Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

The bar chart shows us the typical weekday of students in the UK, Japan and Germany. As we can see that on the vertical component of the bar chart shows the hours of the weekdays. As we can see that the students in UK spend about 8.5 hours on sleep, 8 hours on studying and 7 hours on other relaxations. The second bar chart explains the behaviour of students in Japan. In Japan the students spends maximum time on studying which is 13 hours. They spends 7 hours on sleep and have 4 hours for other relaxations. Now, if we look at the last bar chart we can see that in germany the students spend 9 hours on studying, 8 hours on sleeping and 7 hours on other relaxations. If we compare all the charts then we can conclude that the students in Japan spends the maximum time on studying and spends the least time on relaxing. Futhermore, the students of Germany spends more time on studying than the students of UK even though they have same relaxation time (7 hours).

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You report the main figures accurately: Japan has the highest study time at 13 hours and the lowest relaxation time at 4, while Germany and the UK both show 7 hours of relaxation. These comparisons give the reader a useful sense of the differences. However, the response is mainly a country-by-country list rather than a clear overview of the chart’s most important patterns. For example, it does not highlight that studying is the longest activity in Japan and Germany, whereas the UK’s three figures are relatively close. The opening comment about the vertical axis is also not a meaningful key feature. To strengthen the response, state the main overall contrasts first, then support them with selected figures.

Coherence and Cohesion: Band 5.0

The response follows a generally understandable order, moving from the UK to Japan and then Germany before making a comparison. Phrases such as “Now, if we look at” and “If we compare” help signal these shifts. However, the organisation is repetitive and does not develop a strong overview-to-detail progression. Repeated openings such as “As we can see” make the account sound mechanical, and the first sentence about the vertical component interrupts the description without adding useful information. Grouping the main trends in an overview paragraph and then comparing countries or activities in a second paragraph would make the progression clearer. Use fewer formulaic transitions and connect related comparisons directly.

Lexical Resource: Band 5.5

You use enough topic vocabulary to communicate the chart, including “studying,” “sleep,” “relaxations,” and “maximum time.” The country and activity labels are generally clear, and the reader can understand the comparisons. However, the range is limited and several expressions are awkward or imprecise, such as “other relaxations,” “vertical component,” and “explains the behaviour.” “Typical weekday” is also repeated rather than replaced with more precise wording about hours spent on activities. There is a spelling error in “Futhermore,” and “Germany” is not consistently capitalised. Aim for concise, conventional chart language, such as “time spent relaxing” and “the chart compares,” and check spelling and capitalisation.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple statements and longer comparative sentences, and the main information remains understandable. However, errors in agreement and sentence construction recur. For example, “the students spends” and “They spends” should use “spend,” while “As we can see that” combines two structures unnecessarily; use either “As we can see, …” or “The chart shows that …”. The sentence about the vertical component is also awkwardly constructed, and “in germany” needs a capital letter. Most sentences rely on similar basic patterns, so the response shows limited grammatical variety. Practise accurate subject–verb agreement and build a few controlled complex sentences using “while” or “whereas” to compare the figures.

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