly express the amount of time spent studying, while “raising the bar” is an informal idiom that does not suit this context. “Taking their time off from work” is also an imprecise description of relaxing. There are noticeable spelling errors, including “comparision” and “demonstartes,” and some repetition of “students” and “number.” Use precise terms such as “hours,” “spent,” and “recorded,” and check spelling and collocations.

Grammatical Range and Accuracy: Band 5.5

You attempt a mixture of sentence forms, including longer sentences with clauses introduced by “which” and “showing.” However, these structures are not consistently controlled, and errors sometimes make the intended relationships difficult to follow. For example, “Number of students were enrolled” has an article and agreement problem, while “the students in UK had spend” uses an incorrect verb form and lacks the article before “UK.” In “the number of students in Japan, were found less,” the subject and verb do not agree, and the comma interrupts the sentence. The final sentence also has agreement problems in “These key features demonstartes” and “which are 13.” Aim for simpler, accurate comparisons first, then add complex clauses with carefully checked subjects and verbs.

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