Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Academic Practice Accelerator · 2026-10-22

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 below ilustrate the daily routine of student in three different countries e.g UK, Japan and Germany. Daily routine of students include sleeping, studying and relaxing time.

Firstly in UK average routine of students include 8.5 hours of sleep which is beneficial for them and furthermore study time is 8 hours and relaxing time is 7 hours which make students healthy and active. Especially in Germany average routine of student is almost same to UK students. They took 8 hours of sleep and as compare to UK students studying time of Germany students is little bit high upto 9 hours. Moreover their relaxing time is same as UK is 7 hours. Overall Germany timetable is also good for studentswhich make them healthy and active.

In Japan study burden on students is very high. They have to study upto 13 hours that is very high as compare to others while their sleeping time is little bit low than other countries is 7 hours. In addition relaxing time is 4 hours only.

Daily routine of students in UK and Germany is pretty good but in Japan students life is very tuff. Which is also beneficial and adverse for them.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover all three countries and all three activities, and most figures are accurately reported: for example, you give Japan’s study time as 13 hours and its relaxing time as 4. You also identify the main contrast that Japanese students study more and relax less. However, the response does not present a clear, neutral overview of the chart’s key patterns. The closing judgement that the UK and German routines are “pretty good” while Japan’s is “very tuff” is subjective and not supported by the data. Some comparisons are also imprecise, such as saying Germany’s study time is “little bit high” without clearly stating the comparison. Summarise the largest differences objectively and avoid claims about students’ health or quality of life.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: it introduces the chart, discusses the UK and Germany together, then turns to Japan. This grouping helps the reader follow the country-by-country information, and linking expressions such as “Firstly,” “Moreover,” and “In addition” show an effort to connect ideas. However, progression is sometimes mechanical, and the final paragraph repeats the earlier comparison rather than providing a concise overview. Some connections are unclear, particularly “Which is also beneficial and adverse for them,” where the reference and intended meaning are difficult to follow. Use a separate overview paragraph and connect comparisons directly—for example, contrast Japan’s study figure with the lower figures for the other two countries.

Lexical Resource: Band 5.5

You use enough topic vocabulary to describe the chart, including “sleeping,” “studying,” “relaxing time,” and “average routine.” There are also attempts at more descriptive language, such as “study burden” and “beneficial.” However, several choices are inaccurate or informal for an academic summary: “study burden” adds an interpretation, while “pretty good,” “tuff,” and “healthy and active” are evaluative rather than chart-based. Spelling errors such as “ilustrate” and “tuff,” along with awkward phrases such as “as compare to,” reduce precision. Aim for neutral reporting language and accurate collocations, such as “study for,” “compared with,” and “spend time relaxing.”

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, using clauses and connectors to combine information. The main figures and comparisons are generally understandable, but some grammatical errors recur. For example, “The bar chart below ilustrate” has subject–verb disagreement, and “Daily routine of students include” needs an article and a plural verb. In “as compare to UK students studying time,” the comparison structure is faulty, while “students life” and “studentswhich” show problems with possessive form and spacing. Sentence boundaries also need attention: “In Japan students life is very tuff. Which is also…” leaves a dependent clause as a fragment. Practise accurate sentence patterns for describing figures and check agreement, articles, and punctuation.

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