Band 7.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 7.0 · IELTS Academic Practice Accelerator · 2026-10-18

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 7.0)

The bar chart shows how students in three different countries spend their time on three different activites during a typical weekday. Overall, the least amount of time is spent on relaxing in all three countries, while Japanese students spend the most time on studying among the three countries. The students in UK spend most of their time sleeping.

Japanese students spend most of their time studying which is 13 hours a day. They spend 7 hours sleeping, compared to just 4 hours spend on relaxing. The students of Germany have a similar pattern to Japanese students, as they spend the most amount of time studying and the least amount of time relaxing, which is 9 hours and 7 hours, respectively. German students spend about 8 hours sleeping everyday.

The students of UK have a slightly different pattern than the students of other two countries. Unlike the German and Japanese students, the students of UK spend most of their time sleeping, which is 8.5 hours everyday, while they spend 8 hours studying and 7 hours relaxing.

AI examiner evaluation

Task Achievement / Task Response: Band 7.5

The response selects the main comparisons accurately and gives a clear overview: Japan has the highest study figure, while the UK’s largest category is sleeping. The reported values for all three countries are consistent with the chart, and the country-by-country details support the overview. This fulfils the task well, with relevant features extended through direct comparisons such as Japan’s 13 hours of study versus Germany’s 9. One point to refine is the overview’s claim that relaxing is the least time-consuming activity in all three countries: this is true, but the response could make the broader contrast between Japan’s study-heavy day and the more balanced UK and German figures more explicit. A sharper synthesis of the overall patterns would make the summary more fully developed.

Coherence and Cohesion: Band 7.0

The information is organised clearly, moving from an introductory overview to separate descriptions of Japan and Germany, then the UK. This gives the reader a logical progression, and linking expressions such as “while,” “compared to,” and “Unlike” help signal contrasts. The country-based paragraphs also make the figures easy to follow. Cohesion is not always fully flexible, however: “students spend most of their time” is repeated several times, and the final paragraph largely lists the UK figures rather than linking them back to the overall comparison. Varying the way comparisons are introduced and using a concise concluding synthesis would strengthen the flow and reduce repetition while preserving the clear structure.

Lexical Resource: Band 6.0

The vocabulary is adequate for describing the chart, with useful terms such as “compared to,” “pattern,” “respectively,” and “slightly different.” These choices communicate the comparisons clearly, but the range is somewhat repetitive: “spend most of their time” and “students” recur frequently, and “amount of time” is used where a more precise description would be possible. There are also a few word-choice or spelling issues, including “activites” and “spend” in “4 hours spend on relaxing.” These do not prevent understanding, but they limit the accuracy and polish of the vocabulary. More varied expressions for time allocation and accurate spelling would improve lexical control.

Grammatical Range and Accuracy: Band 6.5

The response uses a mix of simple and complex sentences, including subordinate clauses with “while” and “as,” and most meanings remain clear. The opening overview and the comparison of German and Japanese students show an ability to combine information in longer sentences. Some grammatical errors remain, however. In “4 hours spend on relaxing,” the participle should be “spent,” and “The students in UK” needs the article “the” before “UK.” The phrase “different pattern than the students of other two countries” also needs a clearer grammatical construction, such as “a different pattern from students in the other two countries.” Greater consistency with articles and verb forms, alongside continued use of varied sentence structures, would improve accuracy.

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