Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · 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 6.5)

The bar chart compares data regarding how children spend their days of week by engaging in different activities segmented by sleeping, studying and relaxing in three countries, namely, UK, Japan and Germany. Overall, while the share of three categories are broadly similar in UK and Germany, there is a huge disparity among them in Japan.

In UK, sleeping is the most preferred activity, being responsbile for 8.5 of total weekday, followed by studying with 8 , with relaxing accounting for 7. Similarly, in Germany, the proportion of sleeping is 8, which is close to the share of relaxing, being responsible for 7. Studying emerges as a predominant activity, totally constituting 9 of whole week days' activity.

Turning to the Japan, studying appears to be dominated activity among children, being responsible for 13 which is almost 3 times more than the share of relaxing, accounting for 4. In contrast, the role of sleeping is precisesly 7.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You identify the chart’s three activities and countries, and your overview correctly highlights the broad similarity between the UK and Germany and Japan’s distinctive pattern. Most figures are reported accurately: for example, UK sleeping is 8.5, Japan studying is 13, and Germany relaxing is 7. However, the overview could state the most important contrast more precisely: studying is the highest figure in Japan, while relaxing is the lowest, and Japan’s study time is notably higher than in the other countries. Some descriptions are unclear or inaccurate, such as calling studying “predominant” in Germany when sleeping is 8 and studying is 9 (so it is indeed highest, but the wording “totally constituting” obscures the comparison). More direct comparisons across countries would make the key features fuller and clearer.

Coherence and Cohesion: Band 6.5

The response has a clear overall structure: an introduction and overview are followed by country-based detail, with “Turning to Japan” signalling the final comparison. This gives the reader a coherent route through the information. Some linking and reference choices, however, feel mechanical or make relationships less clear. For instance, “Similarly, in Germany” suggests a close parallel with the UK, although the ranking of activities differs, and “In contrast” before the Japanese sleeping figure does not clearly identify what it contrasts with. The country-by-country organisation also limits direct comparisons between the same activity across all three countries. To strengthen progression, group details around the main contrasts—for example, compare studying across countries, then sleeping and relaxing—and use linking phrases that express the precise relationship.

Lexical Resource: Band 6.0

You use a reasonable range of task-related vocabulary, including “compares,” “share,” “accounting for,” “predominant,” and “disparity.” These choices show an attempt to vary expression rather than repeat basic terms. However, several phrases are inaccurate or unnatural, which limits precision: “share of three categories” is not a natural way to describe hours, “responsible for” is unsuitable for reporting time, and “whole week days’ activity” is unclear. There are also spelling errors in “responsbile” and “precisesly.” Prefer straightforward, accurate language such as “hours spent” and “accounted for” rather than forcing formal-sounding expressions. More precise collocations would help you describe the chart confidently while retaining an appropriate academic tone.

Grammatical Range and Accuracy: Band 6.0

You attempt a mix of sentence forms, including complex clauses with “while,” “being,” and “which,” and the main comparisons are generally understandable. Some grammatical errors remain, particularly with articles, agreement, and sentence construction. For example, “the share of three categories are” has a singular/plural mismatch and needs an article or plural subject; “Turning to the Japan” uses an unnecessary article; and “studying appears to be dominated activity” is missing an article and has an awkward grammatical pattern. The phrase “8 ,” also shows inconsistent spacing around punctuation. Aim to make the core sentence patterns accurate before adding participle clauses: “In Japan, studying is the dominant activity, at 13 hours.” This would preserve variety while improving control.

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