Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Academic Practice Accelerator · 2026-10-21

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 4.5)

The blue graph in bar chart show thw sleeping.The red graph show the studying and green graph show the relaxing.In sleeping UK graph is highest then Jaman and Germany.In studying Japan graph is highest than UK and Germany.In Relaxing graph UK and Germany both are same .In Relaxing japan graph is too much short then UK and Germany.We can say UK most popular in sleeping because the ewwken start from friday to sunday. We can say japan people spend most time in studying because theweekend day is only sunday whole of the week studying than UK and Germany.That's why the Relaxing graph is short than UK and Germany.Japan is the hardworking country than Uk and Germany.The lowest graph sleeping in Japan because Japan still progrss in studying. I guss UK graph is much better than Japan and Germany because sleeping, studying and relaxing much appropiate than Japan and Germany.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify several relevant comparisons: Japan has the most study time, while UK and Germany have equal relaxation time. However, some figures and comparisons are inaccurate: the UK has the highest sleeping figure, but Germany (8 hours) is above Japan (7), and the UK’s 8.5 hours is not clearly reported. The response also adds unsupported explanations about weekends, national work habits and Japan’s development; these are not shown by the chart. There is no clear, accurate overview of the main pattern across all three activities. The response is also one word below the required minimum. To improve, report the key figures accurately and describe only what the chart demonstrates, including the contrast between Japan’s high study time and low relaxation time.

Coherence and Cohesion: Band 4.0

The response follows the chart’s three categories and makes some comparisons, so the reader can identify the general subject. However, ideas are presented as one continuous sequence rather than in a clear introduction, overview and detail structure. Repeated openings such as “We can say” and repeated references to the “graph” make the progression mechanical. Connections between claims are sometimes unclear, particularly when the response moves from chart figures to explanations about weekends and national character. Organise the answer into short paragraphs: introduce the chart, summarise its main contrasts, then compare the figures by activity. Use linking expressions selectively and ensure each sentence develops a relevant comparison.

Lexical Resource: Band 4.5

Your vocabulary is basic and repetitive, relying heavily on “graph,” “highest,” “short” and “most time.” Some wording makes the intended comparison difficult to interpret, such as “Japan graph is too much short” and “UK graph is much better.” There are also spelling errors, including “Jaman,” “progrss” and “guss,” and imprecise expressions such as “the ewwken start from friday to sunday.” These limitations fit a response with a narrow range and errors that can strain the reader. Build a small set of accurate chart-description phrases, such as “spent,” “recorded,” “higher than,” and “the lowest figure,” and check spelling before finishing.

Grammatical Range and Accuracy: Band 4.5

Most sentences use a simple subject–verb pattern, and there are attempts to connect ideas with “because” and “than.” However, errors are frequent and sometimes obscure meaning. For example, “The blue graph in bar chart show” has problems with articles and subject–verb agreement, while “UK and Germany both are same” has an awkward sentence structure. Comparisons are also formed inaccurately in “Japan graph is highest than UK and Germany.” Punctuation and spacing are inconsistent, and several long sentences run ideas together. Practise accurate comparative structures (“Japan’s figure is higher than…”) and check agreement, articles and sentence boundaries. More reliable simple sentences would improve clarity before adding complexity.

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