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 barchart illustrates overall percentage of student's weekday routine in three countries including UK, Japan and Germany. The chart compares three habits of sleeping, studying, and relaxing habits in these country students

Overall, Japan recordes highest number of students that are engaged in studying and also lowest number of students that are relaxing. Following Japan, there is a slight difference in statistics of Germany and UK comapring preferences of students

Firstly, students in Japan has showed exceptional statistics among UK and Germany students by having highest number of students those are studious and least number of students those are relaxing. There is a little difference in statistics numbers of UK and Germany's students

Moreover, the number of students those are sleeping are relatively same with highest numbers record in UK and lowesr number in Japan. Furthermore, the chart shows same proportion of pupils among UK and Germany those are relaxing

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the main contrast accurately: Japan has the highest studying figure (13 hours) and the lowest relaxing figure (4), while UK and Germany both show 7 hours of relaxation. You also note that sleeping times are broadly similar, with the UK highest at 8.5 and Japan lowest at 7. However, the response repeatedly describes the figures as numbers or proportions of students, although the chart presents hours in a typical weekday. The overview is also vague when it says there is a “slight difference” between Germany and the UK, and the body does not report the studying figures for those countries (8 and 9 hours). Clarifying the unit and comparing the main figures more fully would make the summary more complete and precise.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction, an overview, and two body paragraphs. Sequencing words such as “Overall,” “Firstly,” and “Moreover” help signal movement between points. However, progression is limited because the first body paragraph largely repeats the overview’s claims about Japan, and the final paragraph returns to similarities without clearly organising all three categories. Some references are unclear, particularly “Following Japan” and “these country students,” while repeated phrases such as “statistics” and “number of students” make the links feel mechanical. Grouping the figures by activity and using direct comparisons between countries would create a clearer progression and reduce repetition.

Lexical Resource: Band 5.5

You use some relevant task vocabulary, including “studying,” “relaxing,” “sleeping,” “highest,” and “lowest,” so the reader can follow the main comparisons. There are also attempts at more formal wording, such as “exceptional statistics” and “proportion.” However, several choices are inaccurate or unnatural for this chart: “number of students” and “proportion of pupils” suggest counts or percentages, while the data show hours. “Statistics” is repeated and does not specify the measured activity, and phrases such as “students those are studious” are awkward. Spelling slips, including “recordes,” “comapring,” and “lowesr,” also reduce control. Use precise terms such as “hours spent” and “time devoted to” to improve clarity.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentence forms, including clauses introduced by “that” and “while,” and the overall meaning is generally recoverable. However, errors in agreement and sentence construction are frequent enough to make several sentences awkward. For example, “Japan recordes” should use a singular verb form, while “students in Japan has showed” has a plural subject and an incorrect verb construction. The phrase “students those are sleeping are relatively same” also lacks a natural grammatical structure, and the opening sentence has unclear article and plural patterns. Work on subject–verb agreement, relative clauses, and complete, well-formed comparisons; these changes would make your ideas easier to read without limiting your range of sentence structures.

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